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Republic of the Philippines

Department of EducationRegional Office IX, Zamboanga Peninsula

MUSICQuarter 3 – Module 2:

Music of the Romantic Period

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Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

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Romantic Period is described as a cultural movement that stressed emotion,imagination, individualism, and freedom of expression. These characteristics areevident in music, art, and literature of the era.

Ludwig Van Beethoven bridged the music from Classical to Romantic Era byexpressing his passion and emotions through his music. Other composers wereinspired by this musical style that they started to use music as a means ofexpressing their emotions and individuality. This change in musical form also pavedthe way for expanding the orchestra as the composers explored variousinstrumentations.

Piano music of the Romantic Period is in free form such as fantasy, rhapsody,ballade, and nocturne. Program music was expressed in tone poems such as“Symphony Fantastique.”

Most of the musical compositions of the era portray literature, history,emotions, and nature.

In this module, you are expected to attain the following MELCs:

1. Improvises appropriate accompaniments to selected music from RomanticPeriod ( MU9RO-IIIc-h-8);

2. Perform a selected music from the Romantic Period (MU9RO-IIIe-h-6);and

3. Evaluates music and music performances using guided rubrics

Music Match

Choose the composer of the given music piece from the 2nd column. Write youranswer in the box.

What I Need To Know

What I Know

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MUSIC COMPOSER ANSWER

Waltz of the Flowers fromthe “Nutcracker Suite”

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

Overture 1812

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

Nocturne Op. 9 no. 1 in Bbminor

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

Revolutionary etude

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

“the Swan” from the“Carnival of the Animals”

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

“Frauenliebe und Leben”“Dichterliebe”

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

Symphonie Fantastique

Peter llyich TchaikovskyFrederic ChopinFranz Liszt

Camille saint-SaensRobert SchumannHector Berloiz

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Guess and Reveal!

Directions: Reveal the word by identifying the corresponding letters of thegiven numbers in each box. Write the letter inside the box provided below and writea short description about it.

1.

2 5 18 12 9 15 26

2.20 3 8 1 9 11 15 22 19 11 25

3.19 3 8 21 13 1 14 14

4.3 8 15 16 9 14

5.16 1 7 1 14 9 14 9

What’s In

1 2 3 4 5 6 7 8 9 10 11 12 13A B C D E F G H I J K L M

14 15 16 17 18 19 20 21 22 23 24 25 26N O P Q R S T U V W X Y Z

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♪♫ LISTENING EXERCISE: In the mood for music

Find time to listen and visit this site https://youtu.be/p_il1J0bALE. Choose the moodsthat best describe the atmosphere and emotions of the composition you’ve justheard. Write your answers in the space provided below.

“Polanaise” by Frederic Chopin Time ATMOSPHERE ANDEMOTIONS

Introduction 00:00 - 00:35Beginning 00:36 – 01:54Middle 01:55 – 03:12End 03:13 - 07:15

MOODS/ATMOSPHERE

Scary Shocking ExplosiveMystery Joy CheerfulWarm Inviting FriendlyNoble Serious DarkAdventure Calm/Peaceful Excitement

Did you know that Nationalism was also incorporated in the music of theRomantic Period? An example of a composition that shows nationalism is the“Polanaise” of Frederic Chopin, which is a dance composition for piano and isfamous in Poland until today.

The Romantic period started around 1830 and ended around 1900 ascomposition became increasingly expressive and inventive. Expansive symphonies,virtuosic piano music, dramatic operas, and passionate songs took inspiration fromart and literature. Famous composers include Paganini, Chopin, Saint-Saens,Shumann, Liszt, Berloiz and Tcaikovsky.

What’s New

What Is It

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Program music became the main form of instrumental compositions which isevident in concert overtures, program symphonies, symphonic poems, and incidentalmusic. Program music is a form that portrays an idea or relays a story to theaudience. An example of this musical form may be seen in Hector Berloiz’s“Symphonie Fantastique”.

Short piano pieces in ABA form that shows emotion were developed duringthis period.

As the century progressed, music became increasingly available and popularamong the middle class. Concert halls provided venues for musical performancesand instrumental music was available to a wide audience.

Nationalism is reflected in most of the music of the Romantic Era. In theprevious historical periods, composers borrowed musical styles from Germany, Italy,and France. However, composers of the Romantic Period began incorporating theircountry’s native folk songs and musical styles into their compositions.

Frederic Chopin is one of the composers that did a great mark during theRomantic Period. Together with him was Niccolo Paganini who became the mostfamous violin virtuoso in the world. Franz liszt a virtuoso pianist,Robert Schumannwho beautifully combine music and words, Hector Berloiz who compose the fivemovement symphony called “ Symphonie Fantastique”, Peter llyich Tchaikovsky whois known for his ballet music and Camille Saint-Saens who was known as a talentedmusician from an early age.

LISTENING EXERCISE: Listen and Discuss!Choose one composer of the Romantic Period and listen to its composition.

Answer the following guide questions in your Activity Notebook:

Niccolo Paganinihttps://www.youtube.com/watch?v=H1Dvg2MxQn8

Frederic Chopinhttps://www.youtube.com/watch?v=A-GjbRtlweg

Franz Liszthttps://www.youtube.com/watch?v=MBOa-2b4uQQ

Robert Schumannhttps://www.youtube.com/watch?v=LNo2aiKV-a0

Hector Berloizhttps://www.youtube.com/watch?v=QwCuFaq2L3U

Peter llyich Tcaikovskyhttps://www.youtube.com/watch?v=9cNQFB0TDfY

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Camille Saint-Saenshttps://www.youtube.com/watch?v=YyknBTm_YyM

GUIDE QUESTIONS:

1. What can you say about the flow of music?

2. Which instruments usually played the melody?

3. What happen to the movement of the tempo?

Musical Video Analysis

Watch, listen and analyse excerpts of “Symphonie Fantastique” and the “NutcrackerSuite”. Answer the following questions given and write your answer in your ActivityNotebook.

1. What did you observe upon listening and viewing the excerpts of “SymphonieFantastique” and “The Nutcracker Suite?”

2. What are the significant features of the following program music based on thevideo presented?

3. What have you noticed in the tempo of Hector Berloiz’s composition?

4. Give at least 5 different moods that you have felt while listening to the music.

Compose and Perform!

Choose one composer of the Romantic Period and compose a musical poemrelated to his life and musical works. Present your works either through video/voicerecording and pass it to your teacher.

Romantic Period Composers:1. Frederic Chopin2. Franz Liszt3. Camille Saint-Saens4. Hector Berloiz5. Peter Ilyich Tchaikovsky

What’s More

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I have learned that ________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rubrics for musical poem:Category 4 3 2 1

OverallPerformance

Thecompositionwas creative,clean, andincluded allrequiredelements. Themelody fit wellthe lyrics.

Thecompositionwas somewhatcreative. Mostof the requiredelements wereincluded. Thelyrics wererhythmicallyawkward in thefew places.

Thecompositionwas verybasic. At leasthalf of therequiredelements wereincluded. Nofluidity inmelody andlyrics.

Thecompositionwas notcomplete.Under half ofthe requiredelements wereincluded.Project willneed to berevised.

What I Have Learned

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Musical Elements Analysis

Listen carefully to the selected recordings of Romantic music. Analyze itsmusic according to its elements and write your answers in the given chart below.Foloow the sample activity for musical element analysis.

Sample musical elements analysis:

Title Composer IntrumentsUsed Tempo Atmosphere and

Emotions

Liebestraume Franz Liszt PianoOrchestraInstrument

FastSlow

Moderate

Calm/peacefulWarmInviting

Title Composer IntrumentsUsed Tempo Atmosphere

and Emotions

Liebestraume“Love Dream”

RevolutionaryEtude

“Waltz of theFlowers” fromthe “Nutcracker

Suite”

“The Swan” from“Carnival of the

Animals”

Nocturne Op. 9no.1 in Bb Minor

RAP IT OUT!

Assessment

What I can do

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Pick a topic and record it in RAP style. Present your works either throughvideo/voice recording and pass it to yur teacher. You can use percussive musicalinstrument as accompaniment.

1. History and characteristics of Romantic Music2. Piano Music3. Program Music

Rubrics for RAP Style:

Criteria 4 3 2 1

Originality andAppearance

Presentationshowconsiderableoriginality andinventiveness.The contentand ideas arepresented inan interestingway. Excellentuse of graphicsandbackgrounds.

Presentationshows someoriginality andinventiveness.The contentand ideas arepresented inan interestingway. Good useof graphics andbackgrounds.

Presentationshows anattempt atoriginality andinventiveness.Fair use ofgraphics andbackgrounds.

Presentation isa reducedattempt atoriginality andinventiveness.Reduced useof graphics andbackgrounds

Content

Information isdetailed,varied, andextensive

Includesimportantinterestinginformation

Includes someimportant andinterestinginformation.

Minimalcontent.

Audio Quality

Singing isclear, music isat appropriatelevel. Not tooloud or soft.

Audio could bebetter quality.Music andsinging a littleout of balance.

Audio could bebetter quality.Singin could bearticulatedbetter. Voicequality andmusic does notblend properlymaking it hardto understandeither one.

Audio is ofpoor quality.

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References:Music and Arts 9LM pp. 68-102

DEVELOPMENT TEAM

Writer: Normila R. Dimaporo/Jerold A. Francisco

Editor

Language Editor:

Proof Reader:

Illustrators: Jeyvilyn J. Manalo

Layout Artist: Jonard Q. Laporga

Management Team:Julieto H. Fernandez, Ed. D., CESO VI

SDS-Isabela City

Maria Laarni T. Villanueva, Ed. D., CESE

ASDS-Isabela City

Henry R. Tura, CID Chief

Elsa A. Usman, LR Supervisor

Jani P. Ismael, EPS-MAPEH, Module Coordinator

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Region IX: Zamboanga Peninsula Hymn – Our Eden Land

Here the trees and flowers bloomHere the breezes gently Blow,Here the birds sing Merrily,The liberty forever Stays,

Here the Badjaos roam the seasHere the Samals live in peaceHere the Tausogs thrive so freeWith the Yakans in unity

Gallant men And Ladies fairLinger with love and careGolden beams of sunrise and sunsetAre visions you’ll never forgetOh! That’s Region IX

Hardworking people Abound,Every valleys and DaleZamboangueños, Tagalogs, Bicolanos,Cebuanos, Ilocanos, Subanons, Boholanos,Ilongos,All of them are proud and trueRegion IX our Eden LandRegion IXOur…Eden...Land...

The Footprints Prayer Trees by Joyce Kilmer

One night I had a dream. I dreamedthat I was walking along the beachwith the LORD.

In the beach, there were two (2) setsof footprints – one belong to me andthe other to the LORD.

Then, later, after a long walk, Inoticed only one set of footprints.

“And I ask the LORD. Why? Why?Why did you leave me when I am sadand helpless?”

And the LORD replied “My son, Myson, I have never left you. There wasonly one (1) set of footprints in thesand, because it was then that ICARRIED YOU!

I think that I shall never seeA poem lovely as a tree.

A tree whose hungry mouth is prestAgainst the earth’s sweet flowingbreast;

A tree that looks at God all day,And lifts her leafy arms to pray;

A tree that may in Summer wearA nest of robins in her hair;

Upon whose bosom snow has lain;Who intimately lives with rain.

Poems are made by fools like me,But only God can make a tree.