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Music
Quarter 1 – Module 3:
Relating Medieval, Renaissance and
Baroque Music to Other Art Forms
and Its History Within the Era
Music – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 3: Relating Medieval, Renaissance and Baroque Music
to Other Art Forms and Its History Within the Era
First Edition, 2020

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represent to claim ownership over them.

Published by the Department of education

Secretary: Leonor Magtolis Briones

Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Zet A. Luceño

Editors: Marjun O. Macadangdang /Jodilmary C. Montemayor

Reviewer: Emilia M. Baydal

Layout Artist: Leo Bill N. Paglinawan

Management Team: Arden D. Monisit

Nonale Q. Resoor

Susan T. Balbuena

Romel Victor A. Villahermosa

Department of education Region VII – Division of Guihulngan City

Office Address: Osmeña Avenue, Poblacion, Guihulngan City, Negros Oriental

Telefax: (035) 410-469/ (035)410-466

E-mail Address: guihulngan.city @deped.gov.ph

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MUSIC
Quarter 1- Module 3:
Relating Medieval, Renaissance
and Baroque Music to Other
Art Forms and Its History
Within the Era
Introductory Message
This module aims to help the Grade 9 leaners to have a self-pace study in
Relating Medieval, Renaissance and Baroque Music to Other Art Forms and Its
History Within the Era. This module contains review concept of the history,
characteristics, composers and their compositions in the said western music
period. Then, learners can study how the characteristics of music is directly
relevant to other forms of art either visual, performing, literature or
multidisciplinary art. Lastly, the learners can access their learning through the
application assessment and post assessment at the end of this lesson.

For the Facilitator:

Welcome to the Music 9 Alternative Delivery Mode (ADM) Module on

Relating Medieval, Renaissance and Baroque Music to Other Art Forms
and Its History Within the Era. This module was collaboratively designed,
developed and reviewed by educators from public institutions to assist the
learners. The teacher or facilitator worked hard for the learners to meet the
standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.

For the Learners:

Hi dear learner! Welcome to Music 9 of Alternative Delivery Mode (ADM)
Module on Relating Medieval, Renaissance and Baroque Music to Other Art Forms
and Its History Within the Era.
This module is purposely prepared for you to cater your needs as a student.
It also aims to provide opportunities for learning while you stay at home. It has the
following features and icons that you need to understand.

What I Need This part gives you the objectives and content of the
to Know lessons.
This feature provides a pretest to check what you know
about the lesson you are to take. You have the option to
What I Know skip this module if you get 100% of the correct answers.
However, continue with the module if you get 1 or more
mistakes.
This portion gives activities that connect the current lesson
What’s In with the previous lesson.

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 This section gives an activity to present the new topic. It
What’s New also provides new concepts, skills and insights for better
learning.
This part elaborates further the content of the lessons for
What Is It better understanding.
This feature provides dependent and independent practices
that will further enhance your understanding on the topic.
What’s More Correct answers of the activities can be checked in the Key
Answers at the last part of the module.
This part gives the generalization of the lesson. It
What I Have summarizes the important ideas of the lesson presented in
Learned the module.
This section provides activities that will help you
internalize and apply the lesson you have learned into real-
What I Can Do
life situations.

This part evaluates the learner’s level of mastery in

Assessment
achieving the learning objectives.
Additional
Activities This part provides additional activities for enrichment.

This section contains the correct answers of all the tests

Answer Key given in the module.

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 What I Need to Know

This module was intentionally designed and written for you to demonstrate
understanding on how the Medieval, Renaissance and Baroque music relates with the
Other Art Forms and Its History Within the Era.

At the end of the lesson you as a learner are expected to:

 Recall the concepts of Medieval, Renaissance and Baroque music.

 Manifest appreciation in Medieval, Renaissance and Baroque music through
related art forms.
 Create an output about the literacy art form.

What I Know
Activity: WHERE DO I BELONG?
Direction: Classify the item in the box according to the historical period which it
belongs. Write it in the graphic organizer below. You draw the graphic organizer in your
notebook and answer it.

HISTORY

Portuguese word “barocco” 700-1400 rebirth revival &

rediscovery

Comes from the word”renaitre” 1400-1600 pearl of irregular

shape

Middle Ages or “Dark Ages” 1685-1750 fall of the Roman

Empire

COMPOSERS

Thomas Morley George Friedrich Handel

Adam de la Halle Johann Sebastian Bach

Giovanni Pierluige de Palestrina Antonio Vivalde

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 COMPOSITIONS

Le Jeu de Robin et de Marion Fire, Fire, My Heart Concerto Grosso

La Chanson de roi de Sicle April Is in my Mistress Face Four Seasons

Pope Marcellus Mass Fugues Hallelujah Chorus

CHARACTERISTICS

Word Painting Melodies- elaborate and ornamental

Melodic lines move in a flowing manner single plainchant

Composers & musical notation unknown Transmitted contrast orally

irritation among voices contrapuntal textures with homophony

Dynamic contrast –loud and soft mostly polyphonic

monophonic

HISTORY COMPOSERS & COMPOSITION

MEDIEVAL PERIOD 
 * *


(Year)
CHARACTERISTICS

HISTORY COMPOSERS & COMPOSITION

RENAISSANCE PERIOD

 * *


(Year) CHARACTERISTICS COMPOSERS & COMPOSITION

 * *

BAROQUE PERIOD HISTORY COMPOSERS & COMPOSITION COMPOSERS & COMPOSITION


 * *  * *

(Year)
CHARACTERISTICS COMPOSERS & COMPOSITION

 * *

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Activity 2: What Art I am?
Direction: Name the following art forms? Choose from the words below.

(Music, Dance, Poetry, Sculpture, Architecture, Painting, Theater)

1.___________________ 2.___________________

3. _____________________

4. _________________

5. ____________________

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 What’s In
ART FORMS (BRANCHES OF ART)

 Visual Art consists of sculpture, architecture, painting, drawing, portrait,

landscape, photography
 Performance Art consists of Dance, Music, and Theater
 Literary Art consists of writing of drama, plays, and poetry; and
 Multidisciplinary Art consists of multiple types of art. This means that
something like comic book has both visual art and literary art, films,
cinematography, Broadway, opera, etc. includes performing arts (acting,)
literary arts (scripts,) and visual arts (effect, set design.)

What’s New

How am I related to music?

Music and the arts in the Medieval Period

During the Medieval Period the concept of visual art is something that can be seen and
music as something can be heard. Branches of arts including literature, drama, and
dance often seen as different from each other: In the following discussion you will
know how related they were:

Music Painting Literature Dance Sculpture

 Monophonic  The Medieval Estampie Medieval
(single line represented literature, in the meaning sculpture does not
melody) figures were morality tales, dance first follow correct
flat, stylized, protagonists are known genre proportion. The
without either simply of dimension there
volume or good or simple instrumental seem distorted,
expression, evil with no music in the upper body is
the painters psychological Medieval too long in
 Time Music unknown. depth and no Era, comparison to the
was basically evolutionary associated knees and legs.
used by their  Paintings change during with
prayer ( we all would often the course of the celebrations
know that contain tale. and dancing.
prayer have successive We hear
time several parts
but there is

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 sequencial sequences, only one
pattern) different melody
historical notated on
events, all the music.
represented in This kind of
a flat, two notation
dimensional would be
space. monophonic.

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 Paintings
would
often
contain
successive
time
 Unknown sequences,
composers different  Unknown
( except for historical Artists
Adam de la events, all /Writer
Halle) represente
d in a flat,
two
dimension
al space.

MUSIC AND THE ARTS IN THE RENAISSANCE PERIOD

During the renaissance period the idea of arts experienced remarkable change to
renewal. According to Wolfman “Renaissance’s human spirit being born again”, shapes
not only musical, artistic and literary production, but also laid the spiritual,
intellectual and moral foundation

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Let’s study how the characteristics of Music can be seen in the other form of art.

Music Painting
Use the word Painting The light within the painting is evenly
distributed, leaving nothing in the dark,
nothing unseen. Painting found less
depth, so that the viewer of the painting
could perceive the work almost as if they
were looking through a window 3D space.

Music during this period used Tonic https://encrypted-

Triad tbn0.gstatic.com/images?q=tbn%3AANd9GcTyDsG
DRtwUDtSc1O_7fACneYWN4MgdwujYYg&usqp=CA
U
Polyphonic texture (you can hear many
sound but there is one melody that unites) Used classical triangle wherein we can
draw an imaginary triangles on the
images. And basically consist of three
figures.

The Triangle in Visual Art | TWFINEART

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 Classical Triangle. We can also draw
several triangles to prove this concept.

Renaissance compositional ideas

Renaissance or an abandoned the

medieval superposition of narrative
scenes an arrived at the central
perspective at a definite element of form
a single point of the sight of unity.

https://www.brainscape.com/blog/wp-
content/uploads/2015/06/Sanzio_01.jpg

MUSIC AND THE ARTS IN THE BAROQUE PERIOD

Baroque period is generally seen as counter-Reformation. During the Reformation,

Catholic Church lost a very large number of its believers and needed to reform itself.
This reformation affected all forms arts

Let’s see how these changes affect the music and art affect during this period.

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 Music Painting Literature

Melodies sound elaborated Painting depicts action Theatre/

and ornamented (listen to and movement Drama/Acting:Opera were
Bach’s Branchenberg performed and staged with
Concerto no.3) strong emotional content.

Dynamic contrast(loud
and soft)

Contrast in light and

dark. You can easily
Composers earned a living identify the contrast:
writing music for royalty
and/or church.
Baroque Opera -
Music forms of the Baroque 2yamaha.com
or a grew directly from the 2yamaha.com
dramatic nature of music
such as the opera, the
oratorio and the concerto.
These elaborated forms
were elongated with a wide
range in mood tempo, https://en.wikipedia.org
texture, rhythm, dynamics /wiki/The_Calling_of_St
and ornaments. _Matthew_(Caravaggio)
Subject matter
Music Baroque composers including religious
believed music was their subject as well, people
tool for communicating of all classes were
emotions which gave rise to painted in more realistic
the opera during this time settings.
period.
Painting composition
are often asymmetrical.

https://www.google.com/url?sa=
i&url=http%3A%2F%2Fwww.esse
7
ntial-humanities.net%2Fart-
supplementary%2Fvisual-

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 What’s More
What have you noticed when we relate music to the other form of arts?
(Answer this in your notebook.)

What I Have Learned

Activity 3: Let’s Write:
Direction: Literature has been one of the in-depth developments in Music and art.
Following the characteristics of Troubadours during the Medieval Period, write your
own poem about love in Filipino. e.g. love for country, love for your family/friends,
things that you love, etc.

Rubrics:

Kaugnayan sa Tema 35 %

Nilalaman/Pamamaraan 30 %

Organisayon ng diwa 15 %

Orihinaalidad 20 %

100%

What I can Do
Activity 4: Let’s Speak

Direction: Development of psychological character in theater/acting was also

highlighted. Is your poem ready? For us to apply this development you read and video
record your poem.

Rubrics:

Interpretasyon (Pagbibigay diin sa damdamin) 35 %

Hikayat (Kilos, Galaw, Ekspresyon ng Mukha) 25 %

Tinig (kaangkupan ng damdamin, lakas at Taginting ng boses 20 %

Bigkas Maliwag, Wastong pagbubukod ng salita. Diin/Indayog) 20 %

Kabuuan 100%

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 Assessment
POST ASSESSMENT
Test I. Direction: Identify the following statement according to the period of
development. (Medieval, Renaissance or Baroque)
___________________ 1. Tonic triad was used in composition of music while painting it
through classical triangle.

____________________2. Protagonist of the story were simple good or evil.

____________________3. Prominent used of contrast light and dark.

____________________4. Monophonic texture was featured with the Estampie dance.

____________________5. Art during this time featured strong emotional content.

____________________6. This period used ONE unified object or melody.

____________________7. Composers/ Artists were unknown.

____________________8. Music and painting showed actions and movements.

____________________9. Composers/Artists followed patronage/royalty system.

____________________10. Prominent used of word pointing concept in art.

Test II: IDENTIFICATION

Direction: Identify the following characteristic whether it is of Music, Arts or
Literature:
_________________1. Tonic Triad _________________6. Monophonic

_________________2. Asymmetrical _________________7. Central Perspective

_________________3. Protagonist _________________8. Dynamic Contrast

_________________4. Classical triangle _________________9. Polyphonic Texture

_________________5. Two-dimensional _________________10. Three-

Dimensional Figure (3D)
figure (2D)

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Test I
Test II
1.Music
1.Renaissance
2.Art
2.Medieval
3.Literature
3.Baroque
4.Art
4. Medieval
5.Art
5. Baroque
6. Music
6. Medieval
7.Art
7. Medieval
8. Music
8. Baroque
9.Music
9. Baroque
10. Art
10. Medieval
Post Assessment
Answer Key
References
A Journey through Western Music and Arts – Grade 9
Music and Arts – Learner’s Materials
First Edition 2014
Reprint 2016, 2017
ISBN: 978-971-9601-73-9

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For inquiries or feedback, please write or call:

Office Address: Guihulngan City Division, Osmeña Avenue,

Poblacion,Guihulngan City Negros
Oriental, Philippines 6214

Telefax: 035-410-469 / O35- 410-466

E-mail Address: guihulngan.city@deped.gov.ph