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A
LEARNING
MODULE
OF GRADE
10 MUSIC
Name of Learner: ____________________________________________________________
LRN / I.D. Number: ___________________________________________________________
Grade Level: ___________________________ Section: _____________________________
Subject Teacher: ____________________________________________________________
Adviser: ___________________________________________________________________
SELF- LEARNING MODULE 1.1
Quarter: FIRST Teacher: Ms. Dafchen Nio V. Mahasol,
LPT
Subject: MUSIC Grade Level: GRADE 10
INTRODUCTION / OVERVIEW:
STANDARDS:
CONTENT STANDARDS:
The learner demonstrates understanding of the 20th century music styles and characteristic
features.
PERFORMANCE STANDARDS:
The learner creates musical pieces using a particular style of the 20th century.
FORMATION STANDARDS:
The learner will independently use their learning on Music of the 20th century , so that in the long run,
they will:
The learner will be able to learn and identify the different music of Lowland Luzon
Asia.
Value and appreciate the music of others. Apply appropriate pitch, rhythm, expression, and style to
any song.
Graduate Attributes:
Truth Seeker
Community Builder
PERFORMANCE TASK:
GOAL: Present a culminating activity through a video presentation of each student that is designed to
show the students understanding on how to prepare for a 20th century music presentation.
ROLE:
Project producer – information about things to do when preparing for a singing presentation
Group leader – views on how to read music notes
Costume Designer – ways to obtain information about the clothing styles of the Medieval Era
Music instrument player – reflections on how the music instrument may be used for identifying
the correct notes which the singers will listen to while practicing
Music Teacher – means to classify voice as belonging to the following: soprano, tenor, alto, or
bass
AUDIENCE: Mapeh Teacher and classmates
SITUATION: Acting in the role of a project producer/meeting facilitator, the students will show pieces
of information or visual materials that provide information on how to prepare for a 20th music
presentation.
PRODUCT/PERFORMANCE: 1. Musical presentations
2. Video documentation of the presentation
Rubrics:
Persuasive The content Information is The content The content The content
Content and includes a presented as a includes a does not lacks a central
Organizatio clear statement connected clear point of present a theme, clear
n of purpose or theme with view with a clearly stated point of view,
(x4) theme and is accurate, progression theme, is and logical
creative, current of ideas and vague, and sequence of
compelling, supporting supporting some of the information.
and clearly information information. supporting Much of the
written. A rich that There is little information supporting
variety of contributes to persuasive does not seem information in
supporting understanding ideas. to fit the main the video is
information in the project’s idea or appears irrelevant to
the video main idea. as a the overall
contributes to Details are disconnected message. The
understanding logical and series of viewer is
the project’s persuasive scenes with no unsure what
main idea. information is unifying main the message is
Events and effectively idea. because there
messages are used. is no
presented persuasive
persuasively in information.
a logical order.
:
TABLE OF LESSON:
Lesson Number / Learning Competencies (MELCs) Learning Objectives
Topic
Lesson 1. Week 1 & 2: At the end of the lesson, the
MUSIC OF learners are expected to:
THE 20TH Creates short electronic and Listens perceptively to
CENTURY chance music pieces using selected 20th century
knowledge of 20th century styles. music.
Sub-topics: Describes distinctive
Impressionism musical elements of
Expressionism given pieces in 20th
Neo- century styles.
Classicism Relates 20th century
Avant-Garde music to its historical
Modern and cultural background.
Nationalism Explains the
Composers performance practice
(Debussy, (setting, composition,
Ravel, role of
Schoenberg, composers/performers,
Bartok, and audience) of 20th
Stravinsky, century music.
Prokofieff, Sings melodic fragments
Poulenc, of given Impressionism
Stockhausen, period pieces.
Glass, Cage, Explores other arts and
Bernstein, media that portray 20th
Varese, and century elements
Gershwin) through video films or
live performances.
Creates short electronic
and chance music pieces
using knowledge of 20th
century styles.
PRE-LESSON:
This module is intended to help you continue learning Music at Home. The start of the
20th century saw the rise of distinct musical styles that reflected a move away from the
The distinct musical styles of the 20th century would not have developed if not for the
musical genius of individual composers such as Claude Debussy, Maurice Ravel, Arnold
Schoenberg, Bela Bartok, Igor Stravinsky, Sergei Prokofieff, and George Gershwin stand out
as the moving forces behind the innovative and experimental styles mentioned above. Coming
from different nations—France, Austria, Hungary, Russia, and the United States— these
composers clearly reflected the growing globalization of musical styles in the 20th century.
Music evolved alongside with man’s constant quest for growth and development.
The following are the standard symbols (icons) used to represent some parts the module:
What I have Learned This part offers a question, fill in the blank
sentence/paragraph to enable you to process
what you have learned from the lesson.
Student Instruction
LESSON PROPER:
To assess what you know about the music of the 20th century answer the following
activities.
What I Know
A. Guess Who?
___________________________ __________________________
Good job! You did it well even though it’s not familiar with you. Do you want to know
them more? Just keep reading! but before you will know them you have another step to
answer.
Lets! Start!
What’s in
A. Picture Display
Direction: Describe each of the pictures in your own words in 5 minutes. Type your
answer on a google docs send via google classroom.
2.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fnews.psu.edu%2Fstory%2F324175%2F2014%2F08%2F28%2Fresearch%2Fprobing-question-why-
impressionist-art-so-popular&psig=AOvVaw0hVxOx7_iPcuquRtINzPWA&ust=1595499715843000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCKik-
uDR4OoCFQAAAAAdAAAAABAO
B. Listening Activity
Direction: Listen to the following songs. After that there is a reflection to follow, write
your answer on your MAPEH notebook.
1. Gustav Mahler - Symphony No.9 in D-major - IV, Adagio. Sehr langsam und noch
zurückhaltend
https://www.youtube.com/watch?v=ag18Np_JInY&list=PL8q5BmYRBCkIt24IIqpSSz6kGSj-AyGqo
https://youtu.be/eYOeH-EF00s?t=8
https://youtu.be/qo6FSlR_f3w
https://youtu.be/Pg8GlYeCWuM?list=PLpfACm_15ImFIufS_URJIeY33sTcKxnd1
REFLECTION:
1. Were you aware that some of those music were composed centuries ago?
2. How was it used as background music?
3. Do you think they were used creatively? Was the music used appropriately?
4. If you were one of the original composers, would you allow your compositions to be used as
What’s new
A. Enumeration
2. Which Russian composer created the music for the ballet The Firebird?
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4. Who was the target audience of Prokofieff’s Peter and the Wolf?
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5. What kind of musical style is attributed to Schoenberg and Stravinsky?
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B. Identification
6. Debussy _____________________________________
7. Ravel _____________________________________
In this module, you will learn the first part of the history of
20th century music. We will be discussing the characteristic
features of each period, composers, historical and cultural
backgrounds.
What Is It
IMPRESSIONISM
One of the earlier but concrete forms declaring the entry of 20th century music was
Known as impressionism. It is a French movement in the late 19th and early 20th
Century. The sentimental melodies and dramatic emotionalism of the preceding
Romantic Period (their themes and melody are easy to recognize and enjoy) were being
replaced in favor of moods and impressions. There is an extensive use of colors and
effects, vague melodies, and innovative chords and progressions leading to mild
dissonances.
Sublime moods and melodic suggestions replaced highly expressive and program
music, or music that contained visual imagery. With this trend came new combinations
of extended chords, harmonies, whole tone, chromatic scales, and pentatonic scales.
Impressionism was an attempt not to depict reality, but merely to suggest it. It was
meant to create an emotional mood rather than a specific picture. In terms of imagery,
impressionistic forms were translucent and hazy, as if trying to see through a rain-
drenched window.
In impressionism, the sounds of different chords overlapped lightly with each other to
produce new subtle musical colors. Chords did not have a definite order and a sense of
clear resolution. Other features include the lack of a tonic-dominant relationship which
normally gives the feeling of finality to a piece, moods and textures, harmonic
vagueness about the structure of certain chords, and use of the whole-tone scale. Most
of the impressionist works centered on nature and its beauty, lightness, and brilliance.
A number of outstanding impressionists created works on this subject.
The impressionistic movement in music had its foremost proponents in the French
composers Claude Debussy and Maurice Ravel. Both had developed a particular style
of composing adopted by many 20th century composers. Among the most famous
luminaries in other countries were Ottorino Respighi (Italy), Manuel de Falla and Isaac
Albeniz (Spain), and Ralph Vaughan Williams (England).
Ariettes Oubliees
Prelude to the Afternoon of a Faun
String Quartet
Pelleas et Melisande (1895)—his famous operatic work that drew mixed
extreme reactions for its innovative harmonies and textural treatments.
La Mer (1905)—a highly imaginative and atmospheric symphonic work
for orchestra about the sea
Images, Suite Bergamasque, and Estampes—his most popular piano compositions; a
set of lightly textured pieces containing his signature work Claire de Lune (Moonlight)
His musical compositions total more or less 227 which include orchestral music,
chamber music, piano music, operas, ballets, songs, and other vocal music.
The creative style of Debussy was characterized by his unique approach to the various
musical elements. Debussy’s compositions deviated from the Romantic Period and is
clearly seen by the way he avoided metric pulses and preferred free form and
developed his themes. Debussy’s western influences came from composers Franz Liszt
and Giuseppe Verdi. From the East, he was fascinated by the Javanese gamelan that he
had heard at the 1889 Paris Exposition. The gamelan is an ensemble with bells, gongs,
xylophone, and occasional vocal parts which he later used in his works to achieve a
new sound. From the visual arts, Debussy was influenced by Monet, Pissarro, Manet,
Degas, and Renoir; and from the literary arts, by Mallarme, Verlaine, and Rimbaud.
Most of hisclose friends were painters and poets who significantly influenced his
compositions. His role as the “Father of the Modern School of Composition” made its
mark in the styles of the later 20th century composers like Igor Stravinsky, Edgar
Varese, and Olivier Messiaen. Debussy spent the remaining years of his life as a critic,
composer, and performer. He died in Paris on March 25, 1918 of cancer at the height
of the First World War.
CLAIRE DE LUNE
Copyright by everynote.com
Joseph Maurice Ravel was born in Ciboure, France to a Basque mother and a
Swiss father. He entered the Paris Conservatory at the age of 14 where he
studied with the eminent French composer Gabriel Faure. During his stint with
the school where he stayed until his early 20’s, he had composed a number of
masterpieces.
The compositional style of Ravel is mainly characterized by its uniquely
innovative but not atonal style of harmonic treatment. It is defined with
intricate and sometimes modal melodies and extended chordal components. It
demands considerable technical virtuosity from the performer which is the
character, ability, or skill of a virtuoso—a person who excels in musical
technique or execution.
The harmonic progressions and modulations are not only musically satisfying
but also pleasantly dissonant and elegantly sophisticated. His refined delicacy
and color, contrasts and effects add to the difficulty in the proper execution of
the musical passages. These are extensively used in his works of a
programmatic nature, wherein visual imagery is either suggested or portrayed.
Many of his works deal with water in its flowing or stormy moods as well as
with human characterizations.
BOLERO
Transcriptions for Two Pianos (Excerpt)
Maurice Ravel
Copyright by everynote.com
Schoenberg is credited with the establishment of the twelve-tone system. His works
include the following:
Primitivism
Neo-Classicism
In this latter piece, the classical three-movement format is combined with ever-shifting
time signatures, complex but exciting rhythmic patterns, as well as harmonic
dissonances that produce harsh chords. The neo-classicist style was also used by
composers such as Francis Poulenc, Bela Bartok, Igor Stravinsky, Paul Hindemith, and
Sergei Prokofieff.
Copyright by everynote.com
Poulenc’s vocal output, meanwhile, revealed his strength as a lyrical melodist. His
opera works included Les Mamelles de Tiresias (1944), which revealed his light-
hearted character; Dialogues des Carmelites (1956), which highlighted his conservative
writing style; and La Voix Humane (1958), which reflected his own turbulent
emotional life.
Poulenc’s choral works tended to be more somber and solemn, as portrayed by Litanies
a la vierge noire (Litanies of the Black Madonna, 1936), with its monophony, simple
harmony, and startling dissonance; and Stabat Mater (1950), which carried a Baroque
solemnity with a prevailing style of unison singing and repetition. Poulenc’s musical
compositions total around 185 which include solo piano works, as well as vocal solos,
known as melodies, which highlighted many aspects of his temperament in his avant
garde style. He died in Paris on January 30, 1963.
Georges Auric (1899–1983) wrote music for the movies and rhythmic music
with lots of energy. Louis Durey (1888–1979) used traditional ways of
composing and wrote in his own, personal way, not wanting to follow form.
Arthur Honegger (1882–1955) liked chamber music and the symphony. His
popular piece Pacific 231 describes a train journey on the Canadian Pacific
Railway. Darius Milhaud (1892–1974) was a very talented composer who
wrote in several different styles. Some of his music uses bitonality and
polytonality (writing in two or more keys at the same time). His love of jazz
can be heard in popular pieces like Le Boeuf sur le Toit which he called a
cinema-symphony. Germaine Tailleferre (1892–1983) was the only female in
the group. She liked to use dance rhythms. She loved children and animals and
wrote many works about them. She also wrote operas, concerti, and many
works for the piano.
Closely associated with electronic music, the avant garde movement dealt with
the parameters or the dimensions of sound in space. The avant garde style
exhibited a new attitude toward musical mobility, whereby the order of note
Improvisation was a necessity in this style, for the musical scores were not
read by a performer from left to right or vice versa. Or the performer might turn
Modern Nationalism
VISIONS FUGITIVE
(Excerpt)
Sergei Prokofieff
SUMMARY
The early half of the 20th century also gave rise to new musical styles, which
were not quite as extreme as the electronic, chance, and minimalist styles that
arose later.These new styles were impressionism, expressionism, neo-
classicism, avant garde music, and modern nationalism.
The avant garde style was associated with electronic music and dealt with the
parameters or dimensions of sound in space. It made use of variations of self-
contained note groups to change musical continuity, and improvisation, with an
absence of traditional rules on harmony, melody, and rhythm.
Modern nationalism is a looser form of 20th century music development
focused on nationalist composers and musical innovators who sought to
combine modern techniques with folk materials.
A number of outstanding composers of the 20th century each made their own distinctive mark
on the contemporary classical music styles that developed. Claude Debussy and Maurice
Ravelwere the primary exponents of impressionism, whileArnold Schoenberg was the primary
exponent of expressionism, with the use of the twelve-tone scale and atonality. Bela
Bartokwas a neo-classical, modern nationalist, and a primitivist composer who adopted
Hungarian folk themes to introduce rhythms with changing meters and heavy syncopation.
Igor Stravinsky was also an expressionist and a neo-classical composer. He incorporated
nationalistic elements in his music, known for his skillful handling of materials and his
rhythmic inventiveness.
What’s more
Direction: Express what you have learned in this lesson by completing the sentences
below.
1. Impressionism is
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3. Expressionist is
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4. avant garde is
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5. Neo-classicism is
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6. Modern Nationalism is
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7. What can you say about 20th century music
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What I can do
1. Research on the 20thcentury musical play West Side Story written by Leonard
Bernstein.
2. Watch any video clip of West Side Story on the internet or YouTube.
Assessment
Additional Activities
Assignment
A. Essay
Direction: Answer the following question and write your answer on a short bond paper
send via google classroom
B. Search for the following video on YouTube and to view it for additional insights on
20th century music: Young People’s Concert: What is Impressionism by Leonard
Bernstein
You may also search for Bernstein’s other video lectures on music.
Ms. Dafchen Nio V. Mahasol Mr. Peter B. Rago Sr. Cecilia P. Varon, O.P