Daily Lesson Log in
MAPEH
SCHOOL
Kapayapaan National High School
TEACHER
Hyacinth F. Entereso
TEACHING DATE AND TIME
GRADE LEVEL LEARNING AREA
12:20-6:40pm
MONDAY
QUARTER
TUESDAY
WEDNESDAY
9 MUSIC 1ST (1st week)
THURSDAY
I. OBJECTIVES A. Content Standard B. Performance Standard
The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music. The learner performs selected songs from Medieval, Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour . The learner… The learner… listens perceptively to listens perceptively to relates Medieval, selected vocal and relates Medieval, selected vocal and Renaissance and instrumental music of Renaissance and Baroque instrumental music of Baroque music music to its Medieval, music to its historical and Medieval, Renaissance historical and cultural Renaissance and cultural background and Baroque music background through Baroque music through dramatization MU9MRB-Ia-h1 dramatization MU9MRB-Ia-h1 MU9MRB -Ic-f3 MU9MRB -Ic-f3 explains the performance practice explains the performance practice (setting, composition, (setting, composition, role of role of composers/performers, composers/performer and audience) during s, and audience) Medieval, Renaissance during Medieval, and Baroque periods Renaissance and MU9MRB -Ia-h2 Baroque periods MU9MRB -Ia-h2
C. Learning Competencies/ Objectives
1
sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style MU9MRB -Ib-h4
describes musical elements of given Medieval, Renaissance and Baroque music MU9MRB -Ib-f5
explores other arts and media that portray Medieval, Renaissance and Baroque elements MU9MRB -Ib-f6 improvises appropriate accompaniment to given Medieval and Renaissance songs MU9MRB -Ib-d7
sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style MU9MRB -Ibh4 describes musical elements of given Medieval, Renaissance and Baroque music MU9MRB -Ib-f5 explores other arts and media that portray Medieval, Renaissance and Baroque elements MU9MRB -Ib-f6 improvises appropriate accompaniment to given Medieval and Renaissance songs MU9MRB -Ib-d7
create and or perform songs in Gregorian and troubadour styles MU9MRB-Ib-h8
II. CONTENTS 2
MUSIC OF THE MEDIEVAL PERIOD (700-1400) Historical and cultural background
III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Mateials pages 3. Textbook pages
4. Additional Materials from Learning Resources (LR) portal
MUSIC OF THE MEDIEVAL PERIOD (700-1400) Gregorian chants Troubadour music Composer - Adam de la Halle
RENAISSANCE PERIOD (1400-1600) Historical and cultural background;
RENAISSANCE PERIOD (1400-1600) Mass Madrigal Composers Giovanni da Palestrina and Thomas Morley.
pp. 7-10 pp. 7-10 pp. 11-15 pp.11-15 pp. 2-8 pp. 2-8 pp. 9-12 pp.9-12 Perez, Vilma V. Et al (2009). MAPEH IV Music, Arts, Physical Education and Health (Latest Edition). St. Bernadette Publishing House Corporation. 1373 E. Rodriguez ST., Ave. Kristong Hari, Quezon City 91-111 Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226. https://www.youtube.com/watch?v=DEeAN471boQ http://www.slideshare.net/lheyo/music-of-the-medieval-renaissance-baroque-music-47197393 http://www.medieval-life-and-times.info/medieval-music/medieval-music.htm http://study.com/academy/lesson/what-is-medieval-music-history-church-music-composers.html https://www.youtube.com/watch?v=6EAMqKUimr8 https://www.youtube.com/watch?v=4mgSPiAiBjU
B. Other Learning Resources IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting The New Lesson
The teacher will play a video clip about dark ages or middle ages. What have you noticed from the video clip?
The teacher will recall the previous lesson by asking questions to the students: What is Medieval period? What historical events and culture that
The teacher will ask the following questions to the students: What is a troubadour music? Who is the composer of Medieval period? (5 min)
The teacher will ask the foolowing questions to the students: What is Renaissance? What important events happened during the period? (5 min)
3
https://www.youtube.co m/watch?v=6EAMqKUimr 8&t=155s (5 min) The teacher will ask the students to name the following pictures posted in front. 1. CHURCH -
(5min) The teacher will ask the following questions to the students: Which music are you familiar with? Which songs can you relate with? Sacred or secular music?
(5 min)
2. POLITICS B. Establishing a Purpose For The Lesson
medieval period has? What is gregorian chant? The teacher will ask the students to arrange the rambled letters to form words about the Renaissance period. 1. MASS – SMAS 2. MADRIGAL – LADRMAGI 3. RENAISSANCE – ENASSIACREN 4. THOMAS MORLEY – HMASOT LERYOM 5. GIOVANNI PALESTRINA – IANINOGV TELSARINAP (5 min)
The teacher will ask the following questions to the students: Have you been in a chorale? What do you feel in joining the Chorale?
3. POPE –
4
4. MIDDLE AGES -
(5min) The teacher will post pictures that represent Medeival period.
The teacher will play a gregorian chant and a troubadour music. Let the students listen to the music.
The teacher will post pictures that illustrate the cultural and historical background of the renaissance period and medieval period.
The teacher will play examples of sacred music and secular music. The students will listen will ask the following questions: What can you say about the music? Are secular and sacred music the same? (10min)
C. Presenting Examples/ Instances of The New Lesson
What can you say about the music? Were you able to describe the musical elements of the music?
(10 min)
What can you say about the pictures? Are historical and cultural back ground of medieval and renaissance period still the same? (10 min)
(10 min)
5
D. Discussing New Concepts And Practicing New Skills #1
The teacher will discuss the historical and cultural background, gregorian chant the medieval period through power point presentation and video clip
The teacher will discuss the Gregorian chant troubadour music and the composer of Medieval period through powerpoint presentation and audio clips (15min)
The teacher discuss the historical and cultural background, mass, madrigal and the composers of the Renaissance period through power point presentation and examples.
The teacher will discuss the mass, madrigal and the composers of the Renaissance period through powerpoint presentation and audio clip.
See attachment tool (15 min)
See attachment tool
See attachment tool (15 min)
(15 min)
Group Activity:
Group Activity:
Group Activity:
Group Activity:
The teacher will ask the students to make a short chant of historical and cultural back ground of the Medieval Period. (10min)
Each group will receive a task card which contain the task they need to perform.
The teacher will play a short video clip about the Renaissance period: The studenst will be asked the following questions: What can you say about the video clip? What events happened sturck you most? Why?
E. Discussing New Concepts And Practicing New Skills #2
F. Developing Mastery (Leads To Formative Assessment 3)
Group A – Listen to troubadour music and explore the art and media used in the music.
The teacher will play the “Five sections of a Mass” and “April is in My Mistress Face”. The students will listen and let them describe the musical elements in the music through venn diagram. (15min)
Group B – Listen and Create an improvised accompaniment of the music.
G. Finding Practical Applications Of
Group Activity:
Group C – Listen and sing the given troubadour music. (25 min) Group Activity:
Group Activity:
Group Activity: 6
Concepts And Skills In Daily Living
The teacher will ask the students to relate their chant about historical and cultural background through short dramatization (10min)
The teacher will ask the following questions to the students:
What did you feel in improvising an accompaniment of the medieval music? What art and media used during the medieval period? Explain the performance practice of the period.
The students will create a short skit or dramatization that will show the historical and cultural background of the Renaissance period. (15 min)
Each group will receive a task card which contain the task they need to perform. Group A – Listen a mass music and explore the art and media used in the music. Group B – Listen and Create an improvised accompaniment of the madrigal music. Group C – Listen and sing Five main sections of mass like a chorale.
(15 min) (25 min)
The Medieval period is also known as the “Middle Ages or Dark Ages” that started with the fall of the Roman Empire. During this time, H. Making Generalizations the Christian church And Abstractions About influenced Europe’s The Lesson culture and political Affairs. (10 min)
Gregorian chant remains among the most spiritually moving and profound music in Western culture. An idea of its pure, floating melody can be heard in the Easter hymn Victimae paschali laudes. It comprised a single melody without any harmonic support or accompaniment. (10 min)
What is the significance of learning the historical and cultural back ground of the Renaissance period? Why? (10 min)
Based on what you have heard and learned, do you agree that the compositions of the composers reflect their personalities? Why or Why not? (10 min)
7
I. Evaluating Learning
The chant created by the students will be graded by using rubrics
The performance of the students will be graded by using rubrics
See attachment tool The teacher will play video clip of historical and cultral background of Medieval Period. Study about gregorian chant, troubadour music and Adam de La halle
See attachment tool The teacher will play other examples of troubadour music.
Use Rubrics based on the group presentation (letter G)
Use Rubrics based on the group presentation (letter G)
(10 min) J. Additional Activities For Application or Remediation K. Assignment
Study about the Music of Renaissance Period.
The teacher will play Le Jeu de Robin et de Marion and La Chanson du roi de sicile. (10 minutes) Study the other forms of Renaissance period.
The teacher will ask the students to hum the five main sections of the Mass Study about the Music of Baroque Period.
V. REMARKS VI. REFLECTION A. No. of Learners Who Earned 80% In The Evaluation. B. No. of Learners Who Require Additional Activities For Remediation Who Scored Below 80% C. Did The Remedial Lessons Work? D. No. of Learners Who Continue To Require Remediation E. Which of My Teaching Strategies Worked Well? Why Did These Work? F. What Difficulties Did I Encounter Which My Principal or Supervisor Can Help Me Solve? G. What Innovation Or Localized Materials Did I Use/Discover Which I Wish 8
To Share With Other Teachers?
9
