First Quarter

Unit 1: Music of the Medieval, Renaissance and Baroque Period

Grade Level: Grade 9

Enduring Understanding
Music during the Middle Ages is characterized by the commencing of
musical notation, Gregorian chants as well as secular music.
Medieval music was both sacred and secular.
Reading and notating music are essential to music literacy.

Essential Questions
How did the Gregorian chant affect the sacred music of the
medieval?
Why was there a need to notate the compositions?
What makes sacred music different from secular music?

Week

Content
Standards

Intended Learning
Outcomes

Values /Attitude

1-3

The learner
demonstrates
understanding of
characteristic
features of the
Medieval period

Singing of a chant
adhering to its
proper intonation,
rhythm, expression
and style

Establish a clear
concept of the
prominent features
of a medieval
composition.

Simplicity
Honesty

Composing a chant
observing the rhythm
and intonation of the
medieval music.

Explains the
performance
practice (setting,
composition, role of
composers/performe
rs and audience)
during the period.

Essential Learning
Declarative
Functional
Knowledge
Knowledge

MUSIC OF THE
MEDIEVAL PERIOD
a. Historical and
cultural background
b. Gregorian chants
c. Troubador music
d. Composer
Adam de la Halle

Dramatizing any
important historical
event that could have
influenced the music
of the period

Analyzes and listens

perceptively to the
vocal and
instrumental music
of the medieval
period

Suggested
Teaching/
Learning
Activities (TLAs)

Class singing
Music listening
Lecture
Demonstration
Role Playing
Situational
analysis
Slideshow of
pictures

Assessment
Tasks (ATs)

Paper and pen

test
Music Analysis
Practical test
composition
and
performance
of a
Gregorian
chant
Jazzing-up the
music
notebook

Word Maze
Dramatization

First Quarter

Unit 1: Music of the Medieval, Renaissance and

Baroque Period

Grade Level: Grade

9

Enduring Understanding
The political, economic and religious events
in the Renaissance period led to major
changes in the musical characteristic of
compositions, methods of disseminating
music, new musical genres and the
development of musical instruments.
Renaissance music was defined by the
Renaissance mass, motets, polyphonic
pieces and the Madrigals.

Essential Questions
How did the Renaissance men promote
humanism to the world?
What does it mean for music to be
polyphonic in the Renaissance time period?
Why was vocal music more prominent than
instrument-playing during the Renaissance?

We
ek

Content
Standards

Intended
Learning
Outcomes

4-5

The learner
demonstrat
es
understandi
ng of the
foremost
distinctiven
ess of the
renaissance
period.

Essential Learning
Declarative
Functional
Knowledge
Knowledge

MUSIC OF THE
RENNAISANCE
PERIOD
1400-1600
a) Historical
and cultural

Listening
discerningly
to the
stylistic
features of
secular and
sacred music

background;
b) Mass
c)
Madrigal/Mote
t
d) Polyphony

Singing
polyphonic
compositions
with accurate
tone, rhythm,
expression

Confirm
correlation
of
Renaissanc
e music to
its historical
and cultural
background
Show
contrast
and
resemblanc
e of a

Values
/Attitude

Simplicity
Aural
sensitivity
Self
discipline

Suggested
Teaching/
Learning
Activities
(TLAs)

Assessm
ent Tasks
(ATs)

Class
Singing

Paper
and pen
test
Note
reading
Song
completio
n

Music
listening
Focused
Listing
Giving
Caption to
a Picture
Video

Group
singing
Polyphoni
c way of
singing

e) Composers
Giovanni
da Palestrina
Thomas
Morley
HARMONY
a) Reading of
notes in the
key of C
b) Interval

and style
Solfege or
sing the notes
of selected
renaissance
songs.
Playing simple
accompanime
nt to any
renaissance
song.

madrigal to
a modernday love
song.
Critique the
musical
developme
nt of the
renaissance
mass in
comparison
to the
present
Catholic
mass.
Explains
the
performanc
e practice
(setting,
composition
, role of
composers/
performers
and
audience)
during the
period.
Show
competenc
e in
labelling
notes in the
key of C
and

Clips
PowerPoint
Interactive
Lecturing
Brain
storming

Round
song
A
cappella

identifying
their
intervals.

First Quarter

Unit 1: Music of the Medieval, Renaissance and Baroque

Period

Grade Level: Grade 9

Enduring Understanding
Musical forms like cantata, suite, concerto, fugue, opera
and oratorio marked the Baroque music.

Essential Questions
What was it like to attend a concerto in the Baroque era?
What are the characteristics of Baroque music?
What musical forms came to define the Baroque era?

Week

Intended
Learning
Outcomes

Content
Standards

Essential Learning
Declarative
Functional
Knowledge
Knowledge

Values
/Attitude

Suggested
Teaching/
Learning
Activities
(TLAs)

Assessment
Tasks (ATs)

6-8
The learner
demonstrates
understanding
of characteristic
features and
composers of
the Baroque
period.

Music of the
Baroque period
(1685-1750)
a) Historical and
cultural
background

Singing accurately
the notes of
Bachs Minuet in
G.

Analyzing the
basic elements of
music in Baroque
compositions.
b) Concerto Grossothrough music
c) Fugue
listening
d) Oratorio and chorale
e) Composers
Johann Sebastian
Bach
George Friedrich
Handel

Shows a
connection of the
historical
background of
the baroque
period with the
present times.
Recognizes
renowned
compositions of
Freiderich Handel
and Johann
Sebastian Bach.
Assesses the
musical strength
of a Baroque
composer based
on his life story.
Explains the
performance
practice (setting,

Simplicity
Honesty

Solfeggio
Class Singing
Music
Listening
Word
Association
Situational
Analysis
PowerPoint
Interactive
lecturing
It Looks Like
This
Choose from
the Daily
Dozen

Paper and
pen test
Comparing
& Justifying
Reading of
notes
Solfeggiosinging of
notes

composition, role
of
composers/perfor
mers and
audience) during
the period.
Explores other
arts and media
that portray
Baroque
elements.

Judgment
Question
Self-Analysis

Second Quarter

Unit 2: Music of the Classical Period; Music Therapy; Basics of Guitarplaying

Grade Level: Grade 9

Enduring Understanding
Wolfgang Amadeus Mozart, Franz Joseph Hayden and Ludwig van
Beethoven dominated the music industry of the Classical period.
Classical music is comprised of sonatas, requiems, chorales as well
as symphonies.

Essential Questions
How complex was Beethovens compositions?
Why are we still using classical pieces? Does this mean that
contemporary musicians cannot produce this kind of music
nowadays?
Why was Beethoven included in this period when in fact his music
did not conform to the standards of classical music?

Week

Intended Learning
Outcomes

Content
Standards

Essential Learning
Declarative
Functional
Knowledge
Knowledge

Values
/Attitude

Suggested
Teaching/
Learning
Activities (TLAs)

Assessment
Tasks (ATs)

1-4
The learner
demonstrates
understanding of
characteristic
features and
composers of the
Classical period.

1. Classical Period
(1750-1820)
a) Historical and
cultural
background;
b) Sonata, sonata
allegro
form, concerto,
symphony;
c) Composers:
Franz Josef Haydn,

Singing accurately
the notes of Ode to
Joy.

Assesses the musical

strength of a Classical
composer based on his
life story.

Simplicity

Solfeggio

Honesty

Class Singing
Film viewing

Explains the
performance practice
(setting, composition,
role of
composers/performers
and audience) during

Word
Association
Situational
Analysis

Paper and pen

test
Comparing &
Justifying
Reading of
notes
Solfeggiosinging of
notes

Wolfgang
Amadeus
Mozart, and
Ludwig van
Beethoven

the period.
Explores other arts and
media that portray
Classical elements.
Relates Classical music
to its historical and
cultural background.
Analyze the musical
forms of the Classical
period based on the
different elements of
music.
Compare the
compositions of Mozart,
Hayden and Beethoven
centered on the musical
features of the period.

PowerPoint
Interactive
lecturing
Judgment
Question

Second Quarter

Unit 2: Music of the Classical Period; Music Therapy; Guitar Basics

Grade Level: Grade 9

Enduring Understanding
Music Therapy is a health profession in which music is used as a
main tool in addressing the clients.
Creating, singing, moving to, or listening to music are essential tools
in music therapy.

Essential Questions
Why is classical music considered as an appropriate material for
therapy?
How does music work in therapy sessions?
What are the credentials for one to become a music therapist?

Week

Content
Standards

Intended Learning
Outcomes

Values /Attitude

Suggested
Teaching/
Learning
Activities (TLAs)

4-5

The learner
demonstrates
understanding of
the psychological
and physiological
effect of classical
music.

Establish clearly the

importance of music
therapy to ones
mind and body.

Honesty
Responsibility
Accountability

Draw the
feeling!

Essential Learning
Declarative
Functional
Knowledge
Knowledge

Music Therapy
a)Background
b)Music therapist &
client
c) Methods utilized
during the sessions
*Appropriate music
for therapy

Draw and explain

emotions and visions
stirred while listening
to Western classical
compositions.

Explicating well the

nature of emotions
and visions stirred
while listening to
some Western
classical
compositions

Music Listening
Brainstorming
Storytelling

Assessment
Tasks (ATs)

Music Therapy
-Drawing and
explaining
ones
emotions while
listening to a
classical piece
of music
(Work of the
students are
confidential)

Present music as an
effective tool for
relaxation.

Second Quarter

Unit 2: Music of the Classical Period; Music Therapy; Guitar Basics

Grade Level: Grade 9

Enduring Understanding
The guitar is a handy instrument that provides an instant access to
playing music, enhances musical ear-sensitivity, strengthens reading
music and promotes self-discipline.
Guitar is played by strumming and plucking.
Notes and chords are played on the guitar.

Essential Questions
How would you identify a major from a minor chord just by listening
to their respective sounds on the guitar?
Why do guitar-teachers discouraged guitar students from looking at
the frets all the time while playing?
Why is harmony a prominent element of music that is very evident in
guitar playing?

Week

Intended Learning
Outcomes

Content
Standards

Essential Learning
Declarative
Functional
Knowledge
Knowledge

Values
/Attitude

Suggested
Teaching/
Learning Activities
(TLAs)

Assessment
Tasks (ATs)

6-8
The learner
demonstrates
understanding the
fundamentals of
guitar playing and
the harmony that
can be created
with it.

Basics of Guitar
Playing
a) Guitar and its
parts
b) Proper posture
c) Essential terms
and symbols
d) Strumming &
plucking

Perform strumming
patterns as routine
exercises for finger
dexterity.

Explain and identify

the function of the
different parts of the
guitar.

Stewardship

Play the chorus part

of a popular song
utilizing 3-4 chords
while staying on the
beat and in time

Show a
comprehensible
relationship between
strings, frets and
chords.

Patience

Responsibilit
y

Instrument
Playing

Practical test
Instrument
playing

Video Clips
Slideshow of
Pictures
Evaluation of
activity

Pen &paper
test
Identification of
parts
Function of

e) Harmony
* Major and minor
chords (C, D, G, A
,Am,Dm,Em)
* Notation and
playing

signature.
Demonstrate
awareness on the
basic protection of
the guitar and
maintenance of
tuning.

Use of community
resources- guest
guitarist to
perform in the
music classes

Show a clear
concept of harmony
through the playing
of major and minor
chords.

Third Quarter

Unit 3: Vocal Music of the Romantic Period; Theatrical Play

Enduring Understanding
A Romantic composition is a musical interpretation of poems, mood,
atmosphere and imagery.
An art song may either be through-composed or strophic in form.

Week

Content
Standards

1-3

The learner
demonstrates
understanding of

Essential Learning
Declarative
Functional
Knowledge
Knowledge

1. Vocal Music of the

Romantic Period

Listening keenly to
selected art songs of
the Romantic period.

parts
Distinguishing
major from
minor chords
Construction of
major and
minor chords
through
notation

Grade Level: Grade 9

Essential Questions
What are the possible forms of an art song?
How did the composers empower vocal music in the Romantic
period?
Why do people of this generation still patronize the art song?
Intended Learning
Outcomes

Depicts musical
elements of given
vocal Romantic period

Values
/Attitude

Suggested
Teaching/
Learning
Activities (TLAs)

Hospitality

Brainstorming

Share with

Questioning

Assessment
Tasks (ATs)

Pen and paper

test
Opera Analysis

characteristic
features of the
vocal music of the
Romantic period.

a) Art song
b) Composers:
Robert Schumann,
Richard Wagner
Franz Schubert

Solfege and singing

melodic fragments
and themes of given
selected art songs.

pieces of Wagner and

Schubert.

others
Jumbled letters
Name that Tune!

Music Listening
Identification of
voice type

Summary
Paragraph

Group singing
Solfeggio

Gratitude
Identifies prominent
vocal compositions of
the Romantic
composers.

Humility

Analyzes technically
the art songs of the
romantic period.

Music Listening
Song Arranging

Makes a concise but

comprehensible
comparison between
the Romantic art
songs and the popular
songs of nowadays.

Third Quarter

Unit 3: Vocal Music of the Romantic Period

Grade Level: Grade 9

Enduring Understanding
A theatrical play is composed of a technical and creative team.
Music, dance and libretto define a theatrical play.

Essential Questions
What are the components of a theatrical play?
How crucial is an audition when starting a play?
How different is a libretto compared to an ordinary script.

Week

Content
Standards

Intended Learning
Outcomes

4-8

The learner
demonstrates

Essential Learning
Declarative
Functional
Knowledge
Knowledge

1. Theatrical Play
a) Proper singing

Performing a 12minute play following

Composes short
vocal and

Values
/Attitude

Share with
others

Suggested
Teaching/
Learning
Activities (TLAs)

Jumbled letters

Assessment
Tasks (ATs)

Pen and paper

test

understanding of
characteristic
features of a
theatrical play.

b) Discipline on the
stage
2. Harmony
Triad Inversion
3. Guitar Playing
Major and minor
chords

all the components of

a theatre
performance.

instrumental music
appropriate to a
theatrical scene.

Playing the guitar

and other string and
percussion
instruments as
accompaniment to a
theatrical play.

Creates a libretto
suited to a 12minute play.

Gratitude

Summary
Paragraph

Humility

Music Listening

Self-discipline

Role Playing
Song Arranging

Constructs through
notation the various
triad inversions.

Singing accurately
the different
inversions of a triad.

Song Analysis
Evaluation of
activity
Triad Inversion
Music Listening
Identification of
major and minor
chords

Dramatization
Libretto of the
theatrical play
Theatrical Play
(Interdisciplinary)
Instrument
playing
Group singing

Fourth Quarter

Unit 4: The Opera and Instrumental Music of the Romantic Period

Enduring Understanding
The opera is the principal groundwork of musical expression in the
Romantic vocal music.
The components of an opera are libretto, score, recitative and aria.
The voice type of an opera singer defines his or her choice of songs,
vocal quality and character role.

Grade Level: Grade 9

Essential Questions
What are the components of an opera?
How did the composers empower vocal music in the Romantic
period?
How probable for trained opera singers to perform the same as the
modern stage singers?

Week

Content
Standards

1-2

The learner
demonstrates
understanding of
the characteristic
features of an
opera.

Essential Learning
Declarative
Functional
Knowledge
Knowledge

1. Vocal Music of the

Romantic Period
a) Opera
b) Composers
Guiseppe Verdi
Giacomo Puccini,
Richard Wagner
2. Opera Singers
Type of Voices

Singing a
contemporaryarranged opera
excerpt.
Creating
accompaniment to an
opera excerpt.

Intended Learning
Outcomes

Values /Attitude

Suggested
Teaching/
Learning
Activities (TLAs)

Depicts musical
elements of given
opera excerpts of
Wagner, Verdi and
Puccini

Participation

Music & Match

Listening

Questioning

Appreciation

Jumbled letters

Describes the
prominent attributes
of an opera.

Role Playing

Narrate the plot,

musical, and
theatrical elements
of an opera after
video and
movie showing

Evaluation of
activity

Analyze the musical

structure of an
opera.
Classifying the opera
voices through
listening.

Music Listening

Video Clip/Movie
clip
Reflection

Assessment
Tasks (ATs)

Pen & paper

test
Musical
Analysis
PerformanceOpera to be
arranged and
performed in
class

Fourth Quarter

Unit 4: The Opera and the Instrumental Music of the Romantic Period

Enduring Understanding
The instrumental music of the Romantic period consists of program
and piano music.
Instrumental music can be in forms of symphony, nocturne, concerto
and preludes.

Week

Content
Standards

4-8

The learner
demonstrates
understanding of
the characteristic
features of
instrumental
Romantic music.

Essential Learning
Declarative
Functional Knowledge
Knowledge

1. Instrumental Music
of the
Romantic Period
(1820-1900)
a) Historical and
cultural background
b) Program music;
c) Piano music;
d) Composers:
Frederic Chopin
Peter Illych
Tchaikovsky
Franz Liszt
Camille SaintSaens.
2. Small Ensemble
Vocal performance
with
an acoustic band
accompaniment
3. Singing Activity

Singing accurately
themes from selected
instrumental pieces
Performing in a small
instrumental
ensemble.
Performing and
creating new sound
and fresh
arrangements to some
selected Romantic
pieces.

Grade Level: Grade 9

Essential Questions
How was the development of piano music during the Romantic
period?
How did the composers deal with their compositions?
When do you say a piece of music is romantic or Romantic-period
inspired?
Intended Learning
Outcomes

Values
/Attitude

Suggested
Teaching/
Learning
Activities (TLAs)

Correlate the
historical background
of the Romantic
period with the
present times.

Care for
Common
things

Music & Match

Participation

Jumbled letters

Relates Romantic
period music to its
historical and
cultural background.

Listening

Instrument
-playing

Describes musical
elements of given
Romantic period
pieces.
Names prominent
instrumental
compositions of the
Romantic composers.
Analyze technically
the instrumental
music of the

Assessment
Tasks (ATs)

Pen & paper

test

Questioning

Appreciation
Summary
Paragraph
Music Listening
Evaluation of
activity

Musical
Analysis
Music
ListeningIdentification
of
compositions
Practical test
Instrumental
ensemble
PerformanceOpera to be
arranged and
performed in
class

a) Inspirational
songs
b) Opera arranged
in a
contemporary
way

Romantic period.
Explore other arts
and media that
portray Romantic
period elements.
Sing and perform
themes of selected
instrumental pieces