Quarter I: Music of the 20th Century

Quarter I
MUSIC OF THE 20TH CENTURY

CONTENT STANDARDS
The learner demonstrates understanding of...
1.
The 20th century music styles and characteristic features.

PERFORMANCE STANDARDS
The learner...
1.
Creates musical pieces using a particular style of the 20th century.

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LEARNING COMPETENCIES

The learner...
1.
Listens perceptively to selected 20th century music.
2.
Describes distinctive musical elements of given pieces in 20th
century styles.
3.
Relates 20th century music to its historical and cultural
background.
4.
Explains the performance practice (setting, composition, role of
composers/performers, and audience) of 20th century music.
5.
Sings melodic fragments of given Impressionism period pieces.
6.
Explores other arts and media that portray 20th century elements
through video films or live performances.
7.
Creates short electronic and chance music pieces using knowledge
of 20th century styles.

From the Department of Education curriculum for MUSIC Grade 10 (2014)

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MUSIC Teachers Guide

QUARTER I
MUSIC OF THE 20TH CENTURY
Sessions 1, 2, 3, 4, and 5
IMPRESSIONISM TO MODERN NATIONALISM

I.

SUBJECT MATTER
A.

Topic:

20th Century Musical Styles:

Impressionism to Modern Nationalism

Sub-topics: Impressionism
Expressionism
Neo-Classicism
Avant-Garde
Modern Nationalism

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Composers (Debussy, Ravel, Schoenberg, Bartok, Stravinsky,
Prokofieff, Poulenc, Stockhausen, Glass, Cage, Bernstein,
Varese, and Gershwin)

B.

Materials: DVD/CD recordings, video clips, or recordings from YouTube/

internet of Impressionistic, Expressionistic, Neo-Classicist,
Avant Garde, and Modern Nationalistic music
CD/VCD/DVD/Karaoke players, computers, laptops,
netbooks, tablets, i pads, mobile phones, MP3/MP4 players
Visual arts pictures of Impressionistic, Expressionistic,
and Modern Nationalistic paintings
Charts of music scores

C.

II.

Reference: Music Grade 10 LM - Pages 3-24

LESSON PROPER
A.

PRELIMINARY ACTIVITY
1. Review: Concepts on previous lessons on Romantic Music.

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Quarter I: Music of the 20th Century

2. Motivation
a. Display pictures or posters of the paintings of impressionist painter
Claude Monet, expressionist Jose Joya, and post-impressionist Van
Gogh on the wall or board of the classroom. Let the students go
around to view the pictures.
b. Display and discuss pictures on action painting by Jackson Pollock.
c. On a piece of pad paper, have the students describe each of the
pictures in their own words (5 minutes). Collect their works.
d. Call some volunteer students to read their descriptions or
observations. Connect these to the new lesson.
B.

DEVELOPMENTAL ACTIVITY
1. Have the students listen to CD recordings or watch video clips from
YouTube on Impressionist, Expressionist, Neo-Classicist, Avant-Garde,
and Modern Nationalist music, while looking at the pictures of the
paintings.

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2. Ask them to analyze the characteristics and styles of each through
discussion and sharing of insights.

3. Let them compare the paintings with their counterpart in music, in terms
of the elements and characteristics of each.
4. Ask them to share their impressions, experiences, thoughts, and feelings
after listening to the music and discussing all these.

C.

INTEGRATION
1. Integration of Music with Arts, Literature, and History through the use
of paintings and music recordings.
2. Role playing - Call on volunteer students to depict the socio-historical
context of one of the musical movements studied, Modern Nationalism,
which incorporated folk songs and indigenous music.
Infusion of values: Belief in the power of the mind and its ability to achieve
ones goals and control situations.

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MUSIC Teachers Guide

D.

GENERALIZATION
The 20th century styles of impressionism and expressionism provided
composers with the opportunity to express their thoughts based on outside
impressions as well as ideas and expressions based on their inner convictions.
Other forms that emanated included neo-classicism, which is a return to the
classical form and structure using modern harmonies and techniques of
composition; avant garde, which deals with the parameters of sound in
space; and Modern Nationalism, which is a combination of nationalist
thematic materials with the modern techniques of composition.

III.

WHAT TO KNOW
Let the students answer the following:
1.

What group of people inspired many of Bartoks compositions?

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2.

Which Russian composer created the music for the ballet The Firebird?

3.

Who is considered the foremost impressionist?

4.

What kind of musical style is attributed to Schoenberg and Stravinsky?

5.

Who was the target audience of Prokofieffs Peter and the Wolf?

6.

Give an example of a musical work of each of the composers below.

Write the title in the blanks.
Composer
Debussy
Ravel
Schoenberg
Stravinsky
Bartok
Prokofieff
Poulenc
Gershwin
Glass
Bernstein

Musical Work
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

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Quarter I: Music of the 20th Century

IV.

WHAT TO PROCESS
Listening Activity: Works of 20th Century Composers
1.

You will play excerpts of any (one) of the following musical examples:
Debussy
Ravel
Schoenberg

Bartok

Stravinsky
Prokofieff
Gershwin

Bernstein
Glass
Poulenc

Claire de Lune, La Mer, Childrens Corner Suite

Miroirs, Sonatine, Daphnis et Chloe, Jeux dEau, Bolero
Verklarte Nacht, Violin Concerto, Piano Concerto,
Gurrelieder
String Quartet no. 4, Allegro, Mikrokosmos, Barbaro,
Music for Strings
The Rite of Spring, Petrouchka, The Firebird Suite
Romeo and Juliet (ballet), Piano Sonatas
An American in Paris, Porgy and Bess, Rhapsody in
Blue, Someone to Watch Over Me
Tonight from West Side Story, Clarinet Sonata
Einstein on the Beach, Satyagraha, Akhnaten
Concerto for Two Pianos, Dialogues des Carmelites

DEPED COPY
V.

2.

Let the students listen carefully to each excerpt and be able to recognize the
distinct musical style of each composer.

3.

Let them choose a composition that they like. Let them write a short reaction
paper on it.2. Listen carefully to each excerpt and be able to recognize the
distinct musical style of each composer.

4.

Based on this activity, let the students write a brief profile of the composer
of the pieces played in a bond paper to be submitted the following meeting.

WHAT TO UNDERSTAND
A.

Name the Composer, Title of the Music, Musical Style, and Description
1. After the Listening Activity, you will prepare selected excerpts of
compositions by Debussy, Ravel, Schoenberg, Bartok, Stravinsky,
Prokofieff, Poulenc, Glass, Bernstein, and Gershwin.
2. Divided into four teams, with each team forming a line.
3. As you play a few measures of the first excerpt, let the first student in
each line goes to the board and writes the name of the composer. The

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MUSIC Teachers Guide

second student will write the title of the music. The third student will
write the musical style. Then, the fourth student will write a description
of the music in one phrase.
4. The team that writes the correct answers first, scores four (4) points.
5. The same procedure goes on until all the students in the line have had
their turn.
6. Assign one student to tally the scores and announce the winners. The
team with the highest score is the winner. In case of a tie, the first team
to finish is the winner.
7. After proclaiming the winners, the scorer will ask this question: What
was the most significant thing that you have learned from this activity?

VI.

WHAT TO PERFORM

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A.

Performance Activity 1:
Video Clips / Watching Live /TV Performances
Video Clips

1. Divide the class into four groups by having them count off from 1 to 4.

2. Have the students create and explore other arts (multi-media) that portray
20th century musical styles (impressionism, expressionism, jazz, avant
garde) through a 10-minute video clip or MTV using their digital cameras
or mobile phones.
3. Let them show and discuss their video works in class.
Watching Live / TV Performances
1. Divide the class into groups. Assign groups who will re-enact what
they watched. Assign other groups to do the video recording.
2. Have the students watch live performances of musical concerts, if
available in their area, or let them watch live concerts recorded on TV
or the internet (YouTube).
3. Let them re-enact in class what they have watched.

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Quarter I: Music of the 20th Century

4. Let the groups assign members to make a 10-minute audio video

presentation, while the other members re-enact what they have seen on
live concerts and on TV and internet.
5. Have the groups show and discuss their video works in class.

B.

Performance Activity 2:
Singing or Humming Musical Fragments
1. Play several musical excerpts of selected 20th century composers. and
briefly discuss the title, composer, and musical style of each.
2. Let the class listen carefully to each excerpt and be able to recognize
the distinct musical style of each composer.
3. Have the students sing or hum some melodic fragments (portion only)
of any of the following excerpts of 20th century music, together with
the recordings:
a. Claude Debussys Claire de Lune
b. Leonard Bernsteins West Side Story
c. George Gershwins Rhapsody in Blue
d. Ravels Bolero
e. Any work of minimalist composers, Philip Glass or Meredith Monk
f. Any work of nationalist composers, Erik Satie or Bela Bartok.

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4. Based on the melodic fragments of the excerpts that they sang or
hummed, they should be able to aurally identify the different selected
works of the composers of the 20th century by naming the title and
composer in a random short quiz (5 points).
5. Have the students choose a composition that they like. Ask them to
write a brief profile about the composer, and to also give their personal
reactions about the music on a one whole sheet of bond paper.
6. Let them submit it in class the next meeting.

Evaluation Activity: Drawing Lots

1. After the above singing or humming activity, prepare a box containing
slips of paper with the names of Debussy, Ravel, Gershwin, Bernstein,
Glass, Monk, Satie, and Bartok written on them.

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MUSIC Teachers Guide

2. Divide the class into four groups. Each group will choose four
representatives who will be assigned as contestants.
3. Each contestant will draw a composers name from the box and must
say three sentences about his compositional technique or musical style,
his major contribution to modern music, and one work that shows his
compositional style.
4. The rest of the groups will evaluate each contestants answer by flashing
a card or paper marked CORRECT or WRONG. Each correct
answer earns a point.
5. The group with the highest number of points wins the contest.

C.

Performance Activity 3: Film Showing or Video Watching

1. Have the students research on the 20th century musical play West Side
Story written by Leonard Bernstein.

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2. Instruct them to watch any video clip of West Side Story on the internet
or YouTube.
3. Let them write a reaction paper explaining the following elements of
the performance:
a. Setting
b. Musical compositions
c. Role of composer and lyricist
d. Role of performers (actors, actresses)
e. Role of the audience (students)
f. Sound and musical direction
g. Script / screenplay
h. Props, costumes, lighting
4. Divide the class into groups. Ask them these questions: Did you like
what you watched? Why or why not?
5. Have them explain their answers on a one whole sheet of bond paper.
Let each group report their answers in class.

D.

Performance Activity 4:
Singing Songs from West Side Story

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Quarter I: Music of the 20th Century

1. The students may opt to do this as an individual or group activity. Groups

will be divided into four.
2. Let the students listen to the songs Tonight, Maria, Somewhere, and
America from video or recordings of West Side Story. Ask them to draw
lots for the song to sing.
3. Have them sing and perform their song in class, with or without
accompaniment. They may also sing with the recordings.
4. Let those students who are not performing act as judges for the
performance evaluation.
5. Judges will have five placards, score cards, or paper sheets marked:
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.
6. Judges will display a score card after evaluating the performance.
7. One student may be assigned to tabulate the scores after the performance.

DEPED COPY
8. Select and announce the Best Performance award.

E.

Performance Activity 5:
Live Concert or Recording or Music Video

Let the students choose the activity that they are interested in.
1. Class Concert Live Performance
a. Group the students into four. The first two groups will do the class
concert.
b. Have the group leader assign each member to do any of the following:
singing, dancing, choreography, musical directing, playing an
instrument (either as accompaniment to the song or dance, or a solo
performance or as a band). They may use props and costumes, if
needed.
c. Let the groups perform in class their own original interpretation of
the songs from West Side Story.
2. Recording or Music Video: Individual or Group Activity
a. Have the remaining two groups choose their members.
b. Let them record the performance of their classmates using a cassette
recorder, or make a music video using a cellular phone, digital
camera, or video camera.

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MUSIC Teachers Guide

c. Have them play the recorded performance or show the music video
to their classmates. The groups in the video or recording will choose
the Best Performers.
d. You will also rate the students performance based on the criteria
below.
e. Choose the Best Video Presentation based on creativity (50%)
and presentation (50%).
Evaluation of Performing Activities
Let the students answer the following:
Rating scale: 5
4
3

= Very Good
= Good
= Fair

2
1

= Poor
= Needs Follow-up

Rate scores are based on your performance quality.

DEPED COPY
1.

3.

4.

How well did I perform the songs from West

Side Story?

____________

How well can I identify the different musical genres

based on instrumentation, text, and purpose?

____________

How well can I describe the characteristics of each

through listening to their melody, harmony, rhythm,
text, and mass appeal?

____________

How well did I participate in the performance of

the different activities?

____________

Teachers Rating of the Students Performance

1.

Musicianship (60%)
a.
compositional concepts presented
b.
musical elements
c.
technique

____________
____________
____________

2.

Ensemble coordination (20%)

____________

3.

Ensemble organization (20%)

____________

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Quarter I: Music of the 20th Century

VII.

EVALUATION
Let the students answer the following:
1.

What are the styles of 20th century classical music studied in this lesson?

2.

Explain briefly how these styles have counterparts in the visual arts,
particularly in painting.

VIII. ENRICHMENT ACTIVITIES / ASSIGNMENT

A.

Let the students answer the following:

1. Which of the styles that you studied do you like best?
2. Explain your answer in essay form.

DEPED COPY
B.

Encourage the students to search for the following video on YouTube and
to view it for additional inights on 20th century music:
Young Peoples Concert: What is Impressionism
by Leonard Bernstein

They may also search for Bernsteins other video lectures on music.

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MUSIC Teachers Guide

QUARTER I
MUSIC OF THE 20TH CENTURY
Sessions 6, 7, and 8
20TH CENTURY MUSICAL STYLES:
ELECTRONIC AND CHANCE MUSIC

I.

SUBJECT MATTER
A.

Topic:

20th Century Musical Styles: Electronic and Chance Music

Sub-topics : Electronic Music

Chance Music
Composers (Cage, Stockhausen, Varese)
B.

Materials : DVD / CD recordings /video clips/ recordings from YouTube

or the internet of Electronic and Chance Music

DEPED COPY
CD/VCD/DVD/Karaoke players, computers, laptops,
netbooks, tablets, i pads, mobile phones, MP3/MP4 players
Pictures, slides, video clips of musical gadgets used
especially in Electronic Music
Sound makers like stones, rice, radios, horns, and
kitchen utensils

C.

II.

Reference: Music Grade 10 LM. Pages 25-30

LESSON PROPER
A.

PRELIMINARY ACTIVITY
1. Review: Let the students go over the concepts they have learned about
Impressionism, Expressionism, Modern Nationalism, Neo-Classicism
and Avant-Garde Music.
2. Motivation:
a. Hold a Chance Music Experience. Ask one student to simulate a
performance concert sitting in front of the piano, keyboard, singing
with a microphone, just holding a guitar, or holding any other musical
instrument for 3 minutes without playing these.

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Quarter I: Music of the 20th Century

b. Discuss the performance and get reactions and observations from

the class. What did they think? hear? see? feel? touch? smell?
c. Use the experience as a bridge to the topic of the lesson.

B.

DEVELOPMENTAL ACTIVITY
1. Let the students listen attentively to CD recordings of Electronic and
Chance Music.
2. Ask them to define/describe each of the two musical styles introduced
in the recordings they listened to.
3. Discuss the history, characteristics, and operations of the two kinds of
musical styles.
4. Have the students experiment with sounds on materials they had brought
to class to create Chance Music. Divide the class into four or five groups,
each with a written plan of what to accomplish.
5. Perform this experiment with a live concert of the two musical styles in
the classroom.
6. Use new electronic equipment (if available) to listen to different sounds
from the instruments (Example: synthesizer, cassette tape recorder, DVD
player, karaoke, and others that you may think of).

DEPED COPY
C.

INTEGRATION

1. Integrate the use of electronic equipment, if available, and other materials

that can produce sound as well as the use of modern technology gadgets
in Music with lessons in Physics, Vocational Education, and Technology
and Livelihood Education (TLE).
2. Show a picture of an action painting by Jackson Pollock and compare it
with chance music.
Infusion of values: Appreciation of the beauty of nature and the realization
of their contribution to the environment.

D.

GENERALIZATION
The modern musical tradition experimented with new sounds in classical
music through such styles as Electronic Music and Chance Music. Through
this experimentation, the novelty of sounds emanating from sources other
than the traditional musical instruments played a major role in the
compositions being created.

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MUSIC Teachers Guide

III.

WHAT TO KNOW
Have the students answer thed following:
1.

Who was the French composer known as the Father of Electronic Music?

2.

What are some of the new musical approaches of Cage?

3.

What is meant by musique concrete used by Stockhausen?

4.

Give an example of a musical work by Varese, Stockhausen, and Cage.

Write your answers on the blanks below.
Composer

Musical Work

Varese
Stockhausen

___________________________
___________________________

Cage

___________________________

DEPED COPY
IV.

WHAT TO PROCESS

Listening Activity: Works of 20th Century Composers

1.

Play excerpts of any (one) of the following musical examples:

Cage

433"; Metamorphosis, for piano; Five Songs,

for contralto soloist and piano; Music for Wind
Instruments, for wind quintet

Stockhausen

Etude, Electronic STUDIES I and II, Gesang der

Junglinge, Kontakte, Momente, Hymnen

Varese

Hyperprism for wind and percussion,

Octandre for seven wind instruments and double bass,
Intgrales for wind and percussion,
Ionisation for 13 percussion players

2.

Have the students listen carefully to each excerpt and be able to recognize
the distinct musical style of each composer.

3.

Let them choose a composition that they like, and then write a short reaction
paper on the composition and the profile of the composer.

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Quarter I: Music of the 20th Century

4.

V.

Have them submit this on one whole sheet of bond paper during the next
meeting. At random, choose students to read their reactions in class.

WHAT TO UNDERSTAND
Name the Composer, Title of the Music, Musical Style, and Description
1.

After the Listening Activity, prepare selected excerpts of compositions by

Stockhausen, Cage, and Varese.

2.

Divide the class into four teams, with each team forming a line.

3.

As you play a few measures of the first excerpt, have the first student in
each line goes to the board and writes the name of the composer. The second
student will write the title of the music. The third student will write the
musical style. Then, the fourth student will write a description of the music
in one phrase.

DEPED COPY
VI.

4.

The team that writes the correct answers first, scores four (4) points.

5.

The same procedure goes on until all the students in the line have had their
turn.

6.

Assign one student to be the scorer. The team with the highest score is
the winner. In case of a tie, the first team to finish is the winner.

7.

The scorer will announce the winners and then ask them this question:
What was the most significant thing that you have learned from this activity?

WHAT TO PERFORM
A.

Activity 1:
Experimentation with the Sounds of 20th Century Music Systems
Let the students do the following activity:
1. Chance Music Put small items inside a bag. Include coins, pens, pins,
small bells, and other articles with percussive sounds. Pour the bags
contents on a hard surface. Then, using a cellphone or other available
device, record the sounds that are produced.

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MUSIC Teachers Guide

Put the items back in the bag. Then unload the same, while once again
recording the sounds being produced. Note the changes between the
two sets of sounds recorded.
2. Electronic Music Create short electronic music pieces using your
knowledge of 20th century musical styles.

B.

Performance Activity 2:
Original Chance and Electronic Music
Have the students do the following:
Rate scores are based on the elements of music such as rhythm, melodic
appeal, harmony and texture, tempo and dynamics, timbre, and overall
musical structure
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP.
.
1. The class will be divided into four groups.

DEPED COPY
2. Each group will create an original five-minute performance of Chance
Music and Electronic Music (if available) to be performed in class.
3. Those who are not performing will act as judges for the performance
evaluation.

4. Judges will have five placards, score cards, or paper sheets marked:
BEST, BETTER, GOOD, FAIR, NEEDS FOLLOW UP. They will
display these score card after evaluating each performance.
5. One student may be assigned to tabulate the scores after the performance.
6. Announce the Best Performance award.
7. Have the students answer this question: What was the role of the
audience in the performance of Chance Music? Explain your answers.

C.

Performance Activity 3: Group Activity

Video Clips
1. Divide the class into four groups by counting off from 1 to 4.

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Quarter I: Music of the 20th Century

2. Let each group create and explore other arts (multi- media) that portray
20th century musical styles (Chance and Electronic Music) through a
10-minute video or MTV using their digital cameras or mobile phones.
3. They may use the internet as reference for their video clips.
4. Let them show and discuss their video works in class.

Watching Live / TV Performances

1. Ask the students to watch live performances of musical concerts on
Chance and Electronic Music, if available in their area; or to watch live
concerts recorded on TV or the internet.
2. Let the group leaders choose two or three of their members as
videographers for each group. Have them record and make a 10-minute
audio video presentation, while the other group members re-enact what
they have seen on live concerts and on TV.

DEPED COPY
3. Have them show and discuss their video works in class.

4. Choose the Best Video Award using the criteria: Creativity (50%)
and Presentation (50%).

Evaluation Activity: Drawing Lots

1.

After the different performing activities, prepare a box containing slips of

paper with the names of Cage, Stockhausen, and Varese.

2.

Divide the class into four groups. Let each group choose four representatives
who will be assigned as contestants.

3.

Let each contestant draw out a composers name from the box and say
three sentences about his compositional technique or musical style, his major
contribution to modern music, and one work that shows his compositional
style.

4.

Let the rest of the groups evaluate each contestants answer by flashing a
card or paper marked CORRECT or WRONG. Each correct answer
earns a point.

5.

The group with the highest number of points wins the contest.
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MUSIC Teachers Guide

Evaluation of Performing Activities

Have the students rate themselves based on their performance quality.
Rating scale: 5
4
3

= Very Good
= Good
= Fair

2
1

= Poor
= Needs Follow-up

1.

How well did I perform chance and electronic music? ____________

How well can I identify the different musical genres

based on instrumentation, text, and purpose?

___________

How well can I describe the characteristics of each

through listening to their melody, harmony, rhythm,
text, and mass appeal?

____________

How well did I participate in the performance of

the different activities?

____________

3.

4.

DEPED COPY
Teachers Rating of the Students Performance
1.

Musicianship (60%)
a.
compositional concepts presented
b.
musical elements
c.
technique

____________
____________
____________

2.

Ensemble coordination (20%)

____________

3.

Ensemble organization (20%)

____________

VIII. ENRICHMENT ACTIVITY / ASSIGNMENT

Have the students view this video which is available on the BBC and YouTube
websites:
BBCs The Story of Music: Age of Rebellion and The Popular Age
by Howard Goodall

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