Moodle Course Guide

QUARTER 1

MUSIC
Music of Medieval, Renaissance, and
Baroque Period
 Music 9 – Course Guide

MUSIC COURSE GUIDE

In this quarter, the learner shall be able to explore the music of the Medieval,
Renaissance and Baroque Periods and understand its characteristics and identify
some of the famous composers of the three eras and their contributions to the
development of music during their specific periods.
Content Standard
The learner demonstrates an understanding of the characteristic features of the
music of the Medieval, the Renaissance and the Baroque Periods.
Performance Standard
The learner performs selected songs from the Medieval, Renaissance and Baroque
Periods.
Learning Outcomes
At the end of this module, the learner is expected to
1. Describes the musical elements of selected vocal and instrumental music of
Medieval, Renaissance and Baroque Music. (MU9MRB -Ib-f-5)
2. Explains the performance practice (setting, composition, role of composers /
performers, and audience) during Medieval, Renaissance and Baroque
periods. (MU9MRB -Ia-h-2)
3. Relates Medieval, Renaissance and Baroque music to other art forms and its
history within the era. (MU9MRB -Ic-f-3)
4. Discuss a short biography and the musical contributions of the composers
from the Medieval, Renaissance and Baroque periods.
5. 2. Performs music from Medieval, Renaissance and Baroque Periods.
(MU9MRB -Ib-h-4)

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MOST ESSENTIAL LEARNING EXPECTED OUTPUTS

COMPETENCY
1. Describes the musical elements of ✔ Music Learning Task 1.1: Fill-in the
selected vocal and instrumental Blank
music of Medieval, Renaissance ✔ Music Learning Task 1.2: Cryptex
and Baroque Music. (MU9MRB Game
-Ib-f-5)
✔ Music Learning Task 1.3: Reflect
2. Explains the performance practice to Connect
(setting, composition, role of
composers / performers, and
audience) during Medieval,
Renaissance and Baroque periods.
(MU9MRB -Ia-h-2)
3. Relates Medieval, Renaissance and
Baroque music to other art forms
and its history within the era.
(MU9MRB -Ic-f-3)

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 Music 9 – Course Guide

Medieval music was both sacred and secular. During the earlier medieval period, the
liturgical genre, predominantly Gregorian chant, was monophonic. Polyphonic genres began
to develop during the high medieval era, becoming prevalent by the later thirteenth and early
fourteenth century. The development of such forms is often associated with the Ars nova.

The Renaissance followed on from the Middle Ages and was for musicians an era of
discovery, innovation, and exploration - the name means ‘rebirth’. It covers music from 1400
to 1600.

Baroque music is a style of Western art music composed from approximately 1685 to
1750. This era followed the Renaissance and was followed in turn by the Classical era. The
word “baroque” comes from the Portuguese word barroco meaning misshapen pearl, a
negative description of the ornate and heavily ornamented music of this period. Later, the
name came to apply also to the architecture of the same period.

Video Link: https://www.youtube.com/watch?v=Msn999o98OQ

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THE MUSIC OF THE MEDIEVAL PERIOD

The word “Medieval” is derived from the Latin word “medius” meaning “middle”.

The Medieval Period in Western history is also known as the Middle Ages or as the
Dark Ages. It was a period when civilization broke down in various ways and became quite
primitive in the history of the Western civilization. The cultural advances of Ancient Greece
and Rome were essentially lost with the Fall of the Roman Empire in 476A.D.

As a result, Western civilization had to begin again during the Medieval Period.
During this time, the Christian Church influenced Europe’s culture and political affairs.

Medieval music consists of songs, instrumental pieces, and liturgical music from
about 500 A.D. to 1400. Medieval music was an era of Western music, including liturgical
music (also known as sacred) used for the church, and secular music (non-religious music).

Monophonic plainchant was named after Pope Gregory I, who made this the
approved music of the Catholic Church thus making it popular. Although it was originally
transmitted orally, scholars agreed to put it in notation to assist dissemination across Europe.

Characteristics of the GREGORIAN CHANT (aka Monophonic Plainchant)

✔ Monophonic
o having a single unaccompanied melodic line (Merriam-Webster Dictionary)
o In music, monophony is the simplest of musical textures, consisting of a
melody (or "tune"), typically sung by a single singer or played by a single
instrument player (e.g., a flute player) without accompanying harmony or
chords. Many folk songs and traditional songs are monophonic. (Wikipedia)
✔ Free meter
o Free rhythm simply means that the music does not divide into a regular
pattern of strong and weak beats, known as meter. The pulse may be regular,
irregular, or vary in speed throughout the piece. Free rhythm may sound
improvised and is difficult to notate but can also be pre-composed—often in
detail. (www.google.com)
✔ Modal
o Modal. Definition and background: Having to do with modes; this term is
applied most particularly to music that is based upon the Gregorian modes,

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rather than to music based upon the major, minor, or any other scale.
(Artopium's Music Dictionary)
✔ Usually based on Latin Liturgy
✔ Use of Neume notation
o A neume (/ˈnjuːm/; sometimes spelled neum) is the basic element of Western
and Eastern systems of musical notation prior to the invention of five-line staff
notation. The earliest neumes were inflective marks that indicated the general
shape but not necessarily the exact notes or rhythms to be sung. (Wikipedia)
o Below is a sample of a SALVE Regina in neume notation Salve Regina

(Simple Tone) I Gregorian Chant Hymns

During the latter part of the Medieval Period, secular music which was not bound by
Catholic traditions emerged. Most of these songs were performed across Europe by groups
of musicians called Troubadours.

The word “troubadour” is a French word meaning “to find”, or “to invent”. Thus,
troubadours invented new poems and finding new verse for his elaborate love lyrics.

Troubadours are groups of musicians who travelled to the major cities of Europe and
performed secular music during the Medieval Period. They would play for royalties, lords and
nobles. They would accompany people who went on Crusade to the Holy Land and by
travelling, they were able to spread the latest news during that time.

Characteristics of Troubadour Music

✔ Usually monophonic
✔ Sometimes with improved accompaniment
✔ Tells of chivalry and courtly love
✔ Originated in France

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✔ Written in French Language

THE MUSIC OF THE RENAISSANCE PERIOD

The word “Renaissance” comes from the word “renaitre” which means “rebirth”,
“revival”, and “rediscovery”.

This era is known as the “golden age” of a capella choral music.

During this period, music became popular as entertainment and activity for the
amateurs and the educated.

Sacred music is still of great importance, but secular music became more prominent.

The musical instrument that became prominent during this era

was the “Lute”.

Characteristics of the Renaissance Music

✔ Words and Music

o Music was more important than instrumental.
o Use of word painting (Also known as tone painting or text painting, word
painting is the musical depiction of words in text. The music tries to imitate the
emotion, action, or natural sounds as described in the text. For example, an
instrument might imitate the sound of an animal mentioned, or if the text
describes a sad event, the music might be in a minor key. (Atropium Music
Dictionary)
o Wide range of emotions are without extreme contrasts
✔ Texture
o Polyphonic - A style of composition that has many voices, each with its own
melody, thus creating a rich texture of sound. (Atropium Music Dictionary)
o Imitation among the voices is common
o Sounds are fuller; pitch range are expanded; consonant chords are favored
with the use of triads
✔ Rhythm and Melody
o Rhythm was a gentle flow rather than sharply defined beat
o Melodic line has greater rhythmic independence
o Melody mostly moves along a scale with few large leaps

Types of Renaissance Music

✔ Sacred Vocal Music

✔ Secular (non-religious) Music

Vocal Music of the Renaissance Period

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1. Mass – a form of sacred music that sets texts of the Eucharistic Liturgy into music.

Characteristics of the Renaissance Mass

o It could be sung a cappella (singing without any musical instrument) or with

orchestral accompaniment
o It is polyphonic (the simultaneous combination of two or more tones or melodic
lines (the term derives from the Greek word for “many sounds” –
www.britannica.com).
o Its text may be syllabi (a single note is set to syllable), neumatic (a few notes are
set to one syllable), or melismatic (many notes are set to one syllable)

Five Main Sections of the Renaissance Mass

1. Kyrie “Lord Have Mercy”

2. Gloria “Glory to God in the Highest”

3. Credo “Apostle’s Creed” or “Nicean Creed”

4. Sanctus and Benedictus “Holy, Holy” and “Blessed Is He”

5. Agnus Dei “Lamb of God”

2. Madrigal – is a secular vocal polyphonic music composition which originated from

Italy is written and expressed in a poetic text and sung during courtly social
gatherings; a form of vocal chamber music that originated in northern Italy during the
14th century. The origin of its term is uncertain, but it probably comes from the Latin
matricale (meaning “in the mother tongue”; i.e., Italian, not Latin).

THE MUSIC OF THE BAROQUE PERIOD

The word “Baroque” comes from the Portuguese word “barroco” which means “pearl
of irregular shape” or “misshapen pearl” which was a negative description of the ornate and
heavily ornamented music composed during this period.

During this period, music and arts manifested grandiose and elaborate
ornamentations. They developed new instrumental techniques and changes in musical
notation.

Characteristics of the Baroque Music

✔ Melody
o Elaborate and ornamental
o Not easy to remember
✔ Texture
o Primarily contrapuntal (contrapuntal music contains nearly independent
melodies that are each given equal value. Rather than a single melody that is
given more weight than the harmony, contrapuntal music introduces multiple
melodies that are equally important) with some homophony (A homophonic
texture may be homorhythmic, which means that all parts have the same

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rhythm. The most common type of homophony is melody-dominated

homophony, in which one voice, often the highest, plays a distinct melody,
and the accompanying voices work together to articulate an underlying
harmony.)
✔ Dynamic
o Alternating between loud to soft and vice versa
o Melodic line has greater rhythmic independence
✔ The Baroque Orchestra consists of strings and continuo
✔ Keyboard Instruments commonly used
o Harpsichord
o Organ
✔ New forms
o Binary – AB
o Ternary – ABC
o Ground Bass - also called basso ostinato; a short, recurring melodic pattern in
the bass part of a composition that serves as the principal structural element.
o Fugue

Music Genres of the Baroque Period

✔ Opera - an art form in which singers and musicians perform a dramatic work
combining text (called a libretto) and musical score, usually in a theatrical setting.
✔ Oratorio - a large musical composition for soloists, choir, and orchestra.
✔ Suite – also known as partita and sonata; a collection of baroque dances often
preceded by a prelude that shares same key signatures and are organized with
contrasting tempo and time signatures.
✔ Toccata - often served as an introduction to a fugue; an instrumental piece, often
designed to display the technical proficiency of a performer.
✔ Concerto - an instrumental composition written for one or more soloists accompanied
by an orchestra.
✔ Concerto Grosso - a form of baroque music in which the musical material is passed
between a small group of soloists (the concertino) and full orchestra (the ripieno or
concerto grosso).
✔ Fugue - a type of polyphonic composition or compositional technique based on a
principal theme (subject) and melodic lines (counterpoint) that imitate the principal
theme.
✔ Chorale - a short liturgical composition for organ using a chorale tune as its basis. It
was a predominant style of the German Baroque era and reached its culmination in
the works of J.S

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 Music 9 – Course Guide

Directions. Complete each analogy by choosing your answer below. Write your answer on
the space provided.

1. Baroque: Barocco ; Renaissance:_____________________

2. Liturgical Music: _______________ ; Secular Music: Nonreligous

3. Renaissance: Golden Age ; Medieval: ___________________

4. Harpsicord: ______________________ ; Lute: Renaissance

5. Motet: Medieval ; ____________________ : Renaissance

6. Imitation of Voices: _______________ ; Dynamic Contrast: Baroque

7. ________________ : Monophonic ; Renaissance: Polyphonic

8. Mass: Eucharistic Liturgy ; _________________ : Poetic Text

9. Medieval: Churches ; Renaissance: _________________________

10. __________________: Groups of Singers;

Instrumental Music: Voice with Instrument Accompaniment

Choices:

Baroque Sacred Mass

Choral Music/Chant Courts Renaissance

Medieval Renaitre Dark Ages

Madrigal

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 Music 9 – Course Guide

Directions. There are 10 words present in the puzzle that are related to the musical elements
of selected vocal and instrumental music of the Medieval, Renaissance and Baroque music.
Loop all the words related to these eras and write them down on the table of classification
provided below the puzzle.

MEDIEVAL RENAISSANCE BAROQUE

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 Music 9 – Course Guide

Directions. Reflect on the question below. Write your answer in paragraph form on the space
provided. Minimum of 1 sentence and maximum of 5 sentences.

1. How does music change from the medieval to Baroque period?

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 Music 9 – Course Guide

Book:
Perez, V. V., Luna, L. N., Tomas, C. E., & Clemente, D. A. (2004). Mapeh-Cat Iv: Music,
Arts, Physical Education, and Health-Citizen's Advancement Training. Quezon City: St.
Bernadette Publications, Inc.

Website
https://docs.google.com/presentation/d/1q4BRbv9RF2Ci24JHVxAW-4Jd-HMJ8WVJg
A26xYUHrDI/edit?usp=sharing
https://docs.google.com/presentation/d/1QnR_-Vhb-KsFB-_lch3-87XouyguXzpriP7W
RP3uanQ/edit?usp=sharing
https://docs.google.com/presentation/d/1mL9OrBQb10ZjJIJWi5NBIiZlrIfPlKYQBmK
Xqdz1Bs0/edit?usp=sharing
https://www.youtube.com/watch?v=vAFETgpt9PA&t=129s
https://youtu.be/mKJNyxchW74

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 Music 9 – Course Guide

MOST ESSENTIAL LEARNING EXPECTED OUTPUTS

COMPETENCY
1. Explains the performance practice ✔ Music Learning Task 2.1: Guess
(setting, composition, role of My Name
composers / performers, and ✔ Music Learning Task 2.2: Let’s Sing
audience) during Medieval,
Renaissance and Baroque periods. ✔ Music Learning Task 2.3:
(MU9MRB -Ia-h-2) Knowledge Check
2. Performs music from Medieval,
Renaissance and Baroque Periods.
(MU9MRB -Ib-h-4)

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Directions.

1. Identify the composers shown.

2. Choices of names are listed below the picture.
3. Write your answer inside the textbox.

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Directions:

1. Choose from any of the 5 Main sections of the Mass. Carefully learn the melody of
your chosen section. (Songs may not be the one given as an example during our
discussion. It may be our current song sung during the celebration of the
HOLY MASS if you are catholic. If not, sing the equivalent song from your own
religion.)
2. Practice this many times as possible until you memorize the melody and the lyrics by
heart.
3. When you are ready, create a video or voice record singing your chosen song.
4. Submit your video by means of your teacher's instruction.
5. The table of the rubrics is given below for giving of score.

CRITERIA GRADING SCALE

Effort 6 4 2

I can make a serious,      

legitimate effort in my performance
of this song. Meets Partially Does not
expectations meets meet
expectations expectations
Pitch 6 4 2

I can sing the correct pitches Meets Partially Does not

in my performance of this song. expectations meets meet
expectations expectations
Rhythm 6 4 2

I can follow the correct Meets Partially Does not

rhythm in my performance of this expectations meets meet
song. expectations expectations
Lyrics 6 4 2

I can sing the correct lyrics of      

this song with clear diction in my
performance of this song. Meets Partially Does not
expectations meets meet
expectations expectations
Tone 6 4 2

I can sing with clear,      

enthusiasm and supported tone in
my performance of this song. Meets Partially Does not
expectations meets meet
expectations expectations

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Range 6 4 2

I can sing the correct range Meets Partially Does not

for my voice in my performance of expectations meets meet
this song. expectations expectations
TOTAL POINTS: __________
 

Directions. Read and understand each statement then encircle the answer of your choice.
1. He was a trouvere, a poet and a musician.
A. Thomas Morley
B. Johann Sebastian Bach
C. Adam de la Halle
D. Giovanni Peirluigi da Palestrina

2. Italian Renaissance composer of more than 105 masses and 250 motets. He is said
to be the greatest master of Roman Catholic Church music.
A. Thomas Morley
B. Antonio Vivaldi
C. Giovanni Peirluigi da Palestrina
D. Johann Sebastian Bach

3. He has been called as the "Father of the English madrigal".

A. Johann Sebastian Bach
B. George Friedrich Handel
C. Thomas Morley
D. Antonio Vivaldi

4. He is recognized as one of the greatest baroque composers. He perfected the form

of the classical three-movement concerto thus he was also known as the master of
concerto.
A. Johann Sebastian Bach
B. Thomas Morley
C. Antonio Lucio Vivaldi
D. George Friedrich Handel

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 Music 9 – Course Guide

5. Considered the greatest composer of all time for he composed 1128 pieces of church
and instrumental music.
A. Johann Sebastian Bach
B. Antonio Lucio Vivaldi
C. George Friedrich Handel
D. Adam de la Halle

6. He became the musical director of The Royal Academy of Music.

A. Thomas Morley
B. George Friedrich Handel
C. Adam de la Halle
D. Antonio Lucio Vivaldi

7. His works includes:

o Le Jeu de Robin et de Marion
o La Chanson du roi de Sicile
A. Johann Sebastian Bach
B. Adam de la Halle
C. Thomas Morley
D. George Friedrich Handel

8. Which of the following is NOT the composition of Johann Sebastian Bach.

A. Fugue in E-flat Major
B. God is My King
C. Brandenburg Concertos
D. Gloria in Excelsis Deo

9. Which of the following is the composition of George Friedrich Handel.

A. Fire, Fire, My Heart
B. Music For the Royal Fireworks
C. Violin Concerto no. 4 in D major
D. Sing We and Chant It

10. Which of the following is the composer of Renaissance Period.

A. Adam de la Halle
B. Giovanni Peirluigi da Palestrina
C. Antonio Lucio Vivaldi
D. Johann Sebastian Bach

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 Music 9 – Course Guide

Book:
Perez, V. V., Luna, L. N., Tomas, C. E., & Clemente, D. A. (2004). Mapeh-Cat Iv: Music,
Arts, Physical Education, and Health-Citizen's Advancement Training. Quezon City: St.
Bernadette Publications, Inc.
Website:
https://www.youtube.com/watch?v=X0hlQHQVchc
https://www.bach-cantatas.com/Pic-Lib-BIG/Palestrina-14.jpg

https://youtu.be/nxbP5RPXbX4

https://en.wikipedia.org/wiki/File:Johnbullcomposer.jpg

https://www.youtube.com/watch?v=luDOHN4pTVo

https://en.wikipedia.org/wiki/File:Johann_Sebastian_Bach.jpg

 https://www.youtube.com/watch?v=GDkgEe0hawk

https://www.imusiciveneziani.com/wp-content/uploads/2017/12/antonio-vivaldi-venice-1
024x576.jpg

https://www.youtube.com/watch?v=NlLZd2SO0C4

https://www.classicsforkids.com/images/composers/Handel.jpg

https://www.youtube.com/watch?v=U9PU8S95lv0

https://www.thinglink.com/scene/632656163636248576

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