1 LEARNING ACTIVITY SHEETS DAY 1 (WEEK 1)

2 Music 9 ADI-6 QUARTER 1 WEEK 1

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8DAY 1
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10ACTIVITY IV. Directions: Identify what is being asked. Choose your answer inside the box.
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12 DE LA HALLE MEDIEVAL POPE GREGORY 1 TROUBADOURS
13 LUTE PERFORMER BAROQUE INSTRUMENT MIDDLE/DARK AGES
14 RENAISSANCE PORTUGUESE BARROCO RENAISSANCE
15 GREGORIAN CHANT MEDIEVAL PERIOD
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181. A period know as middle ages or dark ages.
192. Travelling secular performers from North of France.
203. A monophonic plainchant known as Gregorian Chant was names after ______________.
214. Prominent instrument during renaissance period.
225. Famous composer of medieval period.
236. _____________ comes from the word Renaitre.
247. The medieval period was also known as ______________.
258. Vivaldi was one of the famous composer of ___________________ period.
269. Lute was prominent _____________ during renaissance.
2710. Troubadours are the travellers secular _____________ from north of France.
2811. Palestrina and Morley were the famous composer of_____________ period.
2912. The baroque period is derived from ____________ word.
3013. Portuguese word which means pearl of irregular shape.
3114. Monophonic plainchant named after Pope Gregory I.
3215. De la Halle was one of the famous composer of ______________.
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35ACTIVITY III. Direction: Listening activity. Listen perceptively to the sample music and refer to the characteristics of renaissance
36period.
37 1. SONG NUMBER ONE: THE MASS
38 2. SONG NUMBER TWO: THE MADRIGAL
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40ACTIVITY IV. I. DIRECTION: AFTER YOU LISTEN PERCEPTIVELY TO THE SAMPLE MUSIC, ANSWER THE FOLLOWING GUIDE
41QUESTIONS.
42 1. AFTER LISTENING TO THE MUSIC, WERE YOU ABLE TO IDENTIFY THE CHARACTERISTICS OF TITLE MUSIC?
43 2. WHICH OF THE TWO DO YOU LIKE BETTER? WHY?
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45ACTIVITY IV. II. DIRECTION: FILL IN THE BLANKS WITH CORRECT WORD.
46 1. ARE EASIER TO PERFORM BECAUSE THEY MOVE ALONG A SCALE WITH A FEW LARGE LEAPS
47 2. IMITATION AMONG ____________ IS COMMON
48 3. USE OF WORD PAINTING IN ______________
49 4. MOSTLY _________
50 5. ____________ MOVE IN A FLOWING MANNER
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52Activity Sheet/s in MAPEH-MUSIC Grade 9 (Week 1, Quarter 1)
53MUSIC-Q1-W1- Activities for Day 3
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55ACTIVITY I Review
56Direction: Copy the important words on your MAPEH notebook.
57Music of the medieval period is also known as the middle ages or dark ages that started with fall of the Roman Empire. During
58this time, the Christian church influenced Europe’s culture and political affairs.
59Monophonic plainchant was named after Pope Gregory I, who made this the approved music of the catholic church.
60Music of the renaissance period renaissance comes from the word Renaitre which means rebirth, revival and rediscovery.
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63ACTIVITY II. Direction: Read and copy the characteristics of madrigal music on your MAPEH notebook.
64MADRIGAL – a secular vocal polyphonic music composition which originated in Italy and sung during courtly social gatherings. It
65is the most important secular during the renaissance period.
66CHARACTERISTICS OF MADRIGAL
67  POLYPHONIC
68  SUNG A CAPELLA
69  THROUGH-COMPOSED
70  FREQUENTLY IN 3 TO 6 VOICES
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 73Activity Sheet/s in MAPEH-MUSIC Grade 9 (Week 1, Quarter 1)
74MUSIC-Q1-W1- Activities for Day 4
75ACTIVITY I Review
76 1. What is Madrigal music?
77 Madrigal music is a secular vocal polyphonic music composition which originated in italy and sung during courtly
78 social gatherings. It is the most important secular during the renaissance period.
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80Characteristics of Baroque music
81  Melodies sound elaborate or ornamental and are not easy to sing or remember
82  Primarily contrapuntal textures with some homophony
83  Dynamic contrast – alternation between loud and soft
84  Orchestra consists of strings and continuo; harpsichord and organ are the keyboard instruments that are commonly used.
85
86‘’CONCERTO GROSSO’’
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88 1. After listening to the music, were you able to identify the characteristics of the song?
89 2. Describe the tempo and rhythm of the song.
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91ACTIVITY IV. DIRECTION: Identify the following characteristics if they belong in RENAISSANCE,
92MADRIGAL AND BAROQUE.
93 1. Sung a cappella
94 2. Use of word painting in texts and music.
95 3. Dynamic contrast
96 4. Melodic lines move in a flowing manner
97 5. Primarily contrapuntal textures with some homophony
98 6. Imitation among voices is common
99 7. Frequently in 3 to 6 voices
100 8. Polyphonic
101 9. Through-composed
102 10. Mostly polyphonic
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104Activity Sheet/s in MAPEH-MUSIC Grade 9 (Week 1, Quarter 1)
105MUSIC-Q1-W1- Activities for Day 5
106ACTIVITY I. REVIEW
107Characteristics of Baroque music
108  Melodies sound elaborate or ornamental and are not easy to sing or remember
109  Primarily contrapuntal textures with some homophony
110  Dynamic contrast – alternation between loud and soft
111  Orchestra consists of strings and continuo; harpsichord and organ are the keyboard instruments that are commonly used.
112 
113ACTIVITY II
114DIRECTION: Copy the important words on your MAPEH notebook.
115  GREGORIAN CHANT IS THE CENTRAL TRADITION OF WESTERN PLAINCHANT, A FORM OF MONOPHONIC, UNACCOMPANIED SACRED
116 SONG IN LATIN OF THE ROMAN CATHOLIC CHURCH.
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118  TROUBADOUR MUSIC IS ONE OF A CLASS OF MEDIEVAL LYRIC POETS WHO FLOURISHED IN SOUTHERN FRANCE.
119CHARACTERISTICS OF GREGORIAN CHANT AND TROUBADOURS.
GREGORIAN CHANTS (SACRED MUSIC) TROUBADOURS (SECULAR MUSIC)
MONOPHONIC USUALLY MONOPHONIC
FREE METER SOMETIMES WITH IMPROVISED ACCOMPANIMENT

MODAL TELLS OF CHIVALRY AND COURTLY LOVE

USUALLY BASED ON LATIN LITURGY ORIGINATED IN FRANCE
USE OF NEUME NOTATION WRITTEN IN FRENCH LANGUAGE
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130ACTIVITY III.
131 1. WHAT IS THE DIFFERENCE BETWEEN GREGORIAN CHANT AND TROUBADOUR MUSIC?
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140ACTIVITY IV. DIRECTION: GIVEN THE CHOICES INSIDE THE BOX, WRITE DOWN THE WORDS THAT
141BEST DESCRIBE THE MUSICAL ELEMENTS OR CHARACTERISTICS OF THE DIFFERENT MUSIC
142OF THE GREGORIAN CHANT AND TROUBADOUR MUSIC BY COMPLETING THE TABLE.
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146 MONOPHONIC MODAL FREE METER
147 TELLS OF CHIVALRY AND COURTLY LOVE
148 SOMETIMES WITH IMPROVISED ACCOMPANIMENT
149 USE OF NEUME NOTATION
150 WRITTEN IN FRENCH LANGUAGE
151 USUALLY, MONOPHONIC
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157Activity Sheet/s in MAPEH-MUSIC Grade 9 (Week 1, Quarter 1)
158MUSIC-Q1-W1- Activities for Day 6 SUMMATIVE TEST
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160DIRECTION: PLEASE GET ONE WHOLE SHEET OF PAPER AND WRITE THE LETTER OF THE CORRECT
161ANSWER. YOU MAY ALSO PAUSE OR REWIND THE VIDEO FOR YOU TO ANALYZE WELL AND
162HAVE ENOUGH TIME TO ANSWER THE SUMMATIVE TEST.
163SUMMATIVE TEST IN MUSIC
1641. GREGORIAN CHANT IS DERIVED FROM THE NAME OF POPE GREGORY THE FIRST.
165A. TRUE B. FALSE
166C. IT IS TROUBADOUR C. IT IS MEDIEVAL
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1682. WHICH OF THE FOLLOWING IS A COMPOSER OF MEDIEVAL PERIOD?
169A. JOHAN FRIEDRICH BACH
170B. ADAM LE BOSSU/ADAM DE LA HALLE
171C. GIOVANNI PIERLUIGI DA PALESTRINA
172D. THOMAS MORLEY
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1743. WHICH OF THIS IS NOT BELONG TO THE NEW FORMS OF BAROQUE MUSIC?
175A. BINARY –AB B. TERNARY –ABC
176C. CHORALE D. GROUND BASS
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1784. WHICH OF THE FOLLOWING BELONGS TO RENAISSANCE PERIOD?
179A. CONCETO GROSSO B. POPE MARCELLUS MASS
180C. GREGORIAN CHANT D. TROUBADOUR
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1825. WHAT PERIOD WERE GREAT COMPOSER OF THESE TIME WERE GEORGE FRIEDRICH
183HANDEL, JOHANN SEBASTIAN BACH AND ANTONIO VIVALDI?
184A. BAROQUE B. MEDIEVAL
185C. RENAISSANCE D. CLASSICAL
1866. WHICH OF THE FOLLOWING IS NOT A CHARACTERISTICS OF TROUBADOUR MUSIC?
187A. USUALLY MONOPHONIC
188B. USUALLY WITH IMPROVISED ACCOMPANIMENT
189C. USUALLY TELLS CHIVALRY AND COURTLY
TROUBADOUR MUSIC GREGORIAN MUSIC
190D. WRITTEN IN LATIN
1917. IT IS KNOWN AS THE MIDDLE AGES, WHAT PERIOD IS THIS?
192A. BAROQUE B. RENAISSANCE
193D. MEDIEVAL D. ROMANTICISM
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1958. WHICH OF THE FOLLOWING IS THE CHARACTERISTIC OF RENAISSANCE PERIOD?
196A. FREE METER
197B. SUNG A CAPELLA
198C. DYNAMIC CONTRAST
199D. IMITATION AMONG VOICES IS COMMON
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2019. THIS PERIOD IS ALSO KNOWN AS THE “GOLDEN AGE” OF A CAPELLA CHORAL MUSIC.
202A. BAROQUE B. RENAISSANCE
203D. MEDIEVAL D. ROMANTICISM
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20510. WHICH STATEMENT IS TRUE ABOUT THE BAROQUE PERIOD?
206A. KNOWN FOR SIMPLICITY OF THE MUSICIANS
207B. MUSIC COMPOSITIONS ARE ACCESSIBLE
208C. EARLY COMPOSERS FAVORED HOMOPHONIC TEXTURE
209D. MELODIES ARE LESS DYNAMIC.
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211TEST II. FOR THE PART TWO OF THIS ACTIVITY, YOU HAVE TO WRITE THE MUSIC ERA
212DESCRIBED IN EACH SENTENCE. JUST CHOOSE YOUR ANSWER IN THE BOX.
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214 BAROQUE PERIOD
215 RENAISSANCE PERIOD
216 MEDIEVAL PERIOD
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2181. MELODIES ARE ELABORATE AND ORNAMENTAL.
2192. IMITATIVE POLYPHONY IS DISTINCTIVE IN THEIR COMPOSITION.
2203. TEXTS WERE DICTATED BY LATIN LITURGY
2214. LUTE WAS THE PROMINENT INSTRUMENT DURING THIS ERA.
2225. MELODIES ARE NOT EASY TO SING OR REMEMBER.
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224TEST III. ANSWER THIS IN AN ESSAY FORM. THIS QUESTION IS EQUIVALENT FOR
225FIVE POINTS.
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2271. BASED FROM THE THREE MUSICAL PERIODS THAT YOU HAVE LEARNED FROM
228THIS WEEK’S LESSON; HOW WOULD YOU DIFFERENTIATE THEIR MUSIC FROM
229TODAY’S MUSIC? WRITE YOUR ANSWER IN YOUR PAPER.
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276 LEARNING ACTIVITY SHEETS DAY 1 (WEEK 1)
277 Music 9 ADI-6 QUARTER 1 WEEK 1
278
279ANSWER KEYS
280DAY 1
281ACTIVITY 2 PRE-TEST
282 1. TRUE
283 2. TRUE
284 3. TRUE
285 4. TRUE
286 5. FALSE

287ACTIVITY 3
288 1. MEDIEVAL, RENAISSANCE AND BAROQUE
289 2. POPE GREGORY THE I
290 3. PEARL OF IRREGULAR SHAPES.

291ACTIVITY 4
292 1. MEDIEVAL
293 2. TROUBADOURS
294 3. POPE GREGORY I
295 4. LUTE
296 5. DE LA HALLE
297 6. RENAITRE
298 7. MIDDLE/DARK AGES
299 8. BAROQUE
300 9. INSTRUMENT
301 10. PERFORMER
302 11. RENAISSANCE
303 12. PORTUGUESE
304 13. BARROCO
305 14. GREGORIAN CHANT
306 15. MEDIEVAL PERIOD

307DAY 2
308ACTIVITY 1
309 1. MEDIEVAL, RENAISSANCE AND BAROQUE.
310 2. MEDIEVAL PERIOD
311 3. IRREGULAR SHAPE
312 4. RENAISSANCE

313ACTIVITY 2
314READ AND COPY ON YOUR MAPEH NOTEBOOK
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316ACTIVITY 3 LISTENING ACTIVITY
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318ACTIVITY 4
319 1. MELODIES
320 2. VOICES
321 3. TEXT AND MUSIC/MUSIC AND TEXT
322 4. POLYPHONIC
323 5. MELODIC LINES

324
325DAY 3
326ACTIVITY 1 REVIEW ONLY
327ACTIVITY 2 COPY
328ACTIVITY 3 LISTENING ACTIVITY
329ACTIVITY 4
330 I.
331  POLYPHONIC
332  SUNG A CAPELLA
333  THROUGH-COMPOSED
334  FREQUENTLY IN 3 TO 6 VOICES
335 2. MADRIGAL IS A SECULAR VOCAL POLYPHONIC TYPE OF MUSIC.

336DAY 4
337ACTIVITY 1 REVIEW
338ACTIVITY 2 COPY
339ACTIVITY 3 LISTENING ACTIVITY
340 1. AFTER LISTENING TO THE MUSIC, WERE YOU ABLE TO IDENTIFY THE CHARACTERISTICS
341 OF THE SONG?
342 2. DESCRIBE THE TEMPO AND RHYTHM OF THE SONG.
343ACTIVITY 4 IDENTIFICATION
344 1. SUNG A CAPPELLA
345 2. USE OF WORD PAINTING IN TEXTS AND MUSIC.
346 3. DYNAMIC CONTRAST
347 4. MELODIC LINES MOVE IN A FLOWING MANNER
348 5. PRIMARILY CONTRAPUNTAL TEXTURES WITH SOME HOMOPHONY
349 6. IMITATION AMONG VOICES IS COMMON
350 7. FREQUENTLY IN 3 TO 6 VOICES
351 8. POLYPHONIC
352 9. THROUGH-COMPOSED
353 10. MOSTLY POLYPHONIC
354 DAY 5
355ACTIVITY 1 REVIEW
356ACTIVITY 2 COPY
357ACTIVITY 3 THE DIFERENCE BETWEEN GREGORIAN CHANT AND TROUBADOUR MUSIC.
358GREGORIAN CHANT ARE MUSIC RELATED TO CHURCHES OR SACRED THAT USUALLY BASED ON
359LATIN LITURGY WHILE TROUBADOUR MUSIC ARE THE MUSIC ORIGINATED IN FRANCE,
360IMPROVISING ACCOMPANIMENT WHICH WRITTEN IN FRENCH LANGUAGE.
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362ACTIVITY 4
TROUBADOUR MUSIC GREGORIAN MUSIC
USUALLY MONOPHONIC MONOPHONIC
TELLS OF CHIVALRY AND FREE METER
COURLY LOVE
WRITTEN IN FRENCH MODAL
LANGUAGE
USE OF NEUME NOTATION

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364
365 LEARNING ACTIVITY SHEETS DAY 1 (WEEK 1)
366 Music 9 ADI-6 QUARTER 1 WEEK 1
367
368DAY 6 SUMMATIVE TEST
369ANSWER KEY FOR SUMMATIVE TEST
370 1. A. TRUE
371 2. B. ADAM LE BOSSU
372 3. A. BAROQUE
373 4. B. POPE MARCELLUS MASS
374 5. A. BAROQUE
375 6. A. WRITTEN IN LATIN
376 7. D. MEDIEVAL
377 8. D. IMITATION AMONG VOICES IS COMMON
378 9. B. RENAISSANCE
379 10. C. EARLY COMPOSERS FAVORED HOMOPHONIC TEXTURE
380 11. BAROQUE
381 12. RENAISSANCE
382 13. MEDIEVAL
383 14. RENAISSANCE
384 15. BAROQUE
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