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.

DEPED COPY 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 Teacher’s 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

DEPED COPY 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.

DEPED COPY 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 one’s goals and control situations.

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MUSIC Teacher’s 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 Bartok’s compositions?

DEPED COPY 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 Prokofieff’s 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, Children’s Corner Suite Miroirs, Sonatine, Daphnis et Chloe, Jeux d’Eau, 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 Teacher’s 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

DEPED COPY 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 Debussy’s Claire de Lune b. Leonard Bernstein’s West Side Story c. George Gershwin’s Rhapsody in Blue d. Ravel’s Bolero e. Any work of minimalist composers, Philip Glass or Meredith Monk f. Any work of nationalist composers, Erik Satie or Bela Bartok.

DEPED COPY 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 Teacher’s 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 composer’s 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 contestant’s 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.

DEPED COPY 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 Teacher’s 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.

2

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?

____________

Teacher’s 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 People’s Concert: What is Impressionism by Leonard Bernstein

They may also search for Bernstein’s other video lectures on music.

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MUSIC Teacher’s 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 Teacher’s 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

–

4’33"; 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, Intégrales 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 bag’s contents on a hard surface. Then, using a cellphone or other available device, record the sounds that are produced.

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MUSIC Teacher’s 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 composer’s 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 contestant’s 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. 17

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MUSIC Teacher’s 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? ____________

2

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 Teacher’s 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: BBC’s The Story of Music: Age of Rebellion and The Popular Age by Howard Goodall

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