Detailed Lesson Plan in

MAPEH 9 (MUSIC)
3rd Quarter

I. OBJECTIVES:
CONTENT STANDARD:
The learner demonstrates understanding of characteristic features of vocal music of the Romantic Period.

PERFORMANCE STANDARD:
The learner sings and performs themes of selected songs.

LEARNING COMPETENCIES:
The learner….
1. listens perceptively to selected art songs and excerpts of opera ;( MU9OP-IVa-g-2)
2. creates / improvises appropriate sounds, music, gestures, movements, and costumes for a chosen opera;
(MU9OP-IVb-h-5)

Learning Competencies Objectives:

At the end of the lesson, students should be able to:
Day 1-3 ( Monday-Wednesday : Burgundy, Crimson and Scarlet)
Day 1(Saturday: Amaranth)
a. Identify the composers of Vocal Form Music during the Romantic Period.
b. Reflect the importance knowing the composers of Vocal Form Music during the Romantic Period.
c. Listen perceptively to the Vocal Form Music of Romantic Period.

Day 4 (Thursday: Burgunday, Crimson and Scarlet)

Day 1(Saturday: Amaranth)
a. Recognize the composers of Vocal Music of Romantic Period.
b. Appreciate the importance of Vocal Music.
c. Perform a song with improvised costume, make up, and props.

II. SUBJECT MATTER:

Topic: Vocal Music of Romantic Period
Reference:
1. MAPEH Book Grade 9
2. MAPEH 9 Module Quarter 3,
3. MUSIC (Melcs, Curriculum Guide)
Value Focus:
Recognize, Awareness, Appreciation
Instructional Materials:
PowerPoint presentation, Video presentation, Speaker, Activity Sheets, Pictures, TV

III. INSTRUCTIONAL PROCEDURE:

Teacher’s Activity Student’s Activity
A. Pre-Activity
1. Prayer
The teacher will ask someone to lead the - Students will stand up and pray.
prayer and students will stand up.

2. Greetings
Good Afternoon/Evening everyone!
Good Afternoon/Evening Ma’am
3. Checking of Attendance
Is there any absent in the class?
4. Recalling Of The Classroom Rules None, ma’am
Remind the students of classroom rules and
regulations Classroom Rules: The 5 P’s
A puzzled heart is paste on the board which 1. Be prepared
serves as their lives. Every time they are not 2. Be Positive
following the 5P’s rules their scores later on 3. Be Productive
will be deducted. 4. Be Restpecful
5. Be Participant

If I say waterfalls you respond Psst. This

means you have to keep quite.
“Waterfalls” Psssssst!

B. Developmental Activities

1. Motivation
“Yes Ma’am”
“Do you want a game class?”
“It seems that you are excited, I have here a game (Students listening to instructions)
entitled Locate me. Listen to the instructions”
Instructions.
Locate the word related to vocal music of the
Romantic period from the puzzle. The word/s may
be arranged horizontally, vertically,
diagonally/inverted. Make use of the statements
given below as clues.

“ Are you ready?”

“ Yes Ma’am”
Questions:
1. Romantic Opera composer who wrote his final
opera that ends with “All the world’s a joke.”
2. Late-Romantic Italian composer who composed
the score for “La Boheme.”
3. German composer who adapted the leitmotif (Students will answer )
approach.
4. German term for composition for solo voice and
piano.
5. Story set into music with several acts, finales, and
postludes.
6. Viennese composer who wrote over 600 art songs
and the “Unfinished Symphony”.
7. “La Donna e Mobile” is an Aria from this Opera.
8. Georges Bizet’s famous opera.

After the GAME………

“Okay, thank you so much for your participation

class, did you enjoy?”
“ Yes Ma’am”
“Very good, congratulations everyone. Give a round
of applause for yourself class.”

2. Presentation (Students clapping their hands)

So, based on our activity/game what can you
say about the words that you have
answered?
“It was all about the romantic period composers
Very good. So, I know you are familiar with and I guess some of their compositions Ma’am”
them since we have encountered them in our
last quarter lesson. So let’s learn more about
romantic period but this time we will be
discussing about the Vocal Form of Music
during the Romantic period.

C. Lesson Proper
Activity: REPORTING
The class will be divided into four groups.
Each group will be given 1 brown envelope
consist of their reports.
Each group will report the following: (Each group are preparing for their report)
1. Composers of Vocal Form during
Romantic Period
2. Romantic Opera
3. Vocal Music of Romantic Period
 4. Influences of the Romantic Opera in the
Philippines: Past and Present

AFTER working with their respective groups…

(Note: There are pictures presented) (Each group will report)
Now, let’s proceed to your presentation. Group 1
Let’s listen from the reporter. Let’s have COMPOSERS OF VOCAL FORM DURING
first the group 1. THE ROMANTIC PERIOD
1. FRANZ PETER SCHUBERT
The proper name for Franz Schubert songs is
lieder, which is the German word for song.
Schubert developed lieder so that they had a
powerful dramatic impact on the listeners. He
tapped the poetry of writers like Johann Goethe.
He is considered the last of the classical
composers and one of the first romantic ones. His
famous vocal music works/ Lieder were:
“Gretchen am Spinnrade”, “Erlkonig”, “Ellens
Gesang III” (“Ave Maria”) and “Schwanenge
sang” (“Swan Song”). He also wrote piano pieces,
string quartets, operetta and the Symphony No.8
in B minor (“Unfinished Symphony”).
Schubert was born on the 31st of January 1797 in
Himmelpfortgrund, Austria and died in 1828 in
Vienna, Austria at 31.
2. GIUSEPPE VERDI
A name associated with Romantic opera is that of
Verdi. He wrote operas with political overtones
and for middle-class audience. Verdi was born in
Parma, Italy on October 9, 1813. He studied in
Busseto and later went to Milan where his first
opera “Oberto” was performed in La Scala, the
most important opera house at the time. Almost
all his works are serious love story with unhappy
ending. Expressive vocal melody is the soul of a
Verdi opera. He completed 25 operas throughout
his career. His final opera ends with “All the
world’s a joke.” Some of his famous operas are
still being produced and performed worldwide.
His muchacclaimed works are; La Traviata,
Rigoletto, Falstaff, Otello and Aida were he wrote
for the opening of the Suez Canal. He died in
Milan, Italy on January 27,1901.
3. GIACOMO PUCCINI
Giacomo Puccini was born in a poor family on
December 22, 1858 in Lucca, Italy. He studied at
the Milan Conservatory. He belonged to a group
of composers who stressed realism; therefore, he
drew material from everyday life, rejecting heroic
themes from mythology and history. Puccini’s
famous operas were: “La Boheme”,
“Tosca”,“Madame Butterfly”, and “Turandot”.
4.RICHARD WAGNER
Wilhelm Richard Wagner was born in Leipzig,
Germany on May 22, 1813. He attended Leipzig
University. He was very much inspired by Ludwig
van Beethoven.
Wagner introduced new ideas inharmony a nd in
form, including extremes of chromaticism. He
also explored the limits of the traditional tonal
system that gave keys and chords; their identity
pointing the way to the rise of a tonality in the
20th century. His famous works are Tristan and
Isolde, Die Walkure, Die Meistersinger,
Tannhauser and Parsifal. His work would later
influence modern film scores, including those of
the Harry Potter and Lord of the Rings film series.
Wagner died of a heart attack on February
13,1883 at age of 69.
5.GEORGES BIZET
Georges Bizet was registered with the legal name
Alexandre-Cesar-Leopold Bizet but was baptized
Georges Bizet and was always known by the latter
 name. He was born October 25, 1838 in Paris,
France. He entered the Paris Conservatory of
music at a very young age. Bizet became famous
for his operas. His most famous opera is
“Carmen”. However, when “Carmen” first
opened in Paris, the reviews were terrible. The
shows were criticized in horrible ways that
resulted in poor audience
attendance.

(Students clapping their Hands)

 GROUP 2 PRESENTATION
ROMANTIC OPERA
Opera became increasingly popular during the
Romantic period. It is a story
(libretto) told by the composers through music
while using the words of the librettist. They work
closely together to tell the story. The book that the
composer and librettist put together is called a
Thank you Group 1,please give a round of score. The score has all the musical notes, words,
applause for them. and ideas to help the performers tell the story.
Often, there are operas with overtures, preludes,
prologues, several acts, finales, and postludes.
Now, let’s proceed to group 2. During each Act, the story unfolds through the
music that the singers sing.
Components of an Opera:
• Libretto - the texts of an opera. Librettist and
the composer work closely together
to tell the story.
• Score - the book that the composer and librettist
put together. The score has all the musical notes,
words, and ideas to help the performers tell the
story.
• Recitative - Declamatory singing, used in the
prose parts and dialogue of opera.
Different roles in operas are created considering
different types of voices..
• Aria – an air or solo singing part that the public
will remember best when leaving
the opera houses.
Voice Classification
It is also important to know the types of voices of
singers. This will serve as a guide for singers in
their choice of songs and vocal quality expected
of a singer or opera character.
Male Voice:
Tenor- highest male voice
 Baritone- Middle male voice, lies between Bass
and Tenor voices. It is the common male voice.
 Bass- lowest male voice
Female Voice:
 Soprano- highest female voice
 Coloratura-highest soprano voice
 Lyric-bright and full sound
 Dramatic- darker full sound
 Mezzo-Soprano most common female voice;
strong middle voice, tone is darker or deeper than
the soprano
 Contralto- lowest female voice and most unique
among females
• Duet, trio, and other small ensemble
• Chorus
• Orchestra
• Acts-main divisions of an opera
• Scene- setting or place
Dynamics and vocal embellishments were used to
further affect the way singers sing. Some musical
terms are used like:
A Capella - One or more singers performing
without instrumental accompaniment.
 Cantabile - In a singing style
Capo - Head, the beginning
Coda - Closing section appended to a movement
or song.
Dolce - Sweetly
Falsetto - A weaker and more airy voice usually
in the higher pitch ranges.
Glissando - Sliding quickly between 2 notes
Passagio - Parts of a singing voice where register
transitions occur.
Rubato - Slight speeding up or slowing down of
the tempo of a piece at the
discretion of the soloist.
Tessitura - The most comfortable singing
range of a singer.

(Students clapping their hands)

 GROUP 3 PRESENTATION
VOCAL MUSIC OF ROMANTIC PERIOD
The Romantic Era brought further changes in the
world of vocal music. The art song (lied) became
a special category of vocal music. Composers
made great strides during this time to closely
associate the text or words of a piece with its
musical counterpart. The real achievements of the
Romantics in the theatre were in opera. One of the
striking characteristics of the late 18th and early
19th centuries is the development of the idea of
Wow, Thank you group 2, please let’s give a romantic love linked to marriage. Heralded by the
round of applause for group 2. French Revolution, the Romantic Period was one
of subjectivity. The music is intensely emotional,
deriving the strength from massive forces and
vivid orchestration.

ROMANTIC PERIOD OPERAS

Let’s listen now and give the floor to Group La Traviata (The Fallen Woman)
3. • Music by Giuseppe Verdi (1831-1901)
• Libretto in Italian by Francesco Maria Piave,
based on “La Dame aux Camélias,” play by
Alexandre Dumas
after his novel by the same name. The play is
known in English as “Camille.”
• Categorized as a Romantic tragedy. Set in Paris,
France during 1850.
• Originally in 3 acts, but present-day productions
are usually in four acts dividing the original.

Synopsis:
At one of her brilliant supper parties, the beautiful
but frail demimondaine (a
woman supported by a wealthy lover –Merriam
Webster Dictionary), Violetta Valéry, meets the
well-born Alfredo Germont. They immediately
fall in love and she decides to abandon her life of
pleasure. Alfredo‟s father did not approve of their
lifestyle in the country and demands that Violetta
renounce Alfredo. Violetta is determined to make
the sacrifice, then departs and leaves only a note
for Alfredo.
Madame Butterfly
• Music by Giacomo Puccini (1858-1924)
• Libretto in Italian by Giuseppe Giacosa and
Luigi Ilica. From the short story by John Luther
Lung, derived from Pierre Loti’s tale Madame
Chrysantheme.
• Categorized as a Romantic tragedy. Set
 numbers; recitative. Set in Nagasaki, Japan, at the
beginning of the 20th century. Two acts; Act 2
with two parts.
Synopsis
When American naval vessels frequented
Japanese seaports, American Lieutenant Benjamin
Franklin Pinkerton met Cio-Cio-San (“Butterfly”)
and was captivated by her beauty. Pinkerton
rented a Japanese house and part of his rental
package is his “betrothal” to Cio-Cio-San.
Treating the marriage merely as a casual affair,
Pinkerton returns to America after the wedding
leaving Cio-Cio-San loyally waiting for his return.
He marries an American woman named Kate.
When he returns to Japan three years later with his
American wife, he learns that he bore a son with
Cio-Cio-San. Upon learning that
Pinkerton had married another woman, Cio-Cio-
San kills herself to make sure that
Pinkerton takes their son with him.

(Students are clapping their hands)

 GROUP 4 PRESENTATION

INFLUENCE OF THE ROMANTIC OPERA

IN THE PHILIPPINES : PAST AND
PRESENT
In the Philippines, the sarswela, also known as the
‘drama simbolico’ was a
traditional theatre genre that dominated the
Philippine theatre scene for over one
hundred years. It was first introduced by Dario
Cespedes. Like the Opera of the
Romantic period, its storyline was commonly
based on domestic issues that often exemplified a
strong sense of

Filipino nationalism and anguish against the

country’s foreign imperialists. Famous writers of
sarsuwela include Benigno Zamora, Severino
Reyes, and Clodualdo del Mundo. Dalagang
Bukid (Country Maiden, 1919) is arguably the
most popular Sarsuwela in Tagalog.

Today, singers like Maria Callas and Kirsten

Thank you so much group 3. Please let’s Chenoweth became famous
give a round of applause for group 3 class. because of their performances of different operas
and musical plays abroad. In the Philippines,
Now, let us listen to our last reporter, let us artists like Isay Alvarez, Robert Seña, Monique
have the group 4 to present. Wilson, Jaime Rivera, and Leah Salonga also
became famous not only in the local scene but
abroad as well for their roles in musical plays like
the “Miss Saigon.” (Otter, 2014) If you have a
smartphone, you can watch the full Sarswela by
Hermogenes Ilagan & Leon Ignacio’s “Dalagang
Bukid”, and an excerpt from “Miss Saigon”
featuring Robert Seña, and Tony & Olivier
Awardee Leah Salonga.

(Students are clapping their hands)

“None Ma’am”
 (Students will answer the questions)

Thank you group 4, please, give a round of

applause for Group 4.

Congratulations everyone, it was a very

good presentation for everyone. Is there any
questions you want to ask with our
reporters?

Since, there are no questions, and then I’ll

be one to ask.
(Students will answer the following questions)
2.Analysis
(Answers of students may vary)

Who are the composers of Vocal Music

from the Romantic Period?
What are the components of Opera?
What is the highest male voice?
What is the lowest male voice?
What is the highest female voice?
What is the most common female voice?
What is an A capella?
What is a Falsetto? “None Ma’am”
What are the two romantic period operas?
What is the influence of Romenatic Opera in
the Philippines?

3. Abstraction
How will you find out that the song that you
are listening is considered a Vocal Music
from Romantic Period?

How different is the vocal music of

Romantic Period today’s music?
(Students are listening to the instructions)
What is the significance of Romantic music
to the development of our music today?

Is it important for composers to consider the

vocal range or classification of his
singer? Why?

What is your overall impression of the

Romantic period music?

Is there any questions? Clarifications?

4 .Application

If there are no questions lets have another

activity. The title of our game is X-Factor.
Same groupings, you will sing a song
 group to
perform in front of your classmates and
showcase your talent. . Before your
performance, you are required to wear an
improvised costume, make-up, props, and be
in character that is suitable for your song
choice. If someone in your group can
accompany you using a guitar/piano, or
provide improvised musical instruments this
will become a plus factor. After your
performance, your classmates will grade you
using the rubrics below.

Each group will perform;

Group 1 will perform
Group 2 will perform
Group 3 will perform
Group 4 will perform

(students will get their papers and answer the test)

After practicing their performance……..

Okay, now let us listen to the performances

of your classmates. Let’s have first from
group 1. Next is group 2, then group 3 and
last will be the group 4.

Thank you so much everyone. Before we

finish today’s lesson please get a ¼ sheet of
pad paper and answer your test.

IV. Evaluation:
Directions: Identify the composer of each composition. Write only the family name of the composer in your ¼ sheet of
pad paper.
1. Oberto
2. Tristan and Isolde
3. Erlkonig
4. Carmen
5. La Boheme
6. Die Walkure
7. Rigolleto
8. Gretchen am Spinnrade
9. Madame Butterfly
10. Parsifal
 V. Assignment:

Prepared by:
MARY CLAIRE OBELLO-CARANDANG
NOHS-Night Department