SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 3rd QUARTER/MUSIC 2 ___

Date: February 22, 2023

I. OBJECTIVES

The learner demonstrates understanding of the characteristic features of the

A. Content Standards
music of the Romantic period.

The learner sings and performs theme of selected instrumental pieces of the
B. Performance Standards
Romantic Period.

C. Learning Competencies/ Explains the performance practice (setting, composition, role of

Objectives composers/performers, and audience) during the Romantic period. (MU9RO-IIIb-H-
(Write the LC code) 3)

PERFORMANCE PRACTICE DURING ROMANTIC PERIOD (Setting and Famous

II. CONTENT
Composers)
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Learning Activity Sheets in Music 9, Bluetooth speaker.
portal
B. Other Learning Resources
IV. PROCEDURES
1. Prayer
 The teacher will ask for a volunteer to lead the prayer.
2. Checking of Attendance.
 To monitor the students, the teacher will check the attendance
through their permanent seating arrangement.
3. Establishing house rules and norms.
 In order to have a conducive and harmonious teaching and learning
process, the teacher and the learners will establish or set their
1. PRIMING ACTIVITIES agreed classroom rules and norms.
4. Review
 What have we discussed yesterday?
 What is the difference between the Classical and Romantic period
in terms of their performance practices? Role of composers and
audiences?
 Who are the famous composers that emerged during the Romantic
period?

Group Activity
2. ACTIVITY
 Process questions:
1. How does it sound? Happy? Sad? Creepy? Excited?
2. If you will describe a sugar plum fairy, how will it look based on the music?
(Draw if possible) What dance movements are the fairy making as
3. ANALYSIS
suggested by the music that you listened to?
3. Which element/s of the music made it sound like a dancing sugar plum
fairy – melody, rhythm and tempo? What about the instruments used and
dynamics??
4. ABSTRACTION SETTING OF THE ROMANTIC PERIOD
The vast changes in politics, society, and economy during the 19th century have
greatly affected the arts. In music, those changes caused a great shift in the way
composers create music and the audience listen to it. Changes in the political
system of Europe greatly affected the way musicians made their living. The nobility
and aristocrats, who once funded composers and orchestras, gradually lost their
powers and wealth. Concerts also became more of public events rather than
private parties of the elite or the church. Composers of the period have to do
additional work and cannot rely anymore on the patronage of the wealthy upper
class. Chopin, for example, had to teach piano rather than only focus on his career
as composer and performer. In spite of this, musicians still benefited from the
widespread of music production and consumption across different levels of society.
Houses of the middle class became important places of music making in this period.
Chamber works, music for a small group of musicians, are often performed as
entertainment in these places. The piano became the favorite instrument for both
professional and amateur musicians. Middle class families often enrolled their
children to private piano lessons. Hence, the wider public became more exposed to
music and began to acquire music literacy.

In comparison to Classical composers, Romantic composers make music that evoke

emotional expression exposing their innermost thoughts in the belief that music,
particularly instrumental music, can convey ideas and feelings that cannot be put
into words. The Romantic music genre called tone poem or symphonic poem best
captured this idea. Tone poem or symphonic poem is a kind of program music
commonly written for orchestra which is inspired by ideas or scenes from stories,
poems and even sceneries. To convey these ideas, composers made use for a much
wider range of dynamics, varied articulation markings, and chromatic harmonies.
Moreover, the size of the orchestra became relatively bigger and other instrument
groups within the orchestra such as woodwinds and percussion were given main
parts of the piece. For the next succeeding years, composers preferred to compose
instrumental music over vocal music. Thus, the Romantic period paved the way for
the rise of prestige of instrumental music. The Romantic era is also notable because
of the rise of the virtuoso. The concept of the virtuoso, one who is highly skilled in
arts, was highlighted and redefined during this period. The virtuoso became a title
associated with a performer having a highly technical and sophisticated skill in
music so brilliant that he/she is able to mesmerize the audience. Notable virtuosos
of the period include violinist Nicolo Paganini and pianist Franz Liszt.

A lot of program music were composed and became famous during that time.
Some of the notable ones were set to ballet like Peter Illych Tchaikovsky’s
“Nutcracker Suite” and Camille Saint-Saens’ “Carnival of Animals”.
Romantic composers felt free to stretch and twist the Classical Musical Forms. They
were searching for a way to grow their identity through their songs, one that was
familiar to the audience.

Composers of the Romantic Period

 NICCOLO PAGANINI (1782 – 1840)
He was born in October 27, 1782 in Genoa, Italy and
became the most famous violin virtuoso in the world.
He stands out primarily for his “rockstar
performances”. However, together with his fame came
the rumors about his amazing violin skills that was said
to be a gift from the devil and that he sold his soul in
exchange for those skills. He was also rumored to have
a problem with women and gambling.

Some Works of Niccolo Paganini:

 “La Campanella”
 24 Caprices for Solo Violin, Op. 1 incomplete
 Concerto No. 1 in Eb, Op. 6
 15 Quartets for Guitar and Strings Trio
 The Carnival of Venice
FREDERIC CHOPIN (1 March 1810 – 17 October 1849)
He was known as the “Poet of the Piano” and was born
on March 1, 1810 in Zelazowa, Poland. He is an an extra
ordinary composer who is considered a genius in using
the piano that he had a tremendous impact on other
musicians.
Chopin compositions were almost primarily for the
piano and some of his most well-known compositions
are:
1. Fantasie in F minor, Op. 49
2. Revolutionary Etude, Op 10, No. 12 and 24
3. Preludes, Op. 28 No.7
FRANZ LISZT (22 October 1811 – 31 July 1886)
Liszt was born in the village Doborjan, Hungary on
October 22, 1811. He was known as the greatest piano
virtuoso of his time. He also became a court conductor
for the grand duke of Weimar when he was thirty-six
years old.
Some of Liszt’s Piano works:
 La Campanella originally written by Paganini but Liszt
found it so beautiful that he adapted it for piano.
 LIEBESTRÄUME (Dreams of Love) is a set of 3 piano solos that Liszt wrote.
No. 3 is the most famous
 Un Sospiro
 Sonata in B Minor
ROBERT SCHUMANN (8 June 1810 – 29 July 1856)
Robert Alexander Schumann was born in 1810 in
Zwickau, Germany. He was a German composer,
pianist and influential music critic. Most of his best-
known piano pieces were written for his wife, Clara
Schumann who is also a pianist and a composer. His
works were mostly emotional.

He wrote over 100 Art Songs. Some of which are:

 "Frauenliebe und Leben" ("A Woman's Love and
Life")
 "Dichterliebe" ("A Poet's Love")

HECTOR BERLIOZ (11 December 1803 – 8 March 1869)

Hector Berlioz is a French romantic composer born on
 December 11, 1803. He was known largely for his “Symphonie Fantastique” and the
choral symphony “Romeo et Juliette”. Choral symphony, a term coined by Berlioz,
is a composition for orchestra, choir, and sometimes solo voices. His works and
compositions showcased innovativeness and search for expression. He is
considered as one of the most original great composers and a practical musician.

PETER ILYICH TCHAIKOVSKY (Pyotr Ilyich Chaykowsky)

(7 May 1840 – 6 November 1893)
Peter Ilyich Tchaikovsky was born on May 7, 1840 in
Votkinsk, Russia. He was the first Russian composer
whose music made a lasting impression internationally.
He
displayed an exceptional musical gift when he started
improvising at the piano and composing songs at an
earlyage. His works includes concertos, symphonies,
ballets,
operas and chamber music. He used his own native folk music in his symphonic
works planting the seeds of what would later be known as the Nationalist
movement.
Tchaikovsky’s Famous Compositions:
 Swan Lake
 Symphony No. 6 “Pathetique”
 The Nutcracker
 Romeo & Juliet
 812 Overture
 Sleeping Beauty
 Piano Concerto No. 1

CAMILLE SAINT-SAËNS (October 9, 1835 – December

16, 1921)
Camille Saint-Saëns was born in Paris on October 9, 1835.
He started his music at an early age through the help of
his aunt. He began his piano lesson when he was only two
years old and composing his first piano piece at the age of
three. He was considered as a composer who creates
elegant music that is neat, polished, and never excessive.
Best known music of Camille Saint-Saëns:
 Carnival of the Animals
 Danse Macabre and his Symphony No. 3
 The Swan

5. APPLICATION GROUP ACTIVITY

Directions: Based on the information discussed, create a mind/concept map about

the performance practice during the Romantic period.

Guide questions:
1. What are the important changes in society during the Romantic period?
2. What genres of music emerged during the period?
3. How are the changes in the society related to music?
4. Who are the prominent personalities in the period?
 Directions: Read the questions carefully. Choose your answers from the box and
write them on a separate sheet of paper.

________ 1. This ideology is commonly reflected in the music of the Romantic Era.
6. EVALUATION ________ 2. He is a transitional composer between Classical to Romantic era.
________ 3. It is described as a cultural movement that valued emotions over
reason, individualism, and freedom of expression.
________ 4. It is the main genre of instrumental composition during the Romantic
period.
________ 5. The Romantic Period begun in the late ______ century.
________ 6. It is not a characteristic of the Romantic Period music.
________ 7. Musical composition for an orchestra which is also called Tone Poem.
________ 8. It is in free form such as fantasy, rhapsody, and nocturne.
________ 9. Frederic Chopin’s composition that shows nationalism.
_______ 10. A dance composition for piano and is famous in Poland.
Differentiated activity
Directions: Listen to the first 2 minutes of Camile Saint-Saëns' Symphonic Poem
“Danse Macabre” and choose one activity which you feel best suits your talent and
skill. https://www.youtube.com/watch?v=67ru-LzP2jU
7. ASSIGNMENT
a. Draw/Paint what you imagine while listening to the music (visual)
b. Compose a short story or poem about the music (literary verbal)
c. Associate dance movements to the music (Kinesthetic)
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

PREPARED BY: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN, COP HEAD

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I