SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 4TH QUARTER/MUSIC 1 ___

Date: MAY 10, 2023

I. OBJECTIVES

The learner demonstrates understanding of characteristic features of vocal music

A. Content Standards
of the Romantic Period

B. Performance Standards The learner sings and performs themes of selected songs from the Romantic Period

C. Learning Competencies/
Narrates the plot, musical and theatrical elements of an opera after video and
Objectives
(Write the LC code) movie showing. MU9OP-IVa-g-1

II. CONTENT Elements of an Opera

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
1. PRIMING ACTIVITIES 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
agreed classroom rules and norms.

Movie Showing:
“Madama Butterfly by Giacomo Puccini”
2. ACTIVITY
The teacher will let the learners watch an opera/movie from the romantic period
entitled “Madama Butterfly”.
 Process questions:
1. Did you enjoy movie?
2. What is your overall impression of the film?
3. What are your observations from the movie you have just watched?
3. ANALYSIS 4. From viewing, cite the important components needed to produce an
opera?
5. Explain the plot, musical and theatrical elements of the movie.
6. In what ways do operas help people learn about the culture of other
people?
7. ABSTRACTION Elements of an Opera: components

1. MUSIC

Music moves the action of a story, expresses emotions and moods, and deepens
our understanding of the characters.

Orchestra: In most cases, operas are accompanied by a group of musicians. Led by

a conductor, an orchestra is an ensemble that is comprised of string, woodwind,
brass, and percussion instruments.

Score: Musicians read from a score which is a notated piece of music showing each
voice or instrumental part on its own staff.

Overture: An overture is an orchestral piece that may be played at the very

beginning of the opera before any action takes place on stage (not all operas have
overtures).

Musical themes: Musical themes are complete ideas that are crafted to be
memorable to the listener. They are heard throughout operas and are associated
with a particular character or characters, a situation , an idea, object, or emotion.

Below are four types of musical forms composers use to help them describe how
characters are feeling during the course of an opera.

Recitative: Composed to sound like natural patterns of speech, a recitative is

singing that has the rhythm of talking. It is used for conversation between
characters or to move the plot of the story.

Aria: A vocal solo expressing personal emotion or reflection.

Ensemble: A piece that is sung by two or more characters at the same time (duet
for two characters, trio for three characters, quartet for four characters, etc).
Different melodies are sung simultaneously by each character involved in the
ensemble.

Chorus: Often providing background music for the above, a chorus is a group of
people singing together in parts or in unison.

Each musical form is sung by singers in one of the six basic vocal categories which
are listed below:

Voice Classification

All classical singers fall into one of the categories listed below. A singer cannot
choose his/her voice-type – it is something they are born with. Composers usually
assign a voice type to a character based on his/her personality or age.

FEMALE VOICE:

Soprano – This is the highest female voice and has a range similar to a violin. In
opera, the soprano most often plays the young girl or the heroine (sometimes
called the Prima Donna), since a high bright voice traditionally suggests femininity,
virtue and innocence. The normal range of a soprano is two octaves up from middle
C, sometimes with extra top notes. Most women are sopranos.

Mezzo-Soprano – Also called a mezzo, this is the middle female voice and has a
range similar to an oboe. A mezzo’s sound is often darker and warmer than a
soprano’s. In opera, composers generally use a mezzo to portray older women,
villainesses, seductive heroines, and sometimes even young boys (like Hansel). This
is a special operatic convention called a “trouser role” or a “pants role.”

Contralto – This is the lowest female voice and has a range similar to a clarinet.
Contraltos usually sing the roles of older females or special character parts such as
witches and old gypsies. The range is two octaves from F below middle C to the top
line of the treble clef. A true contralto is very rare.

MALE VOICE:

Countertenor – This is the highest male voice, which was mainly used in very early
opera and oratorio (a genre of classical vocal music similar to opera but generally
based on a religious topic and accompanied by a choir). The voice of a countertenor
sounds very much like a mezzo-soprano’s voice and they often sing the same
repertoire. Like the contralto, true countertenors are very rare.

Tenor – This is usually the highest male voice in an opera. It is similar to a trumpet
in range, tone, color, and acoustical ring. The tenor typically plays the hero or the
love interest in an opera.

Baritone – This is the middle male voice and is close to a French horn in range and
tone color. In opera buffa (comedic opera), the baritone is often the ring-leader of
the comedy, but in opera seria (serious or tragic opera), he is usually the villain.

Bass – This is the lowest male voice and is similar to a trombone or bassoon in
range and color. Low voices usually suggest age and wisdom in serious opera. In
comic opera they are generally used for old characters who are foolish or
laughable.

Composers like Verdi, Puccini and Wagner saw the opportunity to explore ways to
develop the vocal power of a singer. Greater range of tone color, dynamics and
pitch were employed.

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.

2. DRAMA

Operas unfold a dramatic or comic story involving a protagonist, antagonist, and/or

a hero/heroine. Actors that portray these roles must be very good at both singing
and acting. Certain character tendencies often exist for each vocal category. They
include the following:

Soprano: most often the heroine of the opera

Mezzo-Soprano: mothers, older women, villains, servants, women playing men

Contralto: old women, witches, comic roles

Tenor: most often the hero of the opera

Baritone: helpful companions, villains, sometimes heroes

Bass: kings, villains, priests

Operas usually feature primary and secondary characters who figure in the
dramatic flow of the story:

Principals: The primary roles of an opera. These may be heroes/heroines, villains or

other strong characters.

Comprimarios: The secondary roles of an opera. Comprimario roles are often

confidantes, maids, servants, messengers, or medical personnel. They are usually
sung by younger or lesser known artists.

Similar to a play, opera tells a story that is divided into acts and scenes. Each scene
is further divided into numbers, each representing a different musical form (i.e.
aria, recit., chorus number, or ensemble). In contrast to plays, the text is written
with the intention of being accompanied by music.

Libretto: The text of an opera.

Librettist: The artist who arranges the text of a story to fit the accompanying music.

3. SPECTACLE/SCENE

The spectacle of an opera encompasses sets, costumes, special effects, props and
staging. These elements are combined to tell the story in a multi-dimensional
manner.

Set: The place where the action will occur on stage. Operas often have large,
spectacular sets that reflect the time and place of the story being told.

Costumes: The outfits worn by each actor to reflect the time and place of an opera
as well as the personality of each character.

Props: Items that may be carried onstage in an actor’s hands or that “dress” the set
(such as furniture or decorative accessories).
8. APPLICATION Listening Exercise: Individual Activity
WHO’S THAT VOICE?
Listen to the following excerpts from different Arias and identify the dominating
vocal range by shading the circle.
 ARIA MALE FEMALE
o Tenor o Soprano(coloratura)
1.La Donna e
o Baritone o Mezzo-soprano
mobile
o Bass o Contralto
o Tenor o Soprano(coloratura)
2.Nessum Dorma o Baritone o Mezzo-soprano
o Bass o Contralto
o Tenor o Soprano(coloratura)
3.Libiamo o Baritone o Mezzo-soprano
o Bass o Contralto
o Tenor o Soprano(coloratura)
4.Un bel di redremo o Baritone o Mezzo-soprano
o Bass o Contralto
o Tenor o Soprano(coloratura)
5.Vissi d‟arte o Baritone o Mezzo-soprano
o Bass o Contralto
o Tenor o Soprano(coloratura)
6.Quando m‟en vo o Baritone o Mezzo-soprano
o Bass o Contralto
o Tenor o Soprano(coloratura)
7.Ave Maria o Baritone o Mezzo-soprano
o Bass o Contralto
9. EVALUATION I. MULTIPLE CHOICE. Choose the best answer. Write the letter of your answer in
your notebook.

1. He was a German composer who developed lieder.

A. Franz Lizst C. Franz Haydn

B. Franz Schubert D. Johann Goethe
2. Giuseppe Verdi completed 25 operas throughout his career. His final opera
ends with _____________.

A. “All the world’s a joke.” C. La Traviata

B. Rigoletto D. Tristan and Isolde
3. ____________ works influenced modern film scores, including those of the
Harry Potter and Lord of the Rings film series.

A. Giacomo Puccini C. Richard Wagner

B. Georges Bizet D. Franz Lizst
4. He was a French composer who became famous for his opera “Carmen”.

A. Georges Bizet C. Giacomo Puccini

B. Richard Wagner D. Giuseppe Verdi
5. What vocal form of music that became increasingly popular during the Romantic
period?

A. Theatre C. Opera
B. Aria D. Recitative
6. Which of the following is NOT an element of an opera?

A. Music C. Drama
B. Audience D. Scene
7. Operas usually feature primary and secondary characters who figure in the
dramatic flow of the story. Which of the following is an example of a primary or
principal role?
 A. Maids C. Hero
B. Messengers D. Servants
8. In contrast to plays, the text in opera is written with the intention of being
accompanied by music. Libretto is the text of an opera, what do you call with the
artist who arranges the text of a story to fit the accompanying music?
A. Librettist C. Composer
B. Writer D. Conductor
9. It is a group of musicians that is comprised of string, woodwind, brass, and
percussion instruments and led by a conductor.

A. Orchestra C. Comprimarios
B. A capella D. Overture
10. What is used for conversation between characters or to move the plot of the
story and is often composed to sound like natural patterns of speech, a recitative is
singing that has the rhythm of talking?

A. Aria C. Recitative
B. Ensemble D. Chorus

10. ASSIGNMENT

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