ST.

JOSEPH ACADEMY
San Jose, Batangas

SECOND QUARTER
S.Y. 2018 – 2019

DIARY CURRICULUM MAP

IN MUSIC IX

SUBJECT : MUSIC OF THE CLASSICAL PERIOD

GRADE LEVEL: GRADE IX
TEACHER: MR. ARNOLD A. PAOMBONG

Subject Description:
The Baroque era witnessed the creation of a number of musical genres which would maintain a hold on composition for years to come. However, it was the Classical Period which saw the
introduction of a form which has dominated instrumental composition to the present day: sonata form. With it came the development of the modern concerto, symphony, sonata, trio and quartet to
a new peak of structural and expressive refinement. If Baroque music is notable for its textural intricacy, then the Classical period is characterized by a near-obsession with structural clarity.

Student Learning Outcomes:

At the end of the unit, the learners must exhibit understanding of salient features of various musical styles from different historical periods. Demonstrate understanding of salient features of
music in each period by correlating musical elements and processes to our native forms. Establish the commonalities and differences of music from the various cultures of the world; its
importance; the part that musicians play in society; and the conditions under which the music is performed.

Culminating Product or Evidence of Outcomes:

The school in your community, where you are an alumnus, will be holding its Science Fair and Exhibits. Students from other schools are invited to come and visit. Being a chemist, the
science coordinator invited you to join the exhibit which features “The Chemicals in the Products You Use” .You are asked to come up with a three –fold flyer about the chemical compounds
present in commercial products to inform the visitors about the uses and possible side effects (if they are any) of each component compound found in the ingredients labels of the commercial
products.

GOAL: To incorporate the awareness about the positive and negative impacts of chemical reactions to one’s life, family relationship and economic growth.
ROLE: You are social worker/economist/ chemist
AUDIENCE: You invited your classmates to perform chamber theatre to the millenial who had been misled
SITUATION: You are social worker that aims to inform the youth on the effects of compound present in commercial products that may affect the life, family and community through role-playing
PRODUCT: The learners must be aware to the products that they being used to prevent some possible side effects which may affect to their health.
STANDARDS: Your three fold -flyer will be rated based on artistic appeal, appropriateness and accuracy. Scoring can be in accordance with the following rubric:

Criteria 1 2 3 4

Artistic Appeal The three-fold flyer is fairly artistic The three-fold flyer is fairly artistic The three-fold flyer is artistically The three-fold flyer is aesthetically
with four or more modifications with three modifications needed. appealing with one to two and artistically appealing.
modifications needed.

Appropriateness The three-fold flyer is appropriately The three-fold flyer is appropriately The three-fold flyer is appropriately The three- fold flyer is appropriately
labelled and titled for the purpose labelled and titled for the purpose labelled and titled for the purpose labelled and titled for the purpose.
with four or more improvements with three improvements needed. with one to two improvements
needed needed.

Accuracy The three- fold flyer fairly illustrates The three-fold flyer fairly illustrates The three-fold flyer illustrates the The three fold flyer accurately
the concepts considered with four or the concepts considered with three concepts considered with one to two illustrates the concepts considered.
more corrections needed. corrections needed. corrections needed.

GRADING SYSTEM:

Written Works - 20%

Performance Tasks 60%
Quarterly Assessments - 20%
TOTAL - 100%
 LEARNING INSTITUTIONAL
PERFORMANCE LEARNING
UNIT/ TOPIC SESSION CONTENT STANDARD ASSESSMENT ACTIVITIES & CORE VALUES
STANDARD COMPETENCIES
RESOURCES

.
LESSON 1 The Learner… The Learner... The Learner...  Think-Pair Share  Explaining the
MUSIC OF THE 1-2 demonstrates sings and performs themes of1. narrates the life Strategy transition Simplicity
CLASSICAL PERIOD understanding of symphonies and other and works of  4 A’s Strategy period from
(1750-1820) characteristic features of instrumental forms classical  Interactive Baroque to Self –discipline
Classical period music composers after Discussion Classical
a) Historical and cultural video and movie
background; showing;

b) Sonata, sonata allegro

form, concerto, symphony;
2. relates Classical  Graphic  Describing
c) Composers: Franz Josef music to its Organizer how musical Enthusiasm
Haydn, Wolfgang Amadeus historical and  Formative Tests elements are and Excellence
Mozart, and Ludwig van cultural (short quizzes) used in
Beethoven. background; Classical
music

 Listening
3. explains the  Unit Tests perceptively to Rapport and
performance  Reflection journal selected Respect
practice (setting, and activity Classical
composition, role of sheets music (Finale, Acceptance
composers/perform page 53) and
ers, and audience)  SOURCE: assertiveness
during Classical Music, Arts,
period; Physical
Education and
Health (MAPEH
for GRADE 9)
PHOENIX
PUBLISHING HOUSE
 LESSON 2
INSTRUMENTAL MUSIC OF 3-4 The Learner… The Learner... 4. listens  Picture Analysis  Analyzing sonata Simplicity
THE ROMANTIC PERIOD demonstrates sings and performs themes perceptively to  4A’s Strategy allegro form
(1820-1900) understanding of of symphonies and other selected Classical  Demonstration
a) Historical and cultural characteristic features of instrumental forms period music; Method
background; Classical period music
b) Program music;
c) Piano music; d) 5. describes  Interactive  Differentiating the Self –discipline
Composers: Frederic Chopin, musical elements Discussion musical forms
Peter Illych Tchaikovsky, of given Classical  Rote Method used in Classical
Franz Liszt, and Camille period pieces; music
Saint-Saens.
 Individual
Creative  Listening
6. analyzes sonata Performance perceptively to
allegro form;  Formative Tests selected Classical
(short quizzes) period music
(Finale, page 59) Enthusiasm
and Excellence

 Unit Tests
 Reflection  Singing themes
7. sings themes or journal and or melodic
melodic fragments activity sheets fragments of Rapport and
of given Classical given Classical Respect
period pieces; period pieces
 Describing
concerto and the
music during Acceptance
Classical period. and
assertiveness

Simplicity
LESSON 3 5-6 The Learner… The Learner... 8. explores other  Interactive  Differentiating the
Opera and Religious Music demonstrates sings and performs themes arts and media that Discussion kinds of opera
of the Classical Period understanding of of symphonies and other portrays Classical  Individual during Classical
b) Sonata, sonata allegro characteristic features of instrumental forms elements; Creative period
form, concerto, symphony Classical period music Performance

Self –discipline
9. improvises  Demonstrated
appropriate Method  Listening Enthusiasm
 accompaniment to perceptively to and Excellence
given short and  Rote Method selected Classical
simple Classical  Collaborative period music
pieces. Learning Activity  Singing themes or
melodic fragments
of given Classical Rapport and
period pieces Respect
 Describing sacred
music during
Classical period
(Cadenza, page Acceptance
63) and
 Singing themes or assertiveness
melodic fragments
of given Classical
music ( Finale,
page 64)

The Learner… The Learner... 10. Narrate the life  Interactive  Narrating the life Simplicity
LESSON 4 7-8 demonstrates sings and performs themes and works of Discussion and works of
Classical Music Composers understanding of of symphonies and other classical music Classical music Self –discipline
c) Composers: Franz Josef characteristic features of instrumental forms composers. composers
Haydn, Wolfgang Amadeus Classical period music
Mozart, and Ludwig van
Beethoven.
11.Explain the  Explaining the Enthusiasm
performance  Individual Creative performance and Excellence
practice during the Performance practice during
Classical period. Classical Period

 Demonstration  Describing musical

12. Describe the Method elements of given Rapport and
musical elements  Rote Method Classical period Respect
of given Classical music
music pieces.
 Collaborative  Singing themes or
13.Sing themes or Learning Activity fragments of given
melodic fragments Classical music Acceptance
of given Classical pieces and
music pieces.  Listening assertiveness
perceptively to
selected Classical
music pieces
(Finale page 71 )