7

Subject Area: MUSIC EDUCATION Quarter: FIRST

Unit Topic: Introducing the History of Western Lesson Number: 1 History of Western Music
Music Time Allotment: 240 minutes

INTRODUCTION

Do you love music? Do you ever ask yourself where this kind of music start? Have you ever
think of what kind of music do other countries have?
Consider some of the popular music genres of the latter part of the 20 th century. At one time,
people preferred rock and roll, then heavy metal, then later, new wave. As people’s tastes changed so
did their preferred music.

OBJECTIVES

Students will be able to:

a. describe the musical elements of selected vocal and instrumental music of Medieval,
Renaissance and Baroque music;
b. explain the performance practice (setting composition, role of composers/performers, and
audience) during Medieval, Renaissance and Baroque periods.
c. improvise appropriate accompaniment to selected music from Medieval, Renaissance and
Baroque Period; and
d. perform music from Medieval, Renaissance and Baroque Period

DISCUSSION

WHAT CAN YOU SAY ABOUT

THE CHART AT THE LEFT?
Rock and Roll
Medieval Music

Mellow Rock

Renaissance Heavy Metal

Music

Rap Music

Baroque Music New Wave

[Type here]
 MedievaL Music??? 7

Any idea?

450 – 1450
Medieval Music
Medieval music was both sacred and secular. During the
earlier medieval period, the liturgical genre, predominantly
Gregorian chant, was monophonic. Polyphonic genres
began to develop during the high medieval era, becoming
prevalent by the later thirteenth and early fourteenth century.
The development of such forms is often associated with the Ars
nova.
During the Medieval period the foundation was laid for
the notational and theoretical practices that would shape
western music into what it is today.

The Medieval Period of music is the period from the years c.500 to 1400.

It is the longest “period” of music (it covers 900 years!!) and runs right
through from around the time of the fall of the Western Roman Empire to
the beginning of the Renaissance.
Here is an overview of several features of Medieval music that is good for
you to have an understanding of.

The vast majority of medieval music was monophonic – in other words,

there was only a single melody line. (“mono-phonic” literally means “one
sound”).
The development of polyphonic music (more than one melody line played
at the same time (“poly-phonic” means “many sounds”)) was a major shift
[Type here]
towards the end of era that laid the foundations for Renaissance styles of
music.
 7
Any idea about this word?

Sacred
Music
 Mostly vocal music until 1100

 After 1100, the church allowed

instruments to be played.
According to some scholars, the earliest
 The organ was the most popular
music in the Christian Church came
then.
from Jewish worship music, with some
 Most notated music was sacred additional Syriac influence. 

 Why? The church had It is believed that this music lay somewhere
control over learning. between singing and speaking, or speaking
with an understood ritual cadence. However,
 Most composers were anonymous there is another opinion that the roots of
because they were taught that it early Christian music come from the early
was wrong to take credit and brag ascetic monastic orders.
about their works. They were
taught that God would be
unhappy with them.

Let’s try to listen

[Type here]
:// https www.youtube.com/watch?v=4g6oSAUQdwY
 7

Secular Music
Non-religious secular music and sacred
music were the two main genres
of Western music during the 
Middle Ages and Renaissance era. The
oldest written examples of secular music are
songs with Latin lyrics.
 However, many secular songs were sung in
the vernacular language, unlike the sacred
songs that followed the Latin language of
the Church.
These earliest types were known as
the chanson de geste (song of deeds) and Can you give
were popular amongst the traveling jongleurs
some example of
and minstrels of the time.
secular music?

 Secular music – non-religious

 Troubadours traveled the country,

singing their love songs.

 They used drums, bagpipes, harps,

and recorders.

Why do you think they didn’t

notate their music?
What makes Sacred music
different from Secular music?

Let’s try to listen

[Type here]

v=_CPHau772Hs
 Ballad 7

 Ballads were sung outside of churches

and told stories.
 Topics included love, war, and heroes.
 Every other line rhymes within a
verse– ABAB
 Verse One: Verse Two:
 ….. A ….C
 ….. B ….D
 …. A ….C
 …. B ….D

Gregorian
Chants
Is a form of unaccompanied monophonic song
used by the Western Catholic Church that took
shape during the 9th and 10th centuries in
Western and Central Europe.

Multi or several voice elaborations of a Gregorian

chant, known traditionally as organum, is sung by
choirs of men and boys.

Characteristics of the Gregorian

Chants:
 Monophonic

 Usually based on Latin liturgy

 Use of Neume notation

Gregorian Chant sample

music
Let’s try to listen Let’s try to listen
[Type here] v=U62YkXZNs8M
v=U62YkXZNs8M

Ballad sample music

TROUBADOURS 7

Troubadours
MUSIC Music
 It was during this time that secular music throughout
Europe became popular and was performed by the
troubadours and trouveres of France.

 Secular Music – one not bound by the tradition of

the Church; it was not even written down until some
time after the 10th century.

Characteristics of the Troubadour

Music:
 Usually monophonic

 Sometimes with improvised

accompaniment

 Tells about love, joy, and pain (secular

music)

 Originated in France

 Written in French Language

Adam de la Halle?
*Adam de la Halle is a French poet, musician,
composer, and trouvere. A history malkerin the world of
music during the medieval period, Dela Halle is known
for his uniqueness and versatility. He is a native from
arras.

*Died in Italy 1285

*Compose 36 chansons, 17 jeux pairs. A stanzaic
dialogue between two poets

* Basic education in cistercian abbey of vaunelles-

school for priest.
*He was called as maistre or master because of his
completion of some advanced studies.

*compositions contains an epic titled Chanson de Geste,

which is about a king of Sicily.
*Le Jeu de la Feuliee, a pastoral drama with music
[Type here]

*Le Jue De Robin et de Marion which is also known as

the first comic Opera
 7

Renaissance is…..

 Renaissance music is written in Europe during

Renaissance
Music
the Renaissance.
 Consensus among music historians–with notable
dissent–has been to start the era around 1400,
with the end of the medieval era, and to close it
around 1600, with the beginning of the baroque
period, therefore commencing the musical
Renaissance about a hundred years after the
beginning of the Renaissance as understood in
other disciplines. 

A Capella Music
the music of the period was
significantly influenced by the
developments which define
the early modern period:
- the rise of
humanistic thought; A cappella music was originally used in
-the recovery of the religious music, especially church music as well
literary and artistic heritage as anasheed and zemirot. 
of ancient Greece and
Gregorian chant is an example of a
Rome; cappella singing, as is the majority
-increased of secular vocal music from
innovation and discovery; the Renaissance.
the growth of commercial The madrigal, up until its
enterprise; development in the
-the rise of a early Baroque into an
bourgeois class; and the instrumentally-accompanied form, is
also usually in a cappella form.
Protestant Reformation.
-From this changing The Psalms note that some early songs were
society emerged a common, accompanied by string instruments, though
Jewish and Early Christian music was largely a
unifying musical language, in
cappella; the use of instruments has
particular the polyphonic style subsequently increased within both of these
of the Franco-Flemish school. religions as well as in Islam.

[Type here]
 7

Madrigals
A madrigal is a secular vocal music composition of
the Renaissance and early Baroque eras. These song forms were
Traditionally, polyphonic madrigals are unaccompanied; the performed in groups of
number of voices varies from two to eight, and most frequently
four, five, or six singers.
from three to six.
A madrigal is secular music
Madrigals originated in Italy during the 1520s. Unlike
and were usually love
many strophic forms of the time, most madrigals were through-
songs.
composed. In the madrigal, the composer attempted to express
the emotion contained in each line, and sometimes individual
words, of a celebrated poem.

Hillard Ensemble - Renaissance Madrigals

https://www.youtube.com/watch?v=DIZDxaF511I

Mass
The mass (Latin: missa), a form of sacred musical composition, is
a choral composition that sets the invariable portions of
the Eucharistic liturgy (principally that of the Catholic Church,
the Anglican Communion, and Lutheranism) to music. Most
masses are settings of the liturgy in Latin, the liturgical sacred
language of the Catholic Church's Roman liturgy, but there are a
significant number written in the languages of non-Catholic
countries where vernacular worship has long been the norm.

I. Kyrie
In the Tridentine Mass, the Kyrie is the first sung prayer of the Mass
ordinary. It is usually (but not always) part of any musical setting of
the mass. 

Mass in C minor KV. 427: Kyrie (1785)

https://www.youtube.com/watch?v=SGWYbkXCcGU

II. Gloria
The Gloria is a celebratory passage praising God the Father and
Bach - Gloria - Mass in B minor
Christ.
https://www.youtube.com/watch?v=izVzruuk1lc

III. Credo
The Credo, a setting of the Nicene Creed, is the longest text of a
[Type
sunghere]
Mass.
Schubert - Credo from Mass No. 2 in G major, D. 167
https://www.youtube.com/watch?v=pLF8Yr_n5_c
 7

IV. Sanctus and Benedictus

The Sanctus is a doxology praising the Trinity. A variant
exists in Lutheran settings of the Sanctus. While most
hymnal settings keep the second person pronoun, other
settings change the second person pronoun to the third
person. 

Bach: Mass in B minor - Benedictus - Herreweghe

https://www.youtube.com/watch?v=JzIk-Qix_xg

V. Agnus Dei
The Agnus Dei is a setting of the "Lamb of God" litany, containing
the responses miserere nobis (have mercy upon us), repeated
twice, and dona nobis pacem (grant us peace) once at the end.

Agnus Dei by Michael W. Smith with lyrics

https://www.youtube.com/watch?v=KVFzxazTQNM

Motets
In western music, a motet is a mainly
vocal musical composition, of highly diverse
form and style, from the late medieval era to the
present.
The motet was one of the pre-
eminent polyphonic forms of Renaissance music.
According to Margaret Bent, "a piece of music in
several parts with words" is as precise a
definition of the motet as will serve from the
13th to the late 16th century and beyond.
 The late 13th-century theorist Johannes
de Grocheo believed that the motet was "not to
be celebrated in the presence of common
people, because they do not notice its subtlety,
nor are they delighted in hearing it, but in the
presence of the educated and of those who are
seeking out subtleties in the arts".

a polyphonic work with

four or five voice parts
singing one religious
Latin text.

Giovanni Pierluigi da Palestrina

Motets for 5 voices
https://www.youtube.com/watch?
[Type here] v=MxJFMBv4Ibo
 7

Thomas Morley
Thomas Morley is another famous composer of the
renaissance era.

He was also an organist at St. Paul’s Cathedral,

together with Robert Johnson,

They are the only composers who survived

contemporary setting of verse by Shakespeare.

Morley was active in church music as a singer,

composer and organist at St. Paul’s Cathedral. He
was also involved in music publishing.

From 1598 up to his death he held a printing patent

( a type of monopoly). He used the monopoly in
partnership withy professional music printers such as
Thomas East.

Thomas Morley’s composition include:

April is in my mistress face, Fair Ladies of the May,
Harke Alleluia, Cease mine eyes, Hold out my heart,
A painted tale, Say deere, will you not have me?, See,
see my own sweet jewel, Sheperd’s Rejoice, Sing we
and chant it, In nets of Golden Wyers, Come Sorrow
Come, and Christes crosse

Giovanni da
Palestrina
Giovanni Pierluigi da Palestrina composed more than 100
mass settings and over 250 motets.

Before he achieved his goals, he was an organist and choirmaster.

He performed both at the Sistine and the St. Peter chapels

Palestrina left hundreds of compositions, including 104

masses, 68 offertories, more than 300 motets, at least 72
hymns, 35 magnificats, 11 litanies, 4 or 5 sets of
lamentations , etc., at least 140 madrigals and 9 organ
ricercari.

The volume (given in parentheses for motets) refers to the

volume of the Breitkopf and Harfel.
[Type here]
 7

Any idea about

Baroque Period?

Baroque Music
 This era followed the Renaissance music era, and was followed in turn by the Classical era,
with the galant style marking the transition between Baroque and Classical eras.
 The Baroque period is divided into three major phases: early, middle, and late. Overlapping
in time, they are conventionally dated from 1580 to 1650, from 1630 to 1700, and from
1680 to 1750.
 Baroque music forms a major portion of the "classical music" canon, and is now widely
studied, performed, and listened to. The term "baroque" comes from the Portuguese
word barroco, meaning "misshapen pearl".[

1. * 1600-1750
2. * Baroque refers to highly decorated
music and art.
3. * Unity – repeating rhythms and
melodic patterns
4. Sudden dynamic and tempo changes
5. Music was ornamented and improvised.

1. * Orchestras begin to form

2. * Opera develops
3. * Was written for and heard only by
kings and nobility and the Church
4. * Venice, Italy was the center of
Baroque music

[Type here] 5. * Harpsichord was more popular than

the piano.
 7

Concerto grosso Arcangelo Corelli:

Concerto Grosso Opus 6
The concerto grosso is a form of baroque music in which the musical material is No. 4 in D Major; Adagio &
passed between a small group of soloists (the concertino) and full orchestra
Allegro : Voices of Music
(the ripieno or concerto grosso). This is in contrast to the solo concerto which features
https://www.youtube.com/watch
a single solo instrument with the melody line, accompanied by the orchestra.
?v=RFUFWOx6760

fugue
In music, a fugue is a contrapuntal compositional technique in two or more voices, built on a subject (a
musical theme) that is introduced at the beginning in imitation (repetition at different pitches) and which
recurs frequently in the course of the composition.
It is not to be confused with a fuguing tune, which is a style of song popularized by and mostly limited
to early American (i.e. shape note or "Sacred Harp") music and West Gallery music. A fugue usually has
three main sections: an exposition, a development and a final entry that contains the return of the subject in
the fugue's tonic key. Some fugues have a recapitulation.

[Type here]
Concerto grosso 7

oratorio
An oratorio is a large musical composition for orchestra, choir, and soloists.[1] Like most operas, an
oratorio includes the use of a choir, soloists, an instrumental ensemble, various distinguishable characters,
and arias.

However, opera is musical theatre, while oratorio is strictly a concert piece – though oratorios are
sometimes staged as operas, and operas are sometimes presented in concert form.

In an oratorio the choir often plays a central role, and there is generally little or no interaction
between the characters, and no props or elaborate costumes. A particularly important difference is in the
typical subject matter of the text. Opera tends to deal with history and mythology, including age-old devices
of romance, deception, and murder, whereas the plot of an oratorio often deals with sacred topics, making it
appropriate for performance in the church.

Any observation to the

picture?

chorale
Chorale is the name of several related musical forms originating in the music genre of the Lutheran chorale:

 Hymn tune of a Lutheran hymn (e.g. the melody of "Wachet auf, ruft uns die Stimme"), or a tune in a
similar format (e.g. one of the themes in the Finale of Saint-Saëns's Third Symphony)
 Such tune with a harmonic accompaniment (e.g. chorale monody, chorales included in Schemellis
Gesangbuch)
 Such a tune presented in a homophonic or homorhythmic harmonisation, usually four-part
harmony (e.g. Bach's four-part chorales, or the chorale included in the second movement of Mahler's
Fifth Symphony)
 A more complex setting of a hymn(-like) tune (e.g. chorale fantasia form in Bach's Schübler
Chorales, or a combination of compositional techniques in César Franck's Three Chorales)

J. S. Bach - Mass in B
Minor, St. Thomas Boys
Choir, Freiburg Baroque
Orchestra
https://www.youtube.com/watch
?v=39Ww50hZoD0
[Type here]
 7

George Friederich Handel

Born on February 23, 1685 in Halle, Germany .

Composed church, secular, and theatre music for illustrious patrons

in Florence, Rome, Naples, and Venice.

Accepted an appointment as Kapellmeister to the elector of Georg

Hanover in 1710.

Founder and Director of the New Royal Academy of Music in

1719.

Met Itallian composers who significantly influenced his works,

such as Arcangelo Corelli, Alessandro Scarlatti and his son
Domenico Scarlatti, Giacommo Perti, Bernardo Pasquini,
Francesco Gasparini, Antonio Caldara, and many others.

His opera titled Rinaldo premiered in 1711 in London.

Seettled Britain in the 1719 and wrote operas fro the Queen’s
Theater.

Johann Sebastian Bach

Born on March 31, 1685 (N.S.), in Eisenach, Thuringia,

Germany, Johann Sebastian Bach.

He had a prestigious musical lineage and took on

various organist positions during the early 18th century,
creating famous compositions like "Toccata and Fugue
in D minor."

Some of his best-known compositions are the "Mass in

B Minor," the "Brandenburg Concertos" and "The Well-
Tempered Clavier." Bach died in Leipzig, Germany, on
July 28, 1750. Today, he is considered one of the
greatest Western composers of all time.

During his lifetime, Bach was better known as an

organist than a composer. Few of his works were even
published during his lifetime. Still Bach's musical
compositions were admired by those who followed in
his footsteps, including Amadeus Mozart and Ludwig
van Beethoven. His reputation received a substantial
boost in 1829 when German composer Felix
[Type here]
Mendelssohn reintroduced Bach's "Passion According
to St. Matthew."
 7
KNOWLEDGE CHECK

Directions: Please answer the following questions on the space provided for.

1. Why do we need to be educated on the history of the western music?

2. Do you think it is beneficial for us Filipinos to know the origin of the songs that we
like to sing? Why?

3. Is it important for us to know the history of a song knowing you are already in the
generation where songs are liberated and very open to social issues and etc.?

Whatcan
What canyou
yousay
sayabout
aboutthe
thepicture?
picture?

[Type here]
 7
KNOWLEDGE CHECK

Directions: Please answer the following questions on the space provided for.
1. How can we connect the songs in the Renaissance period with the songs that we have
right now?

2. Are you in favor on the idea that songs we have right now was a result of the
improvisation of music from one country to another? Why?

3. Is it prerequisite that we need to understand the history of a certain song before singing
and patronizing it?

[Type here]
 7

Directions: Please answer the following questions on the space provided for.
1. Do you think Chorale music is still visible until now?

2. Why do we need to patronize or like A Capella music?

3. What are the differences between Oratorio and Chorale?

What can you

say about the
picture?

[Type here]
 7
KNOWLEDGE CHECK

SUMMARY

In this module, you have learned the history of western music, how the music started, how the
music developed. You also learned the development of music from Medieval to Renaissance to
Baroque periods. You also learned the different terms in music and the 3 different types of music in
the different era. One can say that the product that these periods contributed to the society is very
visible up until now.
In this module, you have also learned the historical and cultural background of music, from
Medieval period , Renaissance Period to Baroque Period. You also learned about Secular music,
sacred music, Mass, Madrigal Motets and the different compositions and masterpiece of different
composers such as Adam de la Halle, Thomas Morley, Johann Sebastian Bach, George Friedrich
Handel and Giovanni de Palestrina.

ACTIVITIES

Read: Please answer the given activities and submit this module on the
designated places located at the school entrance (Gate 1). Modules will be
returned after checking and recording the following activities.

ACTIVITY 1

Directions: Determine whether each statement is true or false and write your answer on the space provided
for.

________1. During the Renaissance, the middle and upper class hired tutors to educate their children.

________2. Polyphonic music is when everyone performs the same melody and rhythms at the same time.

________3. Chordal music is when the harmony and voice parts move at the same time in chords.

________4. A madrigal is a non-religious (secular) song that people sing and is often a love song.

________5. A motet is a non-religious song that people sing.

________6. A mass is a religious (sacred) song that people sing.

________7. The lute is a popular instrument during the Renaissance.

________8. Instrumental music was mostly for singing and dancing during the Renaissance.

________9. Palestrina was the worst composer from the Renaissance.

________10. There were no growth in instrumental music, especially the lute and keyboard.

[Type here]
 7
ACTIVITY 2

Directions: Please answer the following questions.

1. What form of music had a theme or subject that was repeated by different voices at different
times?

2. What two things could drastically change the music during the Baroque period?

3. What was the most popular instrument in the Renaissance period?

4. What are the three kinds of A Capella music? Which one follows the religious service of the
Catholic Church?

5. Where was the center of Baroque music?

6. What is the difference between Oratorios and Chorales?

[Type here]
 7
ACTIVITY 3

Directions: Fill out the boxes with the best information happened under each periods or eras.

MUSIC IN MEDIEVAL PERIOD

MUSIC IN RENAISSANCE PERIOD

MUSIC IN BAROQUE PERIOD

[Type here]
ACTIVITY 3
7
ACTIVITY 4

ACTIVITY 2
Directions: Fill out the boxes with some important information about the following composers.

[Type here]
 ACTIVITY 4
ACTIVITY
ACTIVITY44 7

It’s Net
Time!

Watch and listen to an instrumental Baroque Watch and listen to an instrumental Renaissance
music online. music online.
“The Best of Baroque” by the Tunxis Theatrum Instrumentorum Regal als Continuo
Community College online
https://www.youtube.com/watch?
https://www.youtube.com/watch?
v=gVVHSfvrBmg
v=bl2fs5oC7YU
Answer the following questions in Activity 5
Answer the following questions in Activity 6
after watching and listening the instrumental
after watching and listening the instrumental
Baroque music online.
Baroque music online.

ACTIVITY 5

Directions: Answer the following questions after watching and listening to the videos in the internet. For
those students who are under Category 1, you will not answer Activity 5 and Activity 6.
a. Compare the length of the melody of the music piece in the video with that
of present day instrumental music.

b. Describe the musical instruments used in the performance.

c. What is the time signature used in playing the instrumental piece?

[Type here]
 7

1. Tell something about the emotions that can be elicited by the melody of the musical piece.
2.

5. Interview one member of your family and ask if what they can say about the
musical piece.

ACTIVITY 6

Directions: Answer the following questions after watching and listening to the videos in the
internet.

2. Circle the time signature used in Medieval instrumental video piece.

2 3 4

4 4 4

1. Describe provincial memories that comes to your mind as you listen to

the piece of Renaissance music.

[Type here]
 7

3. Draw any of the scenes reflected by the instrumental Renaissance music

shown on the video.

[Type here]
 4. Draw any of the scenes reflected by the instrumental Renaissance music
ACTIVITY 6
shown on the video.
7
ACTIVITY 7
Rubrics for Home Made Musical Instrument
Directions: Using recyclable materials, create a musical instrument that was present in any of the
period that we tackled in this module. You need to follow the given rubrics. Please submit your
output together with the activity sheets to the school.

Total
Exceeds Standard Meets Standard Approaches Standard Below Standard
  Points
5 pts 4 pts 2 pts 1 pts
(N/A)

Quality of Exceeds Standard Meets Standard Approaches Standard Below Standard Total
Construction Points
The instrument is well- The instrument reflects The instrument reflects some The instrument reflects an
constructed and nicely some effort on alteration to an existing form to existing form with little or
Directions: Using recyclable materials, create a musical instrument that was present in any of the
decorated. It is sturdy, construction and "make" the instrument, may be no alteration. Pieces may
periodneat,
thatand
wewill
tackled
stand upin this module.
decoration. It isYou need fragile,
to follow thenot
and may given
standrubrics.
up to be Please
missingsubmit
or fallingyour
off.
outputtotogether with the activity
repeated playing sheets
reasonably sturdy toand
the school.
being played more than once. Seems "slapped together"
over a period of time. neat and will stand up to There may be an absence of in a hurry. There may be a
being played more than decoration. total lack of decoration.
once.

Quality of Sound Exceeds Standard Meets Standard Approaches Standard Below Standard Total
Points
Student can produce Student is able to Student is able to produce a Student is unable to
good-quality sounds on produce a good-quality basic sound on the instrument. produce a sound on the
the instrument and
explain how the sound
sound on the instrument
with no explanation
No explanation given.
ACTIVITY 8
instrument.

is produced. given.

Instrument Directions:
ExceedsUsing your internet
Standard Meetsconnections,
Standard Please search Standard
Approaches and print different
Belowpictures of
Standard Total
Family products or inventions from the time of Medieval Period, Renaissance and from the Baroque Points
Period and paste inside the given boxes.
Student can accurately Student can accurately Student cannot accurately state Student cannot determine
state whether this is a state whether this is a whether this is a string, wind, what type of instrument
string, wind, brass, or string, wind, brass, or brass, or percussion instrument. s/he built even with
percussion instrument percussion instrument teacher prompts.
and explain why. but cannot explain why
without prompts.

Presentation / Exceeds Standard Meets Standard Approaches Standard Below Standard Total
Demonstration
Student presented
Medieval Period
Student presented Student presented instrument Student refused to present
Points

instrument and played instrument and played and played with some help instrument and/or play for
song without help from with little help from the from the teacher. the teacher.
the teacher. teacher.

Recyclable Exceeds Standard Meets Standard Approaches Standard Below Standard Total
material Points
Instrument is Instrument is Instrument is constructed of Instrument is constructed
constructed of all constructed mostly of very little recyclable materials. of no recyclable materials.
recyclable materials. recyclable materials.

[Type here]

Renaissance
 7

EXIT INSTRUCTION

This module shows and explains the different music in different eras or periods. Try to
search and to listen to different samples of Oratorio, Chorales, concerto or any types of
music in every periods.

REFERENCE

Lacia G.,Solis R., Fabella M. Ed.D. Callo L.,…Dela Cruz A. The 21st Century MAPEH in Action
10DepEd Learning Materials
Images and information references:
 https://tinyurl.com/yb8l92dx
 https://tinyurl.com/y9d8wl85
 https://tinyurl.com/yask227r
 https://tinyurl.com/ybszk793
 https://tinyurl.com/ycggxoyr
 https://en.wikipedia.org/wiki/Secular_music
 https://en.wikipedia.org/wiki/A_cappella
 https://en.wikipedia.org/wiki/Motet
 https://en.wikipedia.org/wiki/Concerto_grosso
 https://tinyurl.com/yalclbun
 https://tinyurl.com/ydfm5fbf
 https://tinyurl.com/ya8f866b
 https://en.wikipedia.org/wiki/Fugue
 https://tinyurl.com/ya2nudzw

FEEDBACK

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________.

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]
 7

[Type here]