10 MAPEH Quarter 1 – Module 3: 20th Century Music and other Art Forms
MAPEH - Music – Grade 10 Self-Learning Module (SLM) Quarter 1 – Module 3: 20th Century Music and other Art Forms First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Development Team of the Module Writers:
Eden Ruth D. Tejada
Editors:
Kenneth B. Nierra
Reviewers:
Pierre Jesu S. Pasuleo, Rosali Joy J. Socias
Layout Artist:
Guinevier T. Alloso
Cover Art Designer: Reggie D. Galindez Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI -
Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Name of REPS – Subject Area Supervisor Name of CID Chief Sally A. Palomo – EPS, LRMDS Name of Division ADM Coordinator Name of EPS – Subject Area Supervisor
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Telefax: E-mail Address:
Regional Center, Brgy. Carpenter Hill, City of Koronadal (083) 2288825/ (083) 2281893
[email protected]
11 MAPEH Quarter 1 – Module 3: 20th Century Music and other Art Forms
Introductory Message For the facilitator: Welcome to the MAPEH-Grade 10 Self-Learning Module (SLM) on 20th Century Music and other art forms! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
2
For the learner: Welcome to the MAPEH-Grade 10Self-Learning Module (SLM) on 20th Century Music and other art forms! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know
This will give you an idea of the skills or competencies you are expected to learn in the module.
What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or 3
skill into real life situations or concerns. Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
References
This is a list of all sources used in developing this module.
The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
4
What I Need to Know This module was designed and written with you in mind. It is here to help you master the 20th Century Music and other art forms. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module has one lesson, namely: 20th Century Music and other Art Forms After going through this module, you are expected to: 1. Identify the art forms and media during the same time period; 2. Describe art forms and media during the same time period; 3. Perform a dance piece integrating electronic music and dance movements.
What I Know Direction: Identify the different art forms illustrated through the following images. Select your answer from the box.
Sunrise The Three Musicians Fantasia EDM
Image No.1
1. ________________
5
2. _____________________
Image No. 2
Image No. 3
3. _________________________
Image No.4
4. ___________________________
6
5. What kind of art is displayed in this image no1? a. Dance b. Movie c. Painting d. Sculpture 6. What art is portrayed in image No.2? a. Casting b. Film c. Pottery d. Sculpture 7. What art form is portrayed in image number 3? a. Dance b. Music c. Painting d. Sculpture 8. What art form is portrayed in image number 4? a. Casting b. Dance c. Lighting art d. Music 9. Which of the following artworks that influenced Impressionism Music? a. Dance b. Film c. Painting d. Sculpture 10. This is an Italian animated film that highlight six pieces of classic music. a. Allegro Non Troppo b. La Freccia azzurra c. Mr. Rossi d. Il Nano e la Strega 11. This painting portays happiness in rhythm, entirely unrealistic, and yet expressed the essence of its meaning. a. Accordionist b. Celestina c. Science and Charity d. Three Musicians 12. This art is a product made by disc jockeys or DJs who mixes tracks and segues from one recording to another. a. Break dance b. Disco c. Electronic Dance Music d. Musique concrete
7
13. This painter was inspired by the changing effect of light not only on color but also hoe the viewers perceived the artwork. a. Claude Monet b. Ivan Kliun c. Pablo Picasso d. Paul Cezanne 14. He is an animator and film director who produced animated film set to classical music. a. Bruno Bozzetto b. Federico Fillini c. Luchino Vizconti d. Pier Paolo Pasolini 15. He is known as the most important composer of the early 20th century. a. BelaBartok b. Claude Debussy c. Maurice Ravel d. Sergei Prokofe
8
Lesson
3
MAPEH: 20th Century Music and others Forms of Art What’s In
Were you able to identify the artworks above? If yes, it seems that you already have prior knowledge and understanding regarding our next lesson. We are now in lesson 3, I hope you can still remember important information from the previous lesson that will help you understand the new one. Answer the questions below.
Notes to the Teacher In this lesson, the learners will be dealing with four different art forms in the 20th century as it was related to music.
Activity 1: Performance Practice Memories 1. Which is NOT a characteristic of Expressionism Music? a. Unresolved dissonances c. Abstract Procedures b. Episodic d. Great Emotional intensity 2. Which of the following musical styles is manipulated by musical instruments to achieve new sounds? a. Impressionism c. Chance Music b. Expressionism d. Electronic Music 3. In impressionism, who among the composers specifically changed the musical development by dissolving traditional rules and conventions into a new language of possibilities in harmony, rhythm, form, texture, and color? a. Joseph-Maurice Ravel c. Claude Debussy b. Arnold Schoenberg d. John Cage
9
4. When the composer can experiment with different sounds that cannot be produced by regular musical instruments such as the piano or the violin, what is the term? a. musique concrete b. musique acoustic c. Piano Concerto d. Piano Music 5. The following statements best describe impressionism EXCEPT one. a. The sounds of different chords overlapped lightly with each other to produce new subtle musical colors b. The combination of external and unrepeated sounds as each happens by chance. c. Chords did not have a definite order and a sense of clear resolution d. Sublime moods and melodic suggestions replaced highly expressive and program music, or music that
10
What’s New
Are you familiar with this image? What form of art is this? To answer these queries, read the discussions in this part of the module. In 1972, Claude Monet a famous Impressionistic artist created the Impression, through this painting entitled Sunrise. He was fascinated by the changing effect of light not only on color , but also on how the viewers perceived. Monet’s paintings are characterized by distinct, thin brush strokes, soft edges, and changing light. Likewise, Debussy’s music blurs the edges and creates new harmonies in ways that give a dreamy characteristic to his music. Obey your thirst! Does the image looks like a soda commercial? Let us see what is this all about!
It is an imitation of Walt Disney’s Fantasia, which highlight six pieces of classic music. Maurice Ravel’s Bolero was used as background musicin the third sequence of the film.
How many people are there in the picture? What are they doing? Let us see what is the image all about! “Three musicians” This painting evokes happiness in rhythm, entirely unrelistic, and yet expressed the essence of itd meaning. A clarinetist, a guitarist and a singer holding sheets of music are the subjects of this painting.
11
Mr. DJ can I make a request? This line is very familiar during the 80’s Original Pilipino Music. Let us see what is Mr. Dj doing. Electronic Dance Music also known as EDM , is a multiple genre of techno, house, trance, dubstep, and drum and bass tht emerged in the mid-1980s. It is generally produced for playback by disc jockeys or DJs who mixes tracks and segues (uniterrupted o walang putol ) from one recording to another.
What is It Are you not amazed how 20th century music goes with other forms of art? In our next activity let’s get to know how the above-mentioned artists look like. Activity 1: Let us get to know them!
Pablo Picasso, a significant artist of the twentieth century art was born in Spain in 1881. One of his famous masterpieces was his Three Musicians in 1921.
12
In 1976, Bruno Bozzetto an animator and film director created an animation film entitled Allegro Non Troppo.
Claude Debussy
Claud Monet
The Titans of Impressionism If Claude Monet is the titan of Impressionist art, his counterpart in music is Claude Debussy. Just don’t call Debussy an Impressionist.
Identify the title of the famous works of the following artists! NAME OF THE ARTIST
TITLE OF THE ARTWORK
Pablo Picasso Claud Monet Bruno Bozzeto
13
What’s More
Activity 2: Lead me to EDM! I know your concept on EDM is not enough without showing you a sample! You need to read first the description before playing the video! A strong emphasis on rhythm is the most common styles of EDM, while ambient music, which is less focused on maintaining a beat, provides an aural cushion for settling down at the end of the night. Furthermore, EDM recordings are produced primarily to be played in dance clubs by disc jockeys (DJs), in a mix with other recordings of the same type, rather than by home listeners—though many tracks have crossed over to the pop audience. https://www.youtube.com/watch?v=BubwLnPcQjc What do you want to make while watching the video? __________________________________________________________________________________ __________________________________________________________________________________ What is the significant influence of EDM to the development of musical genres? __________________________________________________________________________________ __________________________________________________________________________________
14
What I Have Learned I know you feel like dancing! Let me park you for a while to the part of the module to give way on this next activity! ART
ARTIST
15
ART FORM
What I Can Do Now, let us move on to the most exciting activity! Let us Dance Budots! Activity 3: Let’s Do Budots! Maybe you are wondering why this kind of dance is included. Budots is an example of an EDM and under the category Philippine electronic music. Do you want to try? Maybe you have this kind of music in your android phone. To give you more idea, watch this documentary created by GMA Public Affairs. https://www.youtube.com/watch?v=-AWbiVgg4x8 I know you are free to create your own routine! But we need to set standards to follow because this activity leads you to a dance performance! But ooops! For those who CAN NOT DO the activity for some religious reasons, you can create a collage of images featuring electronic dance music. Your collage is composed of people doing the dance. See the rubrics below.
BUDOTS PERFORMANCE RUBRIC CATEGORY
5 POINTS
4 POINTS
3 POINTS
The Body
The learner uses a majority of wholebody actions, either gestures, locomotor patterns, or body shapes during the dance
The learner uses some whole-body actions, either gestures, locomotor patterns, or body shapes during the dance
The learner only uses few of whole-body actions, either gestures, locomotor patterns, or body shapes during the dance
The learner does not show any whole-body actions, either gestures, locomotor patterns, or body shapes during the dance
The learner has rhythm or tempo in the dance sequence that matches the matches the music he/she picked.
The learner has rhythm or tempo in the dance sequence, but it doesn’t match the music he/she picked.
The learner has rhythm and no music
The learner has no rhythm or music
Time
16
2 POINTS
Space
The learner use all the three levels of space(low, med. and high) and move in different directions.
The learner use 2 levels of space and use few different directions.
The learner use 1 of the three levels of space and use one different directions.
The learner don’t use different level of space in the dance sequaence. different directions.
Collage Rubric Criteria
10-9 points
8 points
7 points
6 points
Creativity
Exceptional degree of student creativity is displayed in creating an EDM collage showing flexibility of thought and originality.
Most of the collage reflects student creativity in creating an EDM collage.
Only few of the collage reflect student creativity.
Minimal creativity.
Design
The organization of the collage synthesizes independent parts into a singular work of art that unifies and balances.
The organization of the collage synthesizes all but a couple(two) areas into a singular work of art that unifies and balances
The organization of the collage synthesizes but few areas into a singular work of art that unifies and balances
The collage does not unify and appears disjoined.
Craftsmanship
Collage is seamlessly assembled.
Collage is well assembled with only a few (2) pieces that are not in proper place.
Collage is well assembled with only a several pieces that are not in proper place.
Half hazard craftsmanship
17
Assessment
A. Identify the kind of art form of the following images (items 1-4) 1.
2.
5.
6.
3.
4.
7.
B. Identify the artists behind the images. (Items 5-7) 8. This is an Italian animated film that highlights six pieces of classic music. a. Allegro Non Troppo b. La Freccia azzurra c. Mr. Rossi d. Il Nano e la Strega 9. This painting portrays happiness in rhythm, entirely unrealistic, and yet expressed the essence of its meaning. a. Accordionist b. Celestina c. Science and Charity d. Three Musicians 10. This art is a product made by disc jockeys or DJs who mixes tracks and segues from one recording to another. a. Break dance b. Disco c. Electronic Dance Music d. Musique concrete 11. This painter was inspired by the changing effect of light not only on color but also hoe the viewers perceived the artwork. a. Claude Monet b. Ivan Kliun c. Pablo Picasso d. Paul Cezanne
18
12. He is an animator and film director who produced animated film set to classical music. a. Bruno Bozzetto b. Federico Fillini c. Luchino Vizconti d. Pier Paolo Pasolini 13. He is known as the most important composer of the early 20th century. a. Bela Bartok b. Claude Debussy c. Maurice Ravel d. Sergei Prokofeif 14. In the Philippines, EDM is locally know as a. break dance music b. electronic music c. Philippine electronic music d. Dance mixers 15. Which of the following music elements is stressed in EDM? a. Form b. Harmony c. Rhythm d. Timbre
Additional Activities Since you have already the idea about your output in this module, here are instructions for the production of your output! A. Budots! Make a 30 seconds video or collage (5 frames) of you doing the dance. Send your output through the email or messenger address of your teacher. B. The Electronic Dance Music images will be done in a WORD file. Send your output through the email or messenger address of your teacher.
19
What I Know 1. 2. 3. 4. 5.
A B C D A
20
What's More 1. 2. 3. 4. 5.
A B C D A
Assessment 1. 2. 3. 4. 5.
A B C D A
Answer Key
References HORIZONS Grade 10 Learners Material and Teaching Guide https://encyclopedia.1914-1918-online.net/article/music https://www.britannica.com/art/electronic-dance-music https://www.vice.com/en_asia/article/xwewa3/the-origins-of-budots-thephilippines-catchiest-viral-dance-craze https://www.pinterest.ph/pin/51509989467704736/
21
DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations.
For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address:
[email protected]
22
