LESSON PLAN – Paul D.

Patron BM-3 ( BAROQUE PERIOD )

I. Objectives:

At the end of the lesson, the students would be able to:

1) Listen perceptively to selected vocal and instrumental

music of the Baroque Period.
2) Explain the performance practice during the Baroque
Period.
3) Sing a Chorale and selections from an Oratorio with correct
pitch, rhythm, expression, and style.
4) Describe musical elements of given Baroque Music.
5) Explore the other arts and media that portray Baroque
elements.
6) Play simple melodies of a chorale and provide
accompaniment.

II. Subject Matter:

A) Topic: Vocal and Instrumental Music of the Baroque

Period.
B) References: Book- Musical Forms & Terms, Pg. 27, 34, 35,
47, 86. https://www.youtube.com/watch?
v=RG7rx3BO6JY, https://www.youtube.com/watch?
v=_V7oujd9djk, https://www.youtube.com/watch?
 v=ZuGSOkYWfDQ, https://www.youtube.com/watch?
v=BAkMkbbVJOs, http://www.baroque.org/baroque.
C) Materials: Laptop, Videos, Slides, small cut colorful
papers, board.
D) Value Form: Appreciating the music of the Baroque
Period.

III. Lesson Proper:

A) Preliminary –
Pre-test: The students will be divide into 2
groups. 1st group: Bach, 2nd group: Handel. There will be
questions shown at the tv screen, and each group will answer
using 4 small cut papers given to them with answers, and
whoever wins, will get a prize. Each question will be timed 5-10
seconds.

Questions:

1) Two groups of performers, the soloists and

accompaniments playing in alternation.
2) A metrical hymn-tune, with text for congregational singing.
3) A type of contrapuntal composition or compositional
technique which makes use of imitative and counterpoint
devices for 2 to 5 voices or parts.
4) An extended dramatic choral work based on a sacred or
religious text, and librettos based on the Bible and moral
allegory.
Answers: A) Fugue, B) Concerto Grosso, C) Chorale, D) Oratorio

BONUS QUESTION for 2 points:

Who was famous for composing Fugue?

1) Review – Question: What were two important vocal and

instrumental music of the Renaissance Period?
2) Drill – Students will be divided by rows, and will do a
rhythmic pattern by clapping their hands, then followed by
pitch. Each row of students will clap and sing the rhythmic
pattern correctly and continuously without stopping.
Whoever’s row never stop or have the least stops wins the
rhythmic game.

Time:

Tone: R LTL “| R LTL “ RR| RR “ RR RR |

Theory: Counterpoint – Question:

Based on the rhythmic pattern and tone

pattern we just did, what theory do you think we did?
 B) Lesson Proper –

1) Motivation: Pictures of Instruments from the Baroque

Period… ( Question: What Period of Music does these
instruments belong to? )

2) Presentation:

Divide the students into 4 groups, and assign them

to music styles and show them video clips of instrumental and
vocal music, and give them a set of questions, and each group
should assign 1 representative to report what they discuss.

3) Discussion:

A) What have you observed from the performance

and performers?
B) What are the musical elements ( quality, texture,
timbre, etc. ) of the performers and
instruments/voices?
C) Do you like the the performance shown? Why or
Why not?
D) What is your favourite performance out of the
4?
 4) Generalization: Baroque Music is dated from 1600 –
1750, and the major Composers were Bach and
Handel. In their musical elements, contrast is an
important ingredient in Baroque music, so also the
basso continuo. The texture was polyphonic,
harpsichord was the primary keyboard instrument for
Baroque Music. And the string instruments like the
violin, viola, and cello used gut strings rather than the
strings wrapped in metal, giving them a mellow,
sweeter tone.

5) Application:

Give the students a music piece from a Chorale and

divide them into 2 groups. The 1st group will be on vocals, and
the 2nd group will be on instrumentals. Let them sing and play
along with the given music playing. The 1st group will follow the
singing parts with expression. The 2nd group will air play with
body movements with the music playing.

IV. Evaluation/Assessment:

Divide the students into 2 groups. Each group will be given

two different Chorale music pieces, and should assign members
in their group, on who will be on vocals and instrumentals. The
members who are in vocals should sing with expression and
correct pitch, and the members who are in instrumentals
should air play with expression and correct rhythmic pattern

Scores: Group 1 Group 2

Mastery 50%
Expression 10%
Rhythmic Pattern
20%
Pitch 20%
Total: 100%

V. Assignment:

Research more of Baroque Music..