THE RELATIONSHIP OF MUSIC TO OTHER ART FORMS AND...
Transcript of THE RELATIONSHIP OF MUSIC TO OTHER ART FORMS AND...
-
MUSIC Quarter 1 – Module 3:
THE RELATIONSHIP OF MUSIC TO
OTHER ART FORMS AND MEDIA
DURING THE SAME TIME PERIOD
10
UserVersion 2.0
UserDMWMark
-
MUSIC – Grade 10 Alternative Delivery Mode Quarter 1 – Module 3: The Relationship of Music to other art forms and media during the same time period, 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. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________ Department of Education – RegionVII,
Office Address: DepEd Cebu Province, IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: [email protected]
Development Team of the Module
Writer: Suave Revillas
Content Editor/s: Nenita G. Jaralve
Evelyn G. Patiño
Language Editor: Fanny Y. Inumerables
Lay-out Editor: Charmaine L. Juvahib
QA Evaluator: Eden B. Alindao
Moderator: Milanie M. Panique
Management Team: Marilyn S. Andales EdD, CESO V. – Division Superintendent
Leah B. Apao, Ed.D.CESE – Asst. Schools Division Superintendent
Ester A. Futalan, Ed.D. – Asst. Schools Division Superintendent
Cartesa M. Perico, Ed.D. – Asst. Schools Division Superintendent
Mary Ann P. Flores – CID Chief
Isaiash T. Wagas – EPS LRMS
Nenita G. Jaralve – EPS MAPEH
UserVersion 2.0
UserDMWMark
-
10
MUSIC Quarter 1 – Module 3:
Week 5-6
THE RELATIONSHIP OF MUSIC TO
OTHER ART FORMS AND MEDIA
DURING THE SAME TIME PERIOD
UserVersion 2.0
UserDMWMark
-
2
Introductory Message
For the facilitator:
Welcome to the MUSIC 10 Alternative Delivery Mode (ADM) Module on The
Relationship of Music to other art forms and media during the same time period!
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:
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.
For the learner:
Welcome to the Music 10 Alternative Delivery Mode (ADM) Module on The
Relationship of Music to other art forms and media during the same time period!
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.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
UserVersion 2.0
UserDMWMark
-
3
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 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.
UserVersion 2.0
UserDMWMark
-
4
Additional Activities
In this portion, another activity will be
given to you to enrich your knowledge
or skill of the lesson learned.
Answer Key
This contains answers to all activities
in the module.
At the end of this module you will also find:
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. Do not 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!
References This is a list of all sources used in
developing this module.
UserVersion 2.0
UserDMWMark
-
5
What I Need to Know
This module was designed and written with you in mind. It is here to help you
understand the beauty of the 20th century Music and its relation to other forms of art
on the same era. 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 is divided into five lessons, namely:
• Lesson 3 – The relationship of Music to other art forms and media during the
same time period
After going through this module, you are expected to:
1. identify 20th century arts that relates to 20th century music
2. explain the relationship of 20th century music with other forms of arts
3. discuss the relationship of the different movement in the 20th century both in
arts and music
UserVersion 2.0
UserDMWMark
-
6
What I Know
Modified True or False: Read each statement below draw a check () mark if the
statement is true and wrong (×) if the statement is false and write the correct word
that makes the statement correct. Put your answer in a ¼ sheet of paper.
1. Music and arts in the 20th century are related with each other, for the
composers and artists became relatively inspired with each other’s
masterpieces.
2. Claude Monet was considered the fountainhead of 20th century Music.
3. Claude Debussy was well known for his work entitled “Sunrise” which was
one of his impressionistic works where the audience cannot clearly define the
meaning of his work.
4. Impressionism is an artistic style that seeks to capture a feeling or experience
rather than to achieve accurate depiction.
5. Impressionism can only be applied to music.
Lesson
3 The Relationship of Music to Other Art Forms and Media during the same Time Period
Previously in lesson two, we have tackled about the performance practice of
the 20th century. The different composers of both chance and electronic music and
how varied their practices are in creating their musical masterpiece. For this lesson
we will focus on the relation of arts forms, media, and music in the era, the 20th
century.
Music and arts have been relatively coexisting with one another. Music can be
considered an Art. Art can also be considered music for the use of our sense of
sight. Both have been evolving with the ways people live. Such as the trends and
fads that humans created so as music and Arts. Thus, in this lesson we will talk what
arts, media, and music are in the 20th century and their relation with each other.
UserVersion 2.0
UserDMWMark
-
7
What’s In
First let use Check Your Knowledge of the Different Media, Art form and
Music Styles that existed in the 20th century
List down some of the Musical styles, art forms and media that you know in
the 20th century. After listing, answer the questions below.
Answer this:
1. Can you see any relation between the listed forms? What are these?
2. What are the specific similarities can you point out from the three categories
that existed in the 20th century?
20th CENTURY
Musical Styles Art Forms Media Forms
Notes to the Teacher
You can also give your students sample pictures of the
different art and media that emerge in the 20th century. Or you can
also give some of the most popular composition and art
masterpieces and ask the student if they are familiar with them.
UserVersion 2.0
UserDMWMark
-
8
What’s New
The 20th Century Throwback
As a person living in a highly modernized and civilized generation, have you
ever thought or wonder how it is like to be in the 20th century? What form of lifestyle
or how arts and music became integral part of this generation?
20th century was considered as the great depression, since it housed the most
severe economic depression of most countries due to the end of the World War 2, flu
pandemic, cold war, post-cold war conflict and many salient events that brought
changes to human history and set of circumstances. 20th century also became the
birth of Digital revolution and Impressionism movement both in arts and music.
With events during this era, music and Arts became very integral in uplifting
the emotions of spirits of a depressed generation. New ideas and styles came into
view that broke in the picture of classicism and formal standard of the later decency.
UserVersion 2.0
UserDMWMark
-
9
What is It
20th Century Music, Art, and Media
Since we have already had a short stroll down memory lane, let us focus on
how each form of music, arts, and media were like in this era.
MUSIC
Music in the 20th century was considered a widespread of experimentation.
The Music in this Era was a major bend to what was the trend. Composers of this
Era explored new compositional approaches without the restrictions and
expectations that accompany traditional genres. Even when longstanding genres
were used, composers felt very comfortable abandoning the traditional structures of
those genres.
Like the lessons tackled previously music of this era was likely to be more
atonal. Musicians explore the scales of music and broke out to what was
accustomed by the previous eras of baroque, renaissance, and classical generation.
The composers of this century such as Debussy, Ravel, Schoenberg and
many more focused on the emotions than on the pattern of music in those times.
This was called the Impressionist Revolution that paved the way to Electronic
Music, Chance Music and other forms or Musical style that started in this century.
Many composers reacted to the Post-Romantic and Impressionist styles and
moved into a quite different direction. The single most important moment in defining
the course of music throughout the century was the widespread break with traditional
tonality, affected in diverse ways by different composers in the first decade of the
century.
ARTS
20th Century arts is also called as modern art. Artist such as Claude Monet
expressed their artworks through their masterpieces by using light application of
colors giving it a calm and expressive feel such as his painting entitled “Impression
Sunrise.”
Just like colors, sounds also evoke emotions, fleeting feelings, or illustrate an
atmosphere. They can also relate and tell stories behind the music. In their
respective fields, Paul Cézanne and Claude Debussy influenced the artists of the
early 20th century, which found their contributions in intellectual circles formed
around writers and poets.
UserVersion 2.0
UserDMWMark
-
10
The Two 20th Century Music and Art Movement
IMPRESSIONISM
The first modern style to emerge was impressionism developed by French composer Claude Debussy as a rejection of excessive Wagnerian German
Romanticism in the late 1890s. Modeled after the impressionistic art movement,
musical impressionism is based on understatement, blurred effects, and the creative
use of color.
Impressionism is an artistic movement that has brought about a change in the
creation and perception of art and music. Impressionist art focuses on the use of
light and color to create different visual impressions on their paintings.
Impressionist music is greatly influenced by impressionist paintings where the
real picture of the subject matter is not given much emphasis. Impressionism gives
artists the freedom to fully expose their creativity.
EXPRESSIONISM
Austrian - German composers developed expressionism around the turn of the 1900s, as a blatant expansion of Wagnerian Romanticism. Expressionism is
particularly associated with three composers working in Vienna in the early 20th
century: Arnold Schoenberg and his two students, Anton Von Webern and Alban
Berg. These three are collectively known as the 2nd Viennese School of composers.
The music of the 2nd Viennese School was designed to shock listeners with
dissonant, intensely colorful, often horrific music based on graphically morbid text or
ideas.
The term expressionism was originally borrowed from visual art and literature.
Artists created vivid pictures, distorting colors, and shapes to make unrealistic
images that suggested strong emotions.
Expressionist composers poured intense emotional expression into their
music and explored the subconscious mind. Expressionist music often features a
high level of dissonance, extreme contrasts of dynamics, constantly changing
textures, distorted melodies and harmonies, angular melodies with wide leaps and
extremes of pitch.
UserVersion 2.0
UserDMWMark
-
11
What’s More
FILL IN THE BLANK(S)
Directions: Fill in the missing words in the paragraph below. Write your answer in a
¼ sheet of paper.
1. It was usually characterized by the use of dissonance, extreme contrast of
dynamics, and distorted melodies. 1) ______________.
2. The three musicians of the Second Viennese School in 20th century
are _____________, ______________ and ____________.
3. _______________ devised a system of pitch organization based on the chromatic
pitches that he called a twelve- tone series.
4. A style of music that conveys true emotions in exaggeration through the
application of atonality and dissonance is called ____________.
5. Modeled after the ____________ art movement, this musical style is based on
understatement, blurred effects, and the creative use of color.
6. The proponent that frequently use parallel chords was _______________.
7. A musical style that signifies the artist character and inner insight enforced on the
graphical reality of the objects represented is called _______________.
8. __________________ is a modern style of art and music that was developed as a
rejection of excessive Wagnerian German Romanticism.
9. This music is greatly influenced by impressionist paintings where the real picture
of the subject matter is not given much emphasis is called _______________.
10. A style in music and art that suggested strong emotions is called
________________.
UserVersion 2.0
UserDMWMark
-
12
What I Have Learned
Activity 1.1 CONCEPT MAP
DIRECTION: Using the diagram below write the things you have learned and
understood about Music and Arts with regards to impressionism and
expressionism.
IMPRESSIONISM
MUSIC ARTS
EXPRESSIONISM
MUSIC ARTS
UserVersion 2.0
UserDMWMark
-
13
What I Can Do
Picture Association:
DIRECTION: In a short bond paper, draw a scenery that make you describe your
emotions right now and find a song or music that you can associate with the painting
or drawing that you have made. Explain why you can relate this song to the scenery
or imagery that you have made.
Assessment
Directions: Read each item carefully. Write your answers on a separate sheet of
paper.
1. Which style in music and art suggested strong emotions?
A. Impressionism C. Neoclassicism
B. Expressionism D. Minimalism
2. Which style of music is characterized by the composers’ mind, instead of
presenting an impression of the environment?
A. Impressionism C. Neoclassicism
B. Expressionism D. Minimalism
3. Who among the following musicians comprise the Second Viennese School?
A. Haydn, Beethoven, Bach C. Bach, Beethoven, Brahms
B. Anton, Von, Arnold D. Arnold, Anton, Alban
4. Who was the composer that wrote an impressionistic composition entitled
Bolero?
A. Anton Von Webern C. Claude Debussy
B. Maurice Ravel D. Alban Berg
5. Which modern style of art and music was developed as a rejection of excessive
Wagnerian German Romanticism?
A. Neoclassicism C. Impressionism
B. Primitivism D. Expressionism
6. Who was the foremost impressionist composer?
A. Joseph Maurice Ravel C. Claude Debussy
B. Arnold Schoenberg D. Claude Monet
7. Which style of music conveys true emotions in exaggeration through the
application of atonality and dissonance?
A. Neoclassicism C. Impressionism
B. Primitivism D. Expressionism
UserVersion 2.0
UserDMWMark
-
14
8. Who was the composer that devised a system of pitch organization based on the
chromatic pitches which he called “a twelve-tone series”?
A. Arnold Schoenberg C. Claude Monet
B. Joseph Maurice Ravel D. Claude Debussy
9. Who was the proponent of expressionism known for his radical sound of music?
A. Claude Debussy C. Joseph Maurice Ravel
B. Igor Stravinsky D. Arnold Schoenberg
10. Which of the following works of Arnold Schoenberg is considered as one of his
earliest successful pieces?
A. Verklarte Natch (Three Pieces for Piano, op.11)
B. Pierrot Lunaire
C. Gurreleider
D. Verklarte Natch (Transfigured Night, 1899)
Additional Activities
DIRECTION: Find a song or music that will represent you, listen to this song and
express this song through an artwork. You can create a drawing or a
painting with the song or music you have in mind. You can create your
artwork in a long bond paper.
UserVersion 2.0
UserDMWMark
-
15
Answer Key
Assessment
1.A 2.A 3.C 4.D 5.C 6.B 7.D 8.B 9.A
10. C
What's More
1.Expressionism 2.Alban Berg, Arnold
Schoenberg, Anton Webern
3.Arnold Schoenberg 4.Impressionism 5.Impressionistic 6.Claude Debussy 7.Modernism 8.Neoclassicism 9.Impressionism 10. Expressionism
What I Know
1. 2.X Monet-Debussy 3.X Debussy-Monet
4. 5.X Only be-also be
UserVersion 2.0
UserDMWMark
-
16
References Music101. Music of the 20th century. Retrieved from
https://courses.lumenlearning.com/suny-musicapp-medieval-modern/chapter/music-
of-the-20th-century/
https://courses.lumenlearning.com/suny-musicapp-medieval-modern/chapter/music-of-the-20th-century/https://courses.lumenlearning.com/suny-musicapp-medieval-modern/chapter/music-of-the-20th-century/UserVersion 2.0
UserDMWMark
-
For inquiries or feedback, please write or call: Department of Education – Region VII, Division of Cebu Province Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: [email protected]
UserVersion 2.0
UserDMWMark