MUSIC Quarter 1 – Module 3:

THE RELATIONSHIP OF MUSIC TO

OTHER ART FORMS AND MEDIA

DURING THE SAME TIME PERIOD

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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: cebu.province@deped.gov.ph

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

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MUSIC Quarter 1 – Module 3:

Week 5-6

THE RELATIONSHIP OF MUSIC TO

OTHER ART FORMS AND MEDIA

DURING THE SAME TIME PERIOD

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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

________________.

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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

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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

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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.

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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

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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

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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: cebu.province@deped.gov.ph

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