U N I T 3 : M u s i c o f t h e B ar o q u e P e r i o d

UNIT 3: Music of the Baroque Period Table of Contents

Introduction 3

Review 4

Lesson 1: Historical and Cultural Background of the Music of the Baroque Period 5 Learning Targets 5 Let’s Warm Up! 5 Learn about It! 6 Check Your Understanding 7 Challenge Yourself! 7 Let’s Jam! 8

Lesson 2: Musical Form and Styles 9 Learning Targets 9 Let’s Warm Up! 9 Learn about It! 10 Check Your Understanding 12 Challenge Yourself! 12 Let’s Jam! 13

Lesson 3: Baroque Period Composers—Georg Friedrich Handel 14 Learning Targets 14 Let’s Warm Up! 14 Learn about It! 15 Check Your Understanding 17 Challenge Yourself! 17 Let’s Jam! 18

Lesson 4: Baroque Period Composers—Johann Sebastian Bach 19

1 Copyright © 2018 Quipper Limited

Learning Targets 19 Let’s Warm Up! 19 Learn about It! 20 Check Your Understanding 22 Challenge Yourself! 22 Let’s Jam! 23

Did You Know? 23

Web Links 23

Performance Task 24

Self Check 25

Wrap Up 26

Bibliography 27

Glossary 28


GRADE 9

UNIT 3

Unit 3: Music of the Baroque Period

Fig. 1. The violin was an instrument that was developed and used extensively in the Baroque period.

Source: https://pixabay.com/en/bowed-instrument-violin-1853324/

Introduction Picture this: you and your friends are hanging out. While one of your friends is sharing a story, the others suddenly laugh, mocking the way your friend speaks—calling it “barok.” In modern-day Filipino, this usually means that one is not well-versed in a language and has a hard time speaking in that language.

Although this meaning of the word is confined to Filipino colloquial language, it actually has a very similar origin. The word barok is actually derived from the Portuguese word barroco,


which means “oddly-shaped pearl.” Barroco has since evolved into “Baroque,” which is now widely used to describe a period in Western European music history, marked by elaborate music and increased ornamentation. So why is a “misshapen pearl” used to describe this period in music?

In this unit, we will learn why. We’ll also be learning about the features and characteristics which set the baroque period apart from previous periods of music. We will get to know the different musical forms from this period, the fugue and the oratorio. We’ll also be introduced to two notable Baroque composers: Johann Sebastian Bach and Georg Friedrich Handel.

Review

● The polyphonic texture is created when two or more melodic lines are played together.

● Chords are groups of three or more notes played together. ● Dynamics is the loudness or softness of a sound.


Lesson 1: Historical and Cultural Background of the Music of the Baroque Period

Learning Targets

In this lesson, you should be able to:

● identify the characteristics of Baroque music; ● differentiate Baroque music from Medieval and Renaissance music; and ● apply Baroque concepts to your compositions.

Some people prefer not to add ornaments and ornate designs to their things; they prefer to keep them simple. When the Baroque composers introduced ornaments to music, what do you think other composers from other periods felt?

Let’s Warm Up!

1. Listen to two excerpts of music: one from the Medieval or Renaissance period, and one from the Baroque period.

2. Divide a piece of paper into two, one for each excerpt. Label each accordingly. 3. Count the number of “voices” or “layers” of melodies in both excerpts. Write your

answers under the corresponding titles. 4. Listen again to the two excerpts. This time take note of the movement of the notes in

the melodies. Draw a representation of these movements.

If the notes are going up, draw a line moving upward. If they are going down, draw a line moving downward.

5. Get a partner. Compare results and share your findings with your partner.


Learn about It!

The Baroque Period pertains to a period in Western European music history from 1600-1750 marked by elegance, grandeur, and exaggeration. The word Baroque, as said earlier, was derived from the Portuguese word barroco, which means “misshapen pearl.”

You may wonder why music from this period is compared to an oddly-shaped pearl, but in the past, the term was used in a more demeaning manner. For 19th-century critics, Baroque music was too heavily ornamented, and unnecessarily elaborate.

Other Historical Events in the Baroque Period

The Baroque period was also a time of many philosophical, historical, and scientific developments such as:

● the Thirty Years War (1618 - 1648), a war between Catholic and Protestant states in the Holy Roman Empire;

● the completion of St. Peter’s Square (1667), constructed in a distinctly Baroque style.; ● Scientific Revolution: the formulation of Isaac Newton’s Laws of Motion in 1687.

In the Renaissance period, music and art were inspired by those of the Greeks. Much emphasis was put on realistic interpretations of nature. Other terms associated with Renaissance art and music were “balance” and “order.”

Sculptures also evoked Greek style: static, with minimal expression.

It was then reversed in the Baroque, where art and music deviated towards more dramatic, highly ornate designs. This time, sculptures were more dynamic. More emphasis was put on movement, giving the viewer a more emotional reaction.

Try It Yourself

Using tableaux, show the differences between the sculptures of the Baroque and Renaissance periods.


Check Your Understanding

Fill in the blanks with the correct word.

1. __________ is a Portuguese word which means “oddly-shaped pearl”. 2. The Baroque Period is marked by elegance, exaggeration, and __________. 3. The term “baroque” was first used in a more ____________ manner. 4. For 19th century critics, Baroque music was too heavily __________ and unnecessarily

____________. 5. Isaac Newton formulated the ________________. 6. Catholics and Protestants in the Holy Roman Empire had a war called the ________. 7. The Renaissance was highly influenced by __________ culture. 8. Sculptures in the Baroque period were more ___________ than the ones in the

Renaissance. 9. Renaissance statues were ________ and had minimal ___________.

10. Baroque statues were more _________________.

Challenge Yourself!

Write True if the statement is correct, and False if the statement is incorrect.

_______1. The Baroque period lasted from 1600 until 1750.

_______2. Baroque music is simple and has little ornamentation.

_______3. Protestants and Muslims fought in the Thirty Years War

_______4. The Scientific Revolution also happened in the Baroque period


_______5. St. Peter’s Square was constructed in a distinct Renaissance style.

Let’s Jam!

Activity 1: Listen to “Come Heavy Sleep” by John Dowland from the Renaissance and “Zadok the Priest” by Georg Friedrich Handel from the Baroque period.

Activity 2: Sing the vocal melodies of both songs, and provide choreography.


Lesson 2: Musical Form and Styles

Learning Targets


● discuss the different characteristics of Baroque music; ● discuss the different compositional forms; and ● describe the performance practices of the period.

How many compositional forms do you know? Did you know that even in the Baroque period, composers were still coming up with new compositional forms?

Let’s Warm Up! 1. Form groups of three. Designate who will be Student A, Student B, and Student C. 2. Have student A sing “Row, Row, Row Your Boat.” 3. Student B, sing the same song, but start singing only after Student A has sung the

line “row, row, row your boat.” 4. Student C, repeat number 3. 5. Stop only when Student C finishes singing.


Learn about It!

The Baroque period was a rich and diverse period in music history, giving birth to new forms of vocal and instrumental music. Before we talk about the different compositional styles, let’s first learn about the unique characteristics of Baroque music.

Characteristics of Baroque Music

● A contrast in dynamics—composers made use of sudden shifts between loud and soft ● Unity in mood in sections—only one mood is present in each section of the music ● New combinations of instruments and timbres ● Basso Continuo—composers wrote out the bassline and left performers to figure out the

chords ● New instruments—the harpsichord, an instrument that looks similar to a piano, and

the violin, a bowed instrument, were developed in the Baroque period ● Sequence and imitation—sequence refers to a recognizable progression of chords

while imitation is a technique where a melodic line is passed around between different voices or instruments.

Baroque Compositional Forms

Fugue

A Fugue is an instrumental form which uses counterpoint. A motif is played in the beginning and is developed and repeated throughout the piece. An example of a fugue is Johann Sebastian Bach’s Fuga in Re Minore or Fugue in D Minor.

Concerto Grosso

The concerto grosso is an instrumental form with multiple movements or “parts” for a group of soloists and an orchestra. The soloists are called the concertino, usually comprised of two violins and a basso continuo instrument such as a cello, and the rest of the orchestra called the ripieno. The two groups, the ripieno, and the concertino, pass the melody between each


other.

An example of a concerto grosso is Johann Sebastian Bach’s “Brandenburg Concerto.”

Oratorio

An oratorio is a vocal form based on religious text. It includes solo voices, choirs, and an orchestra. It is performed without blocking, costumes, or a set.

The oratorio was also created as a replacement for opera during solemn church occasions like lent and advent. One of the most famous oratorios is Georg Friedrich Handel’s “Messiah.”

Another kind of specialized oratorio is Passion, which is about Christ’s passion. An example of this is Bach’s “St. John Passion”.

Chorale

A chorale is a vocal form using text from church hymns. It is mainly composed for the congregational singing. A soprano sings the lead melody while the three lower voices provide the harmony. An example of a chorale is Johann Sebastian Bach’s Jesu bleibet meine Freude.

Try It Yourself Research on the ornaments and embellishments used during the Baroque Period.

Try It Yourself Watch an animated graphical score entitled “Bach’s “Little” Fugue in G Minor” in Youtube. Take note of the main theme. Count how many times the main theme is repeated in the fugue.

Try it Yourself Find a modern song (Pop, Rock, Jazz, etc.) that you think is influenced by Baroque music or


makes use of Baroque techniques. Share it with the class.



1. A ________ is an instrumental form that uses counterpoint and has a motif that recurs

throughout the piece. 2. A concerto grosso is played by an orchestra and a group of ________. 3. The group of soloists in a concerto grosso is called the _________. 4. On the other hand, the rest of the orchestra is called the _________. 5. An _______ is based on religious text and is performed without costume and scenery. 6. A chorale is written for ___________ singing. 7. The oratorio was created as a replacement for the opera during solemn church

occasions like ______ and _______. 8. Give an example of a chorale. ____________________. 9. Give an example of a concerto grosso. ____________________. 10. Give an example of an oratorio. ____________________.

Challenge Yourself!


_____1. Counterpoint happens when two different chords are played together. _____2. An oratorio is performed without costumes and scenery. _____3. The concerto grosso’s group of soloists comprises of a harpsichord and 2 violins. _____4. A soprano provides the harmony in a chorale. _____5. An opera was created to replace the oratorio in solemn church occasions.


Let’s Jam!

Activity 1: Form a group of 4 and listen to “Jesus bleibet meine Freude” by J.S. Bach. Learn the song as a group and provide appropriate choreography.

Activity 2: Perform your routine in front of the class.


Lesson 3: Baroque Period Composers—Georg Friedrich Handel

Learning Targets


● discuss the life of Handel and his works; and ● critique and analyze a given work by Handel.

Have you ever been to a different country? Did you have a hard time adjusting to their culture? Do you think moving to a different country can affect how you see and appreciate art?

Let’s Warm Up!

1. Listen to “Zadok the Priest” and imagine what occasion it was used for. 2. Create a skit to show this idea to the class.


Learn about It!

Fig. 2. A portrait of George Friedrich Handel

Source: https://commons.wikimedia.org/wiki/Georg_Friedrich_H%C3%A4ndel

George Friedrich Handel (1695-1759) was a German Baroque composer who specialized in writing concerto grossi, operas, and oratorios. He is most famous for his oratorio, the Messiah.

Although he was born in Germany, he later emigrated to England where his fame increased further. He became a British subject as well as a composer for the Chapel Royal. Because of this, his music has become indispensable in English culture. Some of his compositions for the monarchy are still being used in ceremonies such as coronations and celebrations, such as “Zadok the Priest” and “Music for Royal Fireworks.”

Due to his vast output of oratorios and operas, he is considered one of the masters of choral music.

Aside from vocal music, Handel also wrote instrumental music. His works included concertos,


music for strings and winds, and harpsichord music.

The Messiah

The Messiah is Handel’s most famous work. It was composed in three weeks, between August and September 1741. Charles Jennens, a well-known librettist, prepared the text in July based on the King James Bible, and psalms from the Common Book of Prayer. The oratorio was due for an Easter debut the following year in Dublin.

The first part of the oratorio tells about the prophecies of the birth of Jesus Christ taken from the Old Testament. The second is about his sacrifice for mankind, taken from the New Testament. Lastly, the third tells about His resurrection, from the book of Revelations.

The score calls for a chorus and a Baroque-style orchestra, which consisted of a few dozen players - wind and string players with minimal brass and percussion.

This became successful in Dublin and was even more successful when he debuted it back in London. By the 19th century, Messiah was a Christmas staple in the United States.

Other Notable Works and Compositions

● Water Music - provided entertainment for King George I’s royal cruise ● Music for Royal Fireworks - written to celebrate the end of the War of the Austrian

Succession ● Zadok the Priest - a coronation anthem for George II

Try It Yourself Listen to “Hallelujah” from Handel’s Messiah and sing the vocal melody.

Try It Yourself What do the lyrics of the “Hallelujah” say? What is the oratorio about? Form a group and research about this work. Prepare a short report to be presented to the class.


Try it Yourself Listen to an excerpt of “Music for Royal Fireworks.” What instruments can you hear? What instruments do you think represent fireworks?



1. George Friedrich Handel was a ________ Baroque composer 2. Name three Baroque forms Handel was famous for composing in. 3. The Messiah was composed in _______ weeks. 4. The text was prepared by __________. 5. The Messiah was debuted in __________. 6. The first part tells about the ___________. 7. The second part tells about Christ’s __________. 8. The final part tells about Christ’s __________. 9. What is the title of one of King George II’s coronation anthems written by Handel? 10. What composition served as entertainment on King George I’s royal cruise?

Challenge Yourself!


_____1. Handel was born in Germany and later moved to England. _____2. The Messiah is his most famous opera. _____3. “Zadok the Priest” was written for King George I. _____4. The Messiah required a chorus and a Baroque-style orchestra. _____5. Handel wrote in almost every style of the Baroque period.


Let’s Jam!

Activity 1: Study “Zadok the Priest” and sing the piece from memory.

Activity 2: Draw a scenario in which you think this music was used.

Activity 3: Present a coronation ceremony as a skit and use “Zadok the Priest” as background music.


Lesson 4: Baroque Period Composers—Johann Sebastian Bach

Learning Targets


● discuss the life of Bach and his works; and ● critique and analyze a given work of Bach.

How many musical forms can you name? With the many compositional forms that already exist, do you think it’s possible to master all of them?

Let’s Warm Up! 1. Listen to Bach’s Toccata and Fugue in D Minor. 2. Draw a picture that symbolizes your interpretation of the music. What do you think it

means? 3. Share your drawing with the class.


Learn about It!

Fig. 3. A portrait of Johann Sebastian Bach

Source: https://commons.wikimedia.org/wiki/Johann_Sebastian_Bach

Johann Sebastian Bach (1685 - 1750) was a German Baroque composer whose works are considered by many to be the finest from the period. He wrote both sacred and secular music for choir, orchestra, and keyboard and wrote in almost every style except for opera.

He is known for his use of counterpoint and his proficient use of melody, harmony, texture, and timbre.

He started as a church keyboardist for the New Church in Arnstadt, before becoming employed as a court musician in 1707 for Duke Wilhelm Ernst in Muhlhausen. He spent the


majority of his life writing music for churches and courts until his death in Leipzig in 1750.

Toccata and Fugue in D Minor

Bach wrote this piece in 1708. It is a two-part musical composition for an organ.

The first part is a toccata, taken from the Italian word toccare, which means “to touch.” A toccata is a style of music in the Baroque period which is primarily written to showcase the virtuosity of a keyboard player through fast arpeggios and runs up and down the keyboard. It serves as an introduction to the fugue, an equally complex and intricate composition. The second part, a fugue, is a form popular in the Baroque and a form utilized by Bach in his other pieces.

This composition is known for its majestic sound and driving rhythm. In recent times, the piece has appeared in Western horror films and Disney’s “Fantasia” where it was adapted for orchestra.

Other Notable Works and Compositions

● Brandenburg Concertos - six concerto grossi written by Bach ● Mass in B Minor - a musical setting of the Latin mass ● Fugue in Eb Major ● St. John Passion - an oratorio about Christ’s passion ● Jesu, bleibet meine Freude - a chorale

Try It Yourself

Listen to “Jesu, meine Freude.” Study the piece and sing it as a class.

Try It Yourself

Look for an English translation of the chorale and explain what the text means.


Try it Yourself Print out a copy of the chorale. Identify an excerpt of the chorale that uses counterpoint, and highlight it.



1. Johann Sebastian Bach was a ________ Baroque composer 2. Bach wrote in every Baroque form except for ________. 3. Bach is famous for his use of _______________. 4. Bach was a church keyboardist for the __________ in Arnstadt. 5. Bach wrote _____ and _____ music. 6. In 1707, he was employed as a court musician by Duke ___________. 7. What is the name of six concerto grossi that Bach wrote? 8. Bach died in Leipzig in _______. 9. Bach wrote __________, which are instrumental forms that make use of counterpoint and

have a recurring motif throughout the piece. 10. Give an example of a chorale by Bach.

Challenge Yourself!


_____1. Johann Sebastian Bach is an English composer. _____2. A toccata is an instrumental piece that showcases virtuosity. _____3. Bach wrote only sacred music.


_____4. Counterpoint is one of Bach’s greatest skills. _____5. Bach spent the majority of his life as a composer for churches and courts.

Let’s Jam!

Activity 1: Listen to Jesus bleibet meine Freude and learn the vocal melody.

Activity 2: Imagine a scenario wherein this music was used. Prepare a skit to show to the class.

Activity 3: Perform the chorale and apply appropriate choreography.

Did You Know?

Johann Sebastian Bach was very religious. He always signed his manuscripts with the initials “I.N.J.,” an abbreviation for the Latin phrase “In Nomine Jesu,” which meant “In the name of Jesus.”

Web Links

● https://www.youtube.com/watch?v=d9EN27Zh_vg ● https://www.youtube.com/watch?v=d7C3yrFgv_M ● https://www.youtube.com/watch?v=i7vJ2UFbeXA ● https://www.youtube.com/watch?v=HG2UMO6rZd4 ● https://www.youtube.com/watch?v=IUZEtVbJT5c


Performance Task Bringing Back Baroque

Purpose:

At the end of this activity, the students should be able to:

● perform Baroque music using modern instruments; ● perform with melodic and rhythmic accuracy; and ● demonstrate basic skills in arrangement and performance.

Role:

You are a music group that has been invited to a Western music festival. As part of the festivities, you are to participate in a competition, where you must perform Baroque music with modern band instruments.

Competence:

You should be able to perform Handel’s “Hallelujah” with the proper tune but with the use of modern musical instruments and techniques

Procedure:

1. Form groups of five. 2. Study the main vocal lines of “Hallelujah.” 3. Arrange your accompaniment for the main vocal line. Be creative with your choice of

instruments and style/genre. Make sure that even with the modern arrangement, the music is still recognizable.

4. Perform it in front of the class. 5. After all groups have performed, have a sharing of insights, facilitated by your teacher.


Key Guide Questions

1. What modern music elements did you make use of? 2. How did you maintain the integrity of the piece? 3. What made it easy for you to rearrange the music? What made it difficult?

Reflective Questions

1. What made it easy or difficult for you to rearrange the music? 2. Did you learn anything new about arrangement and composition from this activity? 3. Did this activity give you a newfound appreciation for older styles of music? 4. Would you consider being a music arranger as a possible career for you?

Self Check

Reflect

I find __________________________ the most interesting because ______________________.

I got ____ checks because _______________________________________________________.

I need to improve _______________________because _____________________________.

I need to practice _________________________ because _____________________________.

I plan to ___________________________________________________

__________________ .


Wrap Up


Bibliography THE BAROQUE PERIOD (1600-1750). Accessed January 25, 2019.

http://cmed.faculty.ku.edu/private/hyltonbar.html. "Baroque Period." Ohio River - New World Encyclopedia. Accessed January 25, 2019.

http://www.newworldencyclopedia.org/entry/Baroque_period#Impact_of_Baroque_music. "Dr Justin Wildridge." CMUSE. July 18, 2018. Accessed January 25, 2019.

https://www.cmuse.org/characteristics-of-baroque-music/. Emery, Walter, and Robert L. Marshall. "Johann Sebastian Bach." Encyclopædia

Britannica. January 22, 2019. Accessed January 25, 2019. https://www.britannica.com/biography/Johann-Sebastian-Bach.

"George Frideric Handel." Ohio River - New World Encyclopedia. Accessed January 25,

2019. http://www.newworldencyclopedia.org/entry/George_Frideric_Handel. Grout, Donald Jay. A History of Western Music. 1960. "Johann Sebastian Bach." Ohio River - New World Encyclopedia. Accessed January 25,

2019. http://www.newworldencyclopedia.org/entry/Johann_Sebastian_Bach. Schwarm, Betsy. "Music for the Royal Fireworks." Encyclopædia Britannica. October 24,

2016. Accessed January 25, 2019. https://www.britannica.com/topic/Music-for-the-Royal-Fireworks.

Schwarm, Betsy. "Water Music." Encyclopædia Britannica. March 19, 2018. Accessed


January 25, 2019. https://www.britannica.com/topic/Water-Music. "What Is Baroque Music?" What Is Baroque Music? - Music of the Baroque. Accessed

January 25, 2019. https://www.baroque.org/baroque/whatis#whatis.

Baroque Music (1600 - 1750). Accessed January 30, 2019. https://www.rpfuller.com/gcse/music/baroque.html.

Britannica, The Editors of Encyclopaedia. "Dutch East India Company." Encyclopædia

Britannica. November 30, 2015. Accessed January 30, 2019. https://www.britannica.com/topic/Dutch-East-India-Company.

Editors, History.com. "Thirty Years' War." History.com. November 09, 2009. Accessed

January 30, 2019. https://www.history.com/topics/reformation/thirty-years-war.

"The Art Institute of Chicago." Art Access: Rococo to Realist Art | The Art Institute of

Chicago. Accessed January 30, 2019. http://archive.artic.edu/renaissance/.

"The Scientific Revolution." Isaac Newton Biography - Newton's Life, Career, Work - Dr

Robert A. Hatch. Accessed January 30, 2019. http://users.clas.ufl.edu/ufhatch/pages/03-Sci-Rev/SCI-REV-Teaching/03sr-definition-concept.htm.


https://www.baroque.org/baroque/whatis#whatis

Glossary

Arpeggio refers to chord tones played in sequence. Baroque refers to a period in Western art history which lasted from 1600 to 1750. Concertino refers to the group of soloists in a concerto grosso ensemble. Congregational Singing refers to an audience singing along with the soloist, as in worship services. Counterpoint refers to two melodies, that have different rhythm and contour, played together. Dynamics refers to the softness or loudness of a note. Harmony refers to the combination of notes to form chords. Harpsichord refers to an instrument developed in the Baroque period which looks similar to a piano. Hymn refers to a song sung in church. Imitation refers to a Baroque compositional technique wherein a melodic line is passed on from instrument to instrument. Librettist refers to someone who prepares the text for a theatrical play or opera. Opera refers to a stage performance with a story set to music, song, and dance. Orchestra refers to an ensemble with wind, brass, string, and percussion instruments. Ornamentation refers to additions to objects, to make them more aesthetically appealing. Polyphony refers to a musical texture having 2 or more distinct voices or melodies. Ripieno refers to the rest of the orchestra in a concerto grosso. Sacred refers to music composed for and played inside churches. Secular refers to music from outside the church. Sequence refers to a Baroque compositional technique of using a recognizable chord pattern as a basis for harmony. Soloist refers to a solo singer or instrumentalist in an ensemble. Timbre refers to the distinct tonal character of an instrument.


Toccata refers to an instrumental keyboard music that showcases the performer’s virtuosity. Trill refers to a playing technique wherein two notes adjacent to one another are played in rapid succession. Violin refers to an instrument developed in the Baroque period. It has four strings and is played with a bow.


Documents

U N I T 3 : M u s i c o f t h e B ar o q u e P e r i o d