Map9 q4 Music Assessment

Subject MAPEH
I. Topic (10 points)

Exercise Vocal Music of the Romantic Era
Level Grade 9
Directions: Read each statement below carefully. Place a T on the line if you think a
statement is TRUE. Place an F on the line if you think the statement is FALSE.
_____1. Vocal music in this period require singers to perform a greater range of
tone color, dynamics and pitch.
_____2. Franz Peter considered the last of the classical composers and one of the first
romantic ones.
_____3. Verdie studied in Busseto and later went to Milan where his first opera
“Oberto” was performed in La Scala, the most important opera house at the
time.
_____4. Verdie famous works are La Traviata, Rigoletto, Falstaff, Otello and Aida
where he wrote for the opening of the Suez Canal.
_____5. Puccini belonged to a group of composers who stressed realism;
therefore, he drew material from everyday life, rejecting heroic themes from
mythology and history.
_____6. Wagner’s famous operas were: “La Boheme”, “Tosca”, “Madame
Butterfly”, and “Turandot”.
_____7. Puccini was very much inspired by Ludwig van Beethoven
_____8. Wagner was an advocate of a new form of opera which he called “music
drama” where musical and dramatic elements were fused together.
_____9. Romantic artists found inspiration in Portrait.
_____10. The score has all the Genre to help the performers tell the story.
Answer key
1. T 2. T 3. T 4. T 5. T 6. F
7. F 8. T 9. F 10. F
Name: ___________________________________ Date: ______________________

Grade and Section: _________________________
II. Written Activity (10 points)
Directions: Answer the following question in essay form. Your essay should be as well
organized and as carefully written as you make it. You will be graded based on the
given rubric.
https://www.youtube.com/watch?v=12f3L3gl1SA
(Harry Potter Order of the Phoenix Suite in Concert)
1. Explains the plot, musical and theatrical elements of an opera after watching
video samples.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Describes how an idea or story in a musical play is presented.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. How theatrical elements in a selected part of a musical play are combined with
music and media to achieve certain effects?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
RUBRIC FOR ESSAY
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
The single The presence of ideas The order developed The choice, use, Grammar,
controlling developed through and sustained within and and arrangement of mechanics,
point made facts, examples, across paragraphs using words and spelling, usage,
with an anecdotes, details, transitional devices and sentence structures and sentence
awareness of opinions, statistics, including introduction that create tone formation.
the task about reasons, and or and conclusion. and voice.
a specific topic. explanations.
2 Sharp, distinct, Substantial, A sophisticated Precise, illustrative use Evident control

controlling point specific, and/or arrangement of of a variety of words of grammar,
made about a illustrative content content with and sentence structures mechanics,
single topic with demonstrating evident and/or to create consistent spelling, and
sufficient strong subtle transitions. writer’s voice and tone usage, and
awareness of the development and appropriate to the sentence
task. sophisticated audience. formation.
ideas.
1. Apparent point Sufficiently The functional Generic use of a variety Sufficient control
5 made about a developed content arrangement of of words and sentence of grammar,
single topic with with adequate content that structures that may or mechanics,
sufficient elaboration or sustains a logical may not create a spelling, usage,
awareness of the explanation. order with some writer’s voice and tone and sentence
task. evidence of appropriate to the formation.
transitions. audience.
1 No apparent Limited content Confused or Limited word choice and Limited control of
point but with inadequate inconsistent control of sentence grammar,
evidence of a elaboration or arrangement of structures that inhibit mechanics,
specific topic. explanation. content with or voice and tone. spelling, usage,
without attempts and sentence
of transition. formation.
.5 Minimal evidence Superficial and/or Minimal control Minimal variety in word Minimal control
of a topic. minimal content. of the content choice and minimal of grammar,
arrangement. control of sentence mechanics,
structure. spelling, usage,
and sentence
formation.
Source:
https://www.google.com.ph/imgres?imgurl=https://cdn.slidesharecdn.com/ss_thumbnails/rubricsko-131215081453-
phpapp01-thumbnail-4.jpg?cb%3D1436976225&imgrefurl=https://www.slideshare.net/jennytuazon01630/rubrics-in-
essay&tbnid=67j0Yj6Bpg2GVM&vet=1&docid=bFSh97CC-C2EDM&w=768&h=503&q=essay+rubric&source=sh/x/im
Name: ___________________________________ Date: ______________________
Grade and Section: _________________________
VI. Assessment
Direction: Describe each Romantic Era famous composer. ( 5 points each )
1. FRANZ PETER SCHUBERT

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
2. GIUSEPPE VERDI
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
3. GIACOMO PUCCINI
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
4. WILHELM RICHARD WAGNER

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________

Map9 q4 Music Assessment

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Subject MAPEH

I. Topic (10 points)

Name: _____________ Date:

II. Written Activity (10 points)

2. Describes how an idea or story in a musical play is presented.

2 Sharp, distinct, Substantial, A sophisticated Precise, illustrative use Evident control

1. FRANZ PETER SCHUBERT

4. WILHELM RICHARD WAGNER

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