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MAPEH Guided Learning Activity Kit

Quarter 2-Week 1

9

MAPEH– Grade 9 Guided Learning Activity Kit Quarter 2- Week 1 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.

Printed in the Philippines by Department of Education Region III Schools Division of Zambales Zone 6, Iba, Zambales Tel./Fax No. (047) 602 1391 E-mail Address: zambales@deped.gov.ph Website: www.depedza

Development Team of the Activity Sheet

Writers: Ronniel John T. Manahan (Music)

Almier A. Asuelo (Arts)

Marjorie Alfonso (Physical Education)

Rinnah Pantilon-Fontillas (Health)

Editors: Ariel B. Fastidio(Health) Karissa C.Eay(PE)

Reviewers: Julie Anne M. Villanueva, Ramon O. Sibug Jr.

Graphic Artist: Myla P. Nacin

Management Team: Leonardo D. Zapanta EdD, CESO V

Michelle Ablian-Mejica EdD

Manolito B. Basilio EdD

Victor M. Misola

Encarnita D. Deveraturda

Garry M. Achacoso

Rachelle C. Diviva

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Introduction

Over the years, music has evolved from old to classic and classic to modern. Some changes made a great impact in terms of the style and forms. Some music lasts and remains popular despite of the new and trending songs that emerge.

This Guided Learning Activity Kit focuses on music of the Classical Period.

As you go along with the topic, you will find Classical music interesting and discover how it became popular until now. You will understand how this kind of music had emerged and its connection with the other periods that contributed to its development.

The first lesson will give an introduction about the music of the Classical

period. Through this lesson, you will have a broader knowledge about how the musical elements contribute in the creation of music.

Learning Competency

Describes musical elements of given Classical Period pieces (MU9CL-IIa-f-1)

Objective

At the end of this Guided Learning Activity Kit, you are expected to: 1. describe the musical elements of classical music.

Music of The Classical Period

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Pre-Assessment

Directions: Identify the words which you think are related to the Classical Music. Using another sheet of paper, write your answer on the boxes around the circle.

Discussion

The classical period was also called the “Age of Reason” which ended not

later than 1820. Life during this period was dominated by the aristocracy which greatly influenced musical compositions. The term “classical” denotes conformity with the principles and characteristics of ancient Greece and Roman literature and art which were formal, elegant, simple, freed, and dignified. During this period, new music forms were introduced such as symphonies, concertos, and overtures.

Harmony and texture are homophonic in general. The dynamics of loud and soft were clearly shown through the extensive use of crescendo and diminuendo.

Concerto Grosso

Sonata

Homophonic

concerto

MozartMadrigal

Polyphonic

Recapitulation

Symphony Haydn

Beethoven crescendo

Sonata Allegro

Polyphonic

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Pre-Assessment 1. Mozart 6. Recapitulation 2. Polyphonic 7. Beethoven 3. Crescendo 8. Haydn 4. Concerto 9. Sonata 5. Sonata Allegro 10. Symphony

Classical values of rationalism, universality, cosmopolitism, and elegance were the artistic inspirations for Classical music which were manifested using the following (String Ovation Team, 2019):

• Homophonic melodies - create clean and simple texture where audiences could connect with.

• Harmonies - enrich the texture in a balanced and controlled manner • Crescendo, diminuendo and sforzando – provide restrained emotional

expressions and graceful transitions • A linear narrative • Pattered thematic development • Dynamics and melodies

Activity

Week 1: WHAT ARE THESE? Directions: Explain how the following musical elements help in creating a wonderful music.

1. Melody

2. Tempo

3. Dynamics

4. Texture __________________________________________________________________

Key to Corrections

Introduction

The development of arts from the Western continuously evolved. New art forms and styles were introduced and influenced other countries. This learning activity kit will bring you to another exciting exhibit of artworks. You will be dealing with different prominent artists during the Renaissance and Baroque Periods. You will face various activities which will enhance your talent when it comes to arts.

Learning Competencies

• Analyzes art elements and principles in the production of work following a specific art style. (A9EL-IIa-2)

• Identifies distinct characteristics of arts during the Renaissance and Baroque periods. (A9EL-IIa-3)

Objective

This Guided Learning Activity kit introduces you to the arts of Renaissance and Baroque periods. To realize these, you should be able to:

1. identify the distinct characteristics of Renaissance Periods.

Review

2. Pre-Assessment Directions: From the word pool below, identify the terms, artworks, and artist if they belong in the Renaissance period or Baroque period. Write your answer in your paper.

Arts of the Renaissance Periods

Renaissance Period Baroque Period

Discussion

Renaissance Period (1400-1600) The word renaissance comes from the French word, renaitre, which means “rebirth”. It was the rebirth of interest in art and culture of the ancient Greece and Rome. The Renaissance began in Florence, Italy in the fourteenth century as a literary movement. Artists adapted the teaching and values of Greeks and Romans to their visual arts. They combined the Christian symbols and images with Greek and Roman symbolism and imagery in their art. During this period, the Catholic Church is one of the most powerful and wealthiest institution in Europe and Italy. Therefore, church commanded artists to create artworks that were used for church decoration, symbols, and images. Renaissance art was marked by exact and close observation of life (humans were drawn with facial expression and were lifelike), linear perspective (gives an illusion of depth to an artwork) and deeper landscape. Renaissance artists applied science and math in their art. Painters of this period portrayed realistic or real-life figures while sculptures carved humanistic objects. Moreover, architecture during this period was distinguished by its symmetry and balance. The artists of the Renaissance are multitalented. They are master in the different discipline and media of art such as painting, sculpting, and even in architectural design. Famous Renaissance artworks and artists:

1. Michelangelo di Lodovico Buonarroti Simoni – “Pieta” 2. Leonardo di ser Piero Da Vinci – “Monalisa” 3. Raffaello Sanzio da Urbino – “The Transfiguration” 4. Donato di Niccolo di Betto Bardi – “Davi

-Rebirth -Rembrandt -Monalisa - Caravaggio -Realistic -The Transfiguration - Velasquez -The Last Supper -Las Meninas - Irregular shaped pearl or stone

Activity: Describe Me

Directions: Describe the characteristics of Renaissance paintings, sculptures, and architectures. Fill in the boxes below with the information.

References

1. Badiola, M., Vecino, M., Duyan, D., Bongcawil, A., Mendoza, J., Bustillo, G.,Pambuan,

A. and Siobal, L., 2020. A Journey Through Western Music And Arts. 1st ed. Vibal Group Inc, pp 188-216.

2. Concha, A. and Ganzo, C., n.d. MAPEH 9 Music Arts Physical Education Health. The phoenix Publishing.

3. Google.Com, 2020. https://www.google.com/search?q=image+of+intramuros&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiT6pHYitbsAhUPy4sBHc2IC2cQ_AUoAXoECAIQAw&biw=1026&bih=544#imgrc=7rck3WrKgAAhoM.

4. "The Elements And Principles Of Art". Artists Network, 2020. https://www.artistsnetwork.com/art-techniques/composition/15-elements-and-principles-of-art/.

5. Ontavilla, Violeta, Violeta Ontavilla, and View profile. "LINE". Visualartspdsf.Blogspot.Com, 2020. http://visualartspdsf.blogspot.com/2012/01/elements-of-art-line.html.

6. Getty.Edu, 2020. https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf.

7. "The Definition Of Form In Art". Thoughtco, 2020. https://www.thoughtco.com/definition-of-form-in-art-182437.

Paintings Sculptures

Architectures

RENAISSANCE PERIOD

Introduction

Welcome to Second Quarter of Physical Education 9. This Guided Learning Activity Kit will help you learn about social dances. As you go along the lessons and activities, you will better understand the value of social dances in the enhancement of your fitness. You will be provided with activities in modern standard dances which will in turn lead to a greater awareness of the right foods to eat, proper ways to manage your weight, and of course opportunities to maximize the enhancement of your fitness through social dances. It is expected thereafter that you will use such practices to influence the lifestyle and fitness practices of your immediate community.

Learning Competency

This Guided Learning Activity Kit will help you achieve the following

competencies: 1. Undertakes physical activity and physical assessment. (PE9PF-IIa-h-23) 2. Execute the skills involved in the dance. (PE9RD-IIb-h-4)

Social Dances and Dance Mixers

Week 1: Physical Activity and Physical Assessment

Objectives

At the end of this Guided Learning Activity Kit, you are expected to: 1. perform correctly the different warm-up exercises; and 2. fill out the Social Dancing Participation Questionnaire.

Review

In your first grading in Physical Education, you’ve learned about sports officiating. Sports officiating is an important part of any sports activity whether it is competitive or recreational. Sports officiating is not just the “judge role in the court” but more importantly, it also benefits us by providing fitness. What do you think is the importance of physical activities such as sports officiating?

Discussion

Fitness is a universal concern. Whatever endeavors we are in, whatever activities we do, our fitness should always be taken into account if we are to perform them effectively and efficiently. Fitness is not just for athletes, sportsmen and Physical Education teachers and fitness instructors. It is also a concern of students, parents, and other members of the community. If we are to become strong and productive members of our community, we must address the very basic requirement of such goal and is the sustaining base of any endeavor we undertake – fitness.

Activities

Activity 1 Directions: You will be re-introduced to the basic warm-up exercises that you have already learned during your PE class in Grade 7. Try to recall so that before

performing any physical activity in the succeedinglessons,dothewarm-upexercisesfirsttoconditionyourbodyandpreventinjuriesfromhappening.

High Knees

Butt Kicks

Shuffles

Back Pedals

After performing the given exercises, use the following rating scale to assess your performance: Put a check (/) mark on the chart below.

Rating Scale

I O W I can perform the exercises by myself.

I can perform the exercises with other’s help.

I will just wait for my next PE class.

Activity 2 Directions: Social Dancing Participation Questionnaire Directions: Before the pandemic started, describe your participation in the activities below by ticking the column. SOCIAL DANCING ACTIVITIES

ALWAYS

SELDOM NEVER

1. I actively participate in social dancing activities in my community.

2. I am a member of the grand cotillion dance performed in a friend’s debut/social gathering.

3. I wear proper attire in social dancing activities. 4. I am confident in performing social dances in and outside the school.

5. I insist in doing a dance combination that my partner could not follow.

6. I don’t follow the lead of my partner because I have my own style of dancing.

7. I dance vigorously whenever I participate in social dancing activities.

8. I recognize the advantages of my engagement in social dancing activities to my fitness and well-being.

9. I share my social dancing skills with my friends, family, and community.

10. I enjoy participating in social dancing activities.

Summarize in few sentences what the survey revealed about your fitness habits and attitudes toward social dancing. Write your summary in your activity sheet.

Introduction

Good day, Grade 9 students!

Are you familiar with the War on Drugs our president has declared years ago? As you glance about this guided learning activity kit, you will be engaged to the present drug scenario in the Philippines, the different classifications of drugs abuse, and their harmful short-term and long-term effects on the body. Common and informative terms encountered in drug education are included. Signs and symptoms of drug use and abuse among teenagers will also be tackled. You will also learn about the effects of drug addiction to self, family, community, and the country.

Various strategies and techniques obtainable in this activity kit will help you prevent substance use and abuse. Furthermore, this material provides you with a solid information from which you may advance more information about prevention, intervention, and healthy alternatives to avoid substance use and abuse.

Generally, effects of drug use affect the following domains namely: self, family, school, and community.

With the continuous occurrence of drug use and abuse in our society, the government along with non-governmental organizations and private institutions find alternative ways to prevent and control the spread of drug addiction and dependence in the country. These healthy alternatives are effective strategies to educate, support, and promote a drug free-community and impart in you that drugs are not good and will only end your lives, your family, and community.

Prevention of Substance

Use and Abuse

Describes the Drug Scenario in the Philippines H9S-IIa-14

Objectives

At the end of this guided learning activity kit, you are expected to: 1. describe and illustrate the drug scenario in the Philippines.

Review

Directions: Write TRUE if the statement is correct and FALSE if not. Write your answer on another sheet of paper.

_________________1. Drug is not a social concern in the Philippines. _________________2. Filipino females are less prone to drug use than male. _________________3. Shabu is one of the commonly used and abused drugs in the Philippines. _________________4. Many teenagers are prone to drug use, misuse, and abuse. _________________5. Random drug test is not effective in tracking drug abusers in school.

Discussion

Profile of Filipino Drug Users

Profile Findings

Estimated Drug Users in the Philippines: 1.3 Million Mean Age: 32-33 years old Ratio of Male to Female Users: 9:1 Civil Status: Single

Learning Competency

Describing the Drug Scenario in the Philippines

Employment Status: Employed Educational Attainment: High School Level Nature of Drug Use: Poly drug use Commonly Abused Substances: (1) Methamphetamine

Hydrochloride (Shabu) (2) Cannabis (Marijuana) (3) Contact Cement (Rugby)

Most Commonly Abused Drugs

Methamphetamine Hydrochloride, commonly known as “Shabu”, remains to be the main drug of abuse comprising ninety-four percent (93.72%) of the total admission. This is followed by Cannabis (Marijuana) at twenty-three percent (22.59%), and Contact Cement (Rugby) with less than one percent (0.73%). Mono drug use is still the nature of drug taking and the routes of administration are inhalation/sniffing and oral ingestion.

* Figure estimates from the 2019 Statistical Analysis conducted by the DDB

Common Concepts in Drug Education The following are the usual words you will encounter in studying substance

use and abuse:

Drugs are any substances or chemicals which when taken into the body either through nasal, oral, transdermal, or intravenous way have psychological, emotional, and behavioral effects on a person.

Drugs of abuse are drugs commonly abused by users. In the Philippines, the three drugs of abuse are shabu, marijuana, and inhalants.

Drug dependence is a cluster of physiological, behavioral, and cognitive phenomena of variable intensity in which the use of a drug takes on a high priority thereby creating a strong desire to take the substance.

Drug misuse is the use of a substance incoherent or inconsistent with the prescribed dosage or frequency of use.

Drug Abuse is the use of a substance for non-medicinal purposes. Abuse leads to organ damage like brain damage and liver damage, addiction and troubled behavioral patterns.

Drug tolerance is the condition of the body to adapt to the effects of substances to the body thus, requiring an even larger amount of the substance to experience the same physiological and mental effect experienced when taking the smaller dosage.

FACTORS INFLUENCING SUBSTANCE USE AND ABUSE

• Lack of parental supervision and support • Strong peer pressure and curiosity • Intense feeling of pleasure • Relief from stress, anxiety, and depression • Increased physical and cognitive performance

PREVENTIVE MEASURES AGAINST DRUG USE AND ABUSE

DOMAIN WHAT YOU NEED

PERSONAL Self-control, positive self-image, and strong self-esteem

FAMILY Parental monitoring and support; strong family PEERS AND FRIENDS Academic competence and proper selection of friends

and acquaintances SCHOOL AND COMMUNITY

Effective laws and policies; strong community attachment.

Activity

Week 1: Slogan Making

Directions: Create a slogan based on the drug scenario in the Philippines specifically in your community.

4 3 2 1 The slogan contains a maximum of 12 words not including the name of your community.

The slogan contains a maximum of 12 words but does not include the name of your community.

The slogan contains more than maximum of words.

The slogan contains less than maximum of words.

Slogan is exceptionally creative. A lot of thought and effort was used.

Slogan is creative and a good amount of thought was used.

Slogan is creative and some thought was used.

The slogan does not reflect any creativity

Exceptional use of new ideas and originality to create slogan

Good use of new ideas and originally to create slogan

Average use of new ideas and originally to create slogan

No use of new ideas and originally to create slogan

Rubrics for slogan making