9

MAPEH
Quarter 2 - Module 4

AIRs - LM
LU_Q2_MAPEH9_Module4
MAPEH 9
Quarter 2 - Module 4
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Authors:
Music: Marion Christopher V. Corpuz, Anjo T. Damaso
Arts: Getryl Narzam L. Gualberto, Anjo T. Damaso
P.E. Edna H. Abuan
Health: Edna H. Abuan
Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewers: Felicidad M. Gonzalgo
Language Reviewers: Anjo T. Damaso
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jerik Christoffer O. Gaspar

Management Team:

ATTY. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Delia P. Hufalar, PhD, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: [email protected]
 9
MAPEH
Quarter 2 - Module 4
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 Music of the Classical
MUSIC
Period

Target

The art of improvisation has been part of music since time immemorial. Before
the invention of musical notation systems musicians had to rely solely on memory
to play a particular piece, and so there was much more emphasis on developing the
ability to improvise new musical ideas and new interpretations of shared ideas. Long
before the current tradition of performing music note-perfect from written scores,
ancient shamans gave birth to human musical expression, summoning supernatural
forces through song and drum. Spontaneous composition flourished as humans
responded in the moment to their inner and outer experiences, improvising naturally
as they made music. In this module you will be provided information on how to
improvise an accompaniment of given classical music

Learning Objectives
In this module, you will be able to:
1. Identify the names of the following orchestral instruments
2. Improvise appropriate accompaniment to given short and simple classical
pieces
3. Sing themes or melodic fragments of given classical period piece

1 LU_Q2_MAPEH9_Module4
 Jumpstart

Identify the names of the following orchestral instruments and classify them
whether it is chordophone, aerophone, idiophone, or membranophone.
Choose your answers below

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 .

Discover

Welcome to the world of classical music instruments! Musical instruments are

grouped into different families based on the way the instrument makes its sound.
There are four main families of instruments: strings, woodwinds, brass, and
percussion. Here is how an orchestra is often set up:

THE STRINGS
The four most commonly used instruments in the string family are the violin, the
viola, the cello and the double (string) bass. They are all made by gluing pieces of
wood together to form a hollow sound box. The quality of sound of one of these
instruments depends on its shape, the wood it is made from, the thickness of both
the top and back, and the varnish that coats its outside surface.

Four strings made of gut, synthetics, or steel are wrapped around pegs at one end of
the instrument, tightly stretched across a bridge, and attached to a tailpiece at the
other end. The pegs are used to tune the instrument (change the length of the string
until it makes exactly the right sound). The strings are tuned in perfect fifths from
each other 5 notes apart.

The player makes the strings vibrate by plucking them, striking them, strumming
them, or, most frequently, by drawing a bow across them. The bow is made of wood
and horsehair. The instrument sounds different notes when the performer presses a
finger down on the strings on the instrument S neck, changing the length of the
portion of the string that vibrates. The shorter the vibrating part of the string, the
higher the sound produced.

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The violin is the smallest and highest-pitched member of the string
family. It is held under the chin and rests on the player’s left shoulder.
It can be played standing or sitting. Usually a soloist will stand, and
violinists in an orchestra will sit. The violin often carries the melody
in an orchestral work as its brilliant sound carries easily over many
of the other instruments. There are usually two sections of violins,
first violins and second violins, and they play different parts (different
music has been written for each group).

A little larger than the violin but played in the same manner,
the viola is the next lower member of the string family. The viola
duplicates the violin’s three lower strings, but its fourth string is tuned
another fifth lower than the lowest violin string. It has a warmer tone
quality than the violin and often plays harmony to support the violin’s
melody.

The cello plays notes that are only an octave (8 notes) lower than
the viola, but it is much larger. Due to its size, the cellist sits in a
chair and rests the cello between his or her knees. The cello has an
end pin that rests on the floor to help support the instrument’s
weight. The cello can play the part of a supportive, reliable bass
instrument at one moment, and rise to reproduce the notes of a
lovely tenor voice at other times.

The double bass, also called the string bass (pronounced “base” as
in first base) or just “bass” for short, is the largest and lowest-
pitched bowed stringed instrument, an octave lower than the cello.
While it looks similar to the other members of the string family, it
has more sloping shoulders so that the player can reach and move
around on the strings more easily despite its large size. It may also
have 5 strings rather than 4 with the addition of a lower string.
Because of its size (taller than the performer), the bassist stands or
sits on a tall stool to play the instrument, which rests on the floor.

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 The harp, another stringed instrument, is nothing like the rest of
the string family. It is a tall, triangular-shaped instrument with
about 45 vertical strings. The strings are plucked or strummed
with the player’s fingers while seven pedals at the bottom of the
harp adjust the length of the strings to produce additional notes.
The harpist sits in a chair with the back of the harp between his
or her knees, in order to be able to reach the strings and use the
foot pedals that can change the pitch of the harp by one or two
half-steps.

THE WOODWINDS
Instruments in the woodwind family used to all be made of wood, hence the name,
but now they can be made of wood, metal, plastic or some combination of materials.
They are all tubes with an opening at one end and a mouthpiece at the other end.
They each have rows of holes that are covered by metal caps called keys. Pressing on
different keys produces different musical notes – the sound changes depending on
where the air leaves the instrument (through one of the key holes or out the far end).
There are three ways in which the woodwind family creates sound: by blowing air
across the edge of or into the mouthpiece (flute or piccolo), by blowing air between a
single reed and a fixed surface (clarinet and bass clarinet), or by blowing air between
two reeds (oboe, English horn, bassoon, and contrabassoon).

The flute is a narrow metal tube about two feet long, with
a row of holes covered by keys. (Early flutes were often
made of wood.) The player blows air across the small hole
in the mouthpiece to produce a sound that can be either
soft and mellow or high and piercing. Like the violin, the
flute may often carry the melody line as it is easy to hear
above the other instruments.

The piccolo, usually made from metal or wood, is like a

small flute. Because the length of the instrument is
shorter than the flute, the pitch is higher, but it operates
the same way. It is more of a specialty instrument, used
when the part to be played is especially high.

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The oboe does not have a mouthpiece like the flute and the piccolo. It is
a double-reed instrument, with two reeds tied together for the
mouthpiece. When the player places the reeds between her or his lips
and blows air through them into the oboe, the reeds vibrate and produce
the sound. Many oboists make their own reeds, or at least tailor them to
suit their specific playing style. The oboe is made of wood. It has a more
mellow sound than the flute, but still has a bright treble sound and is
often expected to carry the melody in an orchestral work.

Another wooden instrument, the clarinet,

produces a fluid sound when air is blown between
a single reed and the mouthpiece. As air passes
through, the reed vibrates and creates sound. It
has a large range of nearly four octaves so is a very
versatile instrument. The tone quality can vary
greatly depending on the musician, the
instrument, the mouthpiece, and the reed.

The bassoon is a large double-reed instrument with a sound

that is deeper than the other woodwind instruments. When
the player blows air between the reeds, the vibrating column
of air inside the instrument travels over nine feet to the
bottom of the instrument, then up to the top where the sound
comes out! Luckily, the bassoon comes apart into pieces for
easy transport. There is a complex key work system to allow
this large instrument to utilize its three-octave range with
considerable agility.

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 The saxophone, while made of brass, is actually a woodwind
instrument! It uses a single-reed mouthpiece much like the
clarinet. The saxophone (“sax” for short) was invented in 1846 by
Adolphe Sax to try to bridge the gap between brass and woodwind
instruments. It is more powerful than most woodwinds, and more
versatile than most brass instruments. The saxophone is used
extensively in jazz, as well as in military, marching, and concert
bands. There is also chamber and symphonic music written for
sax, though it is less common. Still, there are some wonderful
orchestral works that use the sax, so you will probably find a sax
in our midst at some point every season!

THE BRASS
Brass instruments are essentially very long pipes that widen at their ends into a bell-
like shape. The pipes have been curved and twisted into different shapes to make
them easier to hold and play. Instruments in the brass family produce their sound
when the player “buzzes” her or his lips while blowing air through the mouthpiece,
kind of like making a “raspberry”, creating a vibrating column of air within the
instrument. Most brass instruments have valves attached to their long pipes. When
the player presses down on the valves, they open and close different parts of the pipe,
increasing or decreasing the length of the pipe when played and creating a lower
sound. In addition to the valves, the player can select the pitch from a range of
overtones or harmonics by changing his or her lip aperture and tension (known as
the embouchure). The mouthpiece can also make a big difference in tone. Brass
musicians can also insert mutes into the bell of their instrument to change the timbre
of its sound.

The trumpet has been around since about 1500 years BCE! It is
the highest-sounding member of the brass family and was often
used for signaling/sending messages and religious purposes in the
early days as the sound is very bright and clear. Air travels through
six and a half feet of tubing bent into an oblong shape. The modern
trumpet has three valves to change pitches, added in the early 19th
century.

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The trombone has a more mellow sound than the trumpet. Instead
of valves or keys, the trombone uses a slide with seven positions to
change the length of its approximately nine feet of tubing in order
to reach different pitches. The longer the column of air, the lower
the pitch. It also has a short tuning slide to adjust intonation.

The horn (often called the French horn but it really isn’t
French at all!) consists of about twenty feet of narrow
tubing wound into a circle with a large flared bell at the
end. It has a clear, mellow sound, and is played with the
bell pointing away from the audience, providing contrast
to the other brass instruments. The player produces
different notes on the horn by pressing valves with the
left hand and by moving the right hand inside of the bell.

Made of about sixteen feet of tubing, the tuba is

the lowest-sounding member of the brass
family. It is one of the newest instruments in the
orchestra, having first appeared in the mid-19th
century. The concert tuba generally has four or
five valves and is held upright in the player?s
lap. While tubas are common in a marching
band, in the classical orchestra there is
generally only a part for one tuba.

Looking for the saxophone? While made of

brass, it is under the woodwind section. Read
more about it under The Woodwind Family to
find out why!

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 THE PERCUSSION FAMILY
The percussion section provides a variety of rhythms, textures and tone colors to
orchestral music. Instruments in the percussion family make sound in one of three
ways, by striking, shaking, or scraping. Percussion instruments can also be tuned
or untuned. Tuned instruments play specific pitches or notes, just like the woodwind,
brass and string instruments. Untuned instruments produce a sound with no
definite pitch, like the sound of hitting two pieces of wood or metal together.
Percussion instruments are an international family, representing musical styles from
many different cultures. There are numerous kinds of percussion instruments, such
as rattles, castanets, or tambourines, that are not shown here as they are used less
frequently in orchestral compositions.
Keyboard instruments are a special class of percussion instrument.

Timpani, also known as kettle drums, are

large copper bowls covered with calfskin or
plastic stretched over the top. Timpani are
pitched instruments, tuned to a specific
pitch that fits into the key of the composition
being played. The performer strikes the top
of the instrument with wooden sticks or
mallets to produce the note. The larger the
drum, the lower or deeper the sound.

The snare drum is a widely used unpitched

percussion instrument, though the sound can be changed
slightly by tightening the drum head. Snare drums may be
made from various wood, metal, or acrylic materials, and
come in a variety of sizes. Most modern drum heads are made
of mylar (plastic). A typical orchestral snare drum might be
14″ in diameter and 6″ deep. The snare drum is almost
always double-headed, with rattles (called snares) of gut,
metal wire or synthetics stretched across one or both heads.
The snare drum is played by hitting with drum sticks.

The bass drum (pronounced “base” as in first base)

is a large tuned percussion instrument with a
calfskin or plastic drum head that covers both sides
of the hollow, wooden cylinder. The bass drum has a
deep or low sound. The bass drum is mounted on a
stand because of its size, and the player strikes either
side with felt-covered mallets.

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 The triangle, named because of its shape, is made from a
small cylindrical piece of steel that is suspended from a loop
and played by striking with a steel beater. While it looks
easy to play, getting the volume and rhythm correct can be
challenging!

The gong is a brass disc-shaped instrument that is hit

with a large, soft mallet. Gongs can range in size from
very small, producing a high-pitched sound, to larger
than a person (!), producing a low or deep
reverberating sound.

Cymbals are made of thin, round plates of metal alloys.

Most cymbals are of indefinite pitch. The size of the
cymbal affects its sound – larger cymbals are louder and
can sustain their note longer. The unique sound of the
cymbals allows them to project above a full orchestra, but
they can also be played very softly, and offer a wide
variety of options for making different sounds. Orchestral
cymbals are traditionally used in pairs, each one having
a strap by which they are held. Sound is created by
rubbing their edges together in a sliding movement,
striking them against each other, and several other
techniques. Cymbal pairs are usually damped when the
sound is supposed to end by pressing them against the player’s body. Another use
of cymbals is to hang a cymbal by its strap, which allows the cymbal to vibrate freely
when struck by mallets or drum sticks, making a very different sound than two
cymbals hitting each other.

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There are several percussion instruments that are played by striking them
with mallets. The Arapahoe Phil uses the xylophone, marimba, vibraphone,
glockenspiel and chimes depending on the works being performed. All are tuned to
specific notes in the musical scale, and all are played standing up.
The xylophone (photo) is made of consistently-sized wooden bars that are played
with hard mallets.

The marimba is also made of wooden bars, but it has a more mellow tone than the
xylophone due to the bars being wider and thinner, and it is played with softer
mallets. Vibraphones have bars made of aluminum, so a note can sound longer. A
damper pedal much like that on a piano can also extend the sound of the notes.
Lower bars are wider and higher bars are narrower, and softer mallets are generally
used.
The Glockenspiel is similar to the xylophone in layout, but has metal bars and is
smaller, lacking the resonators. Using a hard mallet gives a clear bell-like tone.
Chimes are made up of hanging tubes of metal, with the length determining their
pitch. Chimes are struck on the top edge of the tube. Since they are quite tall, it can
be a challenge to find the right chime, read the music, AND watch the conductor!

The piano is probably one of the most familiar

musical instruments. Not only is it used for solo
performances, but it often appears in ensembles
and chamber music, and is frequently used to
accompany, rehearse, and compose. The piano
has figured prominently in all kinds of music
from classical to music halls to ragtime to jazz to
rock and roll. It is a keyboard instrument that
produces sound when the player presses the
keys with her or his fingers, causing small
padded hammers to strike the strings. The sound is stopped by a damper when the
key is released, though pedals can sustain the note a bit longer. The piano can
produce a great variety of dynamics (soft to loud), based on how hard or softly the
pianist hits the keys. There are 88 keys (52 white and 36 black) on a standard piano!

MUSICAL IMPROVISATION
Improvisation, also called Extemporization in music, the extemporaneous
composition or free performance of a musical passage, usually in the perspective
features of a specific musical

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 Explore

Answer the questions substantially

1. Give at least 5 orchestral instrument and describe how they play it.
a.____________________________________________________________
b.____________________________________________________________
c.____________________________________________________________
d.____________________________________________________________
e.____________________________________________________________

2. Describe the sound produced by the instruments you have chosen in

number 1.
a.____________________________________________________________
b.____________________________________________________________
c.____________________________________________________________
d.____________________________________________________________
e.__________________________________________________________

Deepen

Make an improvised rhythmic accompaniment of your selected classical music. Use

improvised percussion instruments similar to the sound of the percussion
instruments in orchestra. This activity will develop your musical awareness and
appreciation of East Asian Music.

Rubrics for Musicianship

5 = Includes very original idea, unusual imaginative, musical ideas. Explore at least
two musical elements.
4 = Involves some original aspect(s) or manipulation(s). Explore and uses at least
one musical element
3 = Musical idea is neither familiar nor cliché. However, there is no development,
variety, or exploration or musical elements.
2 = Musical idea is familiar or a cliché. No variety or exploration of musical
elements (range, time, dynamics, tempo, rhythm, melody.
1 = Musicianship could not be improved

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 Gauge

Watch the video links below then answer the following

questions substantially.

1. List down all the instruments that you have watched.

www.youtube.com/watch?v=xpAjbaNBPqA

2. Described the performance practice of classical performers after

watching the video.
https://www.youtube.com/watch?v=PV6f0IIIeCE

Offline: In this time, we have a lots of variant of music out there, How can we
showcase the music of classical era? How can technology help to promote classical
music?

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 Artworks of the Renaissance
ARTS
Period

Target

Arts of the Renaissance Period covers artworks produced during the14th, 15th
and 16th centuries in Europe. The word “renaissance” comesfrom the word,
“renaitre”, which means, “rebirth.” It pertains to arts, particularly in Italy, such as
sculptures, paintings, music, architecture, and literature. The most common subject
of this period is human philosophy. Famous artists of this era were Michelangelo,
Leonardo Da Vinci, Raphael and Donatello.

Learning Objectives
In this module, you will be able to:
• identify distinct characteristics of arts during the Renaissance period
• identify representative artists from Renaissance period
• reflect on and derive the mood idea or message emanating from
selected artworks of the Renaissance Period

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 Jumpstart

Identify the title of the artwork and its period of origin. Write the title of the Artwork
on the FIRST BLANK and Write the Era on the Second Blank

Title of Artwork
Pieta Mona Lisa David Conversion of Ecstasy of St.
St. Paul Teresa
Era/ Period
RENAISSANCE BAROQUE

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 .

Discover

Renaissance was the period of economic progress. The period stirred enthusiasm for
the study of ancient philosophy and artistic values. Italian Renaissance began in the
late 14th century. It was an era of great artistic and intellectual achievement with
the birth of secular art. The focus was on realistic and humanistic art.

Renaissance art was characterized by accurate anatomy, scientific perspective, and

deeper landscape.

Renaissance painters depicted real-life figures and their sculptures were naturalistic
portraits of human beings.

Architecture during this period was characterized by its symmetry and balance.

As the classical Greeks believed in the harmonious development of the person

through a sound mind, by the practice of athletics, the Renaissance held up the ideal
of the well-rounded man, knowledgeable in a number of fields such as philosophy,
science, arts, including painting and music – and who applies his knowledge to
productive and creative activity.

Renaissance art marks the transition of Europe from the medieval period to the early
modern age. In many parts of Europe, Early Renaissance art was created in parallel
with Late Medieval art. By 1500, the Renaissance style prevailed.

The greatest cathedral building of the age was the rebuilding of St. Peter’s Basilica
in Rome.

Famous Renaissance Artworks and Artists

Michelangelo di Lodovico Buonarroti Simoni (1475-1564)

Michelangelo was an Italian sculptor, painter, architect, and poet. He was considered
the greatest living artist in his lifetime, and ever since then he was considered as one
of the greatest artists of all time. A number of his works in paintings, sculpture, and
architecture rank among the famous in existence. Among his outstanding works as
sculptor were the following: Pieta, Bacchus, Moses, David, Dying Slave, Dawn and
Dusk. Two of his best known works, The Pieta and David, were sculpted before he
turned thirty.

He also created two of the most influential works in fresco in the history of Western
art: the scenes from Genesis on the ceiling and the Last Judgment on the altar wall
of the Sistine Chapel in Rome.

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 In Pieta, Michelangelo approached the subject which
until then had been given form mostly from north of the
Alps, where the portrayal of pain had always been
connected with the idea of redemption as represented
by the seated Madonna holding Christ’s body in her
arms. Michelangelo convinces himself and his
pectators of the divine quality and the significance of
these figures by means of earthly and perfect beauty,
but of course, these are human standards.

Pieta, Michaelangelo

Leonardo di ser Piero Da Vinci (1452- 1519)

Leonardo Da Vinci was a painter, architect, scientist, and mathematician. He was
popularized in present times through the novel and movie, “Da Vinci Code.” He is
known as the ultimate “Renaissance man” because of his intellect, interest, talent
and his expression of humanist and classical values. He is widely considered to be
one of the greatest painters of all time and perhaps the most diversely talented person
to have ever lived. His well known works were: The Last Supper (the most reproduced
religious painting of all time), and the Mona Lisa (the most famous and most
parodied portrait.) His other works were: The Virtruvian Mar, The Adoration
of the Magi, and the Virgin of the Rocks. (Wikipedia)

“Mona Lisa” stems from a description by Renaissance art

historian Giorgio Vasari, who wrote, “Leonardo undertook
to paint for Francesco del Giocondo the portrait of Mona
Lisa, his wife.” Mona, in Italian, is a polite form of address
originating as Madonna- similar to Ma’am, madamme, or
My Lady in English. This became Madonna and its
contraction Mona. The title of the painting, though
traditionally spelled “Mona”, is also commonly spelled in
Modern Italian as “Monna Lisa”.

Mona Lisa, Da Vinci

Raffaello Sanzio da Urbino (Raphael) (1483-1520)

Raphael was an Italian painter and architect of the High Renaissance period. His
work was admired for its clarity of form and ease of composition and for its visual
achievement of the interpreting the Divine and incorporating Christian doctrines.
Together with Michelangelo and Leonardo da Vinci, he formed the traditional trinity
of great masters of that period. His main contributions to art were his unique
draftsmanship and compositional skills.

His famous works were: The Sistine Madonna, The School of Athens, and
The Transfiguration.

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 The Transfiguration was Raphael’s last painting on which
he worked on up to his death. Commissioned by Cardinal
Giulio de Medici, the late Pope Clement VII, the painting
was conceived as an altarpiece for the Narbonne Cathedral
in France. The painting exemplifies Raphael’s development
as an artist and the culmination of his career.

The subject is combined with an additional episode from

the Gospel in the lower part of the painting.

The Transfiguration, Raphael

Donato di Niccolo di Betto Bardi (Donatello) (1386- 1466)

Donatello was one of the Italian great artists of the period. He
was an early Renaissance Italian sculptor from Florence. He is
known for his work in bas- relief, a form of shallow relief
sculpture. His works included the following statues and relief:
David, Statue of St. George, Equestrian Monument of
Gattamelata, Prophet Habacuc, and The Feast of Herod

At the time it was created, it was the first known free- standing
nude statue produced since ancient times

Renaissance art is the art of calm and beauty. Its creations are
perfect they reveal nothing forced or inhibited, uneasy or
agitated. Each form has been born easily, free and complete.
Everything breathes satisfaction, and we are surely not
David, Donatello mistaken in seeing in this heavenly calm and content the
highest artistic expression and spirit of that age.

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 Explore

Paint or sketch an illustration showing the ideas of Renaissance Art. Observe the
usage and application of the elements of arts.

Materials:
• Short bond paper
• art and coloring materials

Reflection Questions:
1. What is the subject of your artwork?
2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, color and texture?
4. What did you feel while doing your artwork?

RUBRICS
Criteria 5 4 3 2 1
1. All instruction were followed
2. Proper use of materials
3. Chosen design was justified by answering all
questions
4. Neatness of the artwork

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 Deepen

Draw or paint an artwork in the style of Renaissance which promotes either “peace”,”
saving the earth”, “gender equality” or any other issues that you might think about.
Give a title and a short description about your work.

Materials:
• Short bond paper
• art and coloring materials

Reflection Questions:
1. What did you feel as you were making your masterpiece?
2. Does your artwork visibly convey the characteristics or idea of Neoclassicism or
Romanticism?
3. How does your artwork illustrate the idea and the message of such issues you
have decided to work on?.

RUBRICS
Criteria 5 4 3 2 1
1. All instruction were followed
2. Proper use of materials
3. Chosen design was justified by answering
all questions
4. Neatness of the artwork

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 Gauge

Choose the correct answer. Write only the letter on the space provided.

_____1. It means “rebirth”

A. Renaissance B. Baroque C. Sculpture D. Medieval
_____2. One of his famous works is the “Mona Lisa”.
A. Raphael B. Da Vinci
C. Donatello D. Michelangelo
_____3. “The Transfiguration” is the artwork of ___________.
A. Raphael B. Michelangelo
C. Donatello D. Da Vinci
_____4. He is known as the “Renaissance man”
A. Raphael B. Da Vinci
C. Donatello D. Michelangelo
_____5. “Pieta” is the artwork of _________.
A. Raphael B. Michelangelo
C. Donatello D. Da Vinci

21 LU_Q2_MAPEH9_Module4
 Social Dances and Dance
P.E.
Mixers

Target

This module introduces you to the value of social dances and dance mixers in
the enhancement of your fitness. You will be provided with activities in modern
standard dances and Latin American 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.
Dancing will not only give you a fruitful dancing experience but will also provide with
a widened social network.

OBJECTIVES:
At the end of the lesson, you are expected to:
1. provide thorough knowledge on the nature and background of social dances and
dance mixers.
2. determine the implications of social dances and dance mixers to one’s fitness and
well-being.

Most Essential Learning Competency

1. Executes the skills involved in the dance (PE9RD-llb-h-4)
2. Monitors periodically one’s progress towards the fitness goals (PE9PF-llb-h-28)

22 LU_Q2_MAPEH9_Module4
 Jumpstart

Read the statement carefully. Choose only the letter of the correct answer and write
it in the corresponding number in your answer sheet.

________1. How do social dancing contribute to one’s fitness and well-being?

A. They help make one physically engaged and active
preventing lifestyle diseases.
B. They cure lifestyle diseases
C. They help prevent sedentary lifestyle-related diseases.
D. They develop one’s talent in dancing.
________2. What happens if one doesn’t have a physically active lifestyle?
A. He/she is prone to weight gain, obesity which may lead to
diabetes and other cardiovascular diseases
B. He/she will not be physically fit
C. He/she will become sickly
D. He/she will become fat
________3. Which of the following is a term used to refer to dances primarily
intended to get to know other people in a certain formal or semi-formal
occasion?
A. ballroom dances B. dance sport
C. festival dances D. social dances
________4. Social dances are of two classifications namely, Latin American
and Modern Standard Dances. Which of the following is an example of
Modern Standard Dances?
A. cha-cha-cha B. jive
C. rumba D. tango
________5. Which of the following is the attire appropriate for males in
Modern Standard Dances?
A. black/white shirt B. black/white sweat shirt
C. black/white long sleeves D. coat and tie
________6. Which of the following best describes social dances?
A. Social dances are for pairs only
B. Social dances can be competed
C. Social dances are dances that improve social skills and
fitness
D. Social dances are dances that entertain people in
attendance to a social function
________7. “It takes two to Tango.” What does this quote mean?
A. A Tango requires two individuals to dance
B. One cannot exist without the other
C. It takes two to make any endeavor work
D. There should always be two individual’s dance
________8. “May I have this dance?” This line implies…
A. A boy who treats a girl with respect even in dancing
B. A boy forcing a girl to dance
C. A boy with no one to dance with pleading
D. A boy who wishes to dance with somebody

23 LU_Q2_MAPEH9_Module4
________9. Which of the following, aside from fitness, can be developed if one
engages in social dancing activities.
A. Respect B. sense of community
C. courtesy D. All of the above
________10. In social dancing, a boy leads while a girl follows. What values
can be developed in such training?
A. Leadership B. Obedience
C. Respect D. All of the above

24 LU_Q2_MAPEH9_Module4
 Discover

In this module, you will learn the fourth part of Social Dances and Dance Mixers. We
will be discussing the Nature and Background of Social Dances and Dance Mixers
and the fitness side of these dances.

READING ACTIVITY:

Nature and Background of Social Dances and Dance Mixers

Social dances and dance mixers are dances intended primarily to get to know other
people in attendance to a certain social function. They are also called ballroom
dances. They are usually performed in pairs, male and female, but may also be
performed in groups. Social dances are classified into two major classifications
namely the Latin American Dances and the Modern Standard Dances. Social Dances
are communal dances performed in social gatherings in any given space. They are
synonymously referred to as ballroom dances, but the former is performed in balls
or formal social functions. Latin American Dances include the salsa, mambo,
meringue, swing, cha-cha-cha, rumba, samba, jive, boogie, and paso doble. They are
called Latin American dances because most of them are from the Latin-American
countries. While the Modern Standard Dances include the slow waltz, tango,
Viennese waltz, foxtrot and quickstep. Latin dances distinguish themselves by the
costumes worn by performers. They are somewhat revealing, tight fitting, sexy yet
sophisticated in nature. They are also distinguished by the nature of the movements.

They are freer and can be performed in close or open hold. Standard dances on the
other hand, wear formal, ankle-length gowns for females and coat-and-tie for males.
Most of the time, movements in these are restricted to close ballroom position with
partner. Social or ballroom dances are different from Dances sport because the latter
is freer in nature and are primarily intended to widen one’s social horizon, for
recreation; and fitness. The former is performed in competitions and are referred to
as competitive ballroom dancing. The required athleticism has established rules of
different levels of difficulty and is limited to five dances per category only. They are
the cha-cha-cha, rumba, samba, paso doble and jive for the Latin category and slow
waltz, tango, Viennese waltz, foxtrot and quickstep for the standard category. The
origin of dances in both the Latin American and Modern Standard groups might also
help in understanding the nature and background of social dances and dance mixers.

25 LU_Q2_MAPEH9_Module4
Below is where each of the dances enumerated came from:

Latin American Dances Origin Modern Standard Dances Origin

Cha-cha-cha Cuba Slow Waltz Austria
Rumba Cuba Tango Argentina
Samba Brazil Viennese Waltz Vienna
Paso Doble Spain Foxtrot USA
Jive/ Boogie USA Quickstep USA
Swing USA
Merengue Dominican
Republic
Salsa Cuba
Mambo Cuba

Dance mixers, on the other hand, are social dances which allow group of performers
to change partners periodically while dancing to allow chance to get to know other
members of the performing group. Its primary function is to maximize the social
dimensions of dancing. There are specific dance mixers that are performed in social
events but ballroom or social dance can be converted into dance mixers by expanding
it from a pair-dancing to group dancing activity with exchange of partners
periodically while dancing

The Fitness Side of Social Dancing and Dance Mixers

There is more to dancing than dancing itself. It has the power to maintain or even
improve your fitness. In your previous lesson on fitness, it has already been
discussed that in planning your own fitness program, no matter what your medium
activity is, you always have to consider the FITT principle. F for frequency, I for
intensity, T for time and the other T for type of the activity. Intensity being one of the
most important of the four mentioned principles, refers to the level of exertion and is
closely monitored through your heart rate. To receive maximum cardiovascular
benefits, you should dance at an intensity that raises your heart rate from 60% to
80% of your PMHR (Predicted Maximum Heart Rate). But if you have a special
condition which includes inactivity, overweight/obese, pregnant or with special
medication, you should consult your doctor before proceeding to your fitness regimen.
This is how to determine your THR (Target Heart Rate) range. Follow the steps
provided and you’ll arrive at your own PMHR and THR which you could use in
determining the intensity of your dancing activity and raising it to a higher level if
necessary.

STEP 1: Find you PMHR in beats per minute by subtracting your age from 220:
220 - __________ = (Your Predicted Maximum Heart Rate) Example:
220 - 15 = 205 (PMHR of a 15 year-old individual)

STEP 2: You need to work out your lowest Target Heart Rate that you need
to aim for during exercise by multiplying your PMHR by 60% (or .6):
_____(PMHR) x 60% (or .6) = (Lowest Target Hear Rate)
Example: 205 x .6 = 123 beats/minute
(Lowest THR of 15 year-old individual)

26 LU_Q2_MAPEH9_Module4
STEP 3: Lastly, you need to work out for your Highest Target Heart Rate that you
can aim for during exercise by multiplying your PMHR by 80% (or .8):
_____(PMHR) x 80% (or .8) = (Highest Target Hear Rate)
Example: 205 x .8 = 164 beats/minute
(Highest THR of 15 year-old individual)

So, when you are dancing, you are aiming for the range of the two figures you have
come up with in Steps 2 and 3. In the example given, the Target Heart Rate of a 15
year-old individual is from 123 to 164 beats per minute during exercise. To maximize
the benefits you can derive from social dancing in relation to cardio-vascular fitness,
you need to know your Target Heart Rate. This determines the intensity or level of
exerted effort you are pouring into your dancing

Explore

In this activity, the retention of the given facts in the reading activity will be tested.
If you understand your reading, you will be able to answer the following questions
below.

1. What are social dances?

2. How are Latin American Dances different from Modern Standard Dances?
3. How do you think can social dances and dance mixers help in enhancing your
fitness and wellness?
4. What does THR mean to you?
5. What is your lowest THR? What is your highest THR?
6. How essential is determining your THR in your own exercise program?

27 LU_Q2_MAPEH9_Module4
 Deepen

In this activity, your knowledge will be assessed through the given completion
statements below. As much as possible don’t copy ideas which were already
presented in the reading activity, if there’s any. You are encouraged to come up with
your own idea to complete the given statements.

Social dances are ________________________________________

____________. They are classified into two groups, __________________________ and
__________________________. Social dances are also called __________________.
_______________ on the other hand can be social dances performed in groups while
periodically changing partners to maximize the social dimensions of social dancing.
___________________ can be developed if one engages in _______________________.
___________________ and ___________________ can also improve if one performs social
dances regularly. The ___________________________ can guide one as to what kinds of
food to eat to maintain or improve weight too. My favorite among the social dances
is_______________because_________________________________________________________.
I believe that with my participation in social dancing, I will improve my fitness,
________________________ and may eventually help me in influencing my
_____________________ to improve their fitness too.

28 LU_Q2_MAPEH9_Module4
 Gauge

Read the statement carefully. Choose only the letter of the correct answer and
write it in the corresponding number in your answer
sheet.

_________1. Which of the following is a term used to refer to dances

primarily intended to get to know other people in a certain formal or
semi-formal occasion?
A. ballroom dances B. dancesport
C. festival dances D. social dances
_________2. Social dances are of two classifications namely, Latin
American and Modern Standard Dances. Which of the following is
an example of Modern Standard Dances?
A. cha-cha-cha B. jive
C. rumba D. tango
_________3. Which of the following is the attire appropriate for males in
Modern Standard Dances?
A. black/white shirt B. black/white sweat shirt
C. black/white long sleeves D. coat and tie

_________4. Which of the following, aside from fitness, can be developed if

one engages in social dancing activities?
A. Respect B. sense of community
C. courtesy D. All of the above
_________5. In social dancing, a boy leads while a girl follows. What
values can be developed in such training?
A. Leadership B. obedience
C. respect D. all of them
_________6. “May I have this dance?” This line implies…
A. A boy who treats a girl with respect even in dancing
B. A boy forcing a girl to dance
C. A boy with no one to dance with pleading
D.. A boy who wishes to dance with somebody
_________7. Which of the following best describes social dances?
A. Social dances are for pairs only
B. Social dances can be competed
C. Social dances are dances that improve social skills and
fitness
D. Social dances are dances that entertain people in
attendance to a social function
_________8. “It takes two to Tango.” What does this quote mean?
A. A Tango requires two individuals to dance
B. One cannot exist without the other
C. It takes two to make any endeavor work
D. There should always be two individuals dancing the
Tango

29 LU_Q2_MAPEH9_Module4
_________9. How do social dancing contribute to one’s fitness and well-
being?
A. They help make one physically engaged and active
preventing lifestyle diseases.
B. They cure lifestyle diseases
C. They help prevent sedentary lifestyle-related diseases. D.
They develop one’s talent in dancing.
_________10. What happens if one doesn’t have a physically active
lifestyle?
A. He/she is prone to weight gain, obesity which may lead
to diabetes and other cardiovascular diseases
B. He/she will not be physically fit
C. He/she will become sickly
D. He/she will become fat

30 LU_Q2_MAPEH9_Module4
 Myths, Misconceptions,
HEALTH Signs and Symptoms of
Drug Abuse

Target

Lesson 4, analyzes the different myths misconceptions about substance use and
abuse. You will learn to describe the signs and symptoms of drug use and abuse
among Filipino teenagers. You will be provided with information about the topics.
Activities are provided to further enhance your current knowledge, skills and
attitudes toward the said topics.

OBJECTIVES:
At the end of the lesson, you are expected to:
1. analyze myths and misconceptions about substance use and abuse
2. describe signs and symptoms of possible substance use and abuse among
adolescents
3. make an acrostic poem about breaking the myths and misconception about drugs.

Most Essential Learning Competency:

1. Corrects myths and misconceptions about substance use and abuse. (H9S-IId-l9)
2. Recognizes warning signs of substance use and abuse (H9S-lld-20)

31 LU_Q2_MAPEH9_Module4
 Jumpstart

Read and understand the statement.

Tell whether it is Myths or Facts about drugs of abuse. Write your answer on your
answer sheet.
_______1. Certain drugs of abuse stimulate the production of stomach acids.
_______2. Drugs of abuse improve memory.
_______3. Drugs of abuse make a person bold and brave.
_______4. Drugs of abuse are not the solution to problems and worries
people encounter.
_______5. Drugs of abuse heat up the body.

II. Fill in the blanks. Select your answer inside the parenthesis and write
your answer on your answer sheet. People give several reasons for taking
__________(Drugs, Board). Some believe that these drugs can make them
_________(awesome, feel) and look good. Certain drugs of abuse produce
______________(creation or existence, pleasure or euphoria). Euphoria is the high
_____________ (elevation, sensation) of feeling good and extremely relaxed. Euphoria
is a sensation brought about by the chemical reactions of
the_____________(neurotransmitters, psychotransmitters) in the brain

32 LU_Q2_MAPEH9_Module4
 Discover

In this module, you will learn the fourth part of Prevention of Substance Use and
abuse. We will be discussing the Myths, Misconceptions, Signs and Symptoms of
Drug Abuse.

READING ACTIVITY:

People give several reasons for taking drugs. Some believe that these drugs can
make them feel and look good. Certain drugs of abuse produce pleasure or euphoria.
Euphoria is the high sensation of feeling good and extremely relaxed. Euphoria is a
sensation brought about by the chemical reactions of the neurotransmitters in the
brain. Thus, drugs affect your brain process.

Continuous and prolonged drug use has a very bad effect in a person. It can alter
his behavior, and his mental, physical, and psychological condition. Most
importantly, drug dependence results in drug abuse, drug tolerance, problems with
society and law, withdrawal symptoms, severe health problems, poor of quality of life
and eventually death.
You must understand that it is not easy to know and feel the effects of drugs on
the body. Effects are not always the same with drug users. A small amount of a
substance may create a feeling of pleasure to a person but the same amount may
cause restlessness, stress or even immediate death to another person. It is important
to remember that each individual’s brain capacity and function and total body
chemistry are different from other persons, thus we have different reactions to drugs
and substances.

Myths and Misconception about Drugs of Abuse

Myths and Misconceptions Facts about Drugs of Abuse
Drugs of abuse improve Drugs of abuse shut down proper brain
memory functioning. Certain drugs stimulate the brain
but do not really help improve memory. Most
drug uses claim they think better and clearly
after taking drugs but test on performed worst.
Drug of abuse do not improve memory
Drugs of abuse help in the Certain drug of abuse stimulate of stomach acids.
digestion of food Constant exposure the higher than normal acid
level damages stomach lining which can result to
ulcers. Drugs of abuse do not help in the
digestion of food.
Drugs of abuse make a person Certain drugs of abuse remove shyness and
bold and brave inhibition. In psychology, normal inhibition
prohibits a person to do unacceptable things,
thoughts, and desires. Normal inhibition
includes not taking other people’s things, not
crossing a busy street, and knowing what is right
from wrong. The temporary courage brought
about by taking drugs is a dangerous one as it
makes a drug user lose normal judgment which

33 LU_Q2_MAPEH9_Module4
 is part of the person’s normal inhibition.
Drug of abuse place a user in a dangerous and
life-threatening situation
Drugs of abuse remove life’s Drugs of abuse are not the solution to problems
problems and worries and worries people encounter. Some people
believe that using drugs eliminate one’s problems
and worries in life. The truth is drugs of abuse
will only worsen the scenario and further add
more problems some of which are even harder to
solve.
Drugs of abuse worsen life’s problems and
worries
Drugs of abuse heat up the Drug users believe that certain drugs cause the
body blood to become warmer which makes the body
temperature rise. In cold countries, drugs are
used to heat the body. The truth about this is far
from reality. Drugs dilate blood vessels in the
skin which makes the blood to flow nearer to the
skin which enhances convection of hear from the
body to the outside environment. Through
convection of heat, body heat is lost faster than
normal.
Drugs of abuse do not heat up the body; instead,
they make the body lose heat faster than normal

Profile of a Drug Abuser

The Dangerous Drugs Board listed the following signs and symptoms of drug
abuse. It is important to note that having a few of these signs doesn’t immediately
make a person a drug user. Therefore, observations of physical, mental, emotional
and social behaviors must be carefully done to confirm if a person is a drug user.

Below are some of the signs and symptoms of drug use:

a. Declining interest in studies and k. Reddish eyes
work l. Sudden loss in weight
b. Identification with known drug m. Frequent complaints of headache
users and stomach pains
c. Negative outlook in life n. Convulsions
d. Uncontrolled irritation o. Frequent attacks of cough and
e. Paranoia (fear that people always runny nose
stalk and talk about him/her) p. Brown stains on fingertips
f. Severe feeling of depression and q. Foul body smell
loneliness r. Wearing of sunglasses even at night
g. Complains of over fatigue s. Loss of balance
(psychological or physiological) t. Loss of interest in sports and
h. Frequent involvement in petty hobbies
fights and crimes u. Poor judgment and loss of
i. Frequent changes of mood and inhibition
extreme mood swings v. Loss of concentration
j. Lousy physical appearance

34 LU_Q2_MAPEH9_Module4
 Explore

The table shows the changes cause in a person by using of drug use and abuse.
Study the description below and classify them where they belong.

Extreme mood swings No longer concerns self with morality

Reddish eyes Does not want to be with other people
Depression and loneliness No longer attends church services
Lousy appearance Declining interest in studies and work
Loss of concentration Frequent socialization with known drug users

Physical Mental Emotional Social Moral-Spiritual

Changes Changes Changes Changes Changes

Deepen

Make an album showing how drugs are classified and how they affect the body. Make
an acrostic poem about breaking the myths and misconception about drugs. Use the
letters of the words “SAY NO TO DRUGS” as the first letter of each stanza.

Say no to drug use, abuse and addiction.

A
Y
N
O
T
O
D
R
U
G
S

35 LU_Q2_MAPEH9_Module4
 Gauge

Read the paragraph carefully. Underline the word/s inside the parenthesis to make
the paragraph correct.

People give several reasons for taking (Drugs, Board). Some believe that
these drugs can make them (feel, awesome,) and look good. Certain drugs of abuse
produce (creation or existence, pleasure or euphoria). Euphoria is thehigh
(sensation, elevation) of feeling good and extremely relaxed. Euphoria is a sensation
brought about by the chemical reactions of the (neurotransmitters,
psychotransmitters) in the brain. Read and understand the statement.

Tell whether it is Myth or Fact about drugs of abuse. Draw a heart if your answer is
Myth, and star if it is Fact.
_______1. Drugs of abuse make a person bold and brave.
_______2. Drugs of abuse are not the solution to problems and worries
people encounter.
_______3. Certain drugs of abuse stimulate the production of stomach acids.
_______4. Drugs of abuse improve memory.
_______5. Certain drugs of abuse stimulate the production of stomach acids.

36 LU_Q2_MAPEH9_Module4
LU_Q2_MAPEH9_Module4 37
ARTS
JUMPSTART EXPLORE
1. Pieta – R 1. Performance ma vary
2. Ecstasy of St. Teresa – B
3. Mona lisa – R
4. David – R
5. Conversion of St. Paul - B
GAUGE
1. A
2. B
3. A
4. B
5. B
MUSIC
JUMPSTART
1. Timpani – Idiophone
2. Cymbals – Idiophone
3. Violin – Chordophone
4. Flute – Aerophone
5. Bass Drum –
Membranophone
6. Trumpet – Aerophone
7. Guitar – Chordophone
8. Triangle – Idiophone
9. Piano - Chordophone
Answer Key
 P.E

HEALTH

38 LU_Q2_MAPEH9_Module4
References

A. Government Publications

https://www.arapahoe-phil.org/plan-your-visit/resources/instruments-of-the-
orchestra/
Learner’s Material in Physical Education and Health Grade 9 Facts on drugs.
Retrieved November 4, 2013 from
http://www.ddb.gov.ph/component/content/article/46-sidebar/58-factson- drugs
Nov 5, 2013 Drug facts: inhalants. (October 24, 2013). Retrieved November 5,
2013, from http://teens.drugabuse.gov/drug-facts/inhalants Drug facts:
stimulants. (October 24, 2013). Retrieved November 5, 2013, from
http://teens.drugabuse.gov/drug-facts/stimulants Drug facts: tobacco. (October
24, 2013). Retrieved November 5, 2013, from http://teens.drugabuse.gov/drug-
facts/tobacco 2008 national household survey on the nature and extent of drug
abuse in the Philippines. Retrieved November 7, 2013, from
http://www.ddb.gov.ph/images/psrsd_report/2008%20National%20Ho
usehold%20Survey.pdf

Other references

http://stresscourse.tripod.com/id63.html
http://www.britannica.com/art/improvisation-music
https://www.youtube.com/watch?v=xpAjbaNBPqA
https://www.youtube.com/watch?v=BMzxv2JbRV

39 LU_Q2_MAPEH9_Module4
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriclum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
[email protected]
[email protected]

40 LU_Q2_MAPEH9_Module4