MAPEH Guided Learning Activity Kit

Quarter 2

Week 2

9

MAPEH– Grade 9

Guided Learning Activity Kit Quarter 2-

Week 2

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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,

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Development Team of the Activity Sheet

Writers: Ronniel John T. Manahan(Music)

Almier Asuelo (Arts)

Marjorie Alfonso (Physical Education)

Rinnah Pantilon-Fontillas (Health)

Editor: Ariel Fastidio (Physical Education & Health)

Karissa C.Eay (Physical Education & Health)

Reviewers: Julie Ann M. Villanueva

Graphic Artist/Lay out Artist: Myla P. Nacin, Margie E. Fuertes

Management Team: Leonardo D. Zapanta EdD, CESO V

Michelle Ablian-Mejica, EdD

Manolito B. Basilio, EdD

Encarnita D. Deveraturda

Victor M. Misola

Garry M. Achacoso

Rachelle C. Diviva

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Learning Competency

▪ Explains the performance practice (setting, composition, role of

composers/performers, and audience) during Classical Period). (MU9CLIIa-f-3)

Objective

At the end of the lesson, you are expected to:

▪ Distinguish the characteristics of classical composers

Review

From lesson 1 you have gained information about Classical Period. Now, let us take a look for some important points explained in the previous lesson.

Provide what is being asked from the following number.

Artistic inspirations of Classical music

1.

2.

3.

4.

Composer of Classical Music

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Musical elements 1.

2.

3.

4.

1. Franz Joseph Haydn- referred to as the “Father ofthe Symphony” His works reflect his character and

personality such as calm, balanced, serious but with touches of humor. He came from a poor family and

music led him to become prominent.

Most of his symphonies have nicknames such as:

● Surprise Symphony

● The lock● The Military

2. Wolfgang Amadeus Mozart- a child prodigy andthe most amazing genius in musical history. He was

recognized as an exceptional pianist. In addition, he experimented all kinds of music and composed over

700 works. He had written sonatas, concertos,

symphonies, religious works and operas.

He composed wonderful concertos, symphonies and

opera such as: ● The Marriage of Figaro

● Don Giovanni● The Magic Flute

● Eine Kleine Nachtmusik● Symphony No.40 in G Major

● Sonata No. 11in A Major K31

Discussion

(Joseph Haydn, 2020)

(File:Wolfgang-amadeus-

mozart 1.jpg - Wikimedia

Commons, 2020)

3 | Page

3. Ludwig Van Beethoven- a talented pianist

and composer. He was the composer who bridged the late classical area and the early

Romantic era. His famous compositions include 32 piano sonatas, 21 set of variations, 9

symphonies, 5 concertos for piano, 16 string quartets and choral music.

His works include: ● Missa Solemnis● Fidelio

● Symphony No.3, No5, No.6

and No,9

The following are characteristics of Beethoven’s works: ● His music veered toward larger orchestras

● Used more brass instruments and dynamics.● All themes revolve around one motif.

● Developed musical themes and motifs extensively by means ofmodulation.

Activity

Week 2 Activity: WHO AM I?

Directions. Describe the following composers in terms of their distinguishing

characteristics and their music.

1. Franz Joseph Haydn

2. Wolfgang Amadeus Mozart

3. Ludwig Van Beethoven

(Ludwig van Beethoven, 2020)

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Key to Correction

Review

Rationalism

Universality

Cosmopolitism

Elegance

Melody

Dynamics

Texture

Tempo

Review

The Renaissance period began in the late 14th century. The word

renaissance comes from the French word, renaitre, which means “rebirth”. Art was

characterized by accurate anatomy, scientific perspective and deeper landscape.

Paintings depicted real-life figures, Sculptures were naturalistic portraits of human

beings and Architecture was characterized by its symmetry and balance

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 Baroque periods.(A9EL-IIa-3)

Objectives

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 elements and principles of arts from Baroque Periods.2. Recognize the distinct characteristics of arts during the Baroque Period.

ARTS OF THE BAROQUE

PERIODS

2 | Page

Discussion

Baroque Art (1600-1800)

The term Baroque was derived from the Portuguese word “barocco” which

means “irregularly shaped pearl or stone.” It describes a fairly complex idiom and focuses on painting, sculpture, as well as architecture.

After the idealism of Renaissance, and the slightly forced nature of

“mannerism”, Baroque art above all reflects the tensions of the age notably the desire of the Catholic Church in Rome to reassert itself in the wake of the

Protestant Reformation which is almost the same with Catholic- Reformation Art of the period.

Although always in conflict with the simple, clear, and geometric concepts of classicism, the Baroque existed in varying degrees of intensity, from a simple

animated movement of lines and surfaces, to a rich and dynamic wealth. Baroque was a period of artistic styles in exaggerated motion, drama,

tension, and grandeur. The style started in Rome, Italy and spread to most of

Europe. The Roman Catholic Church highly encouraged the Baroque style to

propagate Christianity while the aristocracy used Baroque style for architecture and arts to impress visitors, express triumph, power, and control.

Baroque painting illustrated key elements of Catholic doctrine, either directly in Biblical works or indirectly in imaginary or symbolic work. The gestures

are broader than Mannerist gestures: less ambiguous, less arcane, and mysterious.

Baroque sculpture, typically larger than life size, is marked by a similar

sense of dynamic movement, along with an active use of space. Baroque architecture was designed to create spectacle and illusion. Thus

the straight lines of the Renaissance were replaced with flowing curves.

Famous Baroque Artworks and Artists ● Michelangelo Merisi or Amerighi da Caravaggio – Conversion of St. Paul

● Gian Lorenzo Bernini – Ectasy of St. Teresa

● Peter Paul Rubens – Portrait of Helen Fourment● Rembrandt Harmenszoon van Rijn – Self Portrait

● Diego Velasquez – Las Meninas

Activities

Activity 1: True or False Directions: Write True if the statement is correct. If the statement is incorrect

underline the word or phrase that makes it incorrect and write down the word or phrase that will make it true.

__________1. Baroque architecture and arts were used to impress visitors, express

victory, power and control. __________2. Baroque style was encouraged to restrict Christianity.

__________3. Many artworks of Baroque period illustrated the key elements of Catholic doctrines.

__________4. Baroque style not existed in varying intensity and remain from its simplicity.

__________5. Baroque architecture used flowing curves instead of straight lines.

Activity 2: Describe Baroque Art Directions: Describe the following briefly

1. Baroque painting

2. Baroque sculpture

3, Baroque architecture

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References

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.

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

Google.Com, 2020.

https://www.google.com/search?q=image+of+intramuros&source=lnms&tbm=i

sch&sa=X&ved=2ahUKEwiT6pHYitbsAhUPy4sBHc2IC2cQ_AUoAXoECAIQAw&biw=1026&bih=544#imgrc=7rck3WrKgAAhoM.

Key to Corrections

Activity 1

1. T

2. Baroque style was encouraged to

propagate Christianity.

3. T

4. Baroque style existed in varying

degrees of intensity.

5. T

Activity 2

Answers may vary

Learning Competency

This Guided Learning Activity Kit will help you achieve the following competencies.

1. Execute the skills involved in the dance. PE9RD-IIb-h-4

Objectives

1. Describes the nature and background of the dance.

2. Executes the skills involved in the dance.

Review

Last week, you take your physical assessment in social dancing. In a few

sentence, discuss the result of your test and describe what it tells you?

Discussion

Social dances 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.

Nature and Background of

Social Dances

Classification of Social Dances:

1. Latin American Dances-originated from the Latin-American countries.

-distinguish themselves by the costumes worn by performers. -the clothes are somewhat revealing, tight-fitting, sexy yet

sophisticated in nature. -they are freer and can be performed in close or open hold.

2. Modern American Dances-dancers wear formal, ankle-length gowns for females and coat-and-

tie for males.

-movements in these are restricted to close ballroom position with partner

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 Modern American Dances

Salsa jive slow waltz

Mambo boogie tango

Meringue paso doble Viennese waltz

Swing foxtrot

cha-cha-cha quickstep

Rumba

Samba

Social or ballroom dances are different from dance 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 5 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. 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 Walt Vienna

Paso Doble Spain Foxtrot USA

Jive/Boogie USA Quickstep USA

Swing USA

Merengue Dominican Republic

Salsa Cuba

Mambo Cuba

Activity

Activity A: Complete Me

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 lecture-discussion, if there’s any. You are

encouraged to come up with your own idea to complete the given

statements.

Learning Competencies

1.Discuss the risk and protective factors in substance use and abuse2.Analyzes situations for the use and non-use of psycho active

substances H9S-IIb-16-17

Objectives

At the end of this guided learning activity kit, you are expected to

1. describe your weaknesses and how to strengthen them.

Review

From last week’s lesson, how you do feel after reading each statement? Place if you AGREE,

if you DISAGREE and if UNDECIDED.

________1. Advertising is causing teenagers to try alcohol drinks. ________2. It is okay for students to use cigarettes and alcohol.

________3. Parents should be held responsible for their children who are into drug use.

________4. Smoking should be banned in public place.

________5. Severe penalties for drug use stop people from using drugs. ________6. Our law is too easy on teenagers caught using drugs.

Knowing the Risk and

Protective Factors in Using

Drugs and Psychoactive

Substances

Discussion

Risk factors are those influences which increase the chances of using,

misusing and abusing drugs. Protective factors, on the other hand, are those influences which decrease the chances of using, misusing and abusing drugs.

According to studies, protective factors counterbalance negative effects of risk factors. It is important to understand that it does not necessarily mean that several

risk factors present make a person highly susceptible to drug use, misuse and

abuse. Protective factors even if few in number may be enough to work against the risk factors, more so if there are several of these protective influences. These

factors are composed of influences in different domains of life. Below are the risk and protective factors in the use, misuse and abuse of

drugs:

PERSONAL (Early Aggressive Behavior vs. Self-control)

RISK FACTORS PROTECTIVE FACTORS

Use of drugs at an early age Self-control behavior

Risk taking behavior Good reasoning skills

Experimentation Excellent social skills

Poor social skills and interaction Positive interaction with people

Childhood problems Sense of belonging

Feelings of isolation

FAMILY (Weak Parental Guidance vs. Strong Parental Guidance)

RISK FACTORS PROTECTIVE FACTORS

History and patterns of drug use Good communication with people

Attitudes toward drug use Positive family relationship

Poor parenting and child rearing Clear and consistent family rules

Inconsistent family rules Strong family values

Poor family values Positive expectation to child’s success in

family, school and community

Poor family ties Reliance on family for emotional support

PEERS AND FRIENDS (Substance Abuse vs. Academic Excellence)

RISK FACTORS PROTECTIVE FACTORS

Association with peers and friends Association with peers and friends who

known to use gateway drugs do not use gateway drugs

Preference to stay with peers and Formation of friendships

friends than with family Reliance on friends for emotional support

Inviting friends at home to know the

family

SCHOOL (Availability of Drugs vs. Strong Anti-Drug Policies)

RISK FACTORS PROTECTIVE FACTORS

Poor academic performance Good to excellent academic performance

Lack of commitment to studies Joins extra-curricular activities

Poor attendance in school and school organizations

Involvement in fights and conflicts Shows interest in attending classes

COMMUNITY (Poverty vs. Strong Community Relationship)

RISK FACTORS PROTECTIVE FACTORS

Easy access to gateway drugs Strong community relationships

Poor community organization and Active and positive community

neighborhood relationship programs, projects and activities for the youth

Poor implementation of community Positive attitude which combat drug use

laws

Negative attitudes which favor drug use Strong community advocacy

against drugs

Psychoactive, also called psychotropic, is a term that is applied to chemical

substances that change a person's mental state by affecting the way the brain and

nervous system work. This can lead to intoxication, which is often the main reason

people choose to take psychoactive drugs. The changes in brain function

experienced by people who use psychoactive substances affect their perceptions,

moods, and/or consciousness.

Four Classification Psychoactive Substances

Psychoactive Substance Example Excessive use

Stimulants - improvement in mood

that can reach euphoria, and bodily

responses such as increased heart

rate and blood pressure.

Caffeine

Nicotine Amphetamines

cocaine

Irritability

Mood swings Hallucination

Chest pain death

Depressants - effects include

reduced feelings of tension, relief of

anxiety, and muscle relaxation.

Alcohol Tranquilizer

*benzodiazepines*barbiturates

Clammy skin, slow and shallow

breathing, rapid and weak pulse, coma

and death

Opioids – a group of drugs derived

from morphine. The effects include

pain relief, drowsiness, euphoria,

Codeine

Morphine

Oxycodone Heroin

Nausea and

vomiting

Convulsions Respiratory arrest

confusion, and respiratory

depression (slowed breathing that

keeps the lungs from expanding fully

and providing enough oxygen to the

body).

Painkillers *aspirin

*acetaminophen*ibuprofen

Coma Death

Hallucinogens - effects include

paranoia, depersonalization (a sense

of not being real), hallucinations,

erratic behavior, and increased

blood pressure and heart rate.

Psilocybin from

mushrooms LSD

Cannabis Ketamine

Phencyclidine(PCP)

Dextromethorphan Peyote(mescaline)

Problem thinking

and speaking Memory loss

Depression Weight loss

Activity

Week 2: I Can Do It

Strengthen my weak protective factors: Cite one weak factor that you would

like to become strong. Write your answer on the circle provided.

Recommendation Weak Factor

Acknowledgment

The Schools Division of Zambales would like to express its heartfelt

gratitude to the following, who in one way or the other, have contributed to the

successful preparation, development, quality assurance, printing, and distribution

of the Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across

grade levels as a response to providing the learners with developmentally-

appropriate, contextualized and simplified learning resources with most essential

learning competencies (MELCs)-based activities anchored on the principles of

guided learning and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the

writers and graphic artists for devoting much of their time and exhausting their

best efforts to produce these indispensable learning kits used for the

implementation of learning delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully

evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning

resources for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination

with the school heads, for their weekly distribution and retrieval of the GLAKs and

for their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the

learners the needed guidance and support for them to possibly accomplish the

tasks and for gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our

Zambaleño learners.

Again, our sincerest thanks!

The Management Team