SECOND GRADING MODULES IN MAPEH GRADE 9

Compiled by:

MRS. MA. ZITA C. PARRA

MAPEH Teacher

NAME:__________________________________________YR AND SEC:___________________________

MUSIC UNIT II

MUSIC OF THE CLASSICAL PERIOD (1750-1820

The classical era, also called “Age of Reason”, is the period from 1750-1820. The cultural life was dominated by the
aristocracy, as patrons of musicians and artists who generally influenced the arts. Significant changes in musical forms
and styles were made.

In the middle of the 18th century, Europe began to move toward a new style in architecture, literature, and the arts,
known as Classicism. It was also pushed forward by changes in the economic order and in social structure. Instrumental
music was patronized primarily by the nobility.

Important historical events that occurred in the West during this era were the French Revolution and the Napoleonic
Wars, the American Declaration of Independence in 1776 and the American Revolution.

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. The same characteristics may also describe the melodies
of classical music. Harmony and texture is homophonic in general. The dynamics of loud and soft were clearly shown
through the extensive use of crescendo and diminuendo. A style of broken chord accompaniment called, Alberti Bass
was practiced.

The great composers of the period were: Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig Van Beethoven.
Sonata, Concerto, and Symphony are the instrumental forms developed during this era while Opera Seria and Opera
Buffa are the two vocal forms.

COMPOSERS OF THE CLASSICAL PERIOD:

1. FRANZ JOSEPH HAYDN (1732-1809)

Franz Joseph Haydn is one of the most prominent composers of the classical period. His life is
described as a “rags-to-riches” story. He came from a poor family and his music led to his rise
in social status. He was hired by rich patrons and eventually became a musical director for the
Esterhazy family for 30 years.

His music reflects his character and personality: mainly calm, balanced, serious but with touches of humor. He was
able to compose over 100 symphonies and developed them into long forms for a large orchestra. He was named,
“Father of the Symphony” although he excelled in every music genre of the period. Most of his symphonies have
nicknames such as the “Surprise Symphony”, “The Clock”, “The Military”. He also wrote chamber piano music and
choral works.

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 2. WOLFGANG AMADEUS MOZART (1756-1791)

Wolfgang Amadeus Mozart is a child prodigy and the most amazing genius in musical history. At age five, he was already
playing the violin and the harpsichord; at six, he was recognized as an exceptional pianist and, at seven, he was already
composing excellent music. At age thirteen, he had written sonatas, concertos, symphonies, religious works, and operas
and operettas.

He experimented in all kinds of music and composed over 700 works. Unfortunately, due to mismanaged finances he
lived his life in poverty, died young and was buried in an unknown grave. He composed wonderful concertos,
symphonies and opera such as “The Marriage of Figaro” (1786), “Don Giovanni (1789), and “The Magic Flute” which
became popular. Otherknown works: Eine Kleine Nachtmusik, Symphony No. 40 in G Major, and Sonata No. 11 in A
Major .

3. LUDWIG VAN BEETHOVEN (1770-1827)

Ludwig Van Beethoven was born in Bonn, Germany to a family of musicians and studied music at an early age. He was
the composer who bridged the late Classical era and the early Romantic era. He was a talented pianist and composer. 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 the “Missa Solemnis” (1818-1823) and opera “Fidelio” (1805). His known
symphonies are: Symphony No. 3 (Eroica), No. 5, No. 6 (Pastoral), No. 9 (Choral), which adds
voices to the orchestra. He began to go deaf in 1796 but this did not become a hindrance.
He continued composing through the help of an assistant and hearing gadget. Some of his
famous compositions were made when he was deaf.
VOCAL AND INSTRUMENTAL MUSIC

*SONATA
A multi-movement work for solo instrument, Sonata came from the word “Sonare” which means to make a sound. This
term is applied to a variety of works for a solo instrument such as keyboard or violin.
Below is an excerpt from the 3 movements of the Sonata No. 16 in C Major K545 by W.A. Mozart. Listen to each phrase
of the movement.

1st Movement: Allegro – fast movement

2nd Movement: Slow tempo: (Andante, Largo, etc.), mostly lyrical and emotional.
3rd Movement: Minuet: It is in three-four time and in a moderate or fast tempo.

*SONATA ALLEGRO FORM

The most important form that developed during the classical era consists of 3 distinct sections: Exposition, Development
and Recapitulation.
1. Exposition - the first part of a composition in sonata form that introduces the theme
2. Development is the middle part of the sonata-allegro form wherein themes are being developed
3. Recapitulation - repeats the theme as they first emerge in the opening exposition

*CONCERTO

Concerto is a multi-movement work designed for an instrumental soloist and orchestra. It is a classical form of music
intended primarily to emphasize the individuality of the solo instrument and to exhibit the virtuosity and interpretative
abilities of the performer. The solo instruments in classical concertos include violin, cello, clarinet, bassoon, trumpet,
horn and piano. A concerto has three movements: fast, slow, and fast.

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3 movements:
1st Movement: Fast: Sonata-allegro form with expositions of the orchestra and then by the soloist.
2nd Movement: Slow: Has more ornamentation than the First movement.
3rd Movement: Fast: Finale: usually in a form of rondo, resembling the last movement of the symphony and usually a
short cadenza is used.

*SYMPHONY
A multi-movement work for orchestra, the symphony is derived from the word “Sinfonia” which literally means “a
harmonious sounding together”. It is a classical music for the whole orchestra, generally in four movements.

4 movements of the symphony:

1st Movement: Fast: Sonata-allegro form
2nd Movement: Slow : gentle, lyrical – typical ABA form or theme and variation
3rd Movement: Medium/Fast: uses a dance form (Minuet or scherzo)
4th Movement: Fast: typically Rondo or Sonata form

*CLASSICAL OPERA
Opera is a drama set to music where singers and musicians perform in a theatrical setting. The two distinct styles of
opera, Opera Seria and Opera Buffa, were developed during the Classical Period. The Opera Seria (serious opera) usually
implies heroic or tragic drama that employs mythological characters, which was inherited from the Baroque period.
“Idomeneo” by Mozart is an example of Opera Seria. The Opera Buffa (comic opera) from Italy made use of everyday
characters and situations, and typically employed spoken dialogues, lengthy arias and was spiced with sight gags,
naughty humor and social satire. “The Marriage of Figaro”, “Don Giovanni”, and “The Magic Flute” are examples of
popular Opera Buffa by Mozart.

GROUP ACTIVITY: “On Stage”

Procedure:
1.You will be divided into 3 groups.
2.Each group will create a short musical production (30 minutes) on either the life of Haydn, Mozart or Beethoven.
3.Use the music/compositions of your chosen composer as your background, accompaniment for your dance, and song.
4.Your group can create or improvise an instrumental accompaniment.
GLOSSARY
Alberti Bass- a special type of broken chord accompaniment where the chord is played in this order: lowest note -
highest note - middle note - highest note then repeats the pattern to create a smooth, sustained, flowing sound
Allegro - quickly, in a brisk lively manner
Andante - in a moderately slow tempo
Cadenza- an improvised passage or ornamentation performed by a soloist or group of soloists that allows a display
of virtuosity often placed near the end of a piece.
Cantata - a choral composition with instrumental accompaniment, typically in several movements.
Classical era - the period from 1750-1820 called the Age of Reason.
Concerto - a major instrumental work for solo instrument with orchestral accompaniment
Crescendo - gradually becoming louder
Diminuendo - gradually becoming softer
Development - middle part of the sonata-allegro form wherein themes are being developed
Exposition - the first part of a composition that introduces the themes that will be developed through the piece
Homophonic - a melody accompanied by chords

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Largo - a very slow tempo.
Minuet - a slow, stately ballroom dance for two in triple time.
Opera - a drama set to music
Opera buffa - opera in Italy that is full of fun and frivolity
Opera comique - comic opera in France,
Opera Seria - an opera based on a serious plot that usually revolves around mythological beings such as gods and goddesses
Recapitulation - a part of a musical piece, found usually near the end, that repeats the earlier themes
Rondo - a musical form that alternates the main theme and its contrasting themes usually found in the final movement of a sonata or concerto
Scherzo - a vigorous, light, or playful composition comprising a movement in a symphony or sonata.
Singspiel - 18th century German musical comedy featuring songs and ensembles interspersed with dialogue.
Sonata - any instrumental composition that has several movements with variation in key, mood, or tempo
Symphony - a musical composition for the whole orchestra generally in four movements; also a sonata for orchestra.
Theme and Variation - a musical form where the theme is presented in a simple unadorned manner then repeats the theme several times with ornamentation

PRE-ASSESSMENT:

Identify the term being described. Write the letter that corresponds to your answer on the space provided.
_____ 1.A musical work with different movements for an instrumental soloist and orchestra
a. SYMPHONY c. CONCERTO
b. SONATA d. RONDO
_____ 2. A section of the sonata allegro form where the themes are introduced
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. THEME AND VARIATION
_____ 3. The general texture of Classical music
a. MONOPHONIC c. HETEROPHONIC
b. HOMOPHONIC d. POLYPHONIC
_____ 4. The term for serious opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
_____5. The most important form that was developed during the classical era and usually the form of the first movement of a sonata or symphony
a. MINUET c. RONDO
b. SONATA ALLEGRO d. SYMPHONY
_____ 6. It repeats the themes as they first emerged in the opening exposition
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. SONATA
_____ 7. A musical composition designed to be played by the full orchestra
a. SYMPHONY c. CONCERTO
b. SONATA d. CANTATA
_____ 8. The term for Italian opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
_____9. It is a multi-movement work for solo instrument
a. SYMPHONY c. CONCERTO
b. SONATA d. CANTATA

_____10. It is called “The Age of Reason”

a. MEDIEVAL c. BAROQUE
b. RENAISSANCE d. CLASSICAL

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 ARTS UNIT II
ARTS OF THE RENAISSANCE AND BAROQUE PERIOD

Renaissance Period (1400-1600)

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 person, knowledgeable in a number of fields such as philosophy, science, arts, including
painting and music – and who applies his/her knowledge to productive and creative activity.
The Renaissance was a period of artistic experimentation. It brought people into a full view just like the human
figures in Greek Art. 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

1. 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 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. 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 spectators 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”by Michelangelo

2. 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 was known as the ultimate “Renaissance man” because of his
intellect, interest, talent and his expression of humanist and classical values. He was also considered to be one of the
greatest painters of all time and perhaps the most diversely talented person to have ever lived.

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 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 Vitruvian 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”.

3. 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
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.
The Transfiguration was Raphael’s last painting 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 was combined with an additional episode from the Gospel in the lower part of the painting.

4. 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.
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 mistaken in seeing in this heavenly calm and content the highest artistic expression and spirit of that
age.

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.

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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 dogma, 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

1. Michelangelo Merisi or Amerighi da Caravaggio (1571- 1610)

He was better known as Caravaggio. He was an Italian artist who wanted to deviate from
the classical masters of the Renaissance. He was an outcast in his society, because of his
own actions and the lack of modesty and reverence for religious subjects in his own paintings.
Perhaps he started out as a specialist in his paintings of still life, especially of fruits. Studies of
single figures followed, but they are clumsier than the fruit which gives savor of originality and
charm. Caravaggio’s models at this period were either himself or young persons who have an air of being promising but
wicked. Among his famous paintings were: Supper at Emmaus, Conversion of St. Paul, and Entombment of Christ.
Gian Lorenzo Bernini (1598-1680)

2. Gian Lorenzo Bernini (1598-1680)

Bernini was an Italian artist and the first Baroque artist. He practiced architecture, and
sculpture, painting, stage design, and was also a playwright. He was also the last in the
list of the dazzling universal geniuses. As a prodigy, his first artworks date from his 8th
birthday. Among his early works were: The Goat Amalthea with the Infant Jupiter and a Faun,
Damned Soul, and the Blessed Soul. He made a sculpture of “David” was for Cardinal Borghese
which is strikingly different from Michelangelo’s David because it shows the differences
between Renaissance and the Baroque periods. He was the greatest Baroque sculptor and
architect as seen in his design of the Piazza San Pietro in front of the Basilica. It is one of his
most innovative and successful architectural designs. The famous “Ecstasy of St. Teresa” was his greatest achievement
and the Colonnade of the Piazza of St. Peter’s Rome.

3. Peter Paul Rubens (1577- 1640)

Rubens was a Flemish Baroque painter. He was well known for his paintings of mythical and
figurative subjects, landscapes, portraits, and Counter- Reformation altarpieces. His commissioned
works were mostly religious subjects, history paintings of magical creatures, and hunt scenes.
His famous works were: Samson and Delilah, Landscape with a Tower, Portrait of Helene Fourment
, and The Three Graces

4. Rembrandt Harmenszoon van Rijn (1606-1669)

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Rembrandt was a brilliant Dutch realist, painter and etcher. He was generally considered as one of
the greatest painters and printmakers in European art. He followed no particular faith, but was
interested in spiritual values and often chooses religious subjects. Rembrandt shares with Rubens
the revolution whereby painting came to depict the more personal aspects of the painter: his own
home and his family. No artist has painted himself as often as did Rembrandt. His concept of himself
continued to deepen in grasp and subtlety, while his technique grew more daring. His well- known
work was his “Self portrait in Old Age”.
Rembrandt had produced over 600 paintings, nearly 400 etchings, and 2000 drawings.

5. Diego Velasquez (1599- 1660)

Velasquez of Spain developed out of the Baroque. He was one of the finest masters of
composition and one of the most important painters of the Spanish Golden Age. He worked
out solutions to pictorial problems of design that transcend the style of any period.
Velasquez was the case of a painter who discovered his avocation almost at the very
start of his career. The passion for still life frequently emerges in Velasquez’s art. His
famous works were: The Surrender of Breda, Las Meninas (The maids of honour),
Los Borachos (The Drinkers), and Maria Theresa.

He created this work four years before his death and served as an outstanding example of the European baroque period
of art. Margaret Theresa, the eldest daughter of the new Queen, appears to be the subject of Las Meninas but in looking
at the various view points of the painting, it was unclear as to who or what was the true subject; it maybe the royal
daughter or the painter himself.

PRE-ASSESSMENT

A. Match the artworks with the artist’s name. Write only the letter of the correct answer on the space provided
before the number.
1 Equestrian Monument of Gattamelata a. Donatello
2. Mona Lisa b. Michelangelo
3. The Sistine Madonna c. Leonardo da Vinci
4. The Last Supper d. Raphael
5. Pieta e. Bernini

B. Choose the correct answer. Write only the letter on the space provided.
1. It means “an irregular shaped pearl” a.Renaissance b. Baroque c. Sculpture
2. One of his famous works is the “Conversion of St. Paul”. a.Caravaggio b. Bernini c. Rubens
3. “Ecstasy of St. Teresa” is the artwork of a. Bernini b. Rembrandt c. Rubens
4. He is known as the greatest Baroque sculptor a.Velasquez b. Rembrandt c. Bernini
5. “The maids of honour” is the artwork of . a.Velasquez b. Rubens c. Bernini

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 PE UNIT II
Social Dances and Dance Mixers
WHAT TO WEAR
Dancing has its own culture. In social dances and dance mixers, the more formal the dance, the more formal the outfit.
ATTIRE GENTLEMEN LADIES
Tailcoat, Tuxedo Coat, Regular Ball Gown, Evening Gown, Dinner
Formal Coat, Bow Tie or Regular Necktie, Gown, Cocktail Gown
Black Trouser
Dress Shirt and Tie, Vest or Dinner Dresses, Flowing Pants
Semi-Formal Sweater that shows the Tie
Dressy Casual Solid Color T-shirts, Turtleneck, Anything that displays a
(Practices, Polo Shirt, Cotton Slacks conservative, toned-down
Workshops, Dance appearance
Lessons)
Button-up shirt, Solid T-shirt, Sexy Outfits and Long Slit skirts,
Latin Turtleneck, Dress Slacks, Bright Low Necklines and Exposed
Colorful Outfits are Accepted Midriffs are Popular
DON’Ts IN TERMS OF OUTFITS and DANCE SHOES:
• Do not wear sneaker or any shoe with rubber or spongy sole. They can stick to the dance floor during turns and
spins that may cause knee and ankle injuries. Always wear dance shoes.
• Avoid sleeveless shirts and strapped dresses. It’s not pleasant to have your partner touch your damp skin
• Avoid shaggy, baggy, low armpit upper shirt. Partner’s hand may get caught in the baggy sleeves.
• Avoid accessories like big rings, watches, brooches, loose/long necklaces and big belt buckles. They can be
dangerous. They can catch in partner’s clothing, causing scratches and bruises.
• Long hair should be put up or tied in a pony tail. It is difficult to get into closed dance positions when the lady has
long flowing hair. They might get caught in partner’s hands or may even hit your partner’s face.

PERSONAL GROOMING
BEFORE THE DANCE
• Shower and use a deodorant
• Brush your teeth and use mouthwash/breath mint
• Abstain from foods that produce strong odor
• Don’t smoke, it causes foul mouth and clothing odor

DURING THE DANCE

• Check your grooming periodically
• Freshen up and towel off periodically in the bathroom
• Carrying an extra shirt is advisable for men in case they need to change

NO-FAULT DANCING
• Never blame a partner for missed execution of figures
• Dance to the level of your partner
• The show must go on, say “sorry” to your partner if something went wrong

DEMEANOR

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• Be personable, smile and make eye contact with partner.
• Project a positive image on the dance floor even if it’s not your personal style.
• Dance at the level of your partner
• If you don’t know the dance, be honest, refuse promptly if asked to dance.
• No teaching on the dance floor. It may insult your partner
• Do not cut other dancers off.

Readings: 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 dancesport 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. 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 z 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

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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.

Sample questions to be asked:

a. What are social dances?
b. How are Latin American Dances different from Modern Standard Dances?
c. What makes social dances and dance mixers the same yet different with other genres of dances?
d. How do you think can social dances and dance mixers help in enhancing your fitness and wellness?
e. Aside from development of one’s fitness, what else can social dances and dance mixers benefit you as a member of the community?
f. How significant is intensity in a social dancing activity?

SUMMATIVE TEST

TEST I. MULTIPLE CHOICE: Read the statements 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. dance sports c. festival dances d. social dances

2. What is the general term referring to the DOs and DON’Ts in social dancing?
a. behaviour b. character c. dance demeanor d. dance etiquette

3. 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

4. Which of the following is the attire appropriate for males in Modern Standard Dances?
a. black/white shirt b. black/white long sleeves c. black/white sweat shirt d. coat and tie

5. Social dancing can prevent some diseases caused by sedentary lifestyle, if regularly performed. Which of the
following does NOT belong to the group?
a. diabetes b. lung cancer c. obesity b. weight gain

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. How would you best use the knowledge and skills learned in social dancing to enhance your community’s
fitness?
a. I will render an intermission number with my partner during fiestas
b. I will make social dancing my lifetime fitness activity
c. I will share my skills by teaching community folks, young and old, about social dances
d. I will coordinate with community officials in conducting a social dancing program for the community

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8. How do social dances 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. The help prevent sedentary lifestyle-related diseases
d. They develop one’s talent in dancing

9. “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

10. The following are dance etiquettes that should be considered in a social dancing activity EXCEPT ONE:
a. Wear appropriate dancing attire
b. Insist in executing difficult dance steps including aerial combinations with your partner
c. Ask someone promptly if you wish to dance with him or her
d. Always follow counterclockwise as line of direction social dancing

11. “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

12. 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 them

13. The following are reasons why fitness is a universal concern EXCEPT ONE:
a. We face different challenges everyday so we have to keep ourselves fit all the time to overcome them
b. Everyone needs to be physically fit to meet daily physical challenges
c. One can influence the community fitness consciousness effectively if he or she fosters fitness and well-being
d. To be a good athlete or player in a certain sport

14. 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 cardio-vascular diseases
b. He/she will not be physically fit
c. He/she will become sickly
d. He/she will become fat

15. 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

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 HEALTH UNIT II
UNINTENTIONAL INJURY PREVENTION, SAFETY AND FIRST AID

INTRODUCTION

“Prevention is better than cure.” Practicing this principle advocates safety awareness which is essential in achieving
quality of life. But our immediate environment poses danger to everyone. No place is considered safe not even in the comfort of
our homes. Accidents may happen to anybody at any place, at anytime. Thus, taking the right safety measures greatly helps
prevent accidents and injuries. Nevertheless, when accidents happen, it is important to have the knowledge and skills to deal with
them. Having knowledge and skills on safety education and injury prevention could help you, your loved ones and other people in
your community during emergency situations.

This learner’s material offers you a wide array of information that can start you on the road to injury prevention. It
focuses on the common unintentional injuries that may happen at home, in your school, at work and even in recreational areas,
and analyzes why such injuries occur. In order to prevent or reduce the risks of these serious injuries, you will learn the concepts
and principles of safety education, practice the habits of observing appropriate personal safety measures; and take responsibility
for your safety and that of others by performing appropriate skills and knowledge in first aid procedure.

To facilitate learning and make it more interesting and enjoyable, various learning aids and strategies are especially,
edjust for you to expand and reinforce your knowledge and skills about safety education.

Keep in mind that accidents and injuries can be a result of a situation, an unsafe action or unsafe environment. You can
do a lot to prevent injuries by understanding the situation, being cautious and being aware of safety hazards in your immediate
environment.

The processes of developing awareness of immediate hazards and dangers, equipping you with appropriate accident
prevention skills to overcome these hazards, and keeping everyone alive are components of safety education. Safety education is
important because living is more enjoyable when we are safe. Therefore, make safety a vital part of life.

Always remember that if you want to live happily, you have to:
• do things safely
• reduce the risk of accidents
• reduce unnecessary risk taking
• develop safety consciousness at all times

DIAGNOSTIC ASSESSMENT
Before you start, let us first check what you know about safety education and first aid. Write your answers on your work/activity
sheet.

Test I. Multiple Choice. Choose the letter of the correct answer.

1. What do you call the immediate care given to an injured person before the arrival of a physician?
A. First Aid B. Chest Compression C. Intensive Care D. Cardiopulmonary Resuscitation
2. Which is an objective of first aid?
A. To prolong life B. To intensify suffering
C. To end the services of a physician D. To bridge the gap between the victim and the physician

3. When a first aider does not alarm a victim, what characteristic does she/he show?
A. gentleness B. resourcefulness C. being observant D. tactfulness

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4. What is the first thing to do in assessing an emergency situation?
A. Call for help B. Survey if the scene is safe C. Do a head-to-toe examination D. Check the vital signs of the victim

5. When is primary survey of the victim done?

A. When the victim is conscious B. During the survey of the scene
C. When the victim is unconscious D. After the victim has regained consciousness

6. What sterile cloth is used to cover a wound?

A. bandage B. cold compress C. dressing D. hot compress

7. What is used to stop bleeding and provide support for immobilization of a fracture?
A. bandage B. cold compress C. dressing D. hot compress

8. Which is a break in the continuity of the tissue in the body?

A. fracture B. laceration C. sprain D. wound

9. What open wound is caused by nails, needles and other pointed objects?
A. avulsion B. incision C. laceration D. puncture

10. Which is used to transport an unconscious victim who should not be lifted due to serious injuries?
A. blanket drag B. chair drag C. hammock carry D. lover’s carry

Test II. Write TRUE if the statement is correct and FALSE if it is incorrect.

_______1. It is good to give food to an unconscious victim.

_______2. First aid takes the place of the services of a physician.
_______3. The victim is experiencing shock if his eyes are dilated.
_______4. The RICE method is used in treating sprains and strains.
_______5. Apply direct pressure to stop severe bleeding of a wound.
_______6. A good first aider informs the victim of the severity of the injury.
_______7. Immobilize the fractured part before taking a victim to the hospital.
_______8. Primary and secondary surveys of the victim are performed if the scene is not safe.
_______9. The first consideration in transporting a victim is to identify the place where the victim will be transferred.
______10. Checking if something is blocking the airway of the victim is the last step in doing primary survey of the victim.

How are your scores? Do they show that you are knowledgeable about safety education and first aid? Or do they tell you otherwise?
Refer to the interpretation below.

Description Interpretation
20 Advanced You have adapt knowledge and skills and may independently study and perform the activities
in this module.
16-19 Proficient You have adapt knowledge and skills and may study and perform the activities in this module with a little
guidancefrom the teacher.
11-15 Approaching You have the fundamental knowledge and skills and may study and perform the activities in this module
Proficiency with a little guidance from the teacher.
6-10 Developing You have the minimum knowledge and skills about safety education and still need guidance and help
from the teacher.
0-5 Beginning You are still struggling with the basic knowledge and skills about safety education and greatly need the
guidance of the teacher.

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 Activity 1 – “Emergency! Emergency! What will I do?”
divided into groups with 4-5 members. Each group will pick a
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situation and do the necessary, immediate and appropriate action. If done individually,
you may also write down your immediate action to the following situations:

Situation Immediate Action to be Taken

1. Your younger sister cuts her finger with a
knife.

floor and can hardly stand.

3. A man in the street is bumped by a car.
4. Your mother accidentally touches a hot pan.
5. Your classmate has drunk poison.
6. Your teacher suffers a heart attack
7. Your neighbor experiences stroke
8. Your grandfather slips in the comfort room
and cannot move his right arm anymore.
9. Your cousin who does not know how to
swim falls into a deep river.
10. Your baby brother accidentally swallows a
small part of a car toy and it gets stuck in his
throat.
Process Questions:
1. Who are victims of accidents? Where do accidents happen? Why do they happen?
2. Are these situations preventable? How?
3. What will you do if these happen?
4. Why do we need to give immediate action to an emergency situation?

Do you think you did the right action for each situation? Do not worry. As you go on with this module, you will discover the proper
ways of addressing those situations.

Here is what you need to know…

First Aid is an immediate and temporary care given to a person who suddenly gets ill or injured. It includes self-help and home care if
medical assistance is not available or delayed. It can mean the difference between life and death in extreme cases. However, we
must know the limits of the first aid we can give because improper first aid can actually do more harm than good in some instances.
Anyone who gives first aid is a first aider.

Roles of First Aid

1. It is a bridge that fills the gap between the victim and the physician.
2. It is not intended to compete with or to take the place of the services of the physician.
3. It ends when the services of the physician begins.

Objectives of First Aid

1.To save lives
2. To prolong life
3.To alleviate suffering
4.To prevent further injury

Characteristics of a Good First Aider

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1. Gentle-does not cause pain and panic
2. Observant-notices all signs
3. Resourceful-makes the best use of things at hand
4. Tactful- does not frighten the victim
5. Sympathetic- comforts and reassures the victim Principles of First Aid

(Dos in Giving First Aid)

1. DO stay calm.
2. DO reassure and comfort the victim.
3. DO check for a medical bracelet indicating a condition, such as epilepsy or diabetes.
4. DO loosen any tight clothing.
5. DO keep the victim covered to reduce shock

(Don’ts in Giving First Aid)

1. DON’T give food and drink to an unconscious person.
2. DON’T move an injured person unless you need to place him/her in the recovery position.

Activity 2 – Organize Your Thoughts

The class will be divided into five groups and each group will be given an information card. The task is to present the information
through a creative graphical organizer. You may follow the example below.

Process Questions:
1.What should we remember when giving first aid?
2. Why is it important to understand and follow the basics of first aid?
3.What is the ultimate goal in giving first aid?

Activity 3 – Figures of Speech

Choose one from the following words and compare it to anything, then defend your answer.
Example: Injury is like a thief because it comes anytime.

First aid Being gentle

First aider Being observant
To save life A physician
Giving first aid Safety and prevention
Staying calm Having a quality life

Process Questions:

1. If injuries happen at any time, at any place, to anybody, then what should we do to prevent them?
2. If injuries happen at any time, at any place to anybody, then what should we do if these happen?
3. What are the roles of a first aider during an emergency situation?

Activity 4– “Is He a Good First Aider?”

Analyze the situations and answer the process questions that follow.

Student A is very relaxed in controlling the bleeding on her classmate’s finger.

Student B is insisting that her unconscious sister drink water.
Student C immediately brings her friend, who fell down the stairs, to the clinic. Student D makes use of his clean handkerchief to tie
his best friend’s bleeding arm.

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Student E speaks comforting words to her cousin who sprained his ankle while playing basketball.

Process Questions:
1. Who among the students are good first aiders? Why?
2. Who among them are not good first aiders? Why?
3. What characteristics should a good first aider possess?
4. If you were a first aider, what would be your ultimate goal?

Difference between signs and symptoms

Signs are details discovered by applying your senses – sight, touch, hearing and smell during the course of the examination.
Example: Bleeding Swelling Deformities

Symptoms are sensations that the victim feels or experiences and may be able to describe.
Example: Nausea Vomiting Heat Impaired sensations

There are two ways to conduct physical examination when giving first aid:
1. Primary Survey
Primary survey of the victim is used when the victim is unconscious and to find out and immediately treat life-threatening conditions.
a. Check for Consciousness
victim: “Hey, hey, are you okay?” while carefully shaking the victim’s shoulder. When there is no response, not even
mumbles or groans, the victim is unconscious and in need of immediate medical help.
b. Open the Airway
The victim’s unconsciousness maybe due to an obstruction in his/her airway.
1. It may also be caused by a narrowed airway making breathing impossible.
2. Find out if there is loss of muscular control in the throat area which allows the tongue to slip back and block
the throat.
3. Lift the chin and tilt the head of the victim (if the victim is an adult). This way you will be able to lift the tongue
from the back of the throat, leaving the airway clear.
c. Check for Breathing
1. Put your face near the victim’s mouth and look, listen, and feel for breathing. You should observe for:
Chest movement, sound of breathing, or feel of breath on your cheek
d. Check for Circulation
1. Locate pulse using your middle and index finger. Pulse indicates blood circulation, which is essential for
the heart and brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin. This is fatal.
3. To revive circulation, perform CPR immediately.

2. Secondary Survey
Secondary survey is used when the victim is conscious or has revived. It aims to detect everything about the patient’s condition.
a. History Taking
SAMPLE PAIN is the mnemonic in order to perform the steps more easily.
S-ymptoms (the chief complaint of the patient)
A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking)
P-revious illness (that may be related to the problem)
L-ast meal (only for those subject for operation)
E-vents prior to what happened

P-eriod of pain (How long? What started it?)

A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stopped it?)

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 b. Checking for Vital Signs
A. Pulse rate

Steps in checking the pulse:

Use your fingertips in getting the pulse. Follow the following procedure:
1. Place the finger tip over an artery where it either crosses a bone or lies close to the skin.
2. Feel the pulsations as the pressure wave of blood causes the vessel wall to expand – that is the pulse.

The pulse rate may be taken in different points in the body like:
1. Brachial 5. Subclavian
2. Carotid 6. Axillary
3. Wrist 7. Femoral
4. Temporal

NO-NO in Getting Pulse Rate

Never use your thumb; it has its own pulse.

Do not palpate both the carotid arteries at the same time.
Do not take the pulse when the victim is in sitting position.
Pulsations disappear as the victim is elevated to a sitting position.
Never put too much pressure or massage the carotid. You may disturb the heart’s electrical conduction system.

Normal Pulse Rate

60-70 Men
70-80 Women
80-90 Children over 7 years old
80-120 Children over 1-7 years old
110-130 Infants

B. Temperature
Guidelines in checking temperature:
It is being important to monitor temperature in the case of stroke and high fever.
Body temperature is measured by using a thermometer within the:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)

C. Respiration
Guidelines in checking respiration:
Count the number of breaths per minute.
A whistle sound or wheeze and difficulty in breathing may mean an asthma attack.
A gurgling or snoring noise and difficulty in breathing may mean that the tongue, mucous or something else is stuck in the
throat and does not let enough air to get through.

*Between12-20 breaths per minute are normal for adults and older children; 40 breaths per minute are normal for babies.

Guidelines in checking skin color:

Skin color reflects the circulation of blood and the saturation of oxygen in the blood.
The presence of mucous around the mouth, inner eyelids, and nail beds is a sign of poor blood circulation.
A healthy skin that warm and pink because blood flows normally in the blood vessels.

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c. Head to Toe Examination
1. Head and neck
Are there any lacerations or contusions in the area?
Is there a presence of blood in the victim’s hair? If yes, immediately find out where it is coming from.
Is there any fluid in the victim’s nose, and ears? If so, the victim has a skull fracture.

2.Eyes
Pay close attention to the pupils.
Pupil Appearance Assessment

Dilated pupil State of shock

Very small pupils Poison or use of prohibited drugs
Different size Head injury that requires immediate attention
Small and bright Pupils are reactive
No reaction DEATH

3. Chest
Check for cuts, bruises, penetrations, and other impairments.
If the victim feels pain while you apply pressure onto his/ her chest, there could be a rib fracture.
4. Abdomen
Does the victim’s abdomen hurt? Where is the pain coming from?
Is his/ her abdomen tender?
Did you feel any lumps? If yes, get immediate medical assistance.
5. Back
there movement in the victim’s lower extremities?
Is there sensation in these parts? If the answer is yes, do not move the victim. Immobilize him/ her.

Top Ten things to do in case of emergency

1. Shout for HELP!

2. Survey the scene and assess the situation.
3. Determine if the accident warrants a visit to the nearest hospital or if simple cleansing and band aid will do.
4. If you are certified in CPR and a victim needs it, begin CPR right away.
5. Stop the bleeding, if there is any.
6. Treat any symptoms of shock.
7. Look for the medical alert tag in every victim.
8. Seek trained medical assistance.
9. Never give anything by mouth to an unconscious victim.
10. Wait for medical professionals to arrive.

Arrange the scrambled letters in Column A to form words related to first aid. Connect them to their correct definition or
purpose in Column B

Column A Column B

1. SINGDERS A. a sterile cloth used to cover wounds

2. CLOD PRESSCOM B. used to reduce swelling
3. OLDC DAP C. can be used as cold compress
4. NABGADES D. used to apply pressure to stop bleeding
5. DOUNW E. the end of the bone is displaced
6. BRUN F. a broken bone

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7. SPARINS G. ligaments are torn .
8. TRINSAS H. muscles are overstretched
9. FARCTERU I. caused by heat
10. LISDOCATION J. a cut in the skin

GLOSSARY OF TERMS
Accident - any unexpected event causing injury
Airway - the passage of air in the body
Bandage - any sterile cloth used to cover a wound, stop bleeding or immobilize bone injury
Choking - an injury in which a certain object is stuck in the throat
Circulation - the flow of blood
Cravat phase - folded triangular bandage
Direct pressure- a way of controlling bleeding in which compress or a bare hand is pressed directly on the wound
Dislocation - a condition in which bones are partially or completely pulled out from its position
Dressing - any sterile cloth used to cover a wound
Electrical burn - a burn occurring from the passage of electricity in the body
First aid - an initial treatment given to an injured person before the arrival of a medical practitioner
First aider – a person giving first aid
Fracture – a break or crack in the bone
Heart attack- a sudden obstruction of the blood supply to parts of the heart mus
Heat stroke - failure of the thermostat in the brain
Physician - a medical doctor
Open phase -unfolded triangular bandage
Poisoning -exposure or ingestion of toxic substances
Severe bleeding- serious bleeding that can cause blood loss
Shock -a life-threatening condition characterized by rapid pulse, paleness,
coldness, and sweating
Sprain -an injury to the ligaments, tendons and muscles due to overstretching, over wrenching or sudden movement
Sterile - clean, germ-free
Strain - an injury to the ligaments, tendons and muscles due to overstretching, overwrenching or sudden movement
Survey -an act of investigating or examining something
Thermostat - body temperature regulator
Transport - to move or transfer to another place
Unintentional injuries- injuries which are not expected; also known as accidents
Victim - the injured person
Vital signs -refers to the level of response, pulse, breathing and temperature of the victim
Wound - a break in the continuity of the tissue or skin

PERFORMANCE OUTPUTS (60% of your grade)

Music
Role Play on the life story of the each Classical Period Composer. Be sure their compositions should be played.
(3 groups in one section)

Arts
Royal Sefie and Scenery Spots (1/8 Illustration Board divide into two. Do not cut the Illustration Board)

PE
Social Dance with proper attire while dancing (five groups each section)

Health
Make a slogan or a poster in a 1/8 illustration board about “Say No to Drugs”. (Individual)

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