Professional Documents
Culture Documents
Mapeh WK-1 G8
Mapeh WK-1 G8
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
TALISAY HIGH SCHOOL
TALISAY, BATANGAS
General Directions/Reminders:
Hello dear Learners! This module is self-instructional and allows you to learn in your space and pace.
To get the most out of this module, here are few reminders:
1. Read the instructions comprehensively and do all the task and activities accordingly.
2. Answer all worksheets and test in this module on a YELLOW PAPER.
3. Do not write anything on any part of this module.
4. Accomplish this module for one week.
5. Don’t forget to write comments and suggestions for this module.
Diagnostic Test
I. Objectives
At the end of this lesson, the learner should be able to:
1. Differentiate Javanese and Balinese gamelan music;
2. Identify the instruments in a gamelan ensemble; and
3. Analyzed music influenced by gamelan.
Indonesian Gamelan
Gamelan is the indigenous orchestra type of the Java and Bali Indonesia. It consists of several gonga and various sets
of tuned metal instruments that are struck with mallet. Around 14 th century, Islam was introduced to Indonesia and Hindus were
forced to move to Bali.
In Java, the introduction of Islam created a tripartite society divided into abangan (peasantry), santri (Islamic,
merchants), and prijaji (nobility and cultural elite). The court musician composed and performed for the nobility which defined
cultural identity.
In Bali, instead of courts and nobilities owning the gamelan, all communities have at least one gamelan ensemble. Lack
of centralization in the development of music in Bali happened when The Dutch came to power in 1908. Many court ensemble
were dismantled. Because of this, gamelan music is still composed in Bali through the help of peasantry in the development of
gamelan.
Javanese Gamelan – is often performed during sacred rituals and ceremonies. It is best suited for temples and palaces
because of its gentle and refined nature.
Parts of Javanese Gamelan (see page 4)
Balinese Gamelan – is dynamic, loud, and rhythmic. The wood hammers are unpadded and create bright and percussive
tones.
Parts of Balinese Gamelan (see page 6)
III. Enrichment
Musical Analysis
Both Javanese and Balinese gamelan use two tuning systems: Pelog and Slendro
Javanese gamelan makes use of slower and grander tempos
Balinese gamelan makes use of fast and very rhythmic tempo.
IV. Practice
Answer Activity 1 “Checking Learning” on page 7 and
Activity 2: Draw the Instrument on page 14
Address: Zone 6, Talisay, Batangas
Email Address: talisayhighschool@rocketmail.com
Telephone. No.: (043)7730382
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
TALISAY HIGH SCHOOL
TALISAY, BATANGAS
V. Evaluation
VI. Reflection
Write a reflection on the things you learned in this lesson and their relevance to you. Tell how you can apply what you have
learned in your daily life and cite specific instances in which you feel these learnings will come handy.
General Directions/Reminders:
Hello dear Learners! This module is self-instructional and allows you to learn in your space and pace.
To get the most out of this module, here are few reminders:
1. Read the instructions comprehensively and do all the task and activities accordingly.
2. Answer all worksheets and test in this module on a YELLOW PAPER.
3. Do not write anything on any part of this module.
4. Accomplish this module for one week.
5. Don’t forget to write comments and suggestions for this module.
Diagnostic Test
Warming Up!
1. Wear What Where (see page 98)
Let’s process.
1. How similar and different are the costumes from these Southeast Asian countries?
2. What are the distinct features of each costume?
Objectives
At the end of this lesson, the learner should be able to
1. Analyze elements and principles of an art in the production of textile and fabric designs of Southeast Asian
countries.
2. Identify characteristics of textiles and fabric designs in Southeast Asia.
3. Show the similarities and differences of the culture of Southeast Asian countries in relation to Philippine culture.
Procedure/ Discussion
Traditional fabric or textile design is an important form in Southeast Asia. It reflects not only each country’s culture
but also their everyday way of life.
Batik- comes from the Javanese word tik, which means “to dot”. It refers to the technique of decorating
cloth called wax-resist dyeing.
Two types of Batik
Geometric and non-geometric designs.
Thai Silk
It is made from cocoons of silkworms or caterpillars raised specifically for the purpose mainly in a
Northeast region of Thailand called Khorat Plateau.
It depicts the character, thoughts, emotions, feelings, spirit, and life of the weaver.
Cambodian Silk
Silk weaving is a tradition that dates back to early as the 1 st century when the textile became a popular
trading product in the Angkorian era.
Two types of weaving techniques:
- Ikat or Ikkat Technique
- Uneven Twill Technique
Enrichment
It reflects on their culture and everyday living. Traditional Southeast Asian fabric usually indicate the
social class to which the wearer belongs.
The fabric tells different stories, emotions and life to influence other country and culture.
Evaluation
Reflection
Write a reflection about the things that you learned from our lesson and its relevance to you. Cite some instances on how this
lesson can be applied in your daily life
General Directions/Reminders:
Hello dear Learners! This module is self-instructional and allows you to learn in your space and pace.
To get the most out of this module, here are few reminders:
1. Toad the instructions comprehensively and do all the task and activities accordingly.
2. Answer all worksheets and test in this module on a YELLOW PAPER.
3. Do not write anything on any part of this module.
4. Accomplish this module for one week.
5. Don’t forget to write comments and suggestions for this module.
Diagnostic Test
Warming Up!
1. List ways on how you think you can achieve a fit and healthy life.
2. What is the importance of being physically fit and healthy?
3. How can you achieve a lifetime of physical fitness?
Objectives
At the end of this lesson, the learner should be able to
1. Assess one’s physical fitness levels;
2. Undertake physical activities and physical fitness assessments; and
3. Monitor progress towards fitness goals through periodic assessments
Procedure/ Discussion
What types of physical activities have you participated in during the previous year? Physical fitness (PFT) are given at the
start and towards the end of every school year to your physical fitness status. These tests are specific to each health and skill-
related components of physical fitness.
You should also aim to influence the lifestyle of your family and friends. One way to do this is to let them take the
physical fitness tests. As recommendation, you can focus on the health-related components. (See example on page 211)
Ratings of Perceived Exertion (RPE)- are assessments of the intensity of exercise based on how you feel.
There are alternative ways to identify the physical fitness level of a person.
Plank
Zipper test
Body composition
Enrichment
The Physical Fitness Test (PFT) is a set of procedures intended to determine a student’s level of physical fitness. It
is designed to test two categories of physical fitness commonly referred to as “health-related” and “skill- related”.
Fitness is a condition in which an individual has enough energy to avoid fatigue and enjoy life.
Physical Fitness is a state of health and well- being that enables the individual to perform well in the aspects of
sports, occupations and daily activities.
Health-Related Fitness is the ability to become and stay physically healthy.
Health-Related Components refer to the factors that promote total health and prevent the beginning of disease and
problems associated with an activity.
Evaluation
Define the following terms in your own words
1. Health-
2. Physical fitness-
3. Flexibility-
4. Health-related component-
5. Body composition-
Reflection
Write a reflection about the things that you learned from our lesson and its relevance to you. Cite some instances on how this
lesson can be applied in your daily life
General Directions/Reminders:
Hello dear Learners! This module is self-instructional and allows you to learn in your space and pace.
To get the most out of this module, here are few reminders:
1. Read the instructions comprehensively and do all the task and activities accordingly.
2. Answer all worksheets and test in this module on a YELLOW PAPER.
3. Do not write anything on any part of this module.
4. Accomplish this module for one week.
5. Don’t forget to write comments and suggestions for this module.
Diagnostic Test
Read and analyze the following statements. If you agree, draw a happy face if you disagree, draw a sad face
1. Teaching job is only for women.
2. Men have no right to cry in public.
3. It is the responsibility of the parents to take care of their children.
4. Father is the sole provider for the family.
5. It is not the sole responsibility of the mother to attend the PTA meetings in school.
Objectives
At the end of this lesson, the learner should be able to
1. Define sexuality;
2. Compare and contrast sex and gender; and
3. Explain the different dimensions of sexuality.
Sexuality is the topic not everyone is comfortable discussing. Some people think that it is an inappropriate, foul, or
offensive subject for discussion especially in public. However, sexuality is actually an important component of an
individual’s personality. It is part of the development of a person’s overall well-being.
Sexuality is the total expression of oneself as a human being- who you are, what you feel or do; how you think and
interact with others and your likes and dislikes.
Dimensions of Sexuality
- For example, a person’s sex may be male( having a penis), but he may act and live like a female.
This makes his gender gay.
Enrichment
The purpose of gender and human sexuality education is to promote wholesome family and interpersonal
relationships. It aims to provide knowledge and skills needed to establish and practice healthful behaviors. Finally, it
aims to produce students who are responsible and have a healthy sexuality.
Practice
Checking Learning
Activity 1: Let’s Do The Math (see page 319)
Evaluation