MAPEH 2 Week 4 (2nd Quarter)

ARTS
Lesson 1: Introduction to Color (Primary and Secondary)

I. Introduction:
Color and color theory form the foundation of art as well as design. Gifted
children are often tuned in to the aesthetic nature of things at an early age and
can appreciate the nuances of color, as well as the way colors are blended, tinted
and shaded.
II. Objective
 Identify color terms using the academic vocabulary of the discipline; and
 Evaluate the uses of color.
III. Lesson Proper
Look at your surroundings. What are the colors that you can see that are pleasant
to your eyes? List at least three colors.
1. 2. 3.

Three (3) things to know about COLOR:

Color is a way that we describe an object based on the way that it
reflects or emits light.
Your eye can see different colors because a part of your eye called the
retina is sensitive to different wavelengths of light.
Humans are what is called "trichromats," meaning our retinas have three different
kinds of cells that can receive color. Those cells are called cones. To organize
colors and show their relationship to each other, we use a color wheel.
On a traditional color wheel, three colors are
called primary colors; The Blue, Red, and Yellow. From
these three colors, all of the colors on the color wheel
can be made. The three primary colors on the traditional
color wheel are red, yellow and blue. Can you find the
primary colors on this color wheel? (Blue is the most
popular color in the world.)

IV. References:
SMART MAPEH Sports, Music, Arts, Rhythmic Talents, and Health)
Revised Edition “Golden Cronica Publishing Inc,”
Authors: Dolores P. Andres, Jerome A. Porto, and Pamela B. Zulueta
Prepared by:
Teacher Sol

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 MAPEH 2 – 2nd Quarter - Activity – Week 4

Name: Score:

Teacher: Mrs. Marisol B. Corpuz Date:

Self-Assessment:
Color the shape by the given name and combine the two primary colors! Then
write it in the blank the output of the combination of color.

+ =

Blue Yellow

+ =
Yellow Red

+ =
Blue Red

Formal Assessment:
Let us color some objects below with the primary and secondary colors.
Color them neatly.

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MAPEH 2 Week 3 (2nd Quarter)
MUSIC
Lesson 1: Pitches La, Sol, and Mi

I. Introduction:
Describe the pictures below.

II. Objectives:
 Use hand signals for Sol, Mi, and La while singing; and
 Follow the body movements for each pitch.

III. Lesson Proper:

“SOFA SYLLABLES”
A staff has five parallel lines and four spaces. It is enclosed by bar lines at the
sides. Each line and space of the staff has a particular tone with its corresponding
pitch name. Pitch names are letter names derived from the first seven letters of the
English Alphabet. The so-fa names are so-fa syllable written as do, re, mi, fa, so, la,
ti, Do. These so-fa names are arranged in ascending or descending order. While the
corresponding numbers are equivalent, numbers of both so-fa names and pitch names.
A. Pitch Names or Letter Names:
C D E F G A B C
B. So-fa Names or So-fa Syllable:
Do re mi fa so la ti Do
C. Corresponding Numbers:
1 2 3 4 5 6 7 8
Study the hand signals below. Imitate
each one.

IV. References:
SMART MAPEH “Golden Cronica Publishing Inc,”
Authors: Dolores P. Andres, Jerome A. Porto, and Pamela B. Zulueta
Prepared by:
Teacher Sol
MAPEH 2 – 2nd Quarter - Activity -Week 3

Name:
 Score:

Teacher: Mrs. Marisol B. Corpuz Date:

Self-Assessment:
Sing the song. Use the hand signals for la, sol, and mi as you sing.
Bounce High, Bounce Low

sol la sol mi
Bounce high bounce low

sol la sol mi
Bounce high bounce low

Formal Assessment:
Sing again the song “Bounce High, Bounce Low.” While singing, do the following
body movements for each pitch.

La- Raise your hands. Mi- Hands on your lap

Sol- Hands on your waist.