Department of Education

SCHOOLS DIVISION OF CITY OF MEYCAUAYAN

Pag-asa St., Malhacan, City of Meycauayan, Bulacan

Activity Sheet 8
in
MAPEH (Music)
Quarter 1 – Week 2:
Analyzes musical elements of selected
songs and instrumental pieces heard
and performed.( MU8SE-Ib-h-4)
 Department of Education
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
Pag-asa St., Malhacan, City of Meycauayan, Bulacan

SOUTHEAST ASIAN MUSIC

Indonesia and Myanmar

LET US KNOW

The music of Southeast Asia includes the musical traditions of

Cambodia, Indonesia, Myanmar, Malaysia, Thailand, Laos, Vietnam, and
Singapore. They all have interrelated classical traditions similar to some
Asian countries like India.
The music of Southeast Asia is diverse because of the different
geographical, historical, and cultural influences in these countries. It
reflects the different aspects of Asian culture through its rhythm, melody,
timbre, texture, form, and style.

LET US REVIEW

Let us Try This: Look at each picture. Try to remember the Hornbostel-
Sachs classification of instruments that you learned in Grade 7. Is it an
aerophone, chordophone, idiophone, membranophone, or an electrophone.
Put a smiley face () besides the instrument to indicate if you think you can
1. it.
play 6.

_______ _______
_____ _____
. 2. 7.

_______ _______
_____ _____
 3.

_______ ______
8.

_____ _____
______
4. ______
9.

_____ _____

______
5. ______
10.

_____ _____
https://www.slideshare.net/lecressini13/grade-
8-music-and-arts-module

LET US STUDY

Indonesia
Indonesian culture is extraordinarily rich. It is as busy and adaptive
as its landscape and natural beauty. The rich culture is a result of the influence
of the various neighboring countries and its very traditional culture. The real
spirit of the Indonesian culture is reflected in their music, drama, literature,
and their cuisine. It is very unique and colorful.

iii
 Musical Elements Present in Vocal and
Instrumental Music

Rhythm – off
nested time Melody-pelog and
interval structure slendro
in 8 or 16

Harmony Texture
– polyphonic
texture with Timbre - nasal
resultant melody

Form - repeated

The two basic kinds of Indonesian music scale:

Slendro and Pelog are two different tuning systems of scales of
Indonesian Music.
1. Slendro – it is a pentatonic or five tone scales. It is also older of the
two most common scale
2. Pelog – it is one of the two scales in gamelan music of Indonesia
that has seven notes. In Javanese the word pelog means “fine” or “beautiful.”

Both vocal and instrumental music in Indonesia use slendro and

peloq scales.
 Polyphonic stratification kind of melody is a result of interlock,
which is a common technique used in gong ensembles.
 Irama is an Indonesian term for tempo

The following are the musical elements of music in Si Patokaan, an

Indonesian folk song:

Elements of Music Si Patokaan, A Folk Song In Indonesia

Timbre Sung in nasal voice, voice resonates through the
nose
Rhythm Moderate in tempo
Texture Monophonic
Melody Use slendro and pelog

Si Patokaan

Lyrics: Indonesia Lyrics in English

Sayang sayang, si patokaan My dear ... father land

Matigo-tigo goro-kan saying
Sayang sayang, si patokaan
Matigo-tigo goro-kan saying
Sako mangemo nan tanah jauh,
Mangemo mi lele lako saying
Sako mangemo nan tanah jauh
Mangemo mi lele lako sayang
May you stay in peace and well
If you go to a land far away
Please be careful
If you go to a land far away
Please be careful

Lyrics source from: https://www.scribd.com/document/339875910/Si-Patokaan

Video: https://www.youtube.com/watch?v=zSrd5eyIXes

Myanmar

The following are the elements of music of Myanmar:

Form Vocal – Strophic
Instrumental – Three part form
Timbre Vocal – Nasal
Rhythm Mostly in duple meter
Harmony and Texture Heterophony
Melody Uses pentatonic scale or the seven tone scale

Characteristics of music of Myanmar

 It presents a blend of the many regional varieties that include the

influence of Indian, Chinese, and Thai music.
 The country became a colony of British empire in 19th century
 Melodious and without harmony
 More on instrumental music than vocal
 It is categorized into loud sounding and soft sounding


LET US PRACTICE

v
 Analyze the elements of music in the folk song “Si Patokaan.” Identify
the elements by checking the correct answer under the box below.
Timbre Nasal Head Chest tone Guttural
voice/falsetto voice
Answer
Texture Monophony Homophony Polyphony Heterophony
Answer
Rhythm Fast Moderate Slow
Answer
Harmony Major Minor Pentatonic Undetermined
Tonality Tonality Tonality
Answer

LET US REMEMBER

After listening to Patokaan music, draw a visual interpretation

inside the box.

Criteria
Depth Interpretation - 5
Creativity - 5
Content - 5
Total - 15

LET US APPRECIATE

Do musical elements has significance in musical composition?

Why? Explain your answer in three to five sentences according to the
following criteria.

Criteria
Content - 5
Grammar - 5
Total - 10

LET US PRACTICE MORE

Choose any of the following activity:

A. You will be asked to perform in a cultural show that features the
culture and music of Asia. Play any instrument as accompaniment
in Southeast Asian songs through video presentation.
Link: https://www.youtube.com/watch?v=Elpz7Lchiy0

B. Draw at least three musical instruments you want to use in the

cultural show that features the culture and music of Asia.

vii
Criteria:
Creativity - 5
Content - 5
Total - 10

EVALUATION

Modified True or False: Write true if the statement is correct and

change the underline word if it is incorrect. Write your answer on the space
provided.

__________1. Musical elements in Indonesia has pentatonic or five tone

scales which is called Slendro.
__________2. One of the musical characteristics of Indonesia is the two scales
called gamel.
__________3. Myanmar’s musical instruments are categorized as loud
sounding and free sounding.
__________4. Myanmar became a colony of British empire in 19th century.
__________5. Irama is an Indonesian term for tempo.

Department of Education
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
Pag-asa St., Malhacan, City of Meycauayan, Bulacan
 Activity Sheet
in
MAPEH (ARTS)
Quarter 1 – Module 2:
Identifies characteristics of arts and crafts in specific
countries in Southeast Asia: Indonesia (batik, Wayang
puppetry)
(A8EL-Ia-2)

ix
 Department of Education
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
Pag-asa St., Malhacan, City of Meycauayan, Bulacan

IDENTIFIES CHARACTERISTICS OF ARTS AND CRAFTS IN SPECIFIC

COUNTRIES IN SOUTHEAST ASIA: INDONESIA (BATIK, WAYANG
PUPPETRY)

LET US KNOW

In this module you will learn about the folk arts of Southeast Asia
(Indonesia)
 How the context of their fascinating art works influenced the historical
and cultural phenomena in the world of art
 How the distinct characteristics of their art works are reflected in the wide
array of exquisite textiles, crafts, architecture, ceramics, wood-carving, and
leatherwork.

LET US REVIEW
“Where Am I”
Where can we see these beautiful places? Write your answer on the
blanks.

____ ____ ____ ____ ____ ____ ____ ____ ____

1
Clue: It is a country in Southeast Asia where shadow puppetry is famous.

LET US STUDY
ARTS AND CRAFTS IN INDONESIA

WAYANG KULIT Shadow puppetry is famous

in Indonesia. Wayang, in modern
Indonesian language means “show”
or “perform”. Kulit means “skin,” a
reference to the leather material
that the figures are carved out of.
Others say that wayang is also
attributed to the Indonesian word
bayang which means “shadow.”
Wayang Kulit is a type of
puppet shadow play performed
around the Indo-Malayan
archipelago, tracing its origin to
India.

The puppets come in all sizes, ranging from 25 cm to 75 cm. The puppets
are usually made out of buffalo and goat hide and mounted on bamboo
sticks. The characters are usually represented by several versions in a set.
The best puppets are made from young female water buffalo parchment and
the curing can take up to ten years.
Stone Art of Indonesia
Indonesia is known for its stone,
bronze, and iron-age arts. The
sculptures can be found in numerous
archaeological sites in Sumatra, Java to
Sulawesi. The native Indonesian tribes
usually create sculptures that depict
ancestors, deities, and animals. This is
evident in the pre-Hindu-Buddhist and
pre-Islamic sculptures from the tribes.

The most amazing sculptures are the Asmat wooden sculpture of Papua,
the Dayak wooden mask and sculpture, the ancestral wooden statue of

xi
 Toraja, and also the totem-like sculpture of Batak and Nias tribes.

LET US PRACTICE

Direction: Identify the characteristics of the following arts and craft..

Wayang Kulit

Stone Carvings

LET US REMEMBER
Translate it.
Translate the following words into modern English Word.
1. Wayang - _______________________
2. Kulit - __________________________
3. Bayang - _______________________
4. Wayang Kulit - __________________
LET US APPRECIATE
Direction: Identify the tools used in each artwork.

Arts and Craft in Indonesia Tools Used

with a sputting method called

a tjanting, or by printing the
resist with a copper stamp
called a cap, drawing dots
and lines of the resist.

stone, bronze, and iron-age

arts, depict ancestors, deities,
and animals.

buffalo and goat hide and

mounted on bamboo sticks.

EVALUATION

Write the Indonesian words that will describe this artwork

Department of Education
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
xiii
 Pag-asa St., Malhacan, City of Meycauayan, Bulacan

Activity Sheet
in
MAPEH (Physical Education)
Quarter 1: Week 2
Conducts Physical Activity and Physical
Fitness Assessments of Family/School
Peers
(PE8PF-Ib–36)
 Department of Education
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
Pag-asa St., Malhacan, City of Meycauayan, Bulacan

PHYSICAL FITNESS TEST

(Health Related Fitness)

LET US KNOW

Stresses and demands of life can be eliminated by being

physically
fit and healthy. Fitness and good health improves self-esteem, develops
confidence, and clarifies self-concept. Fitness activities play a vital role in
the holistic development of a person.
After going through this activity sheet, the learners are expected to:
1. Perform the Physical Fitness Test (Health Related Fitness);
2. demonstrate the Physical Fitness Test (Health Related Fitness);
3. identify the different types of health related fitness test.

LET US REVIEW

Identify and classify the pictures as shown based on the

components of health-related fitness. Write your answers in the column.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
LET US STUDY

Part I.

1. My Pulse!
You will be introduced
with several warm-up
exercises which you will be
performing before conducting
any other Physical Activity
Fitness Test (Health Related
Fitness) in the course of your
lessons in physical fitness.
But before proceeding to the
activity, you should obtain
first your PMHR (Personal
Maximal Heart Rate) and THR
(Target Heart Rate).

How to measure your pulse?

As your heart beats and forces blood through your body, you can feel a
throbbing (your pulse) at any point where an artery comes close to the
surface of your skin. You can measure your pulse at any of these points.
Examples include the wrist, neck, temple area, groin, behind the knee,
or top of the foot. Most people use the wrist or neck. You can measure your
pulse rate by counting the number beats for one minute.

Fig. 2 Palpating Pulse (Carotid) Fig. 3 Palpating Pulse

(Radial)
Compute your target heart that should be maintained during an exercise.
One of the simplest ways is:
a. Subtract age from 220 to find maximum heart rate
Example: 220 – 13 = 207
 b. Multiply the difference by 60% to 80% to find target heart
rate
Example: 207 x 60% = 124.20
207 x 80% = 165.60
Another method to compute your target heart rate is shown below:
a. Maximum Heart Rate = Subtract age from 220
MHR = 220 – 13
= 207
b. Heart Rate Reserve = Subtract Resting Heart Rate from
Maximum Heart Rate
HR Reserve = MHR – RHR
Example: = 207 – 64
= 143
c. Take 70% of Heart Rate Reserve to determine Heart Raise Rate
HR Raise = HR Reserve
= 143 x 70%
= 100.1
d. Add Heart Rate Raise to Resting Heart Rate to find the
Target Heart Rate
Watch the video
= Heart Rate Raise + Resting Heart Rate
in YouTube for
= 100.1 + 64
more details
THR = 164.1
Check Your
Equipment:
Heart Rate – Dr.
a. Watch with a second hand or a digital stop watch
Willie Ong
b. Electronic pulse meters (with heart rate monitors)
Health Blog #30
https://
www.youtube.co
2. BODY COMPOSITION – is the body’s
m/watch?
relative amount of fat to fat-free mass.
v=y2SABYMH5o
g
1. Body Mass Index (BMI)
WEIGHT (in Kilograms)
HEIGHT (in Meters) ²
Example: 30 = Weight (k)
Height (in meters) (1.20)²

= 1.44

30 = 20. 83 (NORMAL)
CLASSIFICATION
Below 18.5 underweight
18.5- 24.9 normal
25- 29.9 overweight
30-34.9 obese
xvii I
35- 39.9 obese II
40 ABOVE EXTREME
OBESITY
2.1 Weight – the heaviness or lightness of
a person.
Equipment: Weighing Scale
Procedure:
For the tester:
a. Wear light clothing.
b. On bare feet, stand erect and still with
weight
evenly distributed on the center of the scale.
For the partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms
2.2 Height – it is the distance between the
floor to the top of the head in standing
position.
Equipment:
1. An even and firm floor and flat wall.
2. L – square / Ruler
3. Tape measure laid flat to a concrete wall.
(The zero point starts at the bottom
of the floor)

Procedure:
For the tester:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall with tape measure.
For the partner:
a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.

Scoring – record standing height. √

* 1 meter = 100 centimeters

STRENGTH – refers to the muscle’s ability to

generate force against physical objects.
1. 90 – Degree Push-up – to measure
strength of upper extremities
Equipment - Exercise mats or any clean mats
Procedure:
For the tester:
a. Lie down on the mat; face down in standard push-up position: palms on
the mat under the shoulders, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows (upper
arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straighten the arms,
keeping the back straight, then lower the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute (2 seconds going down and 1 second going up).
For the partner:
a. As the student assumes the position of push-up, start counting as the
student lowers his body on the ground until he reaches 90-degree angle at
the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the push
ups in the correct form (three corrections are allowed), is in pain, voluntarily
stops, or breaks his/her cadence.
Scoring – record the number of push-ups made.

2. Basic Plank - to measure

strength/stability of the core muscles
Equipment - exercise mats or any clean
mats, stop watch/time piece
Procedure:
For the Tester:
a. Assume a push — up position. Rest body
on forearms with palms and lingers flat on
the floor. Elbows are aligned with the
shoulders.
b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is that.
Head, neck and spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow
hips to rise.
For the Partner:
a. Ensure the availability of a mat/smooth flooring or anything that can
protect the forearms.
b. Give the signal “Start/Go” and start/press the time piece.

xix
c. Make sure that the back of the head, neck, spine and ankles are in a
straight line.
d. Give two (2) warnings.
e. Stop the time when the performer can no longer hold the required
position, or, when the performer has held the position for at least 90
seconds. Holding the plank position beyond 90 seconds is considered
unnecessary.
Scoring — record the time in the nearest seconds/minute. Maximum of 90
seconds for Boys and Girls

FLEXIBILITY – refers to the ability of the joints to move through a full

range of motion.

1. Sit and Reach – a test of flexibility for the

lower extremities particularly the hamstring.
Equipment - Tape Measure, and
exercise mats or any clean mat

Procedure:
For the tester:
a. Sit on the floor with back flat on the wall,
with feet approximately
12 inches apart.
b. Without bending your back, knees, and elbows, place one hand on top of
the other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start
the test by slowly reaching the farthest point possible without bending the
knees.
For the partner:
a. As the student assumes position (b) procedure, position the zero point of
the tape measure at the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the test taker reaches the farthest
that he/she could.
c. Measure the farthest distance reached.
d. Record the score in centimeter.
Scoring - record sit and reach to the nearest 0.1 centimeter.

2. Zipper Test – a test of upper arm and

shoulder girdle flexibility intended to parallel
the strength / endurance assessment of the
region.
Purpose – to touch the fingertips together behind the back by reaching over
the shoulder and under the elbow
Equipment - Ruler
Procedure:
For the tester:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend
your elbow up across your back, and try to cross your fingers over those of
your right hand.
d. Reach with the right hand over the right shoulder and down the back as if
to pull a zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat procedures a – d with the left hand over
the left shoulder.
For the partner:
a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.
Scoring – record zipper test to the nearest 0.1 centimeter.

(Enclosure No. 3 to DepEd Order No. 034, s. 2019)

CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs, and

blood vessels to deliver oxygen to working muscles and tissues. It refers to
the ability of the muscle to do repeated work without fatigue.
1. 3 – Minute Step Test- to measure
cardiovascular endurance
Equipment - Step with a height of 12 inches,
stopwatch
Procedure:
For the tester:
a. Count your Heart rate before you do the
activity.
b. Position in front of the step.
c. At the signal go, step up and down on a
bench for 3 minutes at a rate of 24 steps per minute. One step consists of 4

xxi
beats – that is, “up with the left foot, up with the right foot, down with the
left foot, down with the right foot.”
d. Immediately after the exercise, stand and relax. Don't talk.
e. Right after the activity, locate your pulse. (the first beat is zero.)
f. Count the pulse for 10 seconds. Multiply by 6.
For the partner:
a. Record the Heart rate of a tester before the start of the activity.
b. As the student assumes the position in front of the step, signal, “Ready”
and “Go”, start the stopwatch for the 3-minute step test.
c. After the test, let the student count his pulse for 10 seconds and multiply
it by 6.
Scoring – record the 60-second heart rate for the activity.
 LET US PRACTICE
Physical Fitness Test

INSTRUCTIONS:

Part I. Preparation for the test.

a. Review the procedures in conducting the Physical Fitness Test.

b. Fill up the PAR-Q – Physical Activity Readiness – Questioner
and Physical Fitness Test Scorecard.
b. Wear appropriate attire. (clothes that are comfortable and easy to
move around, athletic shoes)
c. Do the warm-up exercises on your own or with your family member.
d. Re-orient yourself on the proper execution of the tests and
recording of test results.
e. Go through with the test without exerting maximum effort.
f. Observe safety.

2. Perform the test with a partner. (due to COVID19 Pandemic, you can
choose a partner with your family members (mother, father, brother, sister or
with your tita or tito living with you in the same house)

3. Record your test results.

Part II. Let’s Warm – Up

a. Count your Heart Rate before the warm- up.

b. Dynamic Warm-up
1. Walk in place - 1 min. (rest for 30 sec.)
2. Jog in place - 1 min. (rest for 30 sec.)
3. Jumping Jack - 20 counts. (rest for 30 sec.)
4. High Knees - 30 seconds. (rest for 30 sec.)
5. Butt Kick - 30 counts. (rest for 30 sec.)
6. Record your Heart Rate after the warm – up.
Part III. Performance Time!
Day 1 Day 2 Day 3
BMI Basic Plank Hexagon Agility test
3 minutes step test 40-meter sprint Juggling
Push up Standing long jump
Stick Drop test Stork balance

xxiii
 Sit and Reach Zipper test

THINGS to PREPARE
Day 1: Equipment / Material Needed
BMI
- Weight Weighing Scale
- Height Tape measure, ruler, L- square
3 Minute Step Test Step with a height of 12 inches,
stopwatch
Day 2: Equipment / Material Needed
Basic Plank Exercise mats or any clean mats,
stop watch/time piece
40-meter Sprint Stopwatch.
Running area with known
measurement (40 meters) (Optional
due to age limit given by the IATF
Guidelines in COVID19)
Push – up Exercise mats or any clean mats
Stick Drop test 12-inch ruler or stick,
Arm chair or table and chair
Sit and Reach Tape Measure, and
exercise mats or any clean mats
Day 3: Equipment’s / Materials Needed
Hexagon Agility test Tape measure
Stopwatch
Chalk or masking tape
Juggling Sipa (washer weighing 4 gms. with
5 inches straw) or 20 pcs. bundled
rubber bands/any similar local
materials weighing 4 gins.
Standing long jump Tape measure/meter stick/any
measuring device
Stork balance Flat, non-slip surface, stopwatch
Zipper test Ruler

LET US REMEMBER
1. BMI – stands for Body Mass Index
2. PAR-Q – stands for Physical Activity Readiness – Questioner
3. THR – stands for Target Heart Rate
4. RHR – stands for Resting Heart Rate
5. MHR – stands for Maximum Heart Rate

LET US APPRECIATE

Problem Solving: Direction: Show your solution. Write your

answer in your activity notebook / activity sheet.
Chloe’s weight is 50 kilos and 1.52 meters. Andrea has a weight of 40 kilos
and a height of 1.60 meters while Gianna weighs 67 kilos and 1.62 meters
tall. Solve for the BMI of each girl and identify which among the girls are
classified under obese, overweight, normal, and underweight.

LET US PRACTICE MORE

Activity 1: Listen to Your Heart

1. Look for a partner (a brother, a sister, your father or mother, a relative
who lives with in your house) for this activity.
2. Review your knowledge on how to check the pulse rate before and after a
physical activity.
3. Make a simple Warm – up exercises.
4. Chart your pulse rate before and after the activity.
Pulse Rate Before After
Exercise A
Exercise B
Exercise C

After performing the exercises, assess the physical activity or exercises.

Answer the following questions on your activity notebook /activity sheet.

a. Do you think that these exercises or physical activities are appropriate

for your family?
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

xxv
b. If you are to design a fitness plan for your family members, what are the
things to consider?
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c. What are the possible activities you can give? Cite examples.
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

d. Are these activities suited for each family member?

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 2: Family Day
Review and assess your output in the “Listen to Your Heart” activity.
Focus on the strengths and weaknesses of each family member with regards
to the health-related fitness. Submit a narrative report about the actual
implementation of the HRF plan you have designed. Provide proof to support
the narrative report like pictures, videos, signatures or through other media
technologies.

EVALUATION

Read and understand the following situation about

the procedure in getting Body Mass Index (BMI). Show your complete
solution/process. (5 points each)

Situation #1:
Marjorie’s age is 12 with the weight of 45 kilos and height of 1.45
meters. Solve for the BMI of Marjorie and identify which classification she
longs.

Situation #2:
Let’s say Joel weighs 90 kilos, and 1.85 meters tall with the age of 15.
What is the BMI of Joel? To which BMI classification doe she belongs to:
Obese I, obese II, extreme obesity, overweight, normal, or underweight?
Department of Education
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
 Pag-asa St., Malhacan, City of Meycauayan, Bulacan

Activity Sheet 8
in
MAPEH (HEALTH)
Quarter 1 – Week 2:
Analyzes the factors that affect one’s
attitudes and practices related to sexuality
and sexual behaviors (H8FH-Ib-19)

xxvii
 GENDER AND HUMAN SEXUALITY

LET US KNOW
Sexuality, as a totality of being who we are and though deeply
personal, is influenced by many factors. These factors must be
studied to help you discerned the range of their impact on your decisions
and expression of your own sexuality.

LET US REVIEW
MIND MAP
Give an example for each bubble that you think has an influence or
connected with your gender expression.

LET US STUDY
 FACTORS THAT AFFECT ATTITUDES
AND PRACTICES RELATED TO SEXUALITY
Family  It is the parents’ responsibility to guide their
children towards healthy sexuality.
 The parents’ attitude and opinions on sex and
relationships have a big influence on their
children’s sexuality.
Friends or  Most teenagers who feel uncomfortable discussing
Peers their sexuality with their parents mostly get advices
from their friends.
 Their friends’ attitudes and experiences towards sex
became their guide in their own sexual behaviors.
Community  The teens who live in a conservative environment
may accept the norms or may rebel against the
rules by engaging in sexual activities.
 A community with high rate of substance abuse,
poverty, and violence are where the teens more
likely participate in sexual activities at a young age.
School  The teens has an opportunity to learn through their
school’s sex education.
 The teacher can clarify the myths and
misconceptions of teens about sex.
 Teens who are involved with their school-related
activities will have less chances of sexual risks.
Religion  Their church’s views towards sex has a big
influence on teens that have strong religious
attachments.
Media  Teens who have to access media, especially social
media, have higher exposure to explicit and graphic
content and images of sex. This increases their
tolerance towards experimentation and promiscuity.
 Responsible media can teach teens with the
consequences of active sexual activities and thus,
can modify their own sexual behavior.

LET US PRACTICE

3
SEXUALITY KNOWLEDGE CHART
Put a check mark (√) in the second column if you have knowledge about the
following sexuality issues. In the third column, write down your source of
information of that issue.
Sexuality Issues Awareness Source

1. Body changes School, Media, Family,

 Friend or Peers
2. Emotions and feelings
 Family, Friend or Peers,
Religion
3. Relationships
 Family, Friend or Peers,
Religion, Community
4. Sex organs
 Family, School, Media

5. Menstrual cycle
6. Sexual intercourse
7. Contraceptives,
condoms
 Family, School, Media,
Friend or Peers
 School, Media,
Community
 Media, School, Family

8. Gender problems
 Media, School,
Community, Family,
Religion
9. Sexually transmitted Media, Community
infections


10. Pregnancies
 Community, Family

LET US REMEMBER

Socio-cultural factors such as family, friends, community, school,

religion, and media helped shape our own attitudes toward our own
sexuality and our sexual decisions. Strong parental involvement and
caring, friends’ acceptance and support can modify our sexual behaviors
 LET US APPRECIATE

SELF-ASSESSMENT
Classify the positive sexual information that you learned from various
sources inside the positive box. List down the negative sexual information in
the negative box.

POSITIVE INFO NEGATIVE INFO

LET US PRACTICE MORE

Write how the following factors influence

your sexual decisions.

FAMILY

Because my family
guides me and they
are also my
inspiration in every
decision I make.

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When I am not comfortable How people in the church interact
telling my parents about my with you about sex and it also has a
sexuality. I ask my friends for big influence on young people
advice. because the church has no choice of
external appearance or internal
appearance.
FRIENDS MY
RELIGION
SEXUALITY

I gather news
I learned here or knowledge
about the about sexuality
things we issues and it
have and can be seen
about our through
sexuality pictures.
issues.

SCHOOL
MEDIA

EVALUATION

EVALUATING MEDIA MESSAGE.

Cut and paste a sample of an ad, a movie, a TV series or any
media content that shows either positive or negative influence in related to
sexuality. Then, explain how this sample influences teens in their sexual
values.
Condoms are the safest way to defend
yourself from unintended pregnancies
and sexually transmitted infections
(STIs). Condoms are a latex rubber
barrier contraceptive, a synthetic
rubber called polyisoprene, or
polyurethane, a very thin material.

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