MAPEH10 Module 4

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MAPEH
Quarter 1 - Module 4
AIRs - LM
LU_Q1_MAPEH10_Module4
MAPEH 10
Second Edition, 2021
Copyright © 2021
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.
Development Team of the Module
Writers
Music: Felicidad M. Gonzalgo
Arts: Dominic S. Macaso
P.E.: Anjo T. Damaso
Health: Ilyn F. Ramirez
Editor: SDO La Union, Learning Resource Quality Assurance Team

Content Reviewers: Marjorie B. Calipjo, Ilyn F. Ramirez, Jay-ar M. Libatique
Language Reviewer: Adela C. Libunao
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Anjo T. Damaso, Sherwin V. Dulay, Danny Lyn D. Graycochea
Management Team:
Atty. Donato D. Balderas Jr.
Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Delia P. Hufalar, PhD, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
Printed in the Philippines by: _________________________

Department of Education – SDO La Union
Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph
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MAPEH
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
MUSIC Expressionism
Target
Primitivism in music is the depiction of scenes from other times or places, when the
composer would have considered the object of the music base or primitive. This took
place among European composers, as European painters were also developing a
comparable movement.
This module is designed to provide and equip you with knowledge skills and
activities that will help you understand the music of 20 th century.
After going through this module, you are expected to:
Most Essential Learning Competencies:
1. explain the performance practice (setting, composition, role of

composers/performers, and audience) of 20th century music; (MU10TC Ib-g-4)
2. relates 20th Century music to other art forms and media during the same time
period; (MU10TC-Ia-g-3)
Objectives :
1. Identify the composers of primitivism/ neo-classicism

2. Describe the performance practice (setting, composition, role of
composers/performers, and audience) of Primitivism/ Classicism
3. Relates 20th Century music to other art forms and media during the same
time period.
1
Jumpstart
Directions: Fill in the blank with the missing words to complete the sentence.
Choose your answer from the table below.
PRIMITIVISM MIKROKOSMOS
CONVENTIONAL CHILDREN
CULTURE PIANIST
NATIONALISM GIANTS
HUNGARIAN NEO-CLASSICISM
1. _________________ seeks to express ideas or image related to antiquity or to some

“primitive” culture or attitude.
2. Primitivism in music rarely suggests lack of _________________ technique.
3. Exoticism is using materials from other __________________.
4. __________________ is using indigenous materials to specific countries.
5. Bela Bartok used ______________________ folk themes and rhythms.
6. _____________________ is a set of six books introduced and familiarized the piano
student with contemporary harmony and rhythm.
7. Peter and the Wolf is a lighthearted orchestral work intended for _______________.
8. Francis Poulenc was a composer and ___________________.
9. Sergie Prokofieff was one of the _______________ of 20 th century music.
10. _____________________ in music was a twentieth -century trend.
Discover
Primitivism in music rarely suggests lack of conventional technique. Rather,

it seeks to express ideas or images related to antiquity or to some "primitive" culture
or attitude. Primitivism can also be understood as a late development of 19th century
nationalism.
Characteristics:
• It uses musical elements that are well-defined and clearer
• The tonality is not achieved through expectation of resolution, as in the
common practice period but through asserting of the one note as more
important than others.
• Its adherents favored simple, clear-cut tunes of folk character that revolved
around a central note and moved within a narrow compass; massive
harmonies based on blocklike chords moving in parallel formation with
harshly percussive effect; and a strong impulsion to a tonal center.
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• New sounds are synthesized from old ones by juxtaposing two simple events
to create a more complex new event
Primitivism has links to:
• Exoticism – use of materials from other culture
• Nationalism – use of materials indigenous to specific countries
• Ethnicism – use materials from European ethnic groups.
• It eventually evolved into Neo-Classicism
FAMOUS COMPOSER:
BELA BARTOK (1881- 1945)
He was born in Nagyszentmiklos, Hungary ( now Romania) on
March 25, 1881 to musical parents. He started piano lesson
with his mother and later entered Budapest Royal Academy of
Music in 1899. As a neo-classicist, primitivist, and nationalist
composer, Bartok used Hungarian folk themes and rhythms.
He also utilized changing meters and strong syncopations. He
admired the musical styles of Liszt, Strauss, Debussy, and
Stravinsky.
https://www.alamy.com/the-hungarian-composer-and-pianist-bela-bartok-was-professor-of-
piano-at-the-music-academy-in-budapest-between-1907-1934-
image247138074.html?pv=1&stamp=2&imageid=E25BDD0D-9B8E-40C5-8F56-
67C5C8847A49&p=291620&n=0&orientation=0&pn=1&searchtype=0&IsFromSearch=1
His famous works are the following
• Six String Quartets (1908–1938) It represents the greatest achievement of his

creative life, spanning a full 30 years for their completion.
• The Concerto for Orchestra (1943), features the exceptional talents of its
various soloists in an intricately constructed piece.
• The short and popular Allegro Barbaro (1911) for solo piano is punctuated
with swirling rhythms and percussive chords. Mikrokosmos (1926–1939), a set
of six books, introduced and familiarized the piano student with contemporary
harmony and rhythm.
NEO-CLASSICISM
Neoclassicism in music was a twentieth-century trend, particularly current
in the interwar period, in which composers sought to return to aesthetic precepts
associated with the broadly defined concept of "classicism", namely order, balance,
clarity, economy, and emotional restraint.
3
Famous composers:
SERGIE PROKOFIEFF (1891-1953)
He was born on 23 April 1891, Prokofiev's musical ambitions
were fueled by hearing his mother playing Chopin and Beethoven
on the piano in the evenings. Young Sergei composed his first
piano piece at five and his first opera aged nine. He was also one
of the giants of 20th century music. His works ranged from
ballets - including Cinderella and Romeo and Juliet - to film
music, such as Lieutenant Kije and Alexander Nevsky.
https://www.cmuse.org/sergei-prokofiev-and-his-
composition-for-children-peter-and-the-wolf/
His famous works:
• Romeo and Juliet Ballet and the opera War and Peace
• Peter and the Wolf – a lighthearted orchestral work intended for children
• Symphony no. 1
FRANCIS POULENC (1899-1963)

Francis Jean Marcel Poulenc (January 1899 – 30 January 1963)
was a French composer and pianist. His compositions include
songs, solo piano works, chamber music, choral pieces, operas,
ballets, and orchestral concert music.
Among the best-known are:
• Piano suite Trois mouvements perpétuels (1919),

• Ballet Les biches (1923),
https://www.thefamouspeople.com/profiles/fra
ncis-poulenc-467.php
• Concert champêtre (1928) for harpsichord and orchestra,

• Organ Concerto (1938),
• Opera Dialogues des Carmélites (1957),
• The Gloria (1959) for soprano, choir and orchestra
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Explore
ACTIVITY 2. MATCH ME.

Directions: Match column A with column B. Write the letter of the right answer on
the blank before the number.
A B
_____1. The Concerto for Orchestra (1943 A. used Hungarian folk themes and
rhythms
_____2. Ethnicism B. one of the giants in 20th century
music
_____3. Nationalism C. set of six books
_____4. Peter and the Wolf D. a twentieth-century trend
_____5. Francis Poulenc E. it seeks to express ideas or
images related to antiquity or to
some "primitive" culture or attitude
_____6. Primitivism F. French composer and pianist
_____7. Neo-classicism G. a lighthearted orchestral work
intended for children
_____8. Mikrokomos H. use of materials indigenous to
specific countries
_____9. Sergie Prokofieff I. use materials from European
ethnic groups.
_____10. Bela Bartok J. features the exceptional talents of
its various soloists in an intricately
constructed piece.
Deepen
Directions: Identify the composers on how they described themselves. Write the
letter of the best answer on the blank before the number.
________1. I am a pianist, teacher, researcher and also, I used polyrhythm in my

composition
A. Arnold Shoenberg B. Bela Bartok
C. Francis Poulenc D. Sergie Prokofieff
________2. My style is uniquely recognizable for its progressive technique, pulsating

rhythms, melodic directness, and a resolving dissonance.
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________3. I rejected the heavy romanticism of Wagner and the so-called
imprecision of Debussy and Ravel.
________4. I composed my first piano piece at the age of five.
________5. I utilized changing meters and strong syncopations in my compositions.
________7. I composed Peter and the Wolf, a lighthearted orchestral work intended
for children.
________8. I am a neo-classicist, primitivist, and nationalist composer and used
Hungarian folk themes and rhythms in my compositions.
_______9. My works ranged from ballets - including Cinderella and Romeo and
Juliet - to film music, such as Lieutenant Kije and Alexander Nevsky.
_______10. My compositions include songs, solo piano works, chamber music,
choral pieces, operas, ballets, and orchestral concert music.
C. Francis Poulenc D. Sergie Prokofief
Gauge
Directions: Read the statement carefully write TRUE in the blank provided for if
the statement is correct and FALSE if not.
________1. Primitivism uses musical elements that are well defined and clear.
________2. Ethicism uses materials from European ethnic groups.
________3. Primitivism evolved into neo-classicism.
________4. Exoticism uses materials indigenous to specific countries.
________5. Bela Bartok utilized changing meters and strong syncopations.
________6. The composers in neo-classicism sought to return to aesthetic precepts
associated with broadly defined concept of “classicism”.
________7. Sergie Prokofieff composed his first piano piece at five and his first opera
aged nine.
________8. Romeo and Juliet Ballet is a lighthearted orchestral work intended for
children.
________9. Bela Bartok used Hungarian folk themes and rhythms.
________10. The composition of Bela Bartok Allegro Barbaro features the
exceptional talents of its various soloistsin an intricately constructed
piece.
6
ARTS Functions of Arts
Target
Art has had a great number of different functions throughout its history,
making its purpose difficult to abstract or quantify to any single concept. This does
not imply that the purpose of art is “vague” but that it has had many unique, different
reasons for being created. Some of the functions of art are provided in the outline
below. The different purposes of art may be grouped according to those that are non-
motivated and those that are motivated.
After going through this module, you are expected to:
explain the role or function of artworks by evaluating their utilization and
combination of art elements and principles (A10PL-Ih-2)
use artworks to derive the traditions/history of the various art movements
(A10PL-Ih-3)
a. list the elements and principle of arts

b. identify the functions of artworks
c. apply function of arts through painting
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Jumpstart
ACTIVITY 1. LET’S RECALL!

Direction: Recall and list down the elements and principles of arts.
ELEMENTS PRINCIPLES
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
Discover
Non-motivated Functions of Art

The non-motivated purposes of art are those that are integral to being human,
transcend the individual, or do not fulfill a specific external purpose. In this sense,
art, as creativity, is something humans must do by their very nature (i.e., no other
species creates art), and is therefore beyond utility.
1. Basic human instinct for harmony, balance, rhythm. Art at this level
is not an action or an object, but an internal appreciation of balance and
harmony (beauty), and therefore an aspect of being human beyond
utility.
“Imitation, then, is one instinct of our nature. Next, there is the instinct for ‘harmony’
and rhythm, meters being manifestly sections of rhythm. Persons, therefore, starting
with this natural gift developed by degrees their special aptitudes, till their rude
improvisations gave birth to Poetry”. —Aristotle
2. Experience of the mysterious. Art provides a way to experience one’s

self in relation to the universe. This experience may often come unmotivated,
as one appreciates art, music or poetry.
“The most beautiful thing we can experience is the mysterious. It is the source of
all true art and science. —Albert Einstein
3. Expression of the imagination. Art provides a means to express the

imagination in non-grammatic ways that are not tied to the formality of
spoken or written language. Unlike words, which come in sequences and
each of which have a definite meaning, art provides a range of forms,
symbols and ideas with meanings that are malleable.
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Jupiter’s eagle as an example of art is not, like logical (aesthetic) attributes of
an object, the concept of the sublimity and majesty of creation, but rather something
else – something that gives the imagination an incentive to spread its flight over a
whole host of kindred representations that provoke more thought than admits of
expression in a concept determined by words. They furnish an aesthetic idea, which
serves the above rational idea as a substitute for logical presentation, but with the
proper function, however, of animating the mind by opening out for it a prospect into
a field of kindred representations stretching beyond its ken. —Immanuel Kant
4. Ritualistic and symbolic functions. In many cultures, art is used in

rituals, performances and dances as a decoration or symbol. While these
often have no specific utilitarian (motivated) purpose, anthropologists
know that they often serve a purpose at the level of meaning within a
particular culture. This meaning is not furnished by any one individual
but is often the result of many generations of change, and of a
cosmological relationship within the culture.
Most scholars who deal with rock paintings or objects recovered from
prehistoric contexts that cannot be explained in utilitarian terms and are thus
categorized as decorative, ritual, or symbolic, are aware of the trap posed by the term
“art.”—Silva Tomaskova
Motivated Functions of Art
Motivated purposes of art refer to intentional, conscious actions on the part
of the artists or creator. These may be to bring about political change, to comment
on an aspect of society, to convey a specific emotion or mood, to address personal
psychology, to illustrate another discipline, to (with commercial arts) sell a product,
or simply as a form of communication.
1. Communication Art, at its simplest, is a form of communication. As

most forms of communication have an intent or goal directed toward
another individual, this is a motivated purpose. Illustrative arts, such as
scientific illustration, are a form of art as communication. Maps are
another example. However, the content need not be scientific.
Emotions, moods and feelings are also communicated through art.
Art is a set of artifacts or images with symbolic meanings as a means of

communication. —Steve Mithen
2. Art as entertainment. Art may seek to bring about a particular emotion

or mood, for the purpose of relaxing or entertaining the viewer. This is
often the function of the art industries of Motion Pictures and Video
Games.
3. The Avante-Garde. Art for political change. One of the defining

functions of early twentieth-century art has been to use visual images
to bring about political change. Art movements that had this goal—
Dadaism, Surrealism, Russian constructivism, and Abstract
Expressionism, among others—
are collectively referred to as the Avante-Garde arts.
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By contrast, the realistic attitude, inspired by positivism, from Saint
Thomas Aquinas to Anatole France, clearly seems to me to be hostile to any
intellectual or moral advancement. I loathe it, for it is made up of mediocrity, hate,
and dull conceit. It is this attitude which today gives birth to these ridiculous
books, these insulting plays. It constantly feeds on and derives strength from the
newspapers and stultifies both science and art by assiduously flattering the lowest
of tastes; clarity bordering on stupidity, a dog’s life. —André Breton (Surrealism)
4. Art as a “free zone,” removed from the action of the social censure.
Unlike the avant-garde movements, which wanted to erase cultural
differences in order to produce new universal values, contemporary art
has enhanced its tolerance towards cultural differences as well as its
critical and liberating functions (social inquiry, activism, subversion,
deconstruction…), becoming a more open place for research and
experimentation.
5. Art for social inquiry, subversion, and/or anarchy. While similar to

art for political change, subversive or deconstructivist art may seek to
question aspects of society without any specific political goal. In this
case, the function of art may be simply to criticize some aspect of society.
Spray-paint graffiti on a wall in Rome

Graffiti art and other types of street art are graphics and images that are
spray-painted or stenciled on publicly viewable walls, buildings, buses, trains, and
bridges, usually without permission. Certain art forms, such as graffiti, may also be
illegal when they break laws (in this case vandalism).
6. Art for social causes. Art can be used to raise awareness for a large
variety of causes. A number of art activities were aimed at raising
awareness of autism, cancer, human trafficking, and a variety of other
topics, such as ocean conservation, human rights in Darfur, murdered
and missing Aboriginal women, elder abuse, and pollution. Trashion,
using trash to make fashion, practiced by artists such as Marina DeBris
is one example of using art to raise awareness about pollution.
7. Art for psychological and healing purposes. Art is also used by art
therapists, psychotherapists and clinical psychologists as art therapy.
The Diagnostic Drawing Series, for example, is used to determine the
personality and emotional functioning of a patient. The product is not
the principal goal in this case, but rather a process of healing, through
creative acts, is sought. The resultant piece of artwork may also offer
insight into the troubles experienced by the subject and may suggest
suitable approaches to be used in more conventional forms of psychiatric
therapy.
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8. Art for propaganda or commercialism. Art is often utilized as a form
of propaganda, and thus can be used to subtly influence popular
conceptions or mood. In a similar way, art that tries to sell a product
also influences mood and emotion. In both cases, the purpose of art here
is to subtly manipulate the viewer into a particular emotional or
psychological response toward a particular idea or object.
9. Art as a fitness indicator. It has been argued that the ability of the
human brain by far exceeds what was needed for survival in the
ancestral environment. One evolutionary psychology explanation for this
is that the human brain and associated traits (such as artistic ability
and creativity) are the human equivalent of the peacock’s tail. The
purpose of the male peacock’s extravagant tail has been argued to be to
attract females. According to this theory superior execution of art was
evolutionarily important because it attracted mates.
Explore
ACTIVITY: WHICH IS WHICH?

Directions: Identify the following functions of art whether motivated or non-
motivated. Write your answer on a separate sheet.
___________________1. Experience of the mysterious
___________________2. Social causes
___________________3. Propaganda or commercialism
___________________4. Ritualistic and symbolic functions

___________________5. Expression of the imagination
___________________6. Fitness indicator
___________________7. Psychological and healing purposes

___________________8. Social inquiry, subversion, and/or anarchy
___________________9. Basic human instinct for harmony, balance, rhythm
___________________10. Political change
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Deepen
Activity 1: PAINT YOUR CHOICE!

Directions: Choose one function in either motivated or non-motivated functions
of art ( example: Art for social causes ) and apply it through a
painting using 1/8 illustration board as your canvas.
Points Creativity/Originality Effort/Perserverance Craftsmanship/Skill

(x5) (x5) (x 5)
The student explored The project was The artwork was beautiful
4 several choices before continued until it was and patiently done; it was
Selecting one, generated complete as the as good as hard work could
many ideas, tried student could make make it.
unusual combinations it; gave it effort far
or changes, used beyond that required.
problem-solving skills.
The student tried a few The student worked With a little more effort, the
3 ideas before selecting hard and completed work could have been
one or based his/her the project, but with a outstanding; lacks the
work on someone else’s bit more effort it finishing touches.
idea, made decision might have been
after referring to one outstanding.
source.
The student tried an The student finished The student showed average
2 idea but it lacked the project, but it craftsmanship; adequate,
originality, might have could have been but not as good as it could
copied work, improved with more have been, a bit careless.
substituted “symbols” effort, chose an easy
for personal expression. project and did it
indifferently.
The student fulfilled the The project was The student showed average
1 requirements of the completed with craftsmanship, lack of pride
assignment, but gave minimum effort in finished work
no evidence of trying
anything unusual
The student showed no The student did not The student showed poor
0 evidence of original finish the work craftsmanship; evidence of
thought adequately laziness or lack of
understanding
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Gauge
Directions: Read each item carefully. Use a separate sheet of paper for your
answers. Match the descriptions, explanations, meanings or examples
in column A with the functions of art in Column A. Write your answers
on a separate sheet. Letters only.
COLUMN A COLUMN B
1. Illustrative arts, such as A. Art as entertainment

scientific illustration B. Art as a fitness indicator
2. Art industries of Motion Pictures C. Art for social causes
and Video Games D. Basic human instinct for
3. Collectively referred to as harmony, balance, rhythm
the Avante-Garde arts E. Expression of the imagination
4. An internal appreciation of F. Communication Art
balance and harmony and G. Art for Political Change
therefore, an aspect of being H. Art for psychological and
human beyond utility healing purposes
5. Provides a way to experience I. Ritualistic and symbolic
oneself in relation functions
to the universe. J. Art for social inquiry,
6.The purpose of the male peacock’s subversion, and/or anarchy
extravagant tail has been argued K. Experience of the mysterious
to be to attract females
7. Awareness of autism, cancer and
human trafficking
8. Used in more conventional forms of
psychiatric therapy.
9. Used in performances and dances
as a decoration
10. To criticize some aspect of society
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Yoga as Recreational Activity
P.E (Development and Making it Part
of Life)
Target
This module introduces you to importance of a healthy lifestyle and weight

management in the enhancement of your fitness. You will be provided with a variety
of fitness activities such as strength training, running, walking, yoga, and aerobic
dance exercises which will in turn lead you to a greater awareness of the right food
to eat, and proper ways on how to manage your weight, and practice healthy lifestyle.
After going through this module, you are expected to attain the following
objectives:
Most Essential Learning Competency
• assess physical activity, exercise and eating habits; PE10PF-Ia-h-39

• engage in moderate to vigorous physical activities for at least 60 minutes a
day in and out of school PE10PF-Ib-h-45; and
• express a sense of purpose and belongingness by participating in physical-
related community services and programs PE10PF-Ib-h-48.
Subtask:
- identify different yoga positions.
- Execute properly the different yoga positions.
14
• Yoga is very useful in worldly life to make the body healthy. With a healthy
body, one is better able to undertake spiritual practice such as service towards
the Absolute Truth (satsēvā).
• If yoga is complemented with other forms of spiritual practice to purify the
mental body and other bodies, then a person can achieve rapid spiritual
progress in his lifetime. Thus, a person can make progress to achieve the
purpose of life which is to unite with God.
PRE-TEST
Directions: Matching Type. Match the yoga position in column A with its correct
name in column B.
15
Jumpstart
Directions: From a scale of 1-10 (1 being the most challenging and 10 being
the easiest), rank the following yoga positions from the easiest to the most
challenging ones to perform.
Yoga Posture Reflection
Mountain pose Tadasana
Downward dog Adho (Mukha)
Svanasana
Warrior (3rd type) Virabhadrasana
Tree pose Vrksasana
Bridge pose Setu Bandha
Sarvangasana
Triangle pose UtthitaTrikonasa na
Seated twist (1 type) AndhaMatsyendra
sana
Cobra Bhujangasana
Pigeon pose kapotasana
Childs pose Balasana
Discover
The History of Yoga has a lot to do with the present times. The earliest Yoga started
some 5000 years ago since human civilization has begun. The scholars have believed
that Yoga was originated out of Stone Age Shamanism.
This is because there were some cultural similarities between Mehrgarh which was
a Neolithic settlement and the Modern Hinduism. The shamanistic culture of
Mergarh was in fact influenced by Hindu ideals, symbols, and rituals of the present.
The ancient shamanism and early Yoga had so much similarity for the reason both
wanted to go beyond the human condition.
Shamanism’s primary goal was to heal the members who were in their community
and at the same time act as the religious mediators.
Archaic Yoga also had the same objectives as they were community oriented, and
they aimed to determine the enormous order through senses and inner vision which
then can be applied to our daily lives.
As time went on, Yoga has progressed and has regarded the inmost experience. Yogis
then have focused on how to improve the individual enlightenment, recovery, and
salvation.
16
Yoga’s evidence were first tracked in the archeological evidence which was found in
stone seals exhumed from the Indus valley. Yoga postures were traced and seen fro
the figures which were illustrated in the stone seals. the artifacts were placed on
History books circa 3000 B.C., which was linked to the great Indus-Sarasvati
Civilization which was known to be the largest civilization that exist in the ancient
world. The Indus-Sarasvati, being a maritime society, exported goods all over Africa
and the Middle East. They build up sewage systems and put-up geometrical brick
roads and constructed multistory buildings.
The Vedas are known as the oldest scripture in the world which were the ancient
texts, was brought by the Indus-Sarasvati civilization. It was a compilation of hymns
that commends a high power which included the oldest recorded teachings in Yoga.
They have considered this the divine revelation. The intelligence of the Vedas was
known as the Pre-classical Yoga or the Vedic. This was described by the ritualistic
ceremonies that the Yoga practitioners have been required in order to go beyond the
limitations of the mind.
The history of yoga would not have been completed in the classical stage of yoga.
After the time and turn of the millennium, yoga and its spread in different forms have
come up with the need for standardization. This is important so that the people will
be aware with it and it can be applied by them. Due to this, during the second
century, C.E., Patanjali has composed and collected seminal text which was the
Yoga-Sutra which had defined the Classical Yoga.
At the age of Postclassical Yoga in the enormous history of Yoga, it gave rise to some
productive literature which has included the Tantra and the Hatha which is famously
known nowadays. These were taught in schools for Yoga and practiced by many.
Therefore, post classical Yoga is described to the adaptation of our present state. It
is the time when yoga has evolved greatly and introduced to people. It has then been
applied in the United States in the 1800’s.
Now in the recent decades, yoga has greatly and swiftly evolved. Swami Sivananda
was one of the prominent gurus ever to master yoga. He has served as a doctor and
he has generously opened up schools in Europe and America.
Now as we move on with the yoga practices that we have today, it is much helpful
and easier to understand if we looked back on the history of yoga.
17
Explore
Activity 4. Time to Teach Directions:

Ask your family member to perform the Yoga positions you chose. Execute
them with the tune of a mellow music. Below is the rubric to be used.
Criteria
Execution 50% All the exercises were executed properly and with ease.
Attainability 30% The principle of FITT was observed and attained in the activity
Mastery 20% All exercises were executed with mastery and in proper order
TOTAL 100% -
Deepen
Directions: Below is an exit ticket. After engaging in yoga exercises, complete the
table below.
YOGA
3 things I like about yoga 2 things I want to share 1 thing I want to explore
to my friends more
1. 1. 1.
2. 2.
3.
18
Gauge
Directions: Read the following questions and write the letter that best represents
your answer
__________1. What ancient form of exercise builds the strength and flexibility of a
person?
A. Yoga B. Tai Chi C. Taekwondo D. Karate
__________2. What country pioneered Yoga?
A. Philippines B. India C. Venezuela D. Brazil
__________3. Which of the following is true about Yoga?
A. Yoga was introduced by Brazil.
B. Yoga is intended for athletes only.
C. Yoga is an alternative sports for gymnastics.
D. It is considered as a form of alternative medicine that boosts
physical and mental well-being.
__________4. Which of the following statements is not correct about Yoga?
A. Promotes self- healing.
B. Yoga is a difficult exercise
C. Enhances personal power.
D. Yoga is for living with greater awareness.
__________5. What type of yoga is used to develop flexibility and balance?
A. Hatha B. Vinyasa C. Iyengar D. Bikram
__________6. What type of yoga is used to establish strength, flexibility and
balance?
A. Hatha B. Vinyasa C. Iyengar D. Bikram
__________7. What is the other name for Child’s Pose?
A. Balasama C. Vrksasana
B. Kapotasana D. Adho Svanasana
__________8. What yoga position requires the body to look like an inverted “V” and
held on for 3 full breaths?
__________9. What yoga position requir es the body to sit with your heels, chest
lowered and moved forward closer to the knees, forehead to rest on
the flat surface, with arms extended forward, and the pose held to
breathe?
__________10. What yoga position is also known as Tree pose?
19
II- Directions: Determine the proper sequence of the procedures to arrive at a
certain yoga position.
1. Warrior
I- Right knee is bent at 90-degree angle

II- left leg is bent to a 45-degree angle
III- arms are extended to the sides with palms facing down
IV-and held for 1 minute
A. I-II-III-IV B. IV-III-II-I C. I-III-II-IV D. IV-II-I-III
2. Cobra
I- From supine lying position, press the shoulders down and

II- slowly raise the upper body
III- Stretch and feel the tension from the lower back to the neck
IV- Keep the position for 15-30 seconds.
A. I-II-III-IV B. IV-III-II-I C. I-III-II-IV D. IV-II-I-III
3. Pigeon Pose
I- From push-up position, the left leg is brought down while the right knee is bent
on the floor
II- Chest is brought closer to the floor as the arms are extended in front
III- Hold for 30 seconds or longer.
A. I-II-III B. III-I-II C. II-I-III D. I-III-II
4. Child’s Pose
I- Sit on your heels, lower your chest and bend forward with chest closer to the
knees.
II- Hold the pose, and breathe.
III- Let your forehead rest on the flat surface, with arms extended forward.
A. I-III-I B. I-III-II C. III-II-I D. I-II-III
5. Triangle’s Pose
I-Arms are extended to the sides, bend over the right leg
II-Hold the position for 5 breaths.
III- let the right hand touch the floor while the left hand is extended towards the
ceiling.
A. I-III-I B. I-III-II C. III-II-I D. I-II-II
20
Complementary and Alternative
HEALTH
Healthcare Modalities
Target
“Consumers today face an amazing array of choices when they consider taking action
to improve their health or seek care for a health problem” (Donatelle,2006).
In addition to health professionals, there forms of healthcare that offer alternatives.
These are the complementary and alternative healthcare modalities.
After going through this module, you are expected to demonstrate competence in
applying knowledge on complementary and alternative healthcare modalities.
Most Essential Learning Competency

After working on this module, you are expected to:
1. explain the different kinds of complementary and alternative health care

modalities (H10CH-Id-25);
Subtask:
1.identify the different herbal and alternative medicines.
2.appreciate the medicinal value of the different herbal medicines.
3.apply the value of herbal and alternative medicines in life situation.
21
Complementary and Alternative Healthcare Modalities are often taken
because some individuals believe in traditional medical care may not be enough to
treat a particular health condition. A complementary medicine availed and integrated
together with traditional medicine. On the other hand, alternative medicine offered
in place of traditional medicine.
This module will help you to understand concepts on Complementary and

Alternative Healthcare Modalities that may apply in life situation
Jumpstart
Activity: GARDEN OF HERBS

Directions: Unscramble the letters in column A to form the correct name of the herb.
The medicinal value of each herb in column B which will serve as your clue. Write
your answer in column C.
A. HERB B. MEDICINAL VALUE C.CORRECT

WORD
KAOCPLAU For ringworm and other skin
(fungal) infections
APNIST–NASITNP For arthritis and gout
A
MAPALAYA For non-insulin dependent
diabetic patients
NABWAG For blood pressure control
IYNOG–AINYGON For intestinal worms,
particularly ascaris and trichina
GUALIND For cough and asthma
YASABAB For use as antiseptic to disinfect
wounds for mouthwash or tooth
decay and gum infection
BMNGOAS For urinary stones
ASATNGBUGAT For mouthwash
R E BY A – N U B E A For relief from body aches and
pains
22
Discover
Republic Act. No.8423 or the Traditional and Alternative Medicine Act of

1997 provisioned the creation of the Philippine Institute of Traditional and
alternative Healthcare (PITACH), which works closely with the department of Health.
PITACH- is also the law-making body with regards to the effective use of
traditional and alternative medicine.
Four Major Domains of Complementary and Alternative Medicine

1. Biology-based practices – uses herbal medicine and availing of special diets
and vitamins.
2. Energy medicine – uses magnetic fields or biofields in belief that energy
fields may enter various points in the body.
3. Manipulative and body-based practices - are bodily-kinesthetic in nature
and are concerned with movement therapy.
4. Mind-body medicine - uses mental exercises in belief that the brain is
central to the health of an individual.
Complementary and alternative medicines are treatments that are applied

along with typical and accepted medical treatments but are not considered standard.
These include herbal medicine, magnetic fields, nutrition therapy, acupressure,
movement therapy, mental exercises, etc.
NATUROPATHY
“Naturopathic medicine views diseases as a manifestation of an alteration in the
processes by which the body naturally heals itself”(Donatelle,2006) Naturopathy
offers a wide range of natural practices including herbal medicine, acupuncture,
acupressure, nutritional therapy, and ventosa cupping massage therapy.
HERBAL MEDICINES
The Department of Health (DOH) is promoting ten “scientifically-validated herbal
medicinal plants, partly because of high cost of synthetic medicines. DOH warns that
these medicinal plants must be taken properly.
AKAPULCO- For AMPALAYA-For non-insulin BAYABAS- For use

as ringworm and other diabetic patient. Antiseptic to
23
disinfect skin (fungal) infections wounds.
BAWANG-for blood LAGUNDI-For cough NIYOG-NIYOGAN

Pressure control and asthma For intestinal worms,
Particularly ascaris
And trichina
PANSIT-PANSITAN- For arthritis SAMBONG- For urinary stones

gout
TSAANG GUBAT-For Diarrhea and YERBA-BUENA- For aches and

Mouthwash pain
24
ALTERNATIVE MEDICINE
ACUPUNCTURE. It is a form
of energy medicine where
long thin needles are
inserted to specific parts of
the body to affect the energy
flow. Acupuncture is
believed to treat
musculoskeletal
dysfunctions.
REFLEXOLOGY. Similar
to acupuncture,
reflexology focuses on
treating specific disorders
through massaging the
palms of the hand and
soles of the feet.
NUTRITION THERAPHY.
Nutrition therapy
approaches treatment of a
medical condition by
providing a tailored diet for
the patient.
ACUPRESSURE. Acupressure
uses the same technique as
that of acupuncture. The only
difference is that acupressure
does not use needles but
hands to apply pressure on
certain points of the body.
25
VENTOSA CUPPING
MASSAGE THERAPHY. This
procedure is done by placing
inverted glasses that have
flames from burning cotton,
on specific points in the body.
It is believed to relieve muscle
and joint pains.
Explore
Direction: Identify the herbal and alternative medicines that being described
below. Write your answer on the space provided for.
___________________1. It is a form of energy medicine where long thin needles are

inserted to specific parts of the body to affect the energy flow.
___________________2. It is an alternative medicine which focuses on treating
specific disorders through massaging of the soles of the feet.
___________________3. It is a treatment of a medical condition by providing a tailored
diet for the patient.
___________________4. It uses hands instead of needles to apply pressure on certain
points of the body.
___________________5. It is a therapy done by placing inverted glasses that have
flames from burning cotton, in specific points on the body.
___________________6. It use to control non-insulin patient.
___________________7. It use to control blood pressure.
___________________8. It use to as antiseptic for wounds.
___________________9. It use for urinary stones.
__________________10. It is for use for arthritis and gout.
26
Deepen
Activity: NEWSPAPER ADS

Direction: Look for additional herbal medicines found in your
backyard/surroundings.
Procedure:
1.Take photo or paste the herbal medicine in a short bond paper
2.Properly label
3.Write the health benefits of these herbal medicine.
4.Make an advertisement
Rubrics:
Criteria 4 3 2 1
Layout and The ads is The ads is eye Ads may be Ads is
Design creatively designed catching and difficult to unattractive
with easily read attractive. Text read. May or
text. Grammar, is easy to read. have some inappropriat
style and purpose Grammar, grammar and e. Text is
all excellent for a style, and or punctuation difficult to
for an punctuation that indicate it read. It does
advertisement. are indicative is an not have
of an advertisement. proper
advertisement. grammar or
punctuation
for an
advertiseme
nt.
Information Information is Information is Some Information
, accurate and well written information is is poorly
style, complete, is and interesting provided, but written,
Audience,to creatively written, to read. is limited or inaccurate,
ne and is cleverly inaccurate. or
presented. incomplete.
Follows Student is Student is Student is Student is
Guidelines accurately follow partially follow fairly follow poorly follow
and the procedures. the the the
procedures procedures. procedures. procedures.
Total : 12 points
27
Gauge
Direction: Choose the letter of the best answer. Write your answer on the space
provide for.
___1. Which of the following is the law-making body with regards to the effective
use of traditional and alternative medicine?
A.FDA B.PITACH C.TAMA D.BFAD
___2. Which alternative medicines uses hands instead of needles to apply pressure
on certain points of the body?
A. Acupressure B. Acupuncture
C. Reflexology D. Ventosa Cupping massage therapy
___3. How to prepare the lagundi for cough and asthma?
A. Boiling B. Grilling C. Fixing D. Mixing
___4. Which alternative medicine where long thin needles are inserted to specific
parts of the body.
A. Acupuncture B. Acupressure C. Reflexology D. Ventosa
___5. Which law known as Traditional and Alternative Medicine Act of 1997?.
A.RA. No. 3720 B.RA No.3740 C.RA No.7394 D.RA No. 8423
___6. Which herbal medicine is always available in your kitchen as condiments but
also helps to treat and control high blood pressure?
A. Akapulco B. Ampalaya C. Bayabas D. Bawang
___7. Which of the following major domain uses herbal medicine and availing of
special diets and vitamins?
A. Biology- based practices B. Energy medicine
C. Manipulative & body-based practices D. Mind-body medicine
___8. Which domain uses mental exercises in belief that the brain is central to the
health of an individual?
A. Biology- based practices B. Energy medicine
C. Manipulative & body-based practices D. Mind-body medicine
___9. Which alternative medicine uses treatment of a medical condition by
providing a tailored diet for the patient?
A. Acupressure B. Acupuncture
C. Nutrition Therapy D. Reflexology
___10.Which treatments that are applied along with typical and accepted medical
treatments but are not considered standard?
A. Complementary and Traditional Medicines
B. Complementary and Alternative Modalities
C. Complementary and Standard Medicines
D. Traditional and Alternative Medicines
28
29
MUSIC
JUMPSTART EXPLORE DEEPEN GAUGE
1. PRIMITIVISM 1. J 1. B 1. TRUE
2. CONVENTIONAL 2. I 2. D 2. TRUE
3. CULTURE 3. H 3. C 3. TRUE
4. NATIONALISM 4. G 4. D 4. FALSE
5. HUNGARIAN 5. F 5. B 5. TRUE
6. MIKROKOSMOS 6. E 6. C 6. TRUE
7. CHILDREN 7. D 7. D 7. TRUE
8. PIANIST 8. C 8. B 8. FALSE
9. GIANTS 9. B 9. D 9. TRUE
10. NEO-CLASSICISM 10. A 10. C 10. FALSE
ARTS
JUMPSTART - ACTIVITY: LET’S RECALL! EXPLORE Gauge
ELEMENTS: LINE COLOR SHAPE 1. F
VALUE FORM TEXTURE SPACE 2. A
PRINCIPLES: CONTRAST UNITY ACTIVITY : WHICH IS WHICH?
3. G
BALANCE 1. MOTIVATED 4. D
2. NON-MOTIVATED 5. K
EMPHASIS
3. NON-MOTIVATED 6. B
VARIETY 4. MOTIVATED 7. C
MOVEMENT 5. MOTIVATED 8. H
6. NON-MOTIVATED 9. I
PATTERN 7. NON-MOTIVATED 10. J
8. NON-MOTIVATED
9. MOTIVATED
10. NON-MOTIVATED
Answer Key
30
PHYSICAL EDUCATION
PRE-TEST GAUGE II.
1. A I. 1. A
2. C 1. A 2. A
3. E 2. B 3. A
4. B 3. D 4. B
5. D 4. B 5. B
5. D
6. B
7. A
8. D
9. A
10. C
HEALTH
Jumpstart: Explore: Deepen:
1.C 1.T 1./
2.B 2.T 2./
3.D 3.T 3.X
4.A 4.T 4./
5.C 5.F 5.X
6.D 6.F 6./
7.B 7.F 7./
8.C 8.T 8./
9.C 9.T 9./
10.D 10.F 10./
Gauge:
2./
3./
4.X
5./
6./
7.X
8./
9./
10./
REFERENCES:
MUSIC
Raul M. Sunico, Phd Piano Performance, Doctor of Humanities,H.C., Evelyn F. Cabanban, Doctor of
Humane Letters, H.C., Melissas Y. Moran. HORIZONS Music and Arts Appreciation for Young Filipinos
LM. PHILIPPINES: Tawid Publications.
Raul M. Sunico, Phd Piano Performance, Doctor of Humanities,H.C., Evelyn F. Cabanban, Doctor of
Humane Letters, H.C., Melissas Y. Moran. HORIZONS Music and Arts Appreciation for Young Filipinos
TG. PHILIPPINES: Tawid Publications.
Marshall D. Defensor, Salve A. Favila, Glinore B. Santiago, Aquilino Eduardo P. Santos, Lordinio A.
Vergara. MAPEH (Music Arts, Physical Education and Health) Fourth Year 1624-1626 Espaῆa cor. Don
Quijote St. Sampaloc , Manila: ST. AUGUSTINE PUBLICATIONS, INC.
Minerva Y. Atanacio, Aquilino Eduardo P. Santos , Julio Victor B. Santarin. ACTIVE MAPEH IV .
1425bJ. Fajardi St. cor. M. Earnshaw street Samapaloc, Manila: MAGALLANES PUBLISHING HOUSE
Hazel P. Copiaco, Vivian R. Lugue, Veronica E. Ramirez,Ph.D., Agripino G. Darilag, Lordinio A. Vergara,
Johannsen C. Yap, Grace Leus Reyes, Ma. Lourdes B. Aguinaldo. Our World of MAPEH. 1253 Gregorio
Araneta Ave. Quezon City: Vibal Group Inc.
Vilma V. Perez, Lillian N. Luma, Crisanto E. Tomas, Danilo A. Clemente, Ed,D. MAPEH – CAT. 1680 E.
Rodriguez Avenue, Cubao, Quezon City: Saint Berndette Publications, Inc.
ARTS
HORIZONS Music and Arts Appreciation for young Filipinos Grade 10 Learner’s Material, by Raul M.
Sunico,Phd Piano Performance, Doctor of Humanities H.C. , Evelyn F. Cabanban, Doctor of Humane
Letters H. C. Melissa Y. Moran
PHYSICAL EDUCATION
Bercando, MAV, Depiedra, ST, Espiritu AP, GIneta, JJD. (2015) MAPEH 10. 1373 E.Rodriguez, Sr. Ave.,
Kristong Hari, Quezon City, PH. St. Bernadette Publishing House Corporation.
Callo, LF, Dajime, PF. (2016). Physical Education and Health Volume I. 856 Nicanor Reyes Sr. ST,
Sampaloc Manila. PH. Rex Printing Company, Inc.
Gonzalvo, RP, Melindo, NC, Punzalan, MD. Physical Education and Health for Senior High School. Rm.
108, ICP Bldg., Recoletos St., Intramuros, Manila. PH. Mindshapers Co., INC.
Angeles PJR, Boquiren, L., Grecia, JG., Rosenberger, LG., (2017) LIVING WITH MAPEH. 1253 Gregorio
Araneta Avenue, Quezon City, PH. Vibal Group INc.
Concha, A.A, Ganzon, L.C, Fulgencio, MGA, Tungala, J.S. (2017) MAPEH 10. Phoenix Building, 927
Quezon Ave., Quezon City, PH. 375-1640/ 410-7635. Fax No.: 410-9330. Service @phoenix.com.ph
HEALTH
Callo, Lualhati, Mark Kenneth Camiling, Johannsen Yap, Janeth Cagulang, Jose
Doria, Encarnita Deveraturda, and Jo-ann Grecia. 2015. Physical Education an
Health - Grade 10. 5th Floor Mabini Building, DepEd Complex Meralco Avenue,
Pasig City: Vibal Group, Inc.
Banzon, Victoria, Jocelyn Bautista, Josefino Carlos, Josephine Carlos, Arlene

Dela Vega, Agripino Darilag, Evangelina De Leon, Rolando Palomique,
and Santos Revilla. 2005. Exploring with MAPEH IV. 1253 Gregorio Araneta
Ave. cor. Maria Clara Street, Quezon City: Vibal Publishing House, Inc
Jefferson A. Pendaden and Jonathan P. Grabilez

Health - Grade 10 Alternative Delivery Mode Quarter 1 - Module 2: Healthcare
31
For inquiries or feedback, please write or call:
Department of Education – SDO La Union

Curriclum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph
32

MAPEH10 Module 4

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10

Development Team of the Module

Editor: SDO La Union, Learning Resource Quality Assurance Team

Printed in the Philippines by: _________________________

Pre-tests are provided to measure your prior knowledge on lessons in each

After going through this module, you are expected to:

Most Essential Learning Competencies:

1. explain the performance practice (setting, composition, role of

1. Identify the composers of primitivism/ neo-classicism

1. _________________ seeks to express ideas or image related to antiquity or to some

Primitivism in music rarely suggests lack of conventional technique. Rather,

His famous works are the following

• Six String Quartets (1908–1938) It represents the greatest achievement of his

His famous works:

FRANCIS POULENC (1899-1963)

• Piano suite Trois mouvements perpétuels (1919),

• Concert champêtre (1928) for harpsichord and orchestra,

ACTIVITY 2. MATCH ME.

________1. I am a pianist, teacher, researcher and also, I used polyrhythm in my

________2. My style is uniquely recognizable for its progressive technique, pulsating

a. list the elements and principle of arts

ACTIVITY 1. LET’S RECALL!

Non-motivated Functions of Art

2. Experience of the mysterious. Art provides a way to experience one’s

3. Expression of the imagination. Art provides a means to express the

4. Ritualistic and symbolic functions. In many cultures, art is used in

1. Communication Art, at its simplest, is a form of communication. As

Art is a set of artifacts or images with symbolic meanings as a means of

2. Art as entertainment. Art may seek to bring about a particular emotion

3. The Avante-Garde. Art for political change. One of the defining

5. Art for social inquiry, subversion, and/or anarchy. While similar to

Spray-paint graffiti on a wall in Rome

ACTIVITY: WHICH IS WHICH?

___________________3. Propaganda or commercialism

___________________4. Ritualistic and symbolic functions

___________________6. Fitness indicator

___________________7. Psychological and healing purposes

___________________9. Basic human instinct for harmony, balance, rhythm

___________________10. Political change

Activity 1: PAINT YOUR CHOICE!

Points Creativity/Originality Effort/Perserverance Craftsmanship/Skill

1. Illustrative arts, such as A. Art as entertainment

This module introduces you to importance of a healthy lifestyle and weight

Most Essential Learning Competency

• assess physical activity, exercise and eating habits; PE10PF-Ia-h-39

Activity 4. Time to Teach Directions:

I- Right knee is bent at 90-degree angle

A. I-II-III-IV B. IV-III-II-I C. I-III-II-IV D. IV-II-I-III

I- From supine lying position, press the shoulders down and

A. I-II-III-IV B. IV-III-II-I C. I-III-II-IV D. IV-II-I-III

A. I-II-III B. III-I-II C. II-I-III D. I-III-II

A. I-III-I B. I-III-II C. III-II-I D. I-II-III

A. I-III-I B. I-III-II C. III-II-I D. I-II-II

Most Essential Learning Competency

1. explain the different kinds of complementary and alternative health care

This module will help you to understand concepts on Complementary and

Activity: GARDEN OF HERBS

A. HERB B. MEDICINAL VALUE C.CORRECT

Republic Act. No.8423 or the Traditional and Alternative Medicine Act of

Four Major Domains of Complementary and Alternative Medicine

Complementary and alternative medicines are treatments that are applied

AKAPULCO- For AMPALAYA-For non-insulin BAYABAS- For use

BAWANG-for blood LAGUNDI-For cough NIYOG-NIYOGAN