SHEPHERDVILLE COLLEGE

TERM: 3rd Grading Period

SUBJECT: Living with Music, Art, Physical Education, & Health 9

MODULE #41

I. TOPIC: PHILIPPINE FESTIVALS

II. OBJECTIVES
At the end of this module, students are expected to:
a. appreciate Philippine festivals;
b. perform the basic dance steps; and
c. use dances to promote fitness and socialization.

III. INTRODUCTION

Watch the video in youtube from the link: https://youtu.be/Pbys3BDsif0.

IV. LESSON PROPER

The Filipinos are known for being joyful and sociable. This is evident in the long list of festivals or
fiestas our country celebrates all year round. Since fiestas are one of the most anticipated events in our country,
not only the Filipinos but tourists all over the world are attracted to witness these special events.

ORIGIN
Festivals are famous in the Philippines. It is characterized by elaborate costumes, Holy Masses,
processions, parades, theatrical play and re-enactments, religious or cultural rituals, fairs, exhibits concerts,
pageants, and various games and contests.
Philippine fiestas are rooted in Christianity. It dates back to the Spanish colonial period when many
communities of the Catholic Church almost always had a patron saint assigned to each of them. Originally
encouraged by the Spanish to coincide with Christian holy days, early festivals became vital instruments in
spreading Christianity throughout the country.
Philippine fiestas can be religious, cultural, or both. Several of these are held to honor the local Roman
Catholic patron saint, to commemorate local history and culture, to promote the community’s products, or to
celebrate a bountiful harvest.
Some festivals, such as Holy Week and Christmas, are declared as public holidays, and thus, are
observed and celebrated nationwide.

FESTIVALS EVENTS

Below is a list that contains some of the festivals in the country. Some may contain multiple/conflicting dates
and/ or place entries.

NAME DATE RANGE LOCATION

Sinulog Festival January (2nd Sunday), 3rd Cebu, Cebu
Vigan Town Fiesta 8 January (4th week) Vigan City
Feast of the Black Nazarene 9 Jan Quiapo, Manila
Ati-atihan Festival 16 January to 22 Jan. (2nd week) Kalibo Aklan
Dinagyang Festival 20 Jan. to 22 Jan, (4th weekend Iloilo City, Iloilo
Longganisa Festival 22 Jan Vigan City
Panagbenga Festival 26 Feb (4th week) Baguio City
(Baguio Flower Festival)
Strawberry Festival Mar (month-long) La Trinidad, Benguet
Holy Week March to April Nationwide
Moriones Festival March (Holy Week), (Easter Boac, Marinduque
Sunday), or 2 Apr to 7 Apr
BASIC DANCE STEPS

Below are the basic dance steps and movements used in our festival dances. Most of the steps are
patterned in the Philippine folk dance steps and some are patterned in modern and popular dance steps. These
steps can be done repeatedly and in any direction.

DANCE STEP STEP PATTERN

Close Step STEP right food sideward, CLOSE other foot to your right foot.
Touch Step TOUCH right foot forward, CLOSE right foot to your left foot.
Brush Step BRUSH right foot on the floor, step right foot in place, close left foot to your right
foot.
Rock Step STEP one foot forward, RAISE other foot at the back.
Blecking Step PLACE right heel in front/PLACE right heel across your left foot.
Hop Step STEP right foot sideward and HOP on right foot in place.
Change Step STEP right foot sideward, CLOSE your left foot, STEP your right foot in place.
Marching Step STEP right foot in place, STEP left foot in place
Slide Step SLIDE right foot sideward, CLOSE your left foot to your right foot
Jump Moves JUMP on both feet in place and land on both feet in place

STUDENT PERFORMANCE TASK

Find a partner in your family member, perform the basic steps used in festival dance. You will be graded
based on rubric below.

INDICATORS STANDARD SCORE

Mastery of the steps 25
Correct execution of steps 15
Timing and coordination with the music 10
TOTAL 50

V. EVALUATION

Choose one Philippine festival and research on its nature and background. Share your findings through
video recording. (50%)

VI. REFERENCES

Sumera, B. & Grecia, C. (2017). Living with Music, Art, Physical Education & Health 9. Vibal Group,
Inc. pp. 308-312.

MODULE #42-43

I. TOPIC: TO THE RESCUE!

II. OBJECTIVES

At the end of this module, students are expected to:

a. identify the principles of emergency action, and first aid;
b. identify the roles and responsibilities of a further injury, good first aider;
c. demonstrate proper conduct of emergency action and first aid; and
d. demonstrate basic life support to the injured.

III. INTRODUCTION

Watch the video in youtube from the link: https://youtu.be/A-Mf38Q-E1U.

IV. LESSON PROPER

EMERGENCY ACTION AND FIRST AID

Any injured person must be given first aid. Giving first aid is an emergency action. Emergency action is the
swift response to a pressing situation. First aid is the immediate medical care given to an injured person. This is
done while medical help is still not present. First aid has three objectives. These are the following:

1. First aid prolongs the life of the injured. If immediate care is not given, injuries may lead to death. In
some cases, first aid procedures even revive a person from death if the care is given immediately and
properly.
2. First aid alleviates the suffering of the injured. First aid procedures aim to provide comfort to the
injured so the pain may be lessened.
3. First aid prevents further injury. Immediate care lessens the risk of aggravating the injury. First aid
procedures remove remaining hazards in the surroundings of the injured. First aid also provides a feeling
of safety and assurance to the injured. An injured person may not only experience physical pain but also
mental and emotional stress. He or she may be fearful of his or her injury. When immediate care is
given, the injured person may feel secure and relieved that his or her injury is attended.

PRINCIPLES OF EMERGENCY ACTION AND FIRST AID

Emergency action and first aid principles refer to the set of rules that guide a person in responding to
emergency scenarios and administering immediate medical care. Below are examples of these principles.

1. Provide emergency action if you witness a situation involving injuries. In this situation, you are
obliged to respond through any emergency action. If you are not knowledgeable of first aid, call fo
help. Calling for help is already considered an emergency action.
2. Think about your own safety before providing emergency care. While it is important to help, it is
better to seek help from other people than risking your safety.
3. Provide proper first aid procedures. First aid administrator is a matter of life and death.
4. Remain calm. It is important to avoid panic in responding to emergency situations.

THE FIRST AIDER

The first aider is the person or rescuer who administers first aid. Being a first aider comes with roles and
responsibilities. Below are examples of these.

a. Bridge the gap between the patient and the victim.

b. Ensure the safety of oneself, the patient and even the bystanders.
c. Assess the situation and the victim.
d. Determine the surrounding threats to the victim.
e. Perform immediate and proper care to the injured person.
f. Document or record important information about the situation and the victim for proper endorsement
to the medical professionals upon arrival.
g. Turn over the injured when professional help arrives.

Aside from these roles and responsibilities, rescuers must possess certain characteristics to make them
good fist aider.
A good first aider is gentle. This does not mean that you have to be touchy with the victim. Rather, it
means being cautious of your actions because the victim maybe in pain. Being observant is also an important
characteristic of a good first aider. It is also important to be resourceful. One way of showing resourcefulness
applied in emergency situations is using a clean shirt to apply pressure on the open wound of the victim. It is
also important to be tactful, empathetic, and respectful. The patient must feel that you understand what he or she
feels, or that you understand how much pain he or she feels at the moment.

Being respectful but reassuring at the same time helps build a sense of trust between you and the victim.
This means that the victim feels assured that he or she is in “safe hands.” It is not enough to know the proper
procedures. A good first aider must also be calm, nurturing, decisive, and resourceful.
BASIC FIRST AID PROCEDURES

In administering first aid, the following procedures must be followed. Suppose you see an injured person
lying on the floor. Remember the A-I-D F-I-R-S-T.

Step 1- Ask for help. Immediately call the attention of other people to scene. Ask if there is anyone in the area
who knows how to perform first aid. If there is one, let him or her take over.

Step 2 and 3- inspect the scene. Determine the possible threats and hazards.

Step 4- Face the victim and introduce yourself. If the scene is clear and safe, approach the victim. Locate and
assess the injury. Take note of the details that the victims will tell you.

Step 5- Intervene and conduct assessment. If the victim is conscious, ask him or her about the situation. Locate
and assess the injury.

If the victim is unconscious, perform the following steps.

1. Tap the shoulders gently and check if consciousness may return.

2. 2if the victim does not respond, perform primary assessment. Check for CAB:
• Circulation-Feel if the pulse is present. Check by touching areas where large veins are present:
neck or wrist.
• Airway- check if there is any blockage in airway passages (mouth and nose). Remove any
material that blocks the airway.
• Breathing- check if the victim is breathing by observing the up and down movement of the
chest. You may also put your palm above the nose and mouth to feel if the victim is inhaling and
exhaling.
3. If circulation is absent, perform cardiopulmonary resuscitation (CPR). If the victim is not breathing,
perform rescue breathing. These two procedures make up basic life support.
4. If circulation and breathing are present, conduct secondary assessment. Secondary assessment is
composed of three major components:
• History
The first aider must ask about the victim’s medical information by thinking of the acronym
SAMPLE:
S- Signs and symptoms felt by the victim
A- Allergies that the victim has
M- Medication that the victim is currently taking
P- Previous medical conditions that the victim had
L- Last oral intake of the victim
E- Events that led to the emergency situation.
The first aider must check for the following.

• Vital signs
a. Abnormal pulse rate or breathing
b. Dilation of pupils
c. Change in skin color or body temperature
d. Changing level if consciousness (being half-awake)
• Head-to-toe examination

The first aider must think of the acronym DOTS to inspect the whole body of the victim for:
D- deformity of fractures
O- open wounds
T- tender parts
S- swollen parts
Step 6- Remember and record the procedures done.
Step 7 and 8- Stay with the victim until professional care arrives. Tell the medical professionals about the
situation and the first aid procedures performed.

BASIC LIFE SUPPORT

People who experience cardiac arrest, electrocution, or drowning often lose consciousness, pulse, and
breathing. Basic life support is a set of skills and procedures done to review the person to regain his or her pulse
and breathing. Chest compression is the act of mimicking the heartbeat so blood flow may return. It is done by
applying a push force on the victim. Rescue breathing refers to the act of providing air to the victim. It is done
after chest compressions by blowing into the victim has no circulation, do the following.

Step 1: Ensure that the victim is lying on a firm flat surface.

Step 2: Execute the proper position. Kneel beside the victim. Keep triangular shape between your legs to allow
movement.

Step 3: Perform CPR.

The procedures for the administration of basic life support differ depending on whether the victim is an adult,
child, or infant.

Adult- position the heel of your dominant hand on the sternum of the adult. The sternum is the area of the chest
in between the breasts. Put the other hand on top and interlock the fingers on the dominant hand.
Straighten your arms.

Child- position the heel of your dominant hand on the sternum of the child. Straighten your arms.

Infant- lay flat half of your index and middle finger on the chest of the infant.

Perform chest compressions at the rate of 100-120 pumps in one minute. Chest comprehensions must be
at least two inches in depth for adults and children and one and a half inches for infants. Allow full recoil of the
chest before another compression. Minimize pauses.

After 30 chest compressions, give two ventilations using the head-tilt-chin-lift-method.

• Tilt the head using side of your hand while pinching the nose.
• Use the other hand to lift the chin of the victim.
• Give two blows of breath in the victim’s mouth.
• After 30 chest compressions, give two ventilations by tilting the head of the infant and giving
two blows of breath in both the nose and the mouth.

Continue another cycle of 30 chest compressions and two ventilations until medical help arrives. If there
is another person within the area, you may quickly take turns in giving CPR. If you feel exhausted to the point
of losing your own breath, stop performing the CPR.

Step 4: If the victim regains pulse and breathing, turn him/her to the recovery position. Continue with the
secondary assessment.

STUDENT ASSESSMENT QUESTIONS (SAQ). Write your answers in your notebook.

SAQ #1: What are the characteristics of a good first aider? (5%)
SAQ #2: How will you know if the victim is conscious or unconscious? (5%)
SAQ #3: What is the importance of giving a first aid? (5%)

V. EVALUATION
Emergency action and first aid are skills that should not only be memorized but also practiced.
Find a partner from the member of the family, Assign the roles of first aider and victim and simulate the
emergency action, first aid, and basic life support. (Record a video while performing the activity and send it to
my messenger account). 70%
VI. REFERENCES

Sumera, B. & Grecia, C. (2017). Living with Music, Art, Physical Education & Health 9. Vibal Group,
Inc. pp. 424- 429.

MODULE #44/45

I. TOPIC: THE ROMANTIC OPERA

II. OBJECTIVES

At the end of this module, students are expected to:

a. discover the opera in the Romantic period;
b. describe musical elements of the opera in the Romantic period;
c. relate the opera of Bizet and Wagner to the historical and cultural background of the period; and
d. explore other arts and media that portray Romantic opera.

III. INTRODUCTION

Watch the video “The Romantic Opera-2014-Nadeeka Guruge” in youtube from the link:
https://youtu.be/FEDrXse2PbE.

IV. LESSON PROPER

Opera became an important source of musical expression during the Romantic period. Singers are
demanded to perform a varying and expressive shades of tone color, dynamics, and pitch.
Before the Romantic period, the opera was divided into narrative and songs. Singers use plain speech
and songs were used to highly key elements. During the Romantic period, the narrative became lyrical and
music became the most important element of the opera. Its theme is centered on self-expression and
individualism.

Below are the classification of an opera in the Romantic Period.

1. ITALIAN OPERA. From the conception of opera during the Baroque period to its maturity during the
Romantic period, the medium used in opera were through tales, myths, and history.
2. FRENCH OPERA. The rise of a new style of opera called the grand opera was developed at around
1820.
3. GERMAN OPERA. Under the influence of Romanticism, Carl Maria von Weber established the
uniquely German form of opera. Two significant styles of opera also emerged during this period, the
German Romantic opera and the music drama. While the German Romantic opera highlights the
melodrama and leitmotif, the music drama eliminates the aria and recitative, used a complex leitmotif,
and increased the power orchestra
4. NATURALISTIC OPERA. A literary movement called naturalism emerged at the end of the century.
Naturalist rebelled against the romantic tendency towed escapism and artificially poetic language.

COMPONENTS OF OPERA:

1. Libretto- the next of an opera. The text of an opera.

2. Overture- the opening piece. It is an instrumental movement played at the beginning of an opera or
oratorio.
3. Recitative- a type of vocal music that has no tune but sets words to imitative the rise and fall of the
rhythm of speech.
4. Aria- long vocal solos found in opera and oratorio intended to be sung by the main character of the
story.5.
5. Duo, trio, and other small ensembles.
6. Chorus- a large organized group of singers that performs together with an orchestraor opera company.
7. Orchestra- the group of instruments that accompany the performers of an opera or oratorio.
 8. Ballet- the dance intended to be performed in the opera or oratorio.
9. Acts of Scene- a division or unit of a theatre either in a play, film, or an opera.

VOICE CLASSIFICATION

Female Singing Voice

• Alto- a voice or part below the highest range and above tenor, in particular
• Mezzo- a female singing voice that is higher than the contralto and lower than the soprano.
• Soprano- the highest female singing voice.

Male Singing Voice

• Bass- the lowest male voice

• Baritone- the man’s voice of intermediate range, usually it is the range which most men speak and sing
• Tenor- the highest male voice between the alto and baritone

Georges Bizet and the French Opera

Georges Bizet was one of the leading French Romantic period opera composer. He was born in Paris,
France on October 25, 1838. He started his music lessons at the age of four. When he was 9 years old, he
entered the Paris Conservatory of Music to study harmony and compositions, as well as lessons in piano and
organ. He was already a master in playing the piano at the age of 14. In 1857, he won the music composition
scholarship of the Prix de Rome. Georges was able to compose 150 piano works, symphonies, orchestral suites,
operas, and songs.
Bizert wrote his most popular opera, Carmen in 1875. It is an opera comique that depicts a tragic story
of love and jealousy. Its first performance was met with high criticism and controversy. When Bizet died three
months after its first opening, the opera Carmen was proved to be a success.
Bizet’s death at the age of 36 on June 3, 1875 was believed to be a significant loss to French musical
theatre.

Wilhelm Richard Wagner and the Music Drama

Wilhelm Richard Wagner was born on May 22,1813 in Leipzig, Germany. He is famously known for
his opera (or his later works known as “music dramas”). Wagner wrote his first drama at age of 11. By age 16,
he already wrote a handful of musical compositions.
Beethoven and Mozart were Wagner’s inspiration in composition. He wrote both libretto and the music
of his opera, unlike other opera composers.
His works are notable for their rich harmonies, complicated texture, and orchestration. He also known
for his elaborate use of leitmotifs.
Wagner’s late music dramas are considered his masterpieces. His 18 hour opera (The Rhine Gold), Die
Walkure (The Valkyrie), Siegfried, and Die Gotterdammerung (The Twilight of the Gods).
Richard Wagner considered to be one of the world’s most influential composers. His own festival
theatre, the Bayreuth Festspielhaus was where The Ring Cycle and his last opera, Parsifal were performed.

Wagner died on February 13, 1883 in Venice, Italy. He was buried at Garden of Villa Wahnfried in
Bayreuth, Germany.

Among his famous works were:

1. The Ride of the Valkyries-from the opera Die Walkure (The Valkyries)
2. Der fliegende Hollander (The Flying Dutchman)
3. Tannhauser
4. Lohengrin
5. Tristan und Isolde (Tristan and Isolde)
6. Die Meistersinger von Nurnverg (the Mastersingers of Nuremberg)
7. Parsifal, his final opera
STUDENT ASSESSMENT QUESTIONS (SAQ). Write your answers in your notebook.
SAQ #1: What is the difference between the Romantic opera and our opera today?
SAQ #2: What musical play do you enjoy most? Why? (5%)

VI. EVALUATION

A. Listen to the Bridal Chorus from the opera Lohengrin by Wagner in YouTube from the link:
https://youtu.be/5C5FOW2ekHo. Describe the composition based on the following elements.
a. Melody
b. Rhythm
c. Dynamics
d. Tempo
B. Research on additional information about the life, musical career, and contribution of George Bizet and
Richard Wagner in the history of music. Write it in your notebook.

VI. REFERENCES

Sumera, B. & Grecia, C. (2017). Living with Music, Art, Physical Education & Health 9. Vibal Group,
Inc. pp. 90-95.