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‘ A world-class academe for basic education’
781-D Brgy. Lalakhan, Sta. Maria, Bulacan E-mail Address: email@example.com
Module 1 Leaning the Basics of Music, Arts and Physical Education 2
SHERYL R. MORALES, MEM ELLINOR FUA-GERONIMO, DEM, CPA
Lessons Lesson 1 Learning Rhythm to Creative Movement Lesson 2 Listening to the Sounds of Weak and Strong Beats Lesson 3 Knowing Symbols and Signs Lesson 4 Sensing Lines, Shapes and Textures Lesson 5 Enjoying Colors Lesson 6 Adding Up More Colors Lesson 7 Getting Physical…
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Lesson 1. Learning Rhythm Through Creative Movement. What will I learn? At the end of lesson 1, you should have: a. learned about tapping your feet, clapping your hands, and feeling the beat. b. sang “Itchy Bitsy Spider” after rote teaching procedures are used. c. moved with the rhythm of the song and made up your own actions for each verse. d. appreciated one’s dance performance using different kinds of rhythm. Lesson Motivation Listen to the sound of your heartbeat, the ring tone of a mobile phone, or walking students in the corridor. What do you notice about the sounds? The steady, regularly occurring sound is what we call the Beat. “Steady” beats means there is the same amount of time between each beat like tapping your foot along with a song you are listening. Beats are something you feel. The regular sound of what we hear or beat we hear is what we call rhythm rhythm. Rhythm is the aspect of music that relates to forward movement.
Activity 1. 1 1. Listen to the music that the teacher will present to you. If you know the song you can sing while the song is being played.
“Mary had a little lamb” Mary had a little lamb, Little lamb, little lamb, Mary had a little lamb, Its fleece was white as snow And everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went The lamb was sure to go “Incy Wincy Spider” Incy Wincy spider Climbed up the water spout Down came the rain And washed poor Incy out. Out came the sunshine And dried up all the rain. And Incy wincy spider Climbed up the spout again.
2. After listening to the music, did you hear a regular sound or beat in the music played? ___________ Which song has a faster beat? _________________ 3. The teacher will play the song again. The teacher will explain carefully about watching the actions taught. You will also have to think about different ways to act out the words. The two songs are examples of rhythm and beat.
Activity 1. 2 1. Are you familiar with the song? Let us see if you are. You have to sing the song one more time, and this time you have to make up your own dance. 2. You just have to remember that you need to stay with the beat of the song. 3. Your teacher will put a check on the pictures if you correctly performed the activity.
Activity 1. 3 Clap your hands for every long line and Stomp your feet for every short line.
1 2 1 2 1 2
Did you get it right? _________ Were there regular beats during the clapping and stomping activities? __________
Let’s take a Quiz! Fill in the blank to create a regular beat.
Clap 1 Snap 1 Tap 1 Clap Stomp Clap 2 3 1 Snap 1 Clap 3 Clap 2 Tap 1 Stomp 3 Clap 2
2 Snap 1
1 Snap 1
2 Tap 2
2 Clap 3
2 Tap 2 Clap
Values Learned! Music has a great appeal to the imagination of children. It is a common comment that even the little ones are enchanted to music. Music is fun and you can enjoy creating movements as you learn new things.
Listening to the Sounds of Weak and Strong Beats
What will I learn? At the end of lesson 1, you should have: a. described beats, measure, accent and meter. b. classified beats, measure, accent, and meter. c. enjoyed singing songs with weak and strong beats. Lesson Motivation In music we find a repeated pattern of a strong beat plus one or more weaker beats A strong beat is accented usually by writing beats. a symbol ( >). When a weaker beat is not accented, we use the ). symbol ( ). The arrangement of beats into regular groups is called meter. A group of beats is called a measure. Softly say “ Hep, hep,” and Shout “Hurray!” Hep, hep Hurray! Hep, hep Hurray! Hurray! Hep, hep Hurray! Hep, hep Shout “Going Up,” and Say “Going Down” softly. Going Up Going Down Going Up Going Down Going Down Going Up Going Down Going Up
Activity 2.1 Tap your desk loudly to the rhythm of the rhyme, “Ding Dong Bell,” on the words with the accent mark ( >). ).
“Ding Dong Bell”
Ding dong bell > Pussy's in the well > Who put her in?
Who pulled her out? Little Tommy Stout
What a naughty boy was that >
Little Johnny Flynn
Try to drown poor Pussycat
How many times did you tap your desk? _______________ What are the words with an accent mark? ______________________ ______________________ ______________________ ______________________ ______________________ ______________________
Activity 2.2 Listen to the rhythm of the song “Twinkle, Twinkle, Little Star”. Place (
‡).symbol on the weaker beats in the song.
“Twinkle, Twinkle Little Star” Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky Twinkle, twinkle, little star, How I wonder what you are ...
Remember! Beats can be grouped into rhythmic pattern. Some beat are strong. Some beats are weak. In a pattern of beats, the sign > is used for strong beats and
for weak beats.
Activity 2.3 Clapping Game. How to do it: 1. There will be two (2) teams; 1 team consists of the teacher and the other is the whole class. 2. Your teacher claps a pattern and the class will then copy the pattern. 3. If the teacher only claps once then the class must not clap. 4. If you do then the teacher gets the point and if you do not, you get the point. 5. Show your teacher that you want to win! How many points did you earn? Write it here ____________ Did you win the game? ________________ Let’s take a Quiz! Your teacher will play or sing the songs below. Put an accent mark where you think it is needed.
1. Row, row, row your boat Gently down the stream. Merrily, merrily, merrily, merrily, Life is but a dream.
Baa, baa black sheep Have you any wool Yes sir, yes sir Three bags full. One for my master And for my dame And one for the little boy Who lives down the lane.
Humptey Dumptey sat on a wall Humptey Dumptey had a great fall; All the King’s horses and all the King's men, Couldn't put Humptey together again.
Values Learned! Studying accent, measure and meter is hard. You will feel it’s too difficult but remember that ‘practice makes perfect’. You have to listen to the songs very well and feel its rhythm.
Knowing Symbols and Signs.
What will I learn? At the end of lesson 3, you should have: a. recognized a musical staff. b. rewritten the musical staff and time signature. c. identified the notes and its value. d. given meaningful contributions during classroom activities. Lesson Motivation A musical staff represents the time line of musical sound events. It is generally made up of five lines and four spaces. Notes are placed on these lines and spaces for us to know how the sounds are arranged. A musical staff is written like the example below.
Time signature appears at the beginning of a piece of music. A time signature tells you how the music is to be counted.
Figure 1. Time signature consists of two numbers written like a fraction.
The top number of the time signature tells you how many beats to count. The bottom number tells you what kind of note to count.
Look and observe the examples of time signature:
Figure 2. The time signature appears at the beginning of the music, right after the clef symbol and key signature.
2 4 3 4 4 4
two beats per measure Quarter note three beats per measure Quarter note two beats per measure Quarter note
In these given time signatures, a quarter note ( )receives one beat. Compare each musical note and the number of beats received.
Name Quarter Note Half Note Whole Note Duration 1 beat 2 beats 4 beats Symbol
A clef is a sign written at the beginning of the staff to identify the pitch of the notes.
Figure 3. The G clef symbol also means treble clef symbol. It tells you that the second line from the bottom (the line that the symbol curls around) is "G ". G
Figure 4. The F clef also means bass clef symbol. It tells you that the second line form the top (the one bracketed by the symbol’s dots) is “F”.
Activity 3.1 Hold your pen and try to trace the broken lines to make a musical staff.
Activity 3.2 Now, try to make your own musical staff. Use a ruler to help you straighten up the lines your are working on.
Activity 3.3 Wow! It seems your are doing great. How about practice writing the G clef and F clef. Try writing the clefs three (3) times.
Let’s take a Quiz!
1. Write how many beats each note will receive.
Name Duration Symbol
Half Note Whole Note
___ beats ___ beats
2. Matching Type. Match the symbols with their names. Symbols Names Whole note Musical Staff F clef or bass clef Half note Quarter note G clef or treble clef
3. Write how many beats per measure it will have.
Values Learned! Some people think that trying to read is hard and difficult. So patiently try to understand the most important topics in reading music. Don't expect to fly through all the lessons and understand. As with anything new, it will appear complicated and complex but as you look at the examples and read the explanations, it will make sense. Remember, learning it along with others especially with friends will make you feel more comfortable and, of course, fun!
4. Lesson 4
Sensing Lines, Shapes and Textures
What will I learn? At the end of lesson 4, you should have: a. classified basic elements of arts according to lines, shapes and textures. b. created lines, shapes and textures. c. interpreted drawings according to the lines, shapes and textures used. d. realized that the basic elements of art will provide a well-balanced work of art. Lesson Motivation Can you manage to take a bath on your own? Before taking a bath, there are things which you need to prepare. Knowing that towel, bath soap, scrub and a clean set of clothes are the basic things you need. Just like taking a bath, there are elements or things you should know first for you to have your own art piece. The basic element of art are: Lines; Shapes; and Textures. Line This is a mark that is made on a surface. Lines are the first element of art and are continuous marks that are made on any surface with a moving point. There are different lines used in art.
Here are some of the basic lines: horizontal line
Shape When lines are put together, they form shape. A shape always have two dimensions, length and width. Shapes can be geometrical figures. Here are some examples of shapes used in art: Circle rectangle triangle square
Texture The texture is the quality of a surface or the way any work of art is represented. There are three kinds of basic textures: actual, stimulated and the invented texture. Lines can be used to create different textures as well. For now, let us just discuss what is basic texture. Basic texture may refer to physical texture that includes rough, smooth, hard and soft. Here are some objects that represent texture:
A sketch of a horse looks smooth.
The wall is rough
A shell of a turtle is hard
Winnie is holding a soft pillow
Activity 4.1 Look at all the lines. Draw and fill-in the box with the given line.
Draw here... Draw here...
Remember! Horizontal, vertical, diagonal, wavy, curved, and zigzag are different kinds of basic lines.
Activity 4. 2 Match the shape used on each object.
Activity 4. 3 Put a star shape ( ) on the correct physical texture of the object.
Let’s take a Quiz! Look at the pictures below. Fill in the missing basic element of an art. Bananas have a ___________ shape and it a ________ texture. An orange has a ____________ shape and a _______________ texture.
These pine trees were drawn using ____________ lines. The pine tree has the shape of a __________________. The leaves of a pine tree are thin, long and with a ____________ texture.
The conifer leaves were drawn using ___________ lines and ___________ lines. The conifer seed has a ____________ and _______________
Values Learned! Knowing the basic elements of art can help any artist or even young artists like you to create a well-balanced and beautiful work of art. Art gives us the chance to be creative and expressive.
5. Lesson 5
What will I learn? At the end of lesson 5, you should have: a. known the three primary colors. b. rediscovered secondary colors through mixing c. created a meaningful - edible - color wheel and photographed it for further study. Celador flims
Lesson Motivation Have you ever visited any fast food store or restaurant? Try to remember what colors you usually see! Look and try to observe the logo or pictures of some food houses below. What color or colors do they have in common?
Well if your answer is red definitely it’s a Yes! Why do you think that all of them used red in their designs? Actually, colors are not only attractive but they also have meanings. Red means more energy. Of course, who will not be refreshed after eating a very tasty meal. Read also means enthusiasm and interest. And who
In art, colors are very important. It gives life to an art work. So let us discuss first the basic or primary colors. Primary colors Primary colors are BLUE, RED, and YELLOW. These colors are known as ‘ ’Primary’ for the sole reason that they cannot be produced by a mixture or a combination of any other colors.
BLUE RED YELLOW
Secondary Colors From the 3 primary colors we can create 3 Secondary Colors with a mixture of any 2 primary colors. They are Orange obtained by a mixture of equal quantities of Red and Yellow, Green derived from a mixture of Yellow and Blue, and Violet which is the result from a mixture of Blue with Red. yellow red blue green yellow
red violet blue Activity 5.1 Edible Color Wheel. For our tasty and fun activity in making a color wheel, we need the following materials: • 6 cup cakes • Styrofoam or bowls or plates • Pillsbury® vanilla frosting • package of food coloring • Napkins or paper towels (blue, red & yellow • Plastic knives or plastic Procedures:
Let the students form groups of three or four. Scoop frosting into three bowls and use food coloring to dye each red, yellow, and blue. Cover (hide) and set aside. Using a spoon, scoop frosting of each color onto a Styrofoam plate, one for each group of students. While doing this, ask students questions (i.e. "What are the primary colors and how do you mix them?) Pass out plastic knives or plastic spoons, one per person. Ask more questions about color theory (i.e. "What are he secondary colors?) Give each group a plate with frosting on it, and either a second empty plate or a large paper towel.
5. Put out the cup cakes, and pass out at least 6 cup cakes to each group. 6. At this point, the light will probably begin to dawn for the students and they will understand what they have to do! Explain that they will be working as a team to produce a color wheel, using wafers and frosting to create primary and secondary colors 7. Remind students to wipe off the stick (DO NOT LICK IT!) in between colors so as not to contaminate the purity of the primary colors. 8. Once the color wheels has been finished and has been checked for color accuracy and correct placement, students may eat their work! Did you like our activity? _________ What have we made? _________________________________ What are the colors you have made?_______________________ __________________________________________________. Ask your teacher about your group grade and place it inside the box below Our group grade in our ‘Edible Color Wheel ‘ is __________________
Activity 5.2 Color the fruits using the primary and secondary colors.
Activity 5.3 Color the two sets of balloons.
Let’s take a Quiz! A. Fill in the blanks. Write your answer on the blank provided.
1. BLUE 2. RED 3. RED + + + YELLOW = BLUE = YELLOW = ____________________ ____________________ ____________________
B. Look at the painting below. This painting was painted by one of our national artist, Carlos ‘Botong’ Francisco entitled ‘”Fiesta.” List all the primary and secondary colors that you can see in the painting. Colors Primary...
Values Learned! Colors are not only fun to work with but give life to an artwork. We appreciate art because of the colors we used, which make it more appealing to our eyes.
6. Lesson 6
Adding Up More Colors
What will I learn? At the end of lesson 6, you should have: a. identified tertiary colors b. discovered meaning of colors c. learned relationship between colors and emotions Lesson Motivation Remember that in our previous lesson, we mentioned that colors are not only attractive but colors also have meanings. We already know that blue, red and yellow are primary colors. Orange, green and violet are secondary colors. How about the other colors that we know such as yellow orange or red orange? Now, take a close look on our color wheel. What are the other colors that you see which are either a primary or secondary color?
The other colors that you see are called Tertiary colors colors. Tertiary colors are colors formed by mixing a primary and a secondary color. There are six tertiary colors; red-orange, yellow-orange, yellow-green, blue-green, blue-violet, and red-violet. An easy way to remember these names is to place the primary name before the other color. So, the tertiary color produced when mixing the primary color blue with the secondary color green, is called 'blue-green'. Look at the color wheel again, you will see the letter ‘ T’ above some of the colors. It means tertiary colors. Meaning of Colors Look at the trees, what do you feel when you look at its leaves? What about a big dark clouds in the sky? Colors can influence our emotions. Many people believe that colors have power. Colors can make us feel happy or sad or excited or it can even make us feel scared. Red is the warmest of all colors. In China, red is the color of prosperity and joy. That’s why you see a lot of red during Chinese New Year.
Pure, bright and sunny yellow is the easiest color to see. Yellow is energy, like the energy of a bright sunny day. Yellow means joy and happiness. Blue is the coolest color - the color of the sky and ocean. Blue is a calming color which means we feel calm and at peace when we look into things with color blue. Green is the color of nature. It is believed that green is healing for the eyes and so whenever our eyes feel tired we look at things that are green, like the leaves of trees and plants. Orange is a power color. It is said to increase craving for food. In some fast food, the usual colors of tables or chairs are painted orange. Violet or purple gives you peace of mind. Violet is associated with imagination and inspiration. Activity 6. 1 Again, look at the color wheel. Do not look into the previous page and try to recall the colors that you see. Write their names inside the wheel.
Activity 6. 2 Look at Miss Hello Kitty! Choose colors that you want and think of how you can make miss kitty happy, sad, angry or excited.
Activity 6. 3 Color the pictures below. Once you are done, tell your classmates and teacher what you feel about the colors.
Let’s take a Quiz! A. Color and put its name according to its proper position.
B. When combining the two colors below, what color will you have? Use your crayons to show your answers.
Values Learned! Color wheels show us how colors are related. They remind us how to mix and think about colors. Appreciating colors and how it can change our emotions give us a feeling of awareness.
What will I learn? At the end of lesson 7, you should have: a. exhibited walking, galloping, hopping, skipping, jumping, running, leaping and sliding as kinds of locomotor movements. b. experienced movement in an open field. c. showed respect in one’s capabilities and limitation to movements. Lesson Motivation Do you know that at the age of 5, a child can already hop, skip, jump, and even stand on one foot for a few seconds? Now at your age, you can combine locomotor and motor skills more gracefully (turn, and spin-such as basketball). Locomotor skills are those motor skills in which the feet move the body from one place to another. They are (roughly in order of how children learn them): Walking; Running; Hopping; Jumping; Skipping; Galloping; Sliding (a sideways gallop); and Leaping.
Walking is to take steps with the feet at a regular pace.
Running is to quickly spring on one foot and the other alternately in a faster pace or a very fast walk.
Hopping is springing one foot and land on the same foot.
Jumping is to spring on one or both feet but always land with both feet.
Skipping is to step and hop on one foot and the other in a faster pace. This is done alternately.
Galloping is to quickly cut out foot with another, in either sideward or forward direction
Sliding is the same as galloping, except that instead of moving forward, the slide is performed in a sideward direction.
Leaping is to spring on one foot and land on the other foot in a forward or sideward direction
Activity 7.1 Let us practice the locomotor movements. This time, you need to go out with your teacher in an open area where you can freely perform the movements. Follow the procedure below:
Procedure: One child is chosen to be “It”. All players are scattered within a designated playing area. “It” tries to tag another player. When a player is tagged, he or she must call out “ I am It” and the game continues. Variations 1. Change the locomotor skill e.g. have all children hop, skip or walk like a given animal, e.g. crab walk; bear walk; rabbit hop; frog leap; cat jump, etc. 2. “It” tags a particular part of the body such as side or back or leg. 3. Any player is safe when they assume a particular position such as balancing one foot, or standing back to back with one another. 4. On the table below, record the times you become the “It’” or you are good enough not be tagged by your classmates.
Number of times tagged Tagged by: Well, I am good not to be tagged!
Activity 7. 2 Do this activity at home with your parents or someone who can help you perform the locomotor movements together. Ask them which of these locomotor movements is the easiest and the hardest. A checklist is provided below Place a check on each column after doing the locomotor movements. What do you think? Is it easy or hard? We can ...and it is do... the easiest walking running hopping jumping skipping galloping sliding leaping … and it is ...but it is a ...oh it’s the little hard hardest one! Easy!
Activity 7. 3 We hope that you are enjoying the locomotor movement activities! Now, let us see if you are getting more familiar with it. Below are pictures of animals. Can you tell us how these animals move?
Let’s take a Quiz! A. Arrange the jumbled letters to form a word.
1 1 1 1 01 01 01 01 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 6 6 6 6 7 7 7 7 8 8 8 8 9 9 9 9
U M J I G N P
M O C O L O R T O S P I K N P N G I N L E P A G P H P O P I G N G N N U I R D I N G I L G S I L D N I G K I N G W A L M E N T M O V E -
Values Learned! Physical development can vary among school-age children like you. Therefore, not all children can manage to perform locomotor movements. It is important that we should show respect to one’s physical capability. Just remember that doing these movements can be as fun as playing and makes learning more enjoyable!
ANGEL JOHN INTEGRATED ACADEMY
‘ A world-class academe for basic education’
781-D Brgy. Lalakhan, Sta. Maria, Bulacan E-mail Address: firstname.lastname@example.org
AJIA Song Learning is fun at AJIA As we play along and learn new songs Making friends with one another Sharing memories, growing together Reaching out and helping others Fine boys and girls We’ll all grow up to be. Onward we march to victory With all our strength and bravery Each fight we’ll face with dignity With confidence we shall prevail. In our hearts we love AJIA Though far away our feet may roam With one voce we shall proclaim Beloved Alma Mater you’re the best.
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