SAINT LOUIS SCHOOL

Solano, Nueva Vizcaya

JUNIOR HIGH SCHOOL DEPARTMENT
S.Y. 2019-2020
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PAASCU Accredited: Level I

Learning Module in MAPEH 9

(2nd Week)

MUSIC

Learning Competencies:
At the end of the lesson, the learners should be able to:
Narrate the life and works of Romantic composers;
Relate Romantic Period music to its historical and cultural background;
Listen perceptively to selected Romantic Period music; and
Explore other arts and media that portray Romantic Period elements.

MUSIC OF THE ROMANTIC PERIOD (1820-1910)

PROGRAM MUSIC

Program music is an instrumental composition that conveys images or scenes to tell a short story
without text or lyrics. It entices the imagination of the listener.

Composers of Program Music

HECTOR BERLOIZ

Hector Berloiz is a French romantic composer born on December 11, 1803. At his young age, he learned
to play guitar and flute but never became skilled in a specific musical instrument. His father was a
physician who sent Hector to medical school but he ended up pursuing a career in music.

One of his famous musical compositions is a five movement symphony called “Symphonie Fantastique.”
In this composition which is also known as “Fantastic Symphony,” Berloiz showcased the important
features in his composition in creating tone color. He assembled hundreds of musicians to produce a
powerful sound. In most of his compositions, he made tone color as the basic part of his musical
language.

Story of Symphonie Fantastique

A young, extremely and imaginative musician tries to kill himself with opium due to depression caused
by discouraged love. Unfortunately, the dose was not enough and does not kill him but instead, plunges
him into a heavy sleep flocked with nightmares. His experiences, feelings, and memories are translated
into hallucinations of musical thoughts and images. The girl he loves was transformed into a melody and
like a recurring theme, he meets and hears everywhere. Each movement of the symphony refers to a
different vision in the young musician’s mind.

Sequence of Symphonie Fantastique

MOVEMENT TITLE TEMPO FORM

ST
1 MOVEMENT Reveries/Passion Largo (slow
introduction)Allegro
agitato e appasionado
assai (agitated and very
 impassioned allegro)
ND
2 MOVEMENT A Ball Allegro non troppo ABA form
The second movement
is a waltz
3RD MOVEMENT Scene in the Country Adagio waltz ABA Coda Form
4TH MOVEMENT March to the Scaffold Allegretto non troppo Composed of two
different themes
5TH MOVEMENT Dream of a Witches Larghetto allegro Most fantastic of the
Sabbath movement

PETER LLYICH TCHAIKOVSKY (Pyotr Llich Chaykowsky)

He was born on May 07,1840 in Votkinsk, Russia, was known for his ballet music. He first studied law
and became a law clerk in St. Petersburg in his twenties. He rebelled and began to study music at a
conservatory, also in St. Petersburg.

As a big fan of Mozart, Tchaikovsky studied composition with Anton Rubinstein, and moved to Moscow,
and started teaching at the new conservatory.

He continued his music career in New York despite having marital problems and became famous after
composing the musical poem “Fatum” and “Romeo and Juliet.” He composed hunting melodies and
used a great deal of folk music in his symphonic works. Unfortunately, there are very few surviving
manuscripts written by Tchaikovsky. His fame peaked in the last ten years of his life and later died due
to cholera.

His famous compositions are:

 Swan Lake
 The Nutcracker
 Sleeping Beauty
 Romeo and Juliet

CAMILLE SAINT-SAENS

He was known as a talented musician from an early age. He was born in Paris on October 09, 1835 and
started his music through the help of his aunt by teaching him piano lessons when he was only two
years old and afterward he began composing piano pieces at the age of three.

He was considered as a composer who creates elegant music, neat, clean, polished, and never excessive.
An example of this is “The Swan”. As an organist and one of the best pianist of his time, he sat very still
at the piano and played gracefully and coll.

During the peak of his career as a musician and composer, many beautiful buildings, and churches were
built in France. This includes the famous Eiffel Tower.

His famous compositions are:

 Carnival of the Animals

 Danse Macabre
 The Swan
 Over 300 works, unusually in all genres, inclusing:
o 3 operas (Samson and Delilah-the only one remembered)
o 5 symphonies (Organ Symphony)
o 3 concertos for violin and orchestras
o 5 concertos for piano and orchestra
o 2 concertos for cello and orchestra
o Organ music
 o Numerous pieces for the piano
o Approximately 100 songs
o Chamber music
o Sacred music including a Requiem

INDIVIDUAL ACTIVITY

#1 LISTENING EXERCISE: MUSICAL VIDEO ANALYSIS (1 Whole Sheet of Paper)

Listen and analyze excerpts of “Romeo and Juliet” and “The Swan”. Answer the following questions
given below.

1. What did you observe upon listening and viewing the excerpts of “Romeo and Juliet” and “The
Swan”?
2. What are the significant features of the following program music based on the video?
3. What have you noticed in the tempo of Peter Tchaikovsky’s composition?
4. Give at least five different moods that you have felt while listening to the music.

ARTS

Learning Competencies:
At the end of the lesson, the learners should be able to:
Identify distinct characteristics of arts during the Romantic Period;
Identify representative artists from Romantic Period;
Show the influences of the Neoclassic and Romantic art traditions to Philippine art forms; and
Reflect on and derive the mood idea or message emanating from selected artworks of the Neo-
classical period.

ARTS OF THE NEOCLASSIC AND ROMANTIC PERIODS

ROMANTICISM, (1800-1810)
Romanticism was a movement in which the artists of Neo-classical period sought to break new ground in
the expression of emotion, both subtle and stormy. It embraced s number of distinctive themes, such as
longing for history, super-natural elements, social injustices, and nature.

Landscape painting also became more popular due to the peoples’ romantic adoration of nature.
Romanticism was a reaction to the classical, contemplative nature of Neoclassical pieces. Characteristics:

 Height of action
 Emotional extremes
 Celebrated nature as out of control
 Dramatic compositions
 Heightened sensation (life and death moments)

Romantic Painting (Portraits/Figures)

The paintings of the Romantic period gave more emphasis on emotion. Artists expressed as much feeling
and passion as it could be on a canvass.
Painters of the Romantic Period

Jean Louis Theodore Gericault (1791-1824) France

He was the first French master and the leader of the French realistic school. His masterpieces were
energetic, powerful, brilliantly colored, and tightly composed

His Famous Artworks:

 The Raft of the Medusa

 Charging Chasseur
 Insane Woman

Eugene Delacroix (1798-1863) France

He was considered the greatest French Romantic painter of all. He achieved brilliant visual effects using
small, adjacent strokes of contrasting color. He was the most influential to most of Romantic painters and
eventually, his technique was adapted and extended by the Impressionist artists.

His Famous Artwork/s:

 Liberty Leading the People

Francisco Goya (1746-1828) Spain

He was a commissioned Romantic painter by the King of Spain. He was also a printmaker regarded both
as the last of the “Old Masters” and the first of the “Moderns.”

His Famous Artworks:

 The Third of May

 Saturn Devouring His Son
 The Burial of Sardine

Romantic Painting (Landscape Painting)

Landscape painting depicts the physical world that surrounds us and includes features such as mountains,
valleys, vegetation, and bodies of water. The sky is another important element shaping the mood of
landscape paintings. Landscape art ranges highly detailed and realistic to impressionistic, romantic, and
idealized.

Famous landscape artists during the Romantic period:

Theodore Rousseau (The Church of Marissel, Le Repos Sous Les Saules)

Jean-Baptiste-Camille Corot (Der Kleine Fischer, Landscape with a Plowman)

They were members of the Barbizon School (a circle of artists who held meetings in the village of Barbizon
that led the Romantic landscape painting in France.

Romantic Sculpture

Romantic sculpture can be divided into works that concern about the human world and those that concern
the natural world. The leading sculptors of aech type were Rude and Barye.

Francois Rude (1784-1855) France

 He was best known for his social art which aimed t inspire and capture the interest of a broad public the
rejected the classical repost of the late 18 th and early 19th century French sculpture in favour of a dynamic,
emotional style and created many monuments that stirred the public for generations.

His Famous Artworks:

 Departure of the Volunteers

 Jeanne D’Arc

Antoine-Louis Barye (1796-1875) France

He was the most famous animal sculptor of all time. He studied the anatomy of his subjects by sketching
residents of the Paris zoo. His famous works include: Hercules Sitting on a Ball, Theseus Slaying the
Minatour.

Neo-Classicism and Romanticism in the Philippines

Here in the Philippines, the ideology of Neoclassicism and Romanticism can be seen through various major
artworks such as paintings, sculptures and architectural structures. Some of the well-known contributing
artists express their skills and ideas in their own respective field of specialization.

Felix Resurreccion Hidalgo y Padilla (1855-1913)

He was one of the great Filipino painters of the late 129 th century who was significant in the Philippine
history for inspiring members of the Philippine reform movement. The Christian Virgins Being Exposed to
the Populace – portrays two scantily clothed Christian female slaves being mocked by a group of boorish
Roman male onlookers.

Juan Luna y Novicio (1857-1899)

He was a painter and sculptor, who became one of the first recognized Philippine artists. He was also a
political activist of the Philippine Revolution during the late 19 th century. One of his famous artwork was the
Spoliarium, a Latin word referring to the Roman Colosseum wherein the fallen and dying gladiators were
dumped and devoid of their worldly possessions. The painting features a glimpse of Roman history
centered on the bloody carnage brought by gladiatorial matches. The subject of Luna’s Spoliarium can be
interpreted as an allegory of Imperial Rome corresponding to Imperial Spain. The image of the Romans
dragging the dead gladiators symbolizes the colonial oppression of the indigenous populations.

Guillermo Estrella Tolentino (1890-1976)

Tolentino is a Filipino sculptor who was named National Artist for the Visual Arts in 1973, and hailed as the
“Father of Philippine Arts.” (Oblation, Pambansang Bantayog ni Andres Bonifacio)

Napoleon Isabelo Veloso Abueva

Abueva is a National artist for sculpture. He was entitled as the “Father of Modern Philippine Sculpture.” He
has been the only Boholano to be given the distinction of National Artist of the Philippines in the field of
visual arts. (Siyam na Diwata ng SIning)

 The
INDIVIDUAL ACTIVITY

Activity #1: (Bond Paper)

Paint or sketch an illustration showing the ideas of Neoclassical or Romantic painting. Observe the usage
and application of the elements of arts.
 Name of Step Step Pattern/Counting
Close Step Step R sideward (1), close step L to R (2)
Blecking Step R in place (1), heel place L in front (2)
Touch Step Step R sideward (1), point L in front of R (2)
Walk Step R forward (1), step L forward (2)
Change Step Step R (1), close step L to R (and), step R in
place (2)
Cross Change Step Cross R over L (1), step L sideward (and), step
R in place (2)
Hop Step Step R sideward (1), hop R in place (2)
Mincing Point L in place (and), step R in place (1),
point L in place (and), step R in place (2)
Cross Step Step R across L(1), step L sideward L (2)
Heel-toe, Change step Heel place R sideward (1), point L close to R
(2), change step with the R (maybe repeated
with L)
Guide Questions:

1. What is the subject of your artwork?

2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, color, and texture?
4. What did you feel while doing your artwork?

Criteria 5 4 3 2

QUALITY OF ARTWORK All instructions were 1-2 instructions were 3-4 instructions were Most of the
followed correctly not followed correctly not followed correctly instructions were not
followed correctly

VISUAL IMPACT Artwork conveys idea Artwork mostly Artwork somehow Artwork did not
and dimensions of conveys the idea and conveys the idea and orderly convey the
landscape dimensions of dimensions of idea and dimensions of
landscape landscape landscape

PUNCTUALITY Artwork was Artwork was Artwork was Artwork was

submitted on time submitted 1 day late submitted 2 days late submitted 3 days late

NEATNESS Artwork presentation Artwork presentation Artwork presentation Artwork presentation

was neat and orderly was mostly neat and was somehow neat was disorderly
orderly and orderly

PHYSICAL EDUCATION

Learning Competencies:
At the end of the lesson, the learners should be able to:
Enumerate the basics in folk dancing;
Identify the elements of movements in space; and
Execute the basic steps in folk dance and movements which learners need to produce a folk-
based festival dance.
Elements of Movements in Space
 o Rhythm – regular recurrence of a beat. It may be regular or irregular. They may be slow,
moderate, or fast. This element of rhythm is called tempo. Music dictates the speed of
movements we create.
o Level – this refers to the level of movement.
o Range – this element refers to the scope of movement execution. It is dictated by space
provided.
o Floor Patter/Design – this refers to the designs created on the floor by the bodies of
dancers. They may be geometric or non-geometric formations.
o Direction – this element adds to variety of movement. They may be performed forward,
backward, sideward, or even upward.
o Focus – this is the focal point of dancer’s attention while moving in space.

INDIVIDUAL ACTIVITY

Activity #1:
Choose 2 basic folk dance steps in the table listed above. Execute and demonstrate through a
video presentation.

HEALTH

Learning Competencies:
At the end of the lesson, the learners should be able to:
Explain the purpose of dressing and bandage;
Identify the different types of carrying and transporting of an injured person; and

UNINTENTIONAL INJURY, PREVENTION, SAFETY AND FIRST

AID
DRESSING AND BANDAGES

A dressing is a piece of sterile cloth that covers a wound to prevent infection and/or to stop bleeding.

Techniques in Applying a Dressing

1. Wash hands and wear gloves, if possible.

2. Unwrap the dressing as close to the wound as possible. Be sure not to touch the wound.
3. Skin is not sterile. If the dressing slips over the victim’s skin while you are trying to position it,
discard and use a fresh one.
4. Place the dressing over the wound.
5. Use a dressing that is large enough to extend at least 1 inch beyond the edges of the wound.
6. If body tissue or organs are exposed, cover the wound with a dressing that will stick.
7. Then secure the dressing with a bandage or adhesive tape.

*There are three main types of bandages namely:

 Triangular bandage is made from cloth and can be used as cold compress, padding, support for
pressure, or support sling.
 Ace bandage secures dressings in place.
 Tubular bandage is used to support joints or hold dressings in place.

CARRYING AND TRANSPORTING AN INJURED PERSON

Transporting an injured person to a safer place requires great care. A first aider must undergo proper
training. When doing this, a first aider must consider the following factors:

o Weight and height of the victim

o Status of the victim (conscious or unconscious)
o Environmental (safe, floor is smooth, narrow or wide)
o Special need considerations (injuries of the victim)

Different Kinds of Transport

(One-man Carry)

 Fireman’s Carry – the easiest way to transport a light and smaller victim
 Piggy Back – when the victim is conscious
 Pack Strap Carry – when the victim is smaller than the first aider.
 Shoulder Drag – used when the floor is smooth, short distance transport
 Fireman’s Drag or Tied-hands Crawl – used when the first aider and victim must crawl
underneath a low structure
 Blanket Drag – used when the victim is seriously and should not be lifted

(Two-man Carry)

 Chair or Seat Carry – when there are two first aider and a chair is available

(Three-man or More-man Transport)

 Hammock Carry – when there are three first aider

 Bearer Alongside Carry – carriers will stay on the uninjured side of the victim
 Six Man Lift and Carry – when there are six first aiders

FIRST AID FOR COMMON UNINTENTIONAL INJURIES

o Fracture
 Is a break or crack in a bone. An open fracture pierces the skin surface while in a closed
fracture, the skin above is intact.
o Dislocation
 Is a partial or complete displacement of bones.
o Sprain
 Is an injury to the ligaments of a bone due to accidental tearing or over stretching.
o Strain
 Is an injury to the muscles which is a result of improper use of the muscle.
o Heat exhaustion
 Is caused by loss of salt and water due to excessively high temperature. This may lead to
heatstroke and even death.
o Food Poisoning
 Is caused by consuming food or drink that is contaminated with bacteria or viruses.
o Choking
 Results when a foreign object blocks the throat.
o Drowning
 Happens when air cannot get into the lungs because of water. It can cause immediate
death when taken for granted.
o Heart Attack
 Is caused by a sudden obstruction of blood supply to the part of the heart muscles.
o Chemical Burns
 May occur when electricity passes through the body.
o Burns
 Are often due to domestic incidents such as touching a hot iron, friction, or spilling
boiling water on the skin.
 o Heat Stroke
 Is caused by a failure of the “thermostat” in the brain to regulate body temperature.
When this happens, the body becomes seriously heated.
o Stroke
 Is a condition in which the blood supply to a part of the brain is suddenly and seriously
impaired by a blood clot or ruptured blood vessel.

INDIVIDUAL ACTIVITY

Activity #1: Campaign for Safety (Bond Paper)

Create a slogan that will encourage people in the community to join in the First Aid Movement.

Criteria: Relevance and Persuasiveness

Life saver
FIRST
AIDER