Mapeh 6 Worksheets PDF

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6
MAPEH
Learner’s Activity Material
By:
NORA C. NABONG
JEFFREY F. DE LEON
JEREMIAH PAUL G. MANUEL
NATHANIEL AGUSTIN A. ALUAN
This module is written in support of the K to 12 Basic Education Curriculum. This

is to assure that the learners achieve the expected learning competencies for
the Grade Level.
Department of Education
Republic of the Philippines
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WORKSHEETS
IN ARTS, PHYSICAL EDUCATION AND HEALTH 6
MUSIC
Notes and Rest 5
Meter 10
Rhythmic Pattern 15
Time Signature and Rhythmic Pattern 20
Intervals 29
Major Scales 33
Form 40
Timbre 47
Dynamics 57
Tempo 60
Texture 64
ARTS
Logo Making 66
Digital Painting 75
Printmaking (Silk-screen printing) 83
Sculpture – Package/Product Design 92
PHYSICAL EDUCATION
Assessment of Physical Activities
And Physical Fitness 100
Games 108
Creative Dance 115
Traditional Dances 122
HEALTH
Changes due to Puberty 132
Practices of Proper Waste Management 135
Effect of Poor Sanitation in
Individual’s health 138
Good Decision Making 141
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FIRST QUARTER
RHYTHM
NOTES AND REST

INTRODUCTION
Study the pictures above, what do you see? When we hear a marching
band playing, a Zumba class dancing, we usually respond to the beats of the
music we heard. The sounds we heard give music its rhythm. Rhythm is the
regular flow of music in time. It is expressed through notes and rest in a musical
piece.
This lesson will provide a refresher on the different kinds of notes and
rest and their durations in music. You will be guided as to how they must be
observed in a musical composition.
Learning Competencies
Identifies the notes / rests used in a particular song. MU6RH-Ia-1
Objectives
Content Standards: demonstrates understanding of the concept of rhythm by
applying notes and rests, rhythmic patterns, and time
signatures
Performance Standards: Responds to beats in music heard with appropriate

conducting patterns of 2 3 4 and 6
4 4 4 8
LET’S RECALL
Notes are symbols that represent sound.
Rest are symbols that represent silence.
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LET’S UNDERSTAND
Kinds of Notes and Their Time Value
Notes are musical Symbols that represent sound. In the table below,
study the different kinds of notes and their duration.
Name Symbol Time Value
whole note 4 beats
half note 2 beats
quarter note 1 beat
eighth note ½ beat
sixteenth note ¼ beat
Kinds of Rest and Their Time Value

Just like notes, there are also different kinds of rest each with a
corresponding time value. Whenever you see a rest symbol in a musical
composition, it signals you to pause or take a quick breath in music. Below are
the kinds of rest and their corresponding value.
whole rest 4 beats of silence
half rest 2 beats of silence
quarter rest 1 beat of silence
eighth rest ½ beat of silence
sixteenth rest ¼ beat of silence
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The time value of a note can also change because of the use of dots.
A dot (.), when placed after a note or rest, increases the time value or
duration of the note or rest by half of its original value.
Example:
+
1 ½ beats
dotted quarter note 1 ½
+ 3 beats
dotted half note 2 1
+ 1 ½ beats of silence
dotted quarter rest 1 ½
+
3 beats of silence
2 1
dotted half rest
LET’S APPLY
Study the song “Magtanim ay Masaya” Identify the different kinds of
notes and rest used in the composition and write their corresponding time value.
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LET’S ANALYZE
Identify the name of the given notes and rest. Write your answer on the
space next to each number.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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LET’S EVALUATE
Illustrate the musical symbol for each item. Then, write the
corresponding time value in the next column.
1. half note
2. quarter rest
3. eighth note
4. whole rest
5. sixteenth note
6. whole note
7. half rest
8. dotted quarter note
9. dotted eighth rest
10. dotted sixteenth note
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METER
INTRODUCTION
Movements usually follow a rhythm. Actions like running, jogging,

walking have rhythm. Rhythm can also be felt in the movements of animals, the
ticking of a clock and movements of cars. Rhythm may be fast or slow.
In music, rhythm also signifies movement. Movements in music may be

counted by twos, threes, and fours. These are arranged in meters. In this
lesson, you will learn more about meter.
Differentiate 2 3 4 and 6 time signatures MU6RH-Ib-e-2
4 4 4 8
Objective
Content Standards: demonstrates understanding of the concept of rhythm by
signatures

4 4 4 8
10
LET’S RECALL
Illustrate the following.
whole note
quarter note
eighth rest
half note
half rest
sixteenth note
eighth note
whole rest
quarter rest
dotted quarter rest
LET’S UNDERSTAND
Rhythm in music can be divided into groups which is called meters.
The word meter comes from the Greek word metron, which means “measure”
If the notes are group by twos, threes or fours, each grouping of the notes is
called a measure.
You learned in your previous grade that Time signature is written at the
beginning of the measure to indicate the grouping of notes. A Time Signature
looks like a fraction – having two numbers with one on top of the other but
without the fraction line or slash separating the two numbers. See the illustration
that follows.
Time Signature
This number tells how many beats are in each

measure.
(In this case there are two beats per measure)
This number tells what kind of note receives

one beat.
(In this case, a quarter note gets one beat)
Meter in music can be divided by twos, which is called the duple meter,
by threes known as triple meter and by fours, which is called a quadruple
meter. An accent ( > ) is placed on top of a note to signify a strong beat.
Study the following beat patterns. Clap the patterns and give the
accented beat a strong beat by clapping them loudly.
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Duple Meter
> > >
1 2 1 2 1 2
Triple Meter
> > >
1 2 3 1 2 3 1 2 3
Quadruple Meter
> > >
1 2 3 4 1 2 3 4 1 2 3 4
LET’S APPLY
Listen to your teacher sing the song, “Magtanim ay di biro.” Listen to
the beat patterns of the song as your teacher claps them. Watch how your
teacher performs the beat patterns and give emphasis to the strong beat.
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LET’S ANALYZE
Listen as your teacher claps the rhythmic pattern. Identify the meter of each
rhythmic pattern. Write your answer on the line.
1.
_________________________________
2.
_________________________________
3.
_________________________________
4.
__________________________________
5.
_________________________________
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LET’S EVALUATE
Listen attentively as your teacher plays the following songs. Try to feel the beat
and identify the meter of each song. Write DM on the line for duple meter, TM for triple
meter and QM for quadruple meter.
__________1. “Lupang Hinirang”
__________2. “Paruparong Bukid”
__________3. “Happy Birthday”
__________4. “Twinkle Twinkle Little star”
__________5. “Manang Biday”
LET’S CREATE
Create your own rhythmic pattern given the following meter.

1. Duple Meter
2. Triple Meter
3. Quadruple Meter
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RHYTHMIC PATTERN
INTRODUCTION
Creating something new is a fulfilling experience. It can give you a sense

of achievement. Especially if what you created is useful to other people or
makes them happy.
In this lesson you will learn how to create rhythmic patterns and use them
in making your own simple song. You will use your knowledge of the kinds of
notes and rest as you create the rhythmic patterns.
Creates rhythmic patterns in 2 3 4 and 6 time signatures.
4 4 4 8
MU6RH-Ig-h-5
Objective
Content Standards: Demonstrates understanding of the concept of
rhythm by applying notes and rests, rhythmic
patterns, and time signatures
Performance Standards: Responds to beats in music heard with

Appropriate conducting patterns of
2 3 4 and 6
4 4 4 8
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LET’S RECALL
Determine the meter of the following beat patterns.
1. __________________________ 2. __________________________
3. __________________________ 4. __________________________
LET’S UNDERSTAND
A rhythmic pattern is the combination of notes and rest with long and short
durations or different time values. These combinations of notes and rest are formed
into measures which are divided by bar lines.
A bar line is a line that divides a group of notes into measures.
bar line
Look at each of rhythmic pattern below. See how the patterns are formed.
Count the notes by clapping. Follow the numbers.
1 2 and 1 2
1 2 3 1 2‿3
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LET’S APPLY
Listen to your teacher sing the song “Atin Cu Pung Singsing.” Then listen
again to him or her as he or she claps and counts the rhythmic patterns.
LET’S ANALYZE
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LET’S EVALUATE
Complete the following rhythmic patterns. Make sure to follow the correct
number of beats per measure.
LET’S CREATE
Create your own rhythmic pattern using the different kinds of notes and rest
in 2 3 4 and 6 time signatures.
4 4 4 8
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TIME SIGNATURE AND RHYTHMIC PATTERN
INTRODUCTION
Have you watched a choir or orchestra being led by a conductor? What do you
think is the importance of a conductor when a choir or orchestra performs? What do
the conductors movement or gestures mean?
Your hands are important tools for communicating. Through hand gesture, you
can convey ideas or feelings even without speaking.
In music, you can use your hands to signify the time signature of a musical piece.
These hand movements are called, conducting patterns.
In this lesson, you will learn more about time signature and conducting pattern.
Demonstrates the conducting gestures of 2 3 4 and 6 time
signatures 4 4 4 8
MU6RH-Ib-e-3
Identifies through conducting the relationship of the first and last

measure in an incomplete measure
MU6RH-If-4
Objective
Content Standards: Demonstrates understanding of the concept of rhythm by
signatures

4 4 4 8
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LET’S RECALL
Use a bar line to divide the rhythmic patterns according to their given time
signatures.
1. 2
4
2. 3
4
3. 4
4
4. 3
4
5. 2
4
LET’S UNDERSTAND
As you have learned, Time Signature is a fraction-like number written at the
beginning of a staff. The upper number tells the number of beats in each measure.
The lower number tells the kind of note that receives one beat.
SIMPLE TIME SIGNATURES
1. Time Signature
The time signature means that there are two beats in every measure. The
lower number (4) tells that the note that receives one beat is a quarter note.
Study the pattern below.
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Study the pictures and learn how to conduct the time signature. Watch your
teacher as he or she shows you how to conduct the time signature.
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2. Time Signature
The time signature means that there are three beats in every measure. The
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3. Time Signature
The time signature means that there are four beats in every measure. The
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COMPOUND TIME SIGNATURE
1. Time Signature
The time signature is a compound meter. A time signature is compound if

the upper number is greater than three and can be divided by three. The lower number
indicates the note value for the subdivision of the beat. Since 8 is the lower number,
the eighth note gets one beat.
Study the pictures and learn how to conduct the time signature. Watch
your teacher as he or she shows you how to conduct the time signature.
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LET’S APPLY
Identify the time signature by writing 2, 3 ,4, or 6.
4 4 4 8
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LET’S EVALUATE
Listen attentively as your teacher plays each song. Identify the time signature
by writing 2, 3, 4, or 6 in the box.

4 4 4 8
1. “Carinosa” 4. “Mary had a little

Lamb”
2. “Lubi – Lubi” 5. “Atin Cu Pung

Singsing”
3. “Leron Leron Sinta”
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LET’S CREATE
Draw and label the conducting pattern of the given time signature in the box.
Create a two-measure rhythmic pattern for each time signature on the staff.
1.
2.
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SECOND QUARTER
MELODY
INTERVALS
INTRODUCTION
Melody is a series of tones arranged in a horizontal position. These tones
are played or sung one at a time. It is an element of music that is considered
the most expressive and meaningful. Melody has pitch, form and direction. It
may go up, down or it may be repeated. It may move fast or slow. In the
previous lesson, you were introduced to the different kinds of notes and rest in
their durations. Now, you will learn more about how they are written on the staff
and how you will be able to read and sing them.
In this lesson, you will learn more about the different intervals of notes
in Music.
Identifies the notes of the intervals in the C major scale
Content Standards: demonstrates the concept of melody by using intervals in

major scales and in the minor scales
Performance Standards: applies learned concepts of melody and other

elements to composition and performance
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LET’S UNDERSTAND
The notes on the staff are written with specific distances or intervals. The
distance between two notes is called an interval. The different intervals are set either
by steps or by skips. The smallest interval used in music is the half step. The following
are other intervals in music that can help you identify easily the distances of notes on
the scale.
1. Prime or unison - Two notes are written on the same line or space and
have a same pitch.
2. Second interval – there are two steps between two notes
3. Third interval – there are three steps between two notes
4. Fourth interval – there are four steps between two notes
5. Fifth interval – there are five steps between two notes
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6. Sixth interval – there are six steps between two notes
7. Seventh interval – there are seven steps between two notes
8. Octave – there are eight steps between two notes
To determine the interval between two notes, count every line and space
starting from the note itself going to the next note. Look at how they are counted.
LET’S APPLY
Listen to your teacher sing the song “Liza Jane” Identify the intervals of
notes in the piece.
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LET’S ANALAYZE
Supply the missing note based on the given interval.
LET’S EVALUATE
Listen carefully to the sound of the two given notes in each measure as played
by your teacher on the piano or keyboard. Tell whether the interval is prime, second,
third, fourth, fifth sixth seventh or octave. Write your answer on the line.
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MAJOR SCALES
INTRODUCTION
Do you know someone who composes music? How do you think a

person is able to write or create beautiful music?
Composers make music by combining notes in a scale. A scale is a
series of tones arranged from lowest to highest or from highest to lowest. Do
you know that the C major is the standard key used in music from which all the
major keys are derived their pitch?
In this lesson, you will particularly study about the major scales.
Objective
Content Standards: demonstrates the concept of melody by using
intervals in major scales and in the minor scales
Performance Standards: applies learned concepts of melody and other

elements to composition and performance
Demonstrates the ability to sing, read, and write simple musical
notations in the: Key of G Major, Key of G Major and Key of F Major
MU6ME-IIa-1
Analyzes the melodic patterns of songs in C Major, G major, and

F Major keys MU6ME-IIa-2
Sings and plays solo or with group, melodies/songs in C Major,

G Major, and F Major MU6ME-IIa-3
Creates simple melodies in C Major, G Major, and F Major

scales MU6ME-IIa-4
Sings self-composed melodies in C Major, G major, and F Major

keys MU6ME-IIa-5
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LET’S RECALL
Tell whether the interval is prime, second, third, fourth, fifth, sixth, seventh or
octave. Write your answer on the line.
LET’S UNDERSTAND
A series of notes arranged in ascending and descending manner is called a
scale. This is where simple or complicated melodies are formed. Look at the example
below.
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C MAJOR SCALE
Learn how to build the scale of C Major following the correct pattern of Whole
Step (WS) and Half Step (HS). The C Major scale follows a specific interval pattern of
WS-WS-HS-WS-WS-WS-HS.
Here is how the C Major scale is played on the piano or keyboard.
G MAJOR SCALE
The G major has one sharp (#) which is written on the fifth line with the pattern
WS-WS-HS-WS-WS-WS-HS. Remember that sharp (#) raises a note by half step and
flat (b) lowers a note behalf step. Notice how a G Major scale uses a sharp (#) in order
to maintain a correct interval pattern of a major scale.
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Here is how the G Major scale is played on the piano or keyboard.
F MAJOR SCALE
The F Major is a key signature that has one flat (b) written on the third line of
the staff. The home tone do is located in the first space of the staff which is called
the F space. Look at how the scale of F Major is built on the staff.
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LET’S APPLY
Listen to your teacher as he or she plays the song “Pamulinawen” Note that
in a C Major scale, all notes are played on the white keys of the keyboard or piano
and no sharps and flats used to construct it.
Sing the song “Ode to Joy.” Note that in a F Major scale, the third line has a flat
(b) sign. This indicates that the note B is lowered by a half step all throughout the
piece.
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LET’S EVALUATE
1. Complete the C Major Scale on the staff. Label each note by writing the
syllable name and its corresponding pitch name. Write your answer on the
line.
C ____ E ____ ____ A ____ C

____ re ____ fa ____ la ____ ____
2. Using do, construct the scale of G major on the staff and be sure to place
the sharp (#) on its correct position.
G ____ ____ ____ ____ ____ ____

____
3. Construct the scale of F major on the staff and be sure to place the flat (b)
on its correct position.
F ____ ____ ____ ____ ____ ____

____
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LET’S CREATE
Construct the following scales.
1. C Major
2. G Major
3. F Major
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THIRD QUARTER
FORM
INTRODUCTION
Musical forms in music may vary according to the melody of the song.
You can recognize the musical form by just listening to the melodic phrases of
the composition. In the previous grade, you learned how to identify similar,
repeated, and contrasting melodic lines in a song. Your knowledge in
recognizing thee melodic lines will help you learn how to distinguish easily the
form of a song.
In this lesson, you will know more about the different kinds of musical
forms.
Objective
Content Standards: Demonstrates understanding of the concept of musical
forms and musical symbols (repeat marks) indicated
Performance Standards: performs accurately the design or structure of a

given musical piece
Identifies simple musical forms as unitary (A), binary (AB), ternary (ABA)
(ABC) or rondo (ABACA). MU6FO-IIIab-1
Analyzes the musical forms of the following songs: MU6FO-IIIab-2
Leron,Leron,Sinta; Ili-ili Tulog Anay

Sitsiritsit ParuparongBukid
Silent Night Ang Bayan Ko
Happy Birthday Pamulinawen
Joy to the World Tinikling
Bahay Kubo Lupang Hinirang
Uses the different repeat marks that are related to form: Da Capo
(D.C.), Dal Segno (D.S.), Al Fine (up to the end) , D.C. al Fine (repeat
from the beginning until the word Fine) MU6FO-IIIc-3
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LET’S UNDERTAND
Musical form is the organization, structure, or design of a musical piece. It is
one of the tools used by composers to help them organize or arrange their
compositions. A. Musical form is divided into different sections called stanzas, which
vary in tunes a Stanza that is constantly repeated in a song is called chorus or refrain.
The following are the three basic kinds of form that we commonly heard or
used in music.
1. Unitary or Strophic Form or (A) Form
The unitary or strophic form of music keeps the same melody,
rhythm, and harmony for all the stanzas. Only the words change. This form
is sometimes called, “A” or “AAA” which is observed in carols, hymns, and
folk songs.
Sitsiritsit is an example of a song with unitary form of music. Observe
the melody of each stanzas as you sing the song.
Sitsiritsit
Sitsiritsit, alibangbang
Salaginto’t, salagubang
Ang babae sa lansangan
Kung gumiri’y parang tandang.
Santo Nino sa Pandacan

Putoseko sa Tindahan
Kung ayaw mong magpautang
Uubusin ka ng langgam.
Mama, mama, namamangka

Pasakayin yaring bata
Pagdatig sa Maynila
Ipagpalit ng manika.
Ale, ale, namamayong

Pasukubin yaring sanggol
Pagdating sa Malabon
Ipagpalit ng bagoong.
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2. Binary or (AB) Form
The binary or AB form refers to a composition made up of two

contrasting melodic ideas. A song in the binary form is composed of two
different main sections. The A Section usually moves away from the tonic
or final sound. It is the main idea or the main theme of a song. The B
Section is the contrasting idea that moves back and ends stongly on the
tunic sounds. This form is simply the verse and the chorus. It is commonly
used in Western classical music.
“Paruparong Bukid” is an example of a piece with the binary or AB form.

Listen to your teacher sing the song. Then identify parts A and B in the song.
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3. Ternary or (ABA) Form
The ternary or ABA form consist of three sections. The initial A
section represents the main theme or the main idea. It is usually the first stanza
of the song. The B section represents the contrasting idea. It is usually the
second stanza with a different melody from the first stanza or the rest of the
stanzas in a song. The final A section restates or repeats the main theme.
This musical structures is common in Western music.
“Musette” is an example of ternary or ABA Form. Listen as your teacher

sings the song, Identify the main theme or the A part, the contrasting theme or
B part and the final A part of the song.
4. Rondo or (ABACA) Form

Rondo or ABACA is made up five or more musical parts with some
repetitions.
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REPEATED SECTIONS
In analyzing the form of a musical composition, you will notice symbols that
instruct you to repeat, go back, or end to a specific measure.
Here are the markings that indicate repeats on different sections from different
places.
Marking Meaning
Segno It means sign
Coda Coda sign

It means to go back at the beginning
D.C. al fine (da capo) fine (end)
and end in fine
It means to go back to the beginning
D.C. al Coda
then go to Coda
It means to go back at the sign then
D.S. al fine (dal segno)
end at fine
LET’S ANALAYZE
Identify the musical form of each song. Write A if the section of the song
is the main idea, B if it is the contrasting idea or C if it is the repeated main idea.
Write your answer on the line.
Bahay Kubo
__________1. Bahay kubo kahit munti
Ang halaman doon ay sari-sari
Singkamas at talong sigarilyas at mani
Sitaw bataw patani
__________2. Kundol Patola, upo’t kalabasa

At saka mayroon pa, labanos, mustasa
Sibuyas, kamatis, bawang, at luya
Sa paligid-ligid ay puno ng linga
Twinkle Twinkle Little Star
__________3. Twinkle, twinkle, little star

How I wonder what you are
__________4. Up above the world so high,

Like a diamond in the sky
__________5. Twinkle, twinkle little star

How I wonder what you are
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LET’S EVALUATE
I. Match column A with column B. Write the letter only.
A B
_________1. A form also known as AB form a. fine
_________2. it means end b. ternary
_________3. It means to repeat from the beginning c. binary
_________4. A form also known as ABA form d. da capo
_________5. It means sign e. segno
II. Answer each question briefly. Write your answer on the lines.
1. Among the four types of musical piece, which form is the easiest to learn?
Why?
___________________________________________________________
___________________________________________________________
2. When do you say that a form is ternary? Explain your answer.

___________________________________________________________
___________________________________________________________
3. How can you easily recognize the form of a song? What do you do?
___________________________________________________________
___________________________________________________________
4. How do you know that a song is in unitary form?

___________________________________________________________
___________________________________________________________
5. Why do composers need to design or arrange their compositions? What is

the
significance of musical form in a musical piece?
___________________________________________________________
___________________________________________________________
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TIMBRE
INTRODUCTION
Look at the photos above. Imagine that you can hear the sound that each
instrument is making. Can you identify the instruments used? How were you able to
identify it? The quality of sound that distinguishes one instrument from one another is
called timbre or tone color. When you listen to a certain song, what you tend to hear
first are the voices and the instruments. You are then able to describe how rich or
rough a voice is. Or how bright or thick the sound of an instrument is.
In this lesson, you will be introduced to the different orchestral instruments, how
they produce sound and to which family they belong to.
Objective
Content Standards: Demonstrates understanding of the concept of timbre
through recognizing musical instruments aurally and
visually
Performance Standards: Aurally determines the sound of a single instrument

in any section of the orchestra
Identifies visually and aurally the instrumental sections of the Western
orchestra MU6TB-IIId-1
Distinguishes aurally the sound of each section of the Western
orchestra MU6TB-IIIde-2
Identifies the characteristics of each instrument in each section of the
orchestra MU6TB-IIId-3
Describes the distinct sound quality of the different instruments of the
orchestra MU6TB-IIIde-4
45
LET’S RECALL
Match column A with column B. Write the letter only.

A B
_________1. A form also known as A form a. D.C. al fine
_________2. A form also known as ABACA form b. rondo
_________3. It means to repeat from the beginning c. binary

and end in fine
_________4. A form also known as ABA form d. segno
_________5. It means sign e. Unitary or

strophic from
LET’S UNDERSTAND
Sound quality or timbre describes those characteristics of sound which allow

the ear to distinguish sounds that distinguishes one sound from another. The human
voice is the vital medium of expression. Male and female voices may be classified
according to quality and range.
Classification of Human Voice
Range Male Female

High Tenor Soprano
Middle Baritone Mezzo Soprano
Low Bass Alto
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The Orchestra
The orchestra is a large group of musicians playing different musical

instruments together. These instruments vary in sizes and sound quality. The
usual size of an orchestra ranges from 60 to 90 players.
The conductor is the main coordinator in an orchestra. He stands in

front of the players. He holds a baton, a slender wooden stick to direct the
orchestra. The baton serves as an extension of the conductors hands in
surveying the expressions in the musical piece.
There are four families of instruments that are played in an orchestra.

They are the following.:
1. The String Family

Stringed instruments are played by pulling a bow across
the strings and sometimes by plucking the strings. They usually
carry the melodic line of the composition. In an orchestra, the
players of the string family are seated in front. The string family is
composed of the violin, viola, cello and the double bass
1.1 Violin – is the smallest member of the orchestral

strings and plays the high notes. It has 4 strings tuned to G D A
E. It has a lyric singing quality and produces brilliant and dramatic
tones.
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1.2 Viola – is slightly larger than the violin and is held in
the sam way as the violin. It has four strings tuned to C G D A.
The viola is the tenor of the string family. Its tone is warm and
dark.
1.3 Cello – The cello is gripped between the knees of the

player and it has a spike to support the instrument. It has four
strings tuned to C G D A. but the strings are thicker and longer
than that of the viola. The cello plays lower notes.
1.4 Double Bass – is the biggest member of the string

family. It has four strings tuned to E A D G and usually plays the
bass part or an octave lower than the cello.
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2. The Woodwind Family
The woodwind instruments are tubes generally made of wood. The instruments
are played by blowing air into the mouthpiece. Different tunes are produced by using
the fingers to cover its holes that produces different tunes. The players of the
woodwind instruments are seated at the center of the orchestra. Instruments in the
woodwind family are the piccolo, flute, clarinet, oboe, and bassoon.
2.1 Piccolo – the piccolo is a baby flute It looks like a flute but it is
half the size and plays an octave higher. The piccolo plays
the highest note in the orchestra and makes a very shrill
sound.
2.2. Flute – the flute is a tube about 26 ½ inches long. The mouth
hole is cut in the side of the flute near the end. The end is
sealed with a stopper while the other end is open. The flute
has a tone which varies from a low velvety tone to a higher
bird-like sound.
2.3 Clarinet – The clarinet has a single reed. Its size is about 26
inches long. It is a very expressive instrument as it can be
played very quietly or gradually louder and softer. It is
lower in pitch and thicker in sound than the oboe.
2.4 Oboe – The oboe is a double reed instrument about 25 inches

long. The double reed is a narrow strip of cane that is
scraped very thinly. The sound of the oboe is naturally
reedy. It has a plaintive quality and is very good at
melancholic tunes.
49
2.5 Bassoon – the bassoon is also a double reed instrument with a
conical tube. It is over eight feet long but it is doubled up
in itself to make the instrument manageable. It is the bass
of the woodwind family but it has a wide tenor register
too. The lower register is dry, while the upper register is
often used for expressive solos.
3. The Brass Family

Brass instruments are made up of metal or brass and sometimes from silver
alloys. It makes use of a slide, or three or four valves to get the different notes. It
produces sound by “buzzing” the lips against the mouthpiece. The sound is then
amplified and refined by the time it comes out of the bell at the end of its body. The
brass family is composed of the trumpet, trombone, French horn and tuba.
3.1 Trumpet – plays the highest pitch in the brass section. It is four
and a half feet long. The player uses a cup-shaped
mouthpiece and valves pressed by fingers. The trumpet
has a bright ringing sound but it can be muted for special
effects.
3.2. Trombone – has a cylindrical tubing. It is played with a deep

cup-shaped mouthpiece instead of finger valves. The
player lays the trombone by sliding the tubes in and out of
the sockets. The trombone has a lower pitch than the
trumpet and it is 9 feet long.
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3.3. French horn – a conical tube about 12 feet long coiled into a
circular shape with cup-shaped mouthpiece and
valves to vary the notes. It has a smooth mellow
tone quality which makes it blend with the
orchestra. It usually plays the lower melodies of
the brass family.
3.4. Tuba – The biggest among the brass instruments. It provides

the lowest note in the brass section. Measuring about 12 feet
long. It can produce its lowest natural note with the aid of the
valves.
4. The Percussion Family

Percussions are instruments that are banged, tapped, shaken, scraped or
struck by mallets. There are two kinds of percussion:
- Tuned Percussion- have definite notes
- Non-tuned percussions – have no definite note.
A. Tuned Percussions
4.1 Tubular bells or chimes – metal tubes that are hung

in a frame. These tubes sound like church bells. The player hits
the top of the tube with a wooden mallet.
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4.2 Glockenspiel – made in the same way as the xylophone
except that the bars are made of metal, not wood. It
produces high pitch bell-like sound.
4.3 Xylophone – made of strips of hard wood each tuned to a note. It

produces a bright, dry, hard sound.
B. Non-Tuned Percussions
4.4 Bass Drum – a large drum with a vellum lead about three feet in
diameter. It can be played with single taps or by
using two sticks usually covered with cloth. The
Bass drum provides the thundering effect in an
orchestra
4.5 Snare Drum – sometimes called the side drum. It has two
drumheads and the player strikes the upper one.
The lowest head has strings of gut or small wires
stretched across it, called snares. It produces a dry
rattling noise when the instrument is struck.
52
4.6 Timpani – also called the kettle drum. It is a set of bowl-shaped
drums struck by a pair of mallets. There are usually three
to four timpani’s used in an orchestra and they are tuned
to different pitches.
4.7 Cymbals – two thin plate of brass. The player clashes them
together very loudly. He can make them sweep past each
other with violent swish, or he can gently brush one with
the other. The instrument produces a wonderful
shimmering sound.
53
LET’S APPLY
Learn the song “The Orchestra.” Divide the class into five groups of
instruments, namely: violin, clarinet, trumpet, horn and drum. Sing the song together.
LET’S EVALUATE
Group the following instruments according to their family group.
Xylophone French horn trumpet double bass

Violin triangle piano saxophone
Cymbals flute timpani trombone
Stringed Woodwind Brass Instrument Percussion

Instruments Instruments Instruments
54
DYNAMICS
INTRODUCTION
Sounds are everywhere. You hear sounds from nature like the blowing of the
wind and the barking of the dog. You also hear sounds created by machines and
people. These sounds can be pleasant or unpleasant, loud or soft to the ear.
In this lesson, you will know learn another expressive element called
dynamics. You will learn the standard terms for musical dynamics and practice
singing musically with control at different dynamic levels.
Distinguishes varied dynamic levels in a music heard
1 piano (p)
2 mezzo piano (mp)
3 pianissimo (pp)
4 forte (f)
5 mezzo forte (mf)
6 fortissimo (ff)
7 crescendo <
8 decrescendo >
Objective
Content Standards: Demonstrates understanding of the concept of dynamics
through a wide variety of dynamic levels
Performance Standards: Applies the appropriate dynamic levels in vocal

and instrumental music
55
LET’S UNDERTAND
Giovanni Gabrieli, an Italian composer in the sixteenth century was credited as
one of the first musicians to indicate dynamics in musical notations. Dynamics is the
degree of loudness or softness in music. It is usually reffered to as the volume of
musical sounds. Study the tables of dynamics symbols.
Italian term Symbol Meaning
fortississimo fff Ver,y very loud
fortissimo ff very loud
Forte f loud
mezzo forte mf moderately loud
mezzo piano mp moderately Soft
piano p soft
pianissimo pp very soft
pianississimo ppp very very soft

gradually increasing in
crescendo <
volume
gradually decreasing in
decrescendo >
volume
LET’S APPLY
Learn the song “The Sound of Music” and try to follow strictly the
dynamic symbols used in the songs.
56
LET’S EVALUTE
I. Match column A with column B. Write your answer on the blank.
A B
_________1. Gradually becoming soft a. fff
_________2. Very loud b.mp
_________3. moderately soft c. >
_________4.very very soft d. ff
_________5. Very very loud e. pp
_________6. Gradually becoming loud f. <
_________7. Moderaqtely loud g. ppp
_________8. soft h. mf
_________9. loud i. p
_________10. Very soft j.
57
FOURTH QUARTER
TEMPO
INTRODUCTION
Everything you do in every moment of your life involves movement. Sometimes,

you move fast and sometimes you move slowly. Even when you do not move your
external body parts, there is movement inside your body. Your heart beats, Your lungs
pup air.in and out of the body. In music, you can also experience rhythmic movements
at varying spread. Musicians call this element as Tempo.
Identifies the different tempo in a given song or music: MU6TX-IVa-b-1
-allegro
-andante
-ritardando
-accelerando
-largo
-presto
-vivace
Objective
Content Standards: Demonstrates understanding of the various tempo
Performance Standards: Performs a given song using tempo marks

appropriately
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LET’S UNDERTAND
Tempo comes from the Latin word tempus which means “time” Tempo pertains
to the speed at which a musical piece or passage is meant to be played. The speed
of music can be slow or fast or in between. Tempo influences how music sounds and
feels. Thus making music more expressive and alive.
The tempo of a musical piece is usually indicated in the top of a musical score.
This is called tempo marking. Tempo markings can be found anywhere in a piece
depending on the composers desire to change the mood of the song. The different
kinds of tempo marking are written in Italian. Below are some of them.
Term Meaning
Grave Solemn, very slow
Largo Broad, very slow
Adagio Slow, but not as slow as largo
Lento Slow
Andante Moderately slow
Andantino A little ore faster than andante
Moderato At a moderate speed
Allegro Fast, lively and bright
Vivace Fast and lively
Presto Very fast
Accelerando Gradually becoming faster
Ritardando Gradually becoming slower
A Tempo Means to return in its original speed
59
LET’S APPLY
Sing the song below following the correct tempo.
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LET’S ANALYZE
Tell the appropriate tempo for the following actions.

1. A man walking
2. A rabbit hopping
3. A turtle moving
4. A jet flying
5. A running horse
LET’S EVALUATE
I. Match column A with column B. Write your answer on the blank.

A B
_________1. Grave a. slow
_________2. Andante b. fast, lively bright
_________3. Moderato c. broad
_________4.Vivace d. slow, but not as slow as largo
_________5. Lento e. moderate speed
_________6. Allegro f. fast and lively
_________7. Accelerando g. gradually becoming faster
_________8. Adagio h. solemn
_________9. Presto i. moderately slow
_________10. Largo j. very fast
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TEXTURE
INTRODUCTION
In general, texture refers to the surface, object, or substance feels to the touch.
While in music, it refers to the way multiple voices or instruments interact in a
composition. It also refers to the overall quality of sound in music. In this lesson, you
will learn the different kinds of texture in music and they effect they make on a
composition.
1. Identifies different textures MU6TX-IVc-d-2
2. Distinguishes monophonic, homophonic, and polyphonic textures

MU6TX-IVc-d-3
Objective
Content Standards: Demonstrates the concept of texture as:

1. monophonic (one voice)
2. homophonic (voice and accompaniment)
3. polyphonic (many voices)
Performance Standards: performs accurately a given song with

monophonic, homophonic, and polyphonic textures
62
LET’S UNDERTAND
Types of Musical Textures
1. Monophonic Texture – comes from the word “mono” which means

“one.” It is sometimes called monophony and is considered as a thin
texture. The monophonic texture has only one melodic line without
harmony. Music sung or played by one person or by many in unison has
monophonic texture.
Example:
The Philippine National Anthem or any song sung in unison or in
an acapella (singing without musical accompaniment).
2. Homophonic Texture – The homophonic texture occurs when the main

melody is accompanied by chords. Sometimes the chords move at the
same rhythym as the melody. Other times, the chords are made up of
voices that move in counterpoint to each other. The homophonic texture
has thicker texture than the monophonic texture. This type of texture is
used most often.
Example:
A song sung by a singer accompanied by piano or a guitar
3. Polyphonic Texture – Polyphonic comes from the word poly which

means “many.” A composition has polyphonic texture when two or more
voices sing the melody but observe different rhythms. This is simply the
same as the song song sung together by different voices such as
soprano, alto, tenor and bass. A polyphonic texture can be observed with
or without accompaniment. It is considered as the thickest texture among
the three tyopes of textures.
Examples:
A round song
Music for large instrumental groups
Songs sung with vocal arrangement
63
LET’S ANALYZE
Listen to the recorded sample music of the following songs. Identify what
texture each song has. Write on the line M for monophonic, H for homophonic and P
for polyphonic.
__________1. “Manang Biday”
__________2. “Ang Pasko ay Sumapit”
__________3. “Top of the World”
__________4. “Somewhre over the rainbow”
__________5. “Salidumay”
__________6. “Si Pilemon”
__________7. “Getting to know you”
__________8. “ Paraiso”
__________9. “Dandansoy”
__________10. “Papuri sa Diyos”
LET’S EVALUATE
Tell whether the song has monophonic, homophonic or polyphonic texture
based on the manner it is sung. Write your answer on the line.
_________1. The class is singing the song “Ili-Ili Tulog Anay“ in unison without any
accompanying musical instrument.
_________2. A group of carolers singing the song Jingle bells while playing some
percussion instruments.
_________3. Some girls and boys singing the song “Lupang Hinirang” in two voices
and with accompaniment.
_________4. A group of pupils singing the schools hymn in unison.
_________5. The pupils are singing their graduation song while the teacher is
accompanying them on the piano using a variety of chords.
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65
MAPEH 6 (ARTS)
First Grading
Introduction
LOGO DESIGN
To understand what a logo is, we must first understand what the main purpose
of logos is. The design process must aim to make the logo immediately recognizable,
trustworthy, admirable, loyal and superior. The logo is one aspect of a company’s
commercial brand or economic entity, and its shapes, colors, fonts, and images usually
are strikingly different from other logos. Logos are used to identify and serve as a
remarkable icon to a particular product or entity.
There are lots of computer applications that can be used in logo design making.
One of the most used in simple logo designing is Inkscape. Inkscape is a professional
quality vector graphics software which runs on Windows, Mac OS X and GNU/Linux.
It is used by design professionals and hobbyists worldwide, for creating a wide variety
of graphics such as illustrations, icons, logos, diagrams, maps and web graphics, and
is free and open-source software.
Look at the samples below.
66
Objectives
Create concepts through art processes, elements, and principles using new
technologies (hardware and software) to create personal or class logo.
Learning Competencies to be Developed
The learner…
a. Realizes that art processes, elements and principles still apply even with the
use of new technologies. (A6EL-Ia)
b. Appreciates the elements and principles applied in commercial art.
(A6PL-Ia)
c. Applies concepts on the use of the software (commands, menu, etc.).
A6PR-Ib
d. Utilizes art skills in using new technologies (hardware and software).
(A6PR-Ic)
e. Creates personal or class logo as visual representation that can be used as
a product, brand, or trademark. (A6PR-Id)
f. Explains ideas about the logo. (A6PR-Id)
Let’s Recall
Elements of Art
Fill in the boxes with the corresponding letters.
li V Represents a single dimension that can be straight
or curved and can be combined with other elements
A closed line and can be geometric like circles and

s p squares
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The property possessed by an object of producing
o r different sensations on the eye as a result of the
way the object reflects or emits light
e t r
The feel, appearance, thickness, or
stickiness of a surface substance
v u The lightness or darkness of tones or colors
Let’s Understand
5 Principles of Effective Logo Design
An effective logo is distinctive, appropriate, practical, graphic, simple in form and
conveys an intended message. In its simplest form, an effective logo must follow the
five basic principles of logo design:
 Simple
A simple logo design allows for easy recognition. It must be something
catchy to the eye of the viewers and not “overdrawn”.
 Memorable
An effective logo design should be concise and easily to remember
 Timeless
An effective logo should last its effectivity for a long time.
68
 Versatile
The logo should work in different media and application. A minimal
number of colors is recommended to focus more on the logo concept rather
than the color.
 Appropriate
The logo design should derive its meaning and usefulness from the
quality of what it symbolizes.
Safety Precautions in Logo Designing
 Familiarize first with proper handling of computer and its peripherals.
 Avoid eating and drinking inside the work area.
 Work with well-ventilated area.
69
Let’s Apply
How to Make a Simple Logo Design?
Here are the steps in creating a simple Logo Design.
a. Open the Inkscape Application. (You can download the free application on
https://inkscape.org)
b. To make a heart shape, draw a square and two circles with the same diameter of
the square using the square and circle icon in the toolbox. You can also use F4 key to
create a square and F5 key to create a circle.
70
c. Place one circle on the top of the square showing only the semicircle.
d. Place the other circle on the right side of the square as seen on the illustration.
e. Select all three objects, Click Path  → Union.
f. Click Object → Transform → Rotate by 45°
71
g. To add text, click the icon on the toolbox or use F8 key. On the Menu Bar. Click
Text → Font to edit the Font Size. Choose the font color using the Color Palette.
PARAÑAQUE
h. Save your work and print.
Let’s Evaluate
Answer the given questions below correctly.
a. How do you design a logo?
b. What are the basic rules and principles of effective logo designing?
c. How are aspects of simplifying the logo important?
Let’s Create
1. You are tasked to create a logo design that represents you as a person. Your
logo must represent/symbolize your personal interests and beliefs.
2. Use up to three colors within the design.
3. Create an initial sketch of the logo on a piece of paper.
4. Create a final computer graphic design of your logo.
5. Save and print.
72
RUBRIC
Criteria Advanced Proficient Approaching Developing Beginning

(5) (4) Proficiency (2) (1)
(3)
Design Can apply Can apply Can apply Can apply Can barely
design elements design design elements design elements apply design
(lines, shapes, elements (lines, shapes, (lines, shapes, elements
color, and (lines, shapes, color, and color, and (lines, shapes,
texture) and color, and texture) and texture) and color, and
principles texture) and principles principles texture) and
(emphasis or principles (emphasis or (emphasis or principles
contrast) with (emphasis or contrast) with contrast) but (emphasis or
mastery level contrast) with fair skill had some contrast) in the
near skill difficulty drawing
Creativity Can show Can show Can show good Some parts of The drawing
excellent great attention attention to the drawing barely shows
attention to to detail. The detail. shows signs of imagination.
detail. The ideas/material Imaginative imagination and Can show little
ideas/materials/ s/methods are touches are can show attention on
methods are nearly scattered capability of arranging
highly visible in mastered in throughout the arranging creative
arranging arranging project. The creative designs designs and
details and details and designs and and minute details
combination of combination of combinations of details
creative designs creative creative designs
designs are fairly
arranged
Originality Can show Can show Can show Can fairly show Barely shows
originality in his/ originality in originality in his originality in his originality in
her drawing thru his / her or her drawing or her drawing his or her
visual and drawing thru thru visual and but can visualize drawing
communicative visual and communicative creative designs
meaning of communicative meaning are
design are meaning are visible
highly visible nearly visible
73
References:
Inkscape, “Inkscape Overview.” Accessed April 22, 2019. https://inkscape.org/about/
Jacob Cass, “Vital Tips for Effective Logo Design” Accessed April 27, 2019.
https://www.smashingmagazine.com/2009/08/vital-tips-for-effective-logo-design/
Joson, Carmelita H., Glenn G. Agda, Ernesto G. Agda, and Ma. Victoria M. Ronidel-
Flores. “Dynamic Series in MAPEH.” Valenzuela City: JO-ES Publishing, 2017
Vwanweb, “Inkscape v0.91 Graphical User Interface (GUI) Full Window.”

September 3, 2016.
https://commons.wikimedia.org/wiki/File:Inkscape_GUI_Full_Window_Offset_Text.
74
MAPEH 6 (ARTS)
Second Grading
Introduction
What is Digital Painting?
Digital painting is the process of
painting on a tablet and creating artwork
digitally on a computer. Just like a
traditional painting, it is done through
computer painting software that uses
brushes.
Digital painting is an emerging art form in which traditional painting techniques
such as watercolor, oils, acrylic paints, etc. are applied using digital tools by means of
a computer, a graphics tablet and stylus, and software. Traditional painting is painting
with a physical medium as opposed to a more modern style like digital. Digital painting
differs from other forms of digital art, particularly computer-generated art, in that it does
not involve the computer rendering from a model. The artist uses painting techniques
to create the digital painting directly on the computer.
Objectives
a. Demonstrate understanding of shapes, space, colors, and the principles of
emphasis, harmony and contrast in digital painting and poster design using
new technologies.
b. Apply concepts on the use of software in creating digital paintings and
graphic designs.
75
Learning Competencies to be Developed
The learner…
a. Realizes that art processes, elements and principles still apply even
with the use of technologies. (A6EL-IIa)
b. Appreciates the elements and principles applied in digital art.
(A6PL-IIa)
c. Applies concepts on software use. (commands, menu, etc.)
(A6PR-IIb)
d. Utilizes art skills using new technologies (hardware and software) in
digital painting. (A6PR-IId)
Let’s Recall
Complete the diagram below.
S__P_E
T_M__ES_ M_M__AB__
5 Basic
Principles in
Logo Making
V_R__T_LE AP_R_P_IA_E
76
Let’s Understand
There are lots of digital painting software available in the market. These tools
work well with a mouse but are even better with a stylus or touchscreen for direct
control over your virtual brushes and pens. Some applications are open-source and
are free to download (GIMP). Others are pre-loaded in operating system (MS Paint).
Microsoft Paint or 'MS Paint' is a basic graphics/painting utility that is included in all
the Microsoft Windows versions. MS Paint can be used to draw, color and edit
pictures, including imported pictures from a digital camera for example. MS Paint is
found in the Windows start menu within the Accessories Folder.
77
GIMP is an acronym for GNU Image Manipulation Program. It is a freely
distributed program for such tasks as photo retouching, image composition and image
authoring.
It has many capabilities. It can be used as a simple paint program, an expert
quality photo retouching program, an online batch processing system, a mass
production image renderer, an image format converter, etc.
Safety Precautions in Digital Painting
 Be careful in handling printers. Ink cartridges may contain substances that may
be harmful to your health.
 Avoid eating and drinking inside the work area.
 Work with well-ventilated area.
78
Let’s Apply
Make a simple abstract design using shape tools and color palette on MS Paint.
Give it an interesting title using paint tool.
Let’s Analyze
Picture Analysis
1. What can you say about the picture?

2. What is the message being portrayed by the picture?
3. Given the chance, what improvements can you make on the picture to
make it more effective in delivering its intended message?
79
Let’s Evaluate
Label the parts of the MS Paint

Ribbon
Let’s Create
a. Draw a scenery of your choice.
o Sunrise or sunset over the hills.
o A village
o A zoo
o A school community
b. Give an interesting title to the scenery and write it using paint tool. At the bottom
of the page to the right-hand side write your name.
c. Discuss your work with the class.
RUBRICS
80
(5) (4) Proficiency (2) (1)
(3)
Design Can apply Can apply Can apply Can apply Can barely
design elements design design elements design elements apply design
(lines, shapes, elements (lines, shapes, (lines, shapes, elements
color, and (lines, shapes, color, and color, and (lines, shapes,
texture) and color, and texture) and texture) and color, and
principles texture) and principles principles texture) and
(emphasis or principles (emphasis or (emphasis or principles
contrast) with (emphasis or contrast) with contrast) but (emphasis or
mastery level contrast) with fair skill had some contrast) in the
near skill difficulty drawing
Creativity Can show Can show Can show good Some parts of The drawing
excellent great attention attention to the drawing barely shows
attention to to detail. The detail. shows signs of imagination.
detail. The ideas/material Imaginative imagination and Can show little
ideas/materials/ s/methods are touches are can show attention on
methods are nearly scattered capability of arranging
highly visible in mastered in throughout the arranging creative
arranging arranging project. The creative designs designs and
details and details and designs and and minute details
combination of combination of combinations of details
creative designs creative creative designs
designs are fairly
arranged
Originality Can show Can show Can show Can fairly show Barely shows
originality in his/ originality in originality in his originality in his originality in
her drawing thru his / her or her drawing or her drawing his or her
visual and drawing thru thru visual and but can visualize drawing
communicative visual and communicative creative designs
meaning of communicative meaning are
design are meaning are visible
highly visible nearly visible
81
References:
Concept Art Empire, “What is Digital Painting?”. Accessed April 22, 2019.
https://conceptartempire.com/digital-painting/
Gimp, “Introduction to GIMP.” Accessed April 22, 2019.

https://www.gimp.org/about/introduction.html
82
MAPEH 6 (ARTS)
Third Grading
Introduction
PRINTMAKING (Silk-screen Printing)
Printmaking is the process of art creation

with the use of a carved screen to transfer ink
onto another surface. It is often an interesting
activity for young learners like you. Even if you
are not born as an artist, you can still achieve
unexpected results using a few simple
materials.
In the past, creating customized shirt

with your own unique design would be difficult
and expensive. But with the help of technology, one can create a personalized design
and create a masterpiece through various techniques.
Objective
Create simple printmaking (silkscreen) designs on t-shirts and posters.
The learner…
1. Knows that design principles still apply for any new design (contrast of colors,
shapes, and lines produces harmony) whether done by hand or machine
(computer). (A6EL-IIIa)
2. Understands that digital technology has sped up the printing of original designs
and has been made accessible to many, as emphasized in t-shirts and poster
designs. (A6PL-IIIb)
3. Applies concepts on the steps/procedure in silkscreen printing. (A6PR-IIIc)
4. Produces own prints from original design to silkscreen printing to convey a

message or statement. (A6PR-IIId)
83
Let’s Recall
Color the correct secondary hues on the shape that will be produced from
mixing equal amounts of two primary colors. Write also the color on the space below
the picture.
a.
red yellow ______________
b.
yellow blue ______________
c.
blue red ______________
Let’s Understand
Silk Screen Printing
Screen Printing
The screen-printing process involves creating a screen and utilizes it

as a stencil for applying layers of ink on the printing surface. In this procedure,
you require various screens for distinct colors that are used in the design and
merged to get the final look.
The silkscreen printing technique makes use of a woven mesh to

support an ink-blocking stencil to acquire a desired image. The process
involves using a stencil to apply ink onto another material, usually fabric that
can keep the image onto its surface.
84
It is simpler and more cost-effective to utilize silk screen printing artists for
mass production, rather than digital printing on fabric.
Advantages of Screen Printing
 Highly cost-efficient process for bulk orders

 Easy to print on specified areas
 Huge range of printable fabrics such as wood, textiles, glass and more
 Top-quality output
 Long-lasting prints
What are the materials needed in silkscreen printing?
1. The Design
You can draw a design with your own hands or use computer software
to generate the artwork and print in a transparency.
2. The Screen and Its Frame
A screen will be required to make the stencil, through which the ink will
pass onto your shirt.
It can be bought from a store, or you can build one for yourself. You
can use either wood or aluminum to make the frame. The screens should be
large enough to accommodate the designs. For designs of standard detail,
110 mash count should serve well, however, for more detailed design a
screen of higher mash count will be required.
3. Emulsion
The screen needs to be coated with the liquid chemical called the
emulsion. It is sensitive to light and becomes most sensitive when dry.
4. Exposure Unit
After applying the emulsion, you will need to cure the liquid by
exposing it to the light.
85
5. Washout Booth
Following the exposure to the light, you will need to rinse both sides of
the screen with water.
6. Inks/Textile paint
Some basic colors will need to be purchased to get things underway.
7. Squeegee
This is a material used for spreading textile paint in the screen.
8. Tacker
It’s essential to staple the inside of the screens before you start printing.
Getting a tape gun will make things simple for you.
Safety Precautions in Silkscreen Printing
 Use protective mask to avoid inhalation of paint.

 All flammable and hazardous materials used must be kept in closed containers
and stored in a safe place after use.
 Use electrical equipment with proper care and handling.
How to do Silk Screen Printing on Fabric?
Prepare a work area first and then follow these steps.
a. Lay out your wooden frame onto your
choice of fabric. Staple your silk screen very
tightly to the frame using a tacker.
b. Spread your mixed-up emulsion onto the
fabric very thinly in a completely dark room.
Spread it on both sides and make sure the
whole thing is wet, with no spots missed.
86
d. Let it dry in a completely dark place overnight.
e. Spread the black paper all over the floor and put
your screen on top.
f. Tape your transparencies with clear tape to the
dry surface of the screen.
g. Set up your lamp directly over the screen
(distance according to directions)
and turn the light on for however long it says in the
directions.
h. Rinse your screen with water. Let it dry.
87
i. Lay your screen staple-side down on your fabric,
put a line of paint on the screen, along one side,
and with your squeegee, lay down a flood stroke
using light pressure. The next pass should be firm
with a smooth motion to press the ink through the
screen onto the fabric.
j. Lift up the screen and you will have an image on
the fabric. Let it dry.
k. Iron the back side of the fabric. Follow the time
suggested.
l. Wash the fabric.
88
Things to Remember:
 Make sure that the screen is tightly attached against the fabric.
 In printing t-shirts, put a piece of cardboard of paper inside the fabric to
act as a barrier.
 To improve the slipperiness of the ink, add transparent base.
 Washing up of screens and tools must be done immediately after use.
Let’s Apply
In this activity, you will design a t-shirt promoting your school using a digital
software.
Materials needed:
 Computer, laptop, or tablet

 Digital art software (any available)
 Printer
Steps to follow:
1. Create a design promoting your school. Make use of the digital software
available on your computer. Apply the techniques you learned in the previous
lessons.
2. Print your design and have it evaluated by your teacher.
Let’s Analyze
Answer the following questions:
a. How did you come up with your design to promote your school? Explain
your design.
b. Do you believe that printed t-shirts are best way to promote a product,
service, place, or event? Explain your answer.
c. Have you experienced any challenges during the activity? What did you do
to overcome these challenges?
89
Let’s Evaluate
Read the sentences carefully. Write the correct word or group of words to
complete the sentence. Choose the correct answer from the box below.
a. ________ is the process of art creation with the use of a carved screen to
transfer ink onto another surface.
b. In printing t-shirts, put a piece of __________________ or paper inside the
fabric to act as barrier.
c. Be sure that the _______________ is tightly attached against the fabric.
d. Wash up ______________ must be done immediately after use.
e. To improve the slipperiness of the ink, add ________________.
Let’s Create
Form a group of five to six members. Discuss among your groupmates the
selection of design made earlier. With your design ready, you and your group will now
print your own t-shirts and model them in class. Let the teacher evaluate your product.
RUBRICS
Indicators 5 4 3 2 1
1. The t-shirts are attractively designed and
accurately delivered an inspiring message.
2. The message of the t-shirts followed the
agreed theme/concept
3. The printing of the t-shirt were well-executed
with minimal errors and wastage.
4. The packaging was creative, unique, and cost-
effective.
Total Score
Legend:
5 – Excellent 3 – Satisfactory 1 – Poor
4 – Very Satisfactory 2 – Below Satisfactory
90
References:
Moose Jaw Museum and Art Gallery, “Health and Safety Surrounding Silk Screen
Printing”. Accessed April 27, 2019.
http://www.virtualmuseum.ca/edu/ViewLoitLo.do%3Bjsessionid=22E6638804264347
2DC4059E16D96054?method=preview&lang=EN&id=357
South Texas College, “Safety Rules for Painting & Drawing Studios.” Accessed April
27, 2019. https://lass.southtexascollege.edu/art/safety/painting.html
WikiHow, “How to Do Screen Printing on Fabric?” Accessed April 25, 2019.

https://www.wikihow.com/Do-Screen-Printing-on-Fabric
91
MAPEH 6 (ARTS)
Fourth Grading
Introduction
SCULPTURE – PACKAGE/PRODUCT DESIGN (Paper Bag)

Product designing is creating a new
product to be sold by a company to its customers.
It is a response to changing needs and improving
quality of life by designing creative, innovative, and
sustainable products. Product designing is
enhanced through knowledge of social,
technological, economic, historic, ethical, legal,
environmental, and cultural factors.
Many people are more familiar perhaps with the traditional way a design is
developed. This is done with the use of pencil and paper. Nowadays, you can digitally
enhance your design by drawing and printing out some of the design elements. Printing
out of the letters has been made easier that fits the concept of your work. With the help
of modern technology, you can now create designs for shoes, jewelries, bags, clothes,
furnitures, bottles, and many other things using the computer.
Objectives
Creates an actual 3-D digitally -enhanced paper bag for a product or brand.
The learner…
1. Knows that design principles and elements related to everyday objects. (A6EL-
Iva)
2. Appreciates the elements and principles applied in product design. (A6PL-Iva)
3. Creates an actual 3-D digitally-enhanced product design for a paper bag.
(A6PR-IVd)
92
Let’s Recall
Word Search
PHOTOGRAPHY PICTURES ANGLE

LENS SHUTTER FRAME
FLASH CAMERA FOCUS
P I C T U R E S P D F X
D G Q W X T R I O B L G
R U C A M E R A F O A N
Y K A F R D Q B R N S V
C P H O T O G R A P H Y
G H Q C F M L Y M D W E
Y S H U T T E R E V I S
L E N S M X A N G L E T
Let’s Understand
Paper Bag Making
People nowadays use paper bags to carry groceries or light goods as a
replacement to plastic bags. Paper bags are also used to show all the excitement
of the product inside them. Some artists make their own creations using paper bags
with remarkable designs. It is their way of expressing how they value a person by
giving him/her a unique decorative bag.
Making handmade paper bags is a good way to recycle old newspaper and
wrapping paper. It is not only helping our nature in preserving its beauty but also
developing our creativity and innovative way on how to make a simple thing more
attractive.
93
Safety Precautions in Making A Decorative Paper Bag
 Use the right tool for the job.

 Make sure that your scissors are sharp enough to cut a material. Dull blades
require more force, increasing the chance of injury.
 Work in a well-lit space so you can see what you are doing.
How to Make A Decorative Paper Bag?

Materials:
 Wrapping paper or Craft Paper
 Ruler
 Pencil
 Glue
 Handles (ribbon, rope, string)
 Scissors
Procedure:
1. Cut a piece of paper to 9.5 x 15 inches (24 x 38 cm).
Colored craft papers are good for this project but
wrapping paper will do.
2. Fold the bottom edge of the paper up to two inches

(5 cm) and sharply crease fold. Unfold. This will
become the bottom of the bag.
3. Fold the sides of the bag into place. Locate the

center points on the top of the bottom edges.
94
4. Flip the paper over, refold the left and right sides
downward toward the center, and glue them where
they overlap
5. Fold the side creases inward to create a slight

according effect.
6. Fold and glue the bottom of the bag into place. Once
you’ve determined where the bottom of your bag is,
piece together the bottom.
7. Pop the bag open. Make sure the bottom is

completely closed off and that there are no gaps in the
glued edges.
8. Add your handles. You can use ribbon, rope, or

string to make the handles. Add desired decorations.
95
Let’s Apply
Design your Paper Bag
a. Follow the steps on how to create your own paper bag.
b. Print out letters, and other design elements such as animals, flower figures
which you will use to design your bag.
Let’s Analyze
Answer the following questions.
a. Are paper bags better than plastic bags? Why? Why not?
b. If you will give a decorative paper bag as a gift to your dear one, how
would this affect the feeling of the receiver?
c. What opportunities does creating a decorative paper bags have?
Let’s Evaluate
Write T if the statement is correct and F if it is not.
_____ 1. People nowadays use paper bags to carry groceries or light goods
as a replacement to plastic bags.
_____ 2. Making handmade paper bags is a good way to destroy our nature.
_____ 3. Product designing is creating a new product to be sold by a business
to its customers.
_____ 4. You can digitally enhance a product design using printed decorative
elements from the radio.
_____ 5. Paper bags are also used to show all the excitement of the product
inside them.
96
Let’s Create (Enrichment)
Create your personalize 3-D paper bag using a newspaper. You can use
different materials in decorating your bags. Let your teacher evaluate your work.
RUBRICS
Indicators 5 4 3 2 1
1. The paper bag is well-designed, and made use
of lines, shapes, and colors to show contrast and
harmony.
2. The finished product follows a well-planned
concept developed in an earlier exercise.
3. The paper bag is neatly constructed and made
use of appropriate materials
Legend:
5 – Excellent
4 – Very Satisfactory
3 – Satisfactory
2 – Below Satisfactory
1 – Poor
97
References:
WikiHow, “How to Make a Paper Bag?” Accessed April 25, 2019.

https://www.wikihow.com/Make-a-Paper-Bag
98
99
MAPEH 6 (PHYSICAL EDUCATION)
First Grading
Introduction
In this quarter a variety of physical activities are offered. It provides the pupils
a chance to develop their potential, creativity, and health awareness. The purpose of
this is to be able to improve the quality of their physical fitness condition and encourage
them to actively participate in any physical activities that will promote a healthy
lifestyle.
TOPIC: Assessment of Physical Activities and Physical Fitness
Objectives:
 Explain the indicators for fitness

PE6PF-Ia-17
 Assess regularly participation in physical activities based on the Philippine
physical activity pyramid
 PE6PF-Ib-h-18
 Explain health and skill related fitness components
PE6PF-la-21n
 Identify areas for improvement
PE6PF-Ib-h-22
 Observe safety precautions
PE6GS-lb-h-3
Let’s Recall
Do you believe that engaging to physical activities everyday will make a person
healthier, livelier and more alert and confident?
What physical activities can you perform regularly? Once in a while?
100
Check the column that shows how often do you perform the indicated activity
Activity Everyday Once in a Rarely Never

week done
1.Cleaning the house
2.Walking to the store,
church, or school
3.Playing basketball
or any ball games
4.Playing computer
games
5. Watching TV
6. Dancing
7. Sitting and being a
couch potato
8. Playing “larong
pinoy”
9. Stretching
10. Exercising
101
Based on the table that you filled out and Philippine Physical Activity Pyramid, how will
you assess your participation in physical activities? Explain your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
Let’s Understand
Physical fitness is a state of health and well-being. It is the ability to perform daily tasks
or activities without undue fatigue.
Engaging oneself to physical activities everyday will make a person healthier, livelier,
and more alert, and confident. Physical activities refer to bodily movement through
exercise, labor and leisure activity. Physical activities may help in improving one’s
health as they help reduce the risk of heart disease, diabetes, and high blood pressure.
Health and Skill Related Fitness Components
A) Health-Related
1. Muscular Strength – the ability of muscles to lift a heavy weight or exert a lot
of force one time.
2. Muscular Endurance – the ability to use muscles for a long period of
time without tiring.
3. Cardiovascular Endurance – the ability of the heart, lungs, blood
vessels, and blood to work efficiently and to
supply the body with oxygen.
4. Flexibility – the ability to use joints fully through a wide range of
motion
5. Body Composition – the composition of all the tissues that make up
the body such as bones, muscles, organs, and body fats.
102
B) Skills Related
1. Coordination – the ability of body parts to work together when

performing an activity.
2. Speed – the ability to move all or a part of the body quickly.
3. Agility – the ability to change body composition quickly and keep the
body under control when moving.
4. Power – the ability to combine strength with speed while moving.
5. Balance – the ability to keep the body in a steady position while
standing and moving.
6. Reaction Time – the ability to move quickly once a signal to start
moving is received.
Let’s Apply
A. Find a partner and do the indicated Fitness Test.

1. Do sit-ups with flexed knees.
2. Walk along a straight line without stepping or losing balance.
3. Step up and down on a high bench for one minute.
4. Jump to the left and right in eight counts.
5. Dribble a ball.
B. What health-related component is being measured in doing the activities given

in activity A.
Activity 1. ____________________________________________
Activity 2. ____________________________________________
Activity 3. ____________________________________________
Activity 4. ____________________________________________
Activity 5. ____________________________________________
103
Let’s Analyze
Identify the Health-Related being measured and the skill-related that is being
used in the physical activities.
Physical Activity Health-Related Skill-Related

1. Running around the
school
2. Going up & down the
stairs
3. Doing the sit and
reach test
4. Performing 50-yard
shuttle run
5. Touching toes without
bending the knees
Let’s Evaluate
Identify the level of your fitness by taking physical fitness test for each
component. Have a record of the result and determine which of the components you
still need to improve on. Follow the format below. You may take these tests several
times to keep track of your fitness level and identify the areas for improvement.
Physical Fitness Components Result

Tests Assessed
104
Let’s Create
Create a physical activity plan or an exercise routine to help maintain or improve the
level of your fitness. Be ready to perform, explain and demonstrate the exercise to
your classmates.
Health-Related Fitness Components Exercise / Physical Activity Plan
Cardiovascular Endurance
Muscular Strength
Muscular Endurance
Flexibility
Body Composition
Remember the following tips to keep safe during exercise and physical activity.
 Begin your exercise program slowly with low-intensity exercises.
 Wear appropriate shoes for your activity.
 Warm up before exercising, and cool down afterward.
 Pay attention to your surroundings when exercising outdoors.
 Drink water before, during, and after your workout session, even if you don’t
feel thirsty.
 Dress appropriately for the temperature outdoors, or opt for an indoor activity
if it’s very hot or cold.
 If you have specific health conditions, discuss your exercise and physical
activity plan with your doctor and inform also your teacher.
105
Rubrics

Proficiency
(10) (7) (3) (1)
(5)
Exercise/ Can create Can create an Can create an Can create an Can create
Physical
an exercise exercise and exercise and exercise and an exercise
Activity
and physical physical activity physical activity physical activity and physical
activity that that matches to that matches to that matches to activity plan
matches to the health- the health- the health- but does not
the health- related fitness related fitness related fitness match to the
related components but components but components but health-
fitness with few with some with many related
components. inconsistencies. inconsistencies. inconsistencies. fitness
components.
Exercise Can Can Can Can rarely Cannot

Demonstration
demonstrate demonstrate the demonstrate the demonstrate the demonstrate
the exercise exercise exercise exercise the exercise
accurately all accurately most accurately accurately accurately
throughout. of the time. sometimes. but
attempted to
perform.
106
Reflection:
How are you doing? Check the

box of your answer.
I can explain health and skill
related fitness indicators.
I can undertake pre and post
physical fitness tests.
I can identify areas for my
improvement.
References:
Mr. Benson, “Health and Skill Related Fitness Components”, accessed May 1, 2019,
https://sites.google.com/site/bensonpehealth/health-and-skill-related-fitness-
components
“How to stay safe during exercise and physical activity”, accessed May 1, 2019
https://go4life.nia.nih.gov/how-to-stay-safe-during-exercise-and-physical-activity/
Flores., “Dynamic Series in MAPEH 6” Valenzuela City: JO-ES Publishing, 2017, 198-
199
Marissa C. Pascual et.al., “Enjoying Life through MAPEH 6” (Phoenix Publishing

House, 2016), 11-13.
107
Second Grading
Introduction
In this quarter, pupils will learn and play some of the Filipino games that
will develop their potential, creativity, and health awareness. The purpose of this is
to improve the quality of their physical fitness condition and encourage them to
actively participate in any form of activities and games that will promote skills
development, teamwork and sportsmanship.
TOPIC: Games
Objectives:
 Explain the nature and background of the games

PE6GS-IIb-1
 Describe the skills involved in the games
 PE6GS-IIb-h-3
 Execute the different skills in the game
PE6GS-lIc-h-4
 Explain health and skill related fitness components
PE6PF-IIb-h-22
 Observe safety precautions
PE6GS-lIb-h-3
Let’s Recall
Doing any physical activity is better than doing nothing. There are lots of
physical activities that we can do the moment we open our eyes in the morning
such as stretching, dancing, brisk walking, jogging, gardening and joining in
different sports or games.
108
A. What are the health benefits of doing physical activities regularly? Put a check
mark ( ) inside the medicine bottle
1. reduce risk of heart attack
2. help control weight and prevent obesity
3. reduce depression and anxiety
4. increase mental illness
5. make our bones, muscles and joints stronger
6. lower risk of developing osteoporosis
7. lower risk of falls
8. give a lifetime partner in life
9. increase savings in the bank
10. feel better – with more energy, a better mood, feel more relaxed and sleep
better
B. Name the game by arranging the jumbled letters. Write your answer on the
blank.
___________________________ 1. R I N G U N N
___________________________ 2. Y A L E R
___________________________ 3. G E T R A T A G M E
___________________________ 4. G U T F O R A W
___________________________ 5. H I E D A N D K E E S
109
Let’s Understand
“Play is important to a child’s neurological development. By playing, children

are promoting healthy brain development because they are strengthening many
neuronal connections that would otherwise disappear or weaken if not used.”30 Jan
Games and Sports are important and essential part of a person's life. Along
with the study, Games, and Sports are also needed.
Playing games makes us aware of our environment. It helps us mentally awake

and increases our concentration power.
Playing games needs good strategies for better performance and teamwork, so
it increases our thinking ability and teaches us the power of teamwork and to find a
way out of difficult situations.
Examples of physical games we can play:
1. Target games are games that involve the players in placing an object near or
in a target to be able to get the highest possible scores. This game used
different motor and manipulative skills such as underhand, overhand, sidearm,
and two-hand overhead throws. Playing target games needs enough control
and accuracy and a good decision-making skill. Bowling, Golf, Archery, Dart,
and “Tumbang Preso” or known as “tumbang lata” are examples of target
games.
2. Striking/Fielding games are activities in which players score points

by striking an object and running to designated playing areas or prevent
opponents from scoring by retrieving the object and returning it to stop the
play. Baseball, softball, kickball, chato or siatong are examples of striking and
fielding games.
3. Invasion game is the term used for any game where the aim is to attack an
opponent's territory and score a goal or point. Usually consisting of teams of
equal players these fast - paced games focus on teamwork, keeping
possession, scoring and defending. Basketball, football, hockey, “agawan
base” are examples of invasion games.
110
Let’s Apply
One must engage himself to physical games to enjoy, relax and meet people.
What games have you tried? __________________________________________
Below are the samples of target, invasion, and fielding games. Can you name them?
Write your answer on the blank below each figure.
1._________ 2. __________ 3. __________ 4. ___________
5. _________ 6. ___________ 7. ___________ 8. ___________
Let’s Analyze:
Now that you have named the different games. This time, let us try to play them.
From the images above, what skills are needed to play games 1 and 5?
Game 4? ___________________ Game 6? __________________
Game 2? ___________________ Game 3? _________________
111
Let’s Evaluate
Put a ( ) on the blank before the number that shows safety precaution we must
observe in playing games.
________ 1. Do warm-up and cool down.

________ 2. Know the rules of the game.
________ 3. Never play when you’re broken hearted.
________ 4. Push opponents to win.
________ 5. Wear protective gears.
________ 6. Consider the weather condition.
________ 7. Yell at your teammates who do not participative.
________8. Secure medical clearance.
________9. Insist your decision.
________ 10. Enjoy the game.
As stated in the Presidential Degree no. 603 known as “Child and Youth
Welfare Code” in Article 3 – Rights of a Child as interpreted by the experts, “Every
child has the right to play and enjoy whenever they have the opportunity”.
Fill up the Game Participation Survey. How often do you play physical games?
______ Always ______Seldom _______ Never
What game/s do you play? ________________________________________

What did you feel after playing? ____________________________________
What are the skills you’ve learned in playing physical games?
______________________________________________________________
What are the safety precautions we need to observe when doing physical games or
activities? ________________________________________________________
________________________________________________________________
112
Let’s Create
Now that you know the different types of games, let us try to create our own game.
A sample game has been done for you.
Name of the game: Catch Me!
Type of Game: Invasion Game
Objective: To be able to catch at least 50% of the number of paper balls
Number of Players Needed: 10 or more
Materials Needed: Paper plate, paper ball and basket
How to play the game?
Players must be grouped evenly and choose their “it”. The “it” will hold their
baskets and must catch all the paper balls that the opponents will throw through
paper plate. All “it” members will run within the play area to catch at least 50% of the
number of paper ball through paper plate and/ or directly catch by their held basket.
Points will be given to the “it” with most numbered of paper inside the basket.
Reminder: Always observe safety precaution in playing the game.
It’s your turn. Create your game.
Name of the game: ________________________________________

Type of Game: ____________________________________________
Objective: ______________________________________________
Number of Players Needed: _________________________________
Materials Needed: ________________________________________
How to play the game? _____________________________________
_________________________________________________________
113
Reflection:
How are you doing?

Check the box of your
answer.
I can explain health related
fitness components.
I can describe the skills
involved in the game.
I can execute the different
skills involved in the game.
I can observe safety
precautions.
References
“Why kids need to play” – Psych Central Professional, accessed May 1, 2019
https://pro.psychcentral.com/child_therapist/2014/08/why_kids_need_to_play/
Traditional games in the Philippines-Wikipedia, accessed April 27, 2019

https://en.Wikipedia.org/wiki/Traditional_games_in_the_Philippines
“What is the importance of games and sports? Accessed April 27, 2019
https://wwwquora.com/what_is_the_importance_of_games_and_sports
45.

House, 2016), 210-211.
114
Third Grading
Introduction
This quarter, Physical Education 6, focuses in Creative Dance. It provides the
pupils a chance to develop their potential and creativity in creating their own dance.
Children will learn to express their emotions through movement, and help them find
greater stability in their lives and form stronger self-identities through dancing.
TOPIC: Creative Dance
Objectives:
 Explain the nature / background of the dance. PE6RD-lIIb-1
 Describe the skills involved in the dance.PE6RD-IIIb-2
 Explain health and skill related fitness components.PE6PF-IIIa-21
 Execute the different skills involved in the dance. PE6RD-IIIc-h-4
 Create and Perform a dance.
115
Let’s Recall
History of dance closely follows the development of human race. Since the
earliest times of our existence, far before the creation of first modern civilizations,
dance served as an irreplaceable way of expressing human thought and emotion. As
our civilization traveled through millennia, dance was modified to the point of becoming
a popular means of expression, health, communication, and competition.
Below are the common dance moves. Can you identify them?
Draw a line to connect the name to the appropriate figure.
 Tinikling
 Ballet
 Cha-Cha
 Hip-hop
 Waltz
116
There are many styles of dance to choose from, each with its own attractions.
Popular styles of dancing include:
Ballet – mostly performed to classical music, this dance style focuses on strength,
technique and flexibility.
Ballroom dancing – this involves a number of partner-dancing styles such as the

waltz, swing, foxtrot, rumba, and tango.
Belly dancing – originating in the Middle East, this dance style is a fun
way to exercise.
Hip-hop – mostly performed to hip-hop music, this urban dance style can
involve breaking, popping, locking and freestyling.
Jazz – a high energy dance style involving kicks, leaps and turns to the beat
of the music.
Pole dancing – has become increasingly popular as a form of exercise. It involves

sensual dancing with a vertical pole, and requires muscle endurance,
coordination, and upper- and lower body strength.
Salsa – involving a mixture of Caribbean, Latin American and African influences.

Salsa is usually a partner dance and emphasizes rhythms and sensuality
Square dancing – a type of folk dancing where four pairs dance in a square pattern,
moving around each other and changing partners.
Tap dancing – focuses on timing and beats. The name originates from the tapping
sounds made when the small metal plates on the dancers’ shoes touch
the ground
117
Let’s Understand
To dance is to move our body with the rhythm of the music. It is a unique
form of moving that depicts various meanings. Dance can be an avenue of self-
expression and communication.
There are different types of dances, one of which is creative dance.
Creative dance is a dance that uses improvised movements to communicate an
idea, thought, or feeling. A dancer can interpret his ideas and emotions through the
different dance movements.
All dances use locomotor skills like walking, running, jumping and
sometimes combination of skills.
Let’s Apply
Let’s perform the following locomotor dance movements. Put a ( ) on the line
if performed correctly. Ask your partner to do the checking.
1. Walk
_____ Walk around the room, keeping in time with a musical accompaniment.
_____ Walk in slow, moderate and fast music.

2. Hop
_____ Hop in place to slow, moderate and fast tempo.
_____ Hop in place in sixteen counts.

3. Jump
_____ Jump to the beat.
_____ Jump forward, backward eight times.
4. Skip
_____ Take slow skips in place to the beat of played music.
_____ Take four skipping steps clockwise then four counterclockwise.
5. Slide
_____ With the music, slide eight steps to the right and eight steps to the left.
_____ Slide clockwise eight times and eight counterclockwise with the music.
118
Let’s Evaluate
Identify the locomotor dance moves illustrated in each number. Choose
the answer inside the box below.
Run Walk Hop Leap Skip Slide
1. ______________ 4. ________________
2. ______________ 5. ________________
3. __________________
Let’s Analyze
Identify whether each statement about dancing is a Myth or a Fact.
_____ 1. Too much flexibility in the joints can lead to injury.
_____ 2. Warming up and being warm are the same thing.
_____ 3. Pain can often be a warning sign that the body has gone too far.
_____ 4. Dancers can never be too flexible.
_____ 5. Running is a form of dance.
119
Let’s Create
Everyone has talents. Just believe and have faith in your abilities. It’s
your time to shine in dancing. Show your skills. Create your own creative dance. Be
ready to perform and share it to your classmates.
Rubric:
CRITERION Advanced Proficient Approaching Developing Beginning

(20) (17) Proficiency (10) (5)
(15)
Execution of Can show Can show Can show Can rarely Cannot
Skills creativity in creativity creativity in show show
the dance all in the the dance creativity in creativity in
throughout dance sometimes the dance
the dance
most of
the time
Reflection:
How are you doing? Check the box of

your answer.
I can describe the skills in dancing.
I can recognize the value of
participation in physical activities.
I can create and perform a creative
dance.
120
References:
Dance History-Dance Origins and Inventors-Dance Facts, accessed April 28, 2019
www.dancefacts.net/dance_history
“How to stay safe during exercise and physical activity”, accessed May 1, 2019
https://go4life.nia.nih.gov/how-to-stay-safe-during-exercise-and-physical-activity/
199

House, 2016), 11-13.
121
Fourth Grading
Introduction
This quarter, Physical Education 6, deals with creative and traditional dances. It
provides the pupils a chance to experience showcasing and dancing some of our
traditional dances. Children will learn to appreciate and respect our traditions as
Filipinos.
TOPIC: Traditional Dances
Objectives
 Explain the nature / background of the dance

PE6RD-lVb-2
 Execute the different skills involved in the dance

PE6RD-lVc-h-4
 Recognize the value of participation in physical activities
PE6PF-lVb-h-19
 Display the effort, respect for others during participation in physical activities
PE6PF-lVb-h-20
Let’s Recall
Dancing plays an important role in Filipino culture. Filipinos tell their history and
preserve traditions through folk dances and music.
How many folk dances do you know?
Arrange the letters to name some of our traditional dances.
1. ____ ____ ____ ____ ____ U S B L I
2. ____ ____ ____ ____ ____ ____ ____ K I T I K I T I
3. ___ ___ ___ ___ ___ ___ ___ ___ S A C A Ň O R I
122
4. __ __ __ ___ __ __ ___ ___ ___ L I N G N I K T I
M A L A L A G K I T
5. __ ___ __ ___ ___ __ ___ ___ ___
Let’s Understand
Philippine dance has played a tremendous role in the Philippine culture.

From one of the oldest dated dances called the Tinikling, which originated from
the Spanish Colonial Era, to other folkloric dances such as the Pandanggo,
Cariñosa, and Subli, and even to more modern-day dances like the Ballet, it is no
doubt that dance in the Philippine setting has integrated itself in society over the
course of many years and is significantly imbedded in our culture.
Dancing plays an important role in Filipino culture. Folk dances and music tell
the history and preserve traditions. These dances are entertaining to observe, and
even more fun to learn and perform.
Some of the Traditional Folk Dances of the Philippines
1. Tinikling
The Tinikling is considered by many to be the
Philippine’s national dance. It is the movement of the tikling
bird as it walks around through tall grass and between tree
branches. People perform the dance using bamboo poles.
The dance is composed of three basic steps which include
singles, doubles, and hops. It looks similar to playing jump
rope, except that the dancers perform the steps around
and between the bamboo poles and the dance becomes
faster until someone makes a mistake and the next set of
dancers takes a turn.
123
2. Itik-Itik
The best description of the Itik-Itik is that the steps
mimic the way a duck walks, as well as the way it splashes
water on its back to attract a mate. According to popular
tradition, the dance was created by a lay named Kanang,
who choreographed the steps while dancing at a baptismal
party. The other guests copied her movements, and
everyone liked the dance so much that it has been passed
along ever since.
3. Sayaw sa Bangko
The Sayaw sa Bangko is performed on top of a
narrow bench. Dancers need good balance as they go
through a series of movements that include some impressive
acrobatics. This dance traces its roots back to the areas of
Pangapisan, Lingayen, and Pangasinan.
4. Binasuan
The Binasuan is an entertaining dance that is usually
performed at festive social occasions like weddings and
birthdays. Dancers carefully balance three half-filled glasses
of rice wine on their heads and hands as they gracefully spin
and roll on the ground. The dance originated in Bayambang
in the Pangasinan province, and though it’s usually
performed alone, it can also become a competition between
several dancers.
5. Pandanggo sa Ilaw
The Pandanggo sa Ilaw is similar to a Spanish
Fandango, but the Pandanggo is performed while balancing
three oil lamps; one on the head, and one in each hand. It’s
a lively dance that originated on Lubang Island. The music
is in ¾ time and is usually accompanied by castanets.
124
6. Maglalatik
The Maglalatik is a mock war dance that depicts a
fight over coconut meat. The dance is broken into four parts:
two devoted to the battle and two devoted to reconciling. The
men of the dance wear coconut shells as part of their
costumes, and the slap them in rhythm with the music. The
Maglalatik is danced in the religious procession during the
fiesta of Binan as an offering to San Isidro de Labrador, the
patron of farmers.
7. Cariñosa
Cariñosa was introduced to the country by Spanish
colonizers. It is believed that Panay island, located in the
Visayas group of islands, was the original home of the
Cariñosa. The word Cariñosa is from Spanish word which
literally means “she, that is loving.”
The Cariñosa is a dance made for flirting. Dancers
make a number of flirtatious movements as they hide behind
fans or handkerchiefs and peek out at one another. The
essence of the dance is the courtship between two
sweethearts.
Let’s Apply
What dance is being described? Write your answer on the blank before the number.
____________________1. Dance that mimics the movements of ducks
____________________ 2. Dance that uses bamboos
____________________ 3. Dance that traces its roots back to the areas of
Pangapisan, Lingayen, and Pangasinan
____________________ 4. Dance where carefully balance the half- filled
glasses of rice wine on their heads and hands
____________________ 5. Dance that is known as courtship dance

125
Let’s Analyze
Types of dance is indicated in the box. Look for the appropriate object(s) that is/are
used in the specific dance. Put the object(s) inside the box
Binasuan Tinikling Maglalatik
Sayaw sa Bangko Pandanggo sa Ilaw Cariñosa
126
Let’s Evaluate
Choose from the box the place where each dance originated. Write your answer
on the blank before the number.
a. Biñan, Laguna d. Bayambang, Pangasinan province

b. Surigao e. Lubang Island
c. Panay island f. Botolan, Zambales
________ 1. Cariñosa ________ 4. Binasuan
________ 2. Itik-itik ________ 5. Pandanggo sa Ilaw
________ 3. Maglalatik
Let’s Create
Read each instruction carefully and do as directed.
1. Form a group composed of eight members.

2. Choose one traditional dance listed below:
- Maglalatik
- Tinikling
- Binasuan
- Itik-itik
3. Practice the chosen dance following the given steps below.
4. Be ready to perform your dance.
5.
Maglalatik (2/4)
a. Make six to eight counts of jogging to settle to your place.

b. Make four steps forward while pounding the chests.
c. Make four basic clap cycles while you are in place.
d. Another four basic claps in order for the dancers to get two rows.
e. Do another eight quick clap cycles to the ripple effect.
127
f. Do another eight quick clap cycles that will allow the dancer to circle around the
partner, and next up is the circle up.
g. Make eight counts +1 -4 count for the first clap.
h. Clap after the one eight count and this should be done for eight times, then the
finishing clap.
i. Make eight high-low clap cycles in order to move into position.
j. Do another eight cycles of six hit clapping.
k. Make 16 counts for the tricks with another round of clapping in the background.
l. Make four basic steps to get the two sides.
m. Make 8 quick clap cycles for the battle
n. Dancer will make 4quick clap cycles in order to get to the end.
o. And right after the last clap, you pose
Tinikling (Singles Tinikling Dance)
At the start of this dance, the poles are placed on the left sides of the two
dancers. They have the left foot lead.
Do these steps outside the bamboo poles:
a. Hop on your right foot.

b. Hop another time on the right foot.
Perform these steps between both poles:
a. Step on the left foot.

b. Step on the right foot.
Do these steps outside the poles:
a. Hop on the left foot outside the poles.

b. Hop again on the left foot outside both poles.
c.
Return to between the poles for these steps:
a. Step on your right foot.

b. Step on your left.
128
Binasuan
a. Step in a flowing motion onto the center of your performance area. As you step,
balance the wine glass carefully on your head. Also, keep your hands turned
up to balance both wine glasses.
b. Sway your hips to the right while lifting the wine glasses high above your head.
c. Sway your hips to the left while lifting the wine glasses high above your head.
d. Twirl in place quickly while balancing the wine glasses for thirty seconds,
concluding the twirl with your face to the audience.
e. Step forward with your right arm forward in a flowing motion.
f. Rotate your arms over your shoulder in small, circular motions as you step from
left to right in small, quick motions for 30 seconds.
g. Twirl and rotate your arms below shoulder height.
Itik-Itik
a. Step to your left and raise your left arm up in a flowing motion.
b. Step to your right and raise your right and raise your right arm up in a flowing
motion.
c. Repeat steps 1 and 2 seven times.
d. Step forward and bring your hands into your chest, bending your elbows and
making sure to point your hands inward. Repeat seven times.
e. Step in circle as you sway your arms to the right, then to the left.
f. Raise your arm and step hop to the left.
g. Raise your arm and step hop to the right.
h. Repeat steps 6 and 7 five times.
i. Sway to the right, then to the left. Repeat six times.
j. Repeat all steps three times.
129
Rubric
Criteria Advanced Proficient Approaching Developing

(10) (7) Proficiency (3)
( 5)
Dance Sequence Can clearly Can follow Can follow Can follow a
perform the most of the portions of the little portion of
correct dance dance dance. the dance.
sequence. sequence.
Confidence Can perform Can Can perform Can perform the
the dance in perform the the dance in dance in time
time with the dance in time with the with the beat .
beat all time with beat
throughout. the beat sometimes.
most of the
time.
Grace and Poise Can perform Can Can perform Can perform the
the dance with perform the the dance with dance with
grace and dance with grace and grace and
poise all grace and poise poise.
throughout. poise most sometimes.
of the time.
Reflection:
How are you doing? Check the

box of your answer.
I can explain the nature /
background of the dance.
I can execute the different skills
in traditional dancing.
I perform a traditional dance.
I can recognize the value of
participation in physical
activities.
130
References:
“Philippine Dance”, accessed May 1, 2019,

https://en.wikipedia.org/wiki/Philippine_dance
Kelly Roper, “List of Philippine Folk Dances”, accessed May 1, 2019.

https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance
Bustamante, “Images of Common Folk Dances”

https://bustamante265034889.wordpress.com/2018/10/07/10-common-folk-dances-
in-the-philippines/
Carmelita H. Joson et.al., Dynamic Series in MAPEH 6 (Valenzuela City: JO-ES

Publishing House, Inc., 2017), 226
Marissa C. Pascual et.al., Enjoying Life through MAPEH 6 (Phoenix Publishing House,
2016), 71
131
MAPEH 6 (Health)
First Grading
Introduction
The world is changing and so are you. Your growing little spouts of beard or
that you start getting concerned with your period. Worse, people around you are
changing as well. In the midst of these changes, how do you do?
Objective
This activity sheet aims to address the changes due to puberty.
Discuss health appraisal procedures during puberty (H6PH-Ic-20)
Let’s Recall
Draw a happy face if the situation could be easily handled by yourself and a
sad face if you cannot.
__________ 1. Prepare your own lunch.
__________ 2. Walk my way to school.
__________ 3. Provide food for our family.
__________ 4. Do laundry.
__________ 5. Penalize cheaters in exams.
132
Let’s Understand
There are many things to consider when one hits puberty. People change
not only physically but in the same way, the social concerns grow up too. Good
thing, our intellectual prowess gets to a level-up as well that any physical or
social change that we see in our lives, we will be able to handle properly.
Identify the changes that hit the following in their puberty.
133
Let’s Apply
Check the pictures above again. Now, give a way of dealing with the following
changes.
Let’s Analyze
Each item below shows someone who dealt with the changes in their lives.
Put a check on the given space if he or she dealt with it properly. Write the proper
way of dealing with it if it was done in a bad way.
_______ 1. Lorence has a crush on someone and he stalks the girl everyday.
_______ 2. Ericson starts growing facial hair and he does not mind it.
_______ 3. Nora’s chests are getting bigger and she cries about it.
_______ 4. Nathaniela gets her first menstruation at home and goes to the doctor
immediately.
_______ 5. Jeffrey’s voice is getting bigger and louder that he does not talk to
anyone.
Let’s Evaluate
What will you do in the following changes? (Disregard the gender.)

1. You grew an Adam’s apple.
2. You start getting unnecessary smell from your armpits.
3. Hair starts to grow near your genitals.
4. Your breasts start to get bigger and rounder.
5. Your hips are getting into a round shape.
6. You are getting taller.
7. Your menstruation starts.
8. Facial hair gets to grow.
Let’s Create
Make a slogan that encourages people to follow certain procedures when

puberty changes hit them.
134
MAPEH 6 (Health)
Second Grading
Introduction
Manila bay has just been recently cleaned and people flocked over the beach
despite the warnings and cautions of the government not to indulge in the waters.
Over the years, only trash was seen swimming among these waters but not anymore.
We can now come and enjoy this gift.
Apparently, it was possible because of the will of the people to clean up. This
practice will definitely benefit the entire country if we will extend this habit beyond
Manila bay.
Objective
Enhance practices of proper waste management.
Learning Competency
Practice proper waste management at home, in school, and in the community

(H6CMH-IIh-8)
Let’s Recall
Draw a happy face (  ) if the object could be recycled and a sad face (  ) if it
not.
__________ 1. Banana peelings __________ 6. Wooden pieces
__________ 2. Crumpled paper __________ 7. Water Bottles
__________ 3. Old and torn clothes __________ 8. Metal cans
__________ 4. Animal feces __________ 9. Rubber
__________ 5. Leftover food __________ 10. Leaves
135
Let’s Understand
Identify if the illustrations are showing proper waste management. Put a check
on the pictures that do and a cross to those that do not.
A boy throws a broken pencil to the trash Boyet keeps his old tires for his plants.
can.
Nathan takes the old books and uses them Jessica does not consider recycling used
as wrappers for his gifts. bottles.
Let’s Apply
If you are in the following situations, how will you show proper waste management?
1. The government issued an ordinance/ advisory to mobilize proper waste

management. As a learner, how will you contribute to this?
2. What is the best way to promote proper waste management in your school?
3. The community called for proper waste treatment. Give ways on how you can
contribute to this cause.
136
Let’s Analyze
Each item below shows someone who is dealing with their waste. Put a happy
face ( ) on the ones that do it properly and a sad face ( ) to those that do
not.
_______ 1. Mervin makes sure that he throws his trash to the proper container.
_______ 2. My grandfather keeps old newspapers and makes art out of it.
_______ 3. Clarence uses a water bottle only once.
_______ 4. Mr. Bontuyan doesn’t care whether there are old tires are filled with
water in his house.
_______ 5. Alvin puts biodegradable waste in a white plastic bag and non-
biodegradable in a black plastic bag.
Let’s Evaluate
What will you do with the following waste materials?
1. Fruit peelings
2. Old deodorant containers
3. Magazines, books and newspapers
4. Food wastes
5. Unfit clothes
Let’s Create
Make a slogan that encourages people to practice proper waste management.
Criteria 5 points 4 points 3 points 2 points 1 point

Content Work Work Work Work Work has no
promotes at promotes at promotes at promotes at waste
least 4 waste least 3 waste least 2 waste least 1 waste management
management management management management
137
MAPEH 6 (Health)
Third Grading
Introduction
Does it not bother you when you are in a dirty and messy place? Does it not
drive you crazy and mad over the poor sanitation of a place?
Whether you would admit or not, a place that is untidy and not properly
sanitized affects us both mentally and physically.
Objective
Enhance the learners’ understanding on how poor sanitation affects individual
health
Learning Competency
Explain how poor environmental sanitation can negatively affect the health of
an individual (H6EH-IIIb-2)
Let’s Recall
Put a check ( ) if the disease mentioned is caused by poor sanitation and a
cross ( x ) if it is not.
__________ 1. Diarrhea __________ 6. Colds
__________ 2. Typhoid __________ 7. Allergy
__________ 3. Asthma __________ 8. Migraine
__________ 4. Chickenpox __________ 9. Fever
__________ 5. Cholera __________ 10. Cancer
138
Let’s Understand
Sanitation affects our health. Identify the problem in each picture in reference
to sanitation and cleanliness.
Let’s Apply
Check the pictures above again. Now, explain how each affects our health.
139
Let’s Analyze
Each item shows someone who got sick because of the poor sanitation. Draw
a square ( ) if there is a relationship between the poor sanitation and the
sickness and a circle ( ) if they have no relationship at all.
_______ 1. Leah got mumps because her room is always messy.
_______ 2. Glenn’s asthma was triggered by the web in the classroom.
_______ 3. Goku got diabetes from the unclean water near his house.
_______ 4. She was so lazy to clean the watery tubs where the mosquitoes stayed
which caused her dengue.
_______ 5. Piccolo was diagnosed with cancer because he keeps on leaving his
dirty plates on the sink.
Let’s Evaluate
Why do you need to be wary of the sanitation in the place where you work in,
live in or study at?
Let’s Create
Make a slogan that encourages people to practice proper sanitation in their
respective places.
140
MAPEH 6 (Health)
Third Grading
Introduction
With the rise of online shopping and then now much easier through mobile
applications, consumerism is again set loose among the populace. At times, people
mindlessly wander their fingers through the promotional sales that they would not
hesitate to place an order, whatever they would be buying.
It is in this light that this course was crafted. It is due to the public’s exposure
to such that the Department of Education designed the curriculum in this way,
hence, an activity sheet that addresses this.
Objective
Practice good decision making when buying products or availing

services
Learning Competency
Practice good decision-making skills in the selection of health products.
Let’s Recall
Draw a star ( ) if the object in the item is a product and a circle ( )if it is a
service.
__________ 1. Banana __________ 6. Wooden

Pieces
__________ 2. Massage __________ 7. Water
__________ 3. Haircut __________ 8. Electricity
_________ 4. Pens __________ 9. Internet
__________ 5. Tutorial __________ 10. Celllphone
141
Let’s Understand
Check if the picture shows someone practicing good decision making

when availing a product or a service.
Mark bought a new pair of socks which was Amor checks the Nutritional Status of the
on sale on Lazada without checking if he protein bar she buys
needed a new one.
Leah goes to the cinema to watch movies Regine checks the background of the tutor
every week. she intends to hire for her pupils
142
Let’s Apply
If you are in the following situations, how will you practice wise decision-making?
1. You were tasked to buy the ingredients of your project in TLE.
_____________________________________________________
2. The queue line in Bench Fix is long.
_____________________________________________________
3. You are given the choice of buying a VIVO Phone and an Iphone.
_____________________________________________________
Let’s Analyze
Each item below shows someone who practices wise decision making. Put a
happy face ( ) on the ones that do it properly and a sad face ( ) to those
that do not.
_______ 1. Lorence orders a set of scissors from the Television ad
impulsively.
_______ 2. My grandfather has bought the same brand of milk for the last ten
years.
_______ 3. Mark checks the internet about the vinegar he buys.
_______ 4. Mr. Bontuyan doesn’t care whether tires are China-made or not.
_______ 5. Ching checks all the information about the new phone before
buying.
143
Let’s Evaluate
How will you practice wise decision making in buying the following?
1. Cellphone
2. Medicine
3. Magazines, books and newspapers
4. Clothes
5. Shoes
Let’s Create
Make a slogan that encourages people to practice wise decision making in

purchasing.
Criteria 5 points 4 points 3 points 2 points 1 point

Content Work Work Work Work Work has
promotes at promotes at promotes at promotes at no wise
least 4 wise least 3 wise least 2 wise least 1 wise decision
decision decision decision decision making
making making making making
144
ACKNOWLEDGEMENT
HON. EDWIN L. OLIVAREZ
City Mayor
CONSULTANTS
MARIA MAGDALENA M. LIM, CESO V

Schools Division Superintendent
MARGARITO B. MATERUM, Ph.D.

Assistant Schools Division Superintendent
BERNARDO N. MASCARIÑA, Ed.D.

Chief - Curriculum Implementation Division
RODEL C. APOSTOL, Ed.D.

Education Program Supervisor, LRMDS
RODRIGO CONCEPCION MORALES, Ph.D.

Education Program Supervisor, English
EMMA R. CUNANAN, Ed.D.

Education Program Supervisor, Mathematics
EDWIN S. DORIA, Ed.D.

Education Program Supervisor, Filipino
CORAZON A. JAVIER, Ph.D.

Education Program Supervisor, Science
GREGORIO T. CAPIRAL, Ed.D.

Education Program Supervisor, Araling Panlipunan
ANTONIO L. LAYACAN, Ed.D.

Education Program Supervisor, EPP/TLE
ARLYN M. BRIGOLA, Ph.D.

Education Program Supervisor, ESP
GLENN O. DUCTA
Education Program Supervisor, MAPEH
ANGELICA A. LIBERA, Ed.D.

Education Program Supervisor, ALS
EMERSON O. SABADLAB
Education Program Specialist for ALS
145
Illustrators
RALPH C. APOSTOL
MERVIN N. MEUDE
JHOMAR D. TAPEL
JENNIFER O. TURINGAN
ERICSON YOUNG VILLASOTO
Layout Artists
LORENA G. MANGUNE
JORIZ O. MALASA
DOMINIC S. PABICO
PILITA SANTOS
RHENZ NORIEL T. YEE
RANILO M. PEREZ JR.
Proofreaders (English) Proofreaders (Filipino)
RITCHE G. BELOY JOCELYN D. BUENAVISTA

JESSIE RINA L. BERROYA CRISTINA S. GALACGAC
CLIFFORD N. BORDAJE JENNIFER A. OLAZO
JENNIFER G. PANELO SUSAN A. SEVILLA
KING VILLAUEVA
Learning Resource Elite Team
ANGELO P. ABUGA
KATREENA A. BALUYOT
DOMINIC S. PABICO
LEONIDA L. RADEN
MA. THERESA M. RAMOS
JERLITO M. TAYLO
JONATHAN D. VECINA
146
147

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1

This module is written in support of the K to 12 Basic Education Curriculum. This

NOTES AND REST

Performance Standards: Responds to beats in music heard with appropriate

Name Symbol Time Value

whole note 4 beats

half note 2 beats

quarter note 1 beat

eighth note ½ beat

sixteenth note ¼ beat

Kinds of Rest and Their Time Value

Name Symbol Time Value

whole rest 4 beats of silence

half rest 2 beats of silence

quarter rest 1 beat of silence

eighth rest ½ beat of silence

sixteenth rest ¼ beat of silence

Name Symbol Time Value

8. dotted quarter note

9. dotted eighth rest

10. dotted sixteenth note

Movements usually follow a rhythm. Actions like running, jogging,

In music, rhythm also signifies movement. Movements in music may be

Performance Standards: Responds to beats in music heard with appropriate

This number tells how many beats are in each

This number tells what kind of note receives

> > >

> > >

> > >

Create your own rhythmic pattern given the following meter.

Creating something new is a fulfilling experience. It can give you a sense

Performance Standards: Responds to beats in music heard with

Identifies through conducting the relationship of the first and last

Performance Standards: Responds to beats in music heard with appropriate

SIMPLE TIME SIGNATURES

Study the pattern below.

Study the pattern below.

Study the pattern below.

The time signature is a compound meter. A time signature is compound if

Study the pattern below.

by writing 2, 3, 4, or 6 in the box.

1. “Carinosa” 4. “Mary had a little

2. “Lubi – Lubi” 5. “Atin Cu Pung

3. “Leron Leron Sinta”

Melody is a series of tones arranged in a horizontal position. These tones

are played or sung one at a time. It is an element of music that is considered

and how you will be able to read and sing them.

Content Standards: demonstrates the concept of melody by using intervals in

Performance Standards: applies learned concepts of melody and other

2. Second interval – there are two steps between two notes

3. Third interval – there are three steps between two notes

4. Fourth interval – there are four steps between two notes

5. Fifth interval – there are five steps between two notes

Do you know someone who composes music? How do you think a

Performance Standards: applies learned concepts of melody and other

Analyzes the melodic patterns of songs in C Major, G major, and

Sings and plays solo or with group, melodies/songs in C Major,

Creates simple melodies in C Major, G Major, and F Major

Sings self-composed melodies in C Major, G major, and F Major

Here is how the C Major scale is played on the piano or keyboard.

C ____ E ____ ____ A ____ C

G ____ ____ ____ ____ ____ ____

F ____ ____ ____ ____ ____ ____

C E A C

G

F