Judge Feliciano Belmonte Sr.

High School
MAPEH DEPARTMENT
AFP Rd. Garcia Heights, Brgy. Holy Spirit, Quezon City

MAPEH
9 QUARTER 1 – Week 1
 MUSIC Musical Elements during the Medieval,
Renaissance, and Baroque Periods

This lesson contains a series of learnings of Music from Medieval, Renaissance, and
Baroque Period for Grade 9 students. This set of instructional materials is based on the
philosophy, objectives, and list of learning competencies of the K to 12 curricula by the
Department of Education.
The first topic of Western classical music history as understood traditionally begins
with plainchant (also called "Gregorian" chant), the vocal religious practice of the Roman
Catholic Church from the Medieval Period.
The Renaissance's grandest, most highly valued works of vocal music were polyphonic
settings of the ‘Ordinary of the Mass’. The Ordinary Mass is composed of five texts--Kyrie,
Gloria, Credo, Sanctus, and Agnus Dei (the first words of the texts) that were included in every
Mass, not only in Masses that celebrated special occasions.
The Baroque era of Western classical music is usually defined as the period from 1600
to 1750. Two stylistic tendencies that partially define the Baroque where there is an increased
interest in the solo voice and a rise in the status of instruments and instrumental music.

Learning Task 1: Classify the following pictures according Medieval, Renaissance or Baroque
as it belongs.

Learning Task 2: There are 10 words present in the puzzle that are related to the musical
elements of selected vocal and instrumental music of the Medieval, Renaissance and Baroque
music. Encircle all the words related to these 3 eras and write them down on the table of
classification provided below the puzzle.
Music of Medieval Period
● Medieval music was both sacred and secular.
● Monody or Monophonic Music meaning one sound or single line melodies
● Plainsong or plainchant is a monophonic consisting of one or unaccompanied single
melody.
● Gregorian Chant— a monophonic or unison, liturgical music in Roman Catholic
Church.
● Lute—one of the early music
● Later Middle Ages it gradually yielded to polyphony

Suggested Music: Listen to the link that features a Gregorian chant of the Medieval Period.
https://youtu.be/VqZ3kwdqtVY

Music of Renaissance Music

The three basic purpose of Renaissance Music:
1. Worship in both Catholic and burgeoning Protestant Churches
2. Music for the entertainment and edification of the courts and courtly life.
3. Dance Music
Characteristics of Renaissance Music

1. The birth of polyphonic “Golden Age of Polyphony”, vocal polyphony reaches a high degree
of perfection with four or more voices of equal importance.
2. Imitation among voices are common
3. Melodic lines move in a flowing manner
4. Express in moderate, balanced way, with no extreme contrast of dynamics, tone color or
rhythm
5. Bass register was used for the first time.
6. Rhythm is more gentle flow than a sharply defined beat
7. Clarity, balance, euphony within well-regulated limits prevails
8. Modality (the use of church mode) still prevails in both sacred and secular.

Forms of Renaissance Music

Madrigal – a form of secular vocal polyphonic music composition which originated from Italy.
It was written and expressed in poetic text and sung during courtly social gatherings. It is the
most important secular form during the Renaissance period.

A. Characteristics of Madrigal
Polyphonic
Sung acapella
Through – composed
Number of voices varies from 2 to 8 and Frequently from 3 to 6

Suggested Music: Listen to April Is in My Mistress Face by Thomas Morley.

https://youtu.be/OiOWQzRHmbl

Guide Questions: Which music are you familiar with? Why?

Which songs can you relate to?
Sacred or secular music? Why?

Mass – is a form of sacred musical composition that sets texts of the Eucharistic liturgy into
music.

A. Characteristic of the Mass

Polyphonic
Maybe sung acapella or with orchestral accompaniment
Text may be syllabic (one note to each syllable), neumatic (few notes to one syllable),
or melismatic (many notes to one syllable).

Motet— is a polyphonic choral works in Latin text. It can be used in any service of the churches
and usually in acapella. Sound smoothing and imitative in nature.

Music of the Baroque Period

The word baroque can be traced from the ancient Portuguese noun barocco– a pearl
that is not round but of unpredictable and elaborate shape or pearl of irregular shape.
 Baroque became popular and successful because the Roman Catholic Church
encouraged its development. The Catholic Church decided at the time of the council of Trent
that the arts communicate religious themes through man’s direct and emotional involvement.

Characteristics Baroque Music

1. Melodies sound elaborate and ornamental
2. Primarily contrapuntal textures with some homophony
3. Dynamic contrast– alteration between loud and soft, also known as Terrace Dynamics
4. Music genres—operas, oratorio, suites, tocatas, concerto grosso, fugue
a. Opera—a dramatic work or genre of classical time
b. Oratorio—a religious narrative large scale work for orchestra and voices performed
without costume, scenery or action.
c. Suite— a set of instrumental compositions for dance style.
d. Concerto Grosso—instrumental from for small group of soloist and full orchestra
e. Fugue— contrapuntal composition in which a short melody is introduced by one part
and successively taken up by others and developed by interweaving the part.
5. Harpsicord and organ are the keyboard instruments that are commonly used.
6. Orchestra consists of strings and continuo

Learning Task 3: Seek the assistance of your parents or any elders within the family. List
3 songs that are commonly sung during religious event/church service or worship. Sing one
song from the list with your any members of the family. Make a video and send to your
MAPEH teacher.
List of Songs Commonly Sung during Religious
Event/Church Service
1
2
3

Learning Task 4: Answer the following analogy on a piece of paper. Find your answers on
the box below.

1. Baroque: barocco; Renaissance: __________

2. Liturgical music: ___________; Secular music: Nonreligious
3. Renaissance: Golden Age; Medieval: __________
4. Harpsicord: ____________; Lute: Renaissance
5. Motet: Medieval; _________: Renaissance
6. Imitation of Voices: __________; Dynamic Contrast: Baroque
7. ___________: Monophonic; Renaissance: Polyphonic
8. Mass: Eucharistic Liturgy; __________: Poetic text
9. Medieval: Churches; Renaissance: _________
10. __________: Group of Singers; Instrumental Music: Voice with Instrument
Accompaniment

BAROQUE COURTS RENAITRE

SACRED RENAISSANCE DARK AGES
MASS MEDIEVAL MADRIGAL
CHORAL MUSIC/CHANT
 ARTS Elements and Principles of Arts in
Western and Classical
This lesson was designed and written with you in mind. It is here to help you master
the Elements and Principles of Art style in Western and Classical Arts. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course.

Learning Task 1: ELEMENTS and PRINCIPLES of ARTS

Have you ever looked at an artwork and wondered how the artist decided to begin making it?
All art, whether two dimensional like a painting or three dimensional like a sculpture, contains
one or more of the elements and principles.

A. To figure out the elements and principles of art, Arrange the jumbled letters to form the
correct word.

B. Based on your answer in Activity A, Write the words according to their proper
classification.
Elements of Art
These are basic elements that are used by artist in creating art; they are what you use to
create an aesthetically pleasing work. When we make art, we need to understand and apply
these seven elements of art. (EUROAMERICAN SCHOOL OF MONTERREY by MS. GABI
MARÍ DE SERNA’S ART CLASS!)

LINE - A mark made by a tool such as a brush, pen SHAPE - A flat, enclosed area that
or stick; a moving point. has two dimensions, length and
width. Artists use both geometric and

The Shaft of a Dead Man (Cave of Lascaux) organic shapes.

Pyramid of Giza
COLOR - Is one of the most dominant elements. It VALUE - Degrees of lightness or
is created by light. There are three properties of darkness. The difference between
color; Hue (name)Value (shades and tints) and values is called value contrast.
intensify (brightness.)

Lady and the Unicorn of Tapestry 1506-1513 Judgement of Paris (370-330B.C.)

FORM - Objects that are three-dimensional having TEXTURE - Describes the feel of an
length, width and height. They can be viewed from actual surface. The surface quality of
many sides. Forms take up space and value. an object; can be real or implied.

Queen Nefertiti, painted limestone 18th Dynasty, 1375-

1357 BC Venus of Willendorf 28,000 B.C.E. –
25,000 B.C.E
 SPACE - Is used to create the illusion of depth. Space
can be two-dimensional, negative and/ or positive.

Tomb of the Diver, Paestrum 480 BCE

Principles of Art
These are the standards or rules to be observed by artist in creating works of Art; they
are how to create and organize Artwork. When elements are utilized with the principles in
mind, outstanding artwork is created. (EUROAMERICAN SCHOOL OF MONTERREY by
MS. GABI MARÍ DE SERNA’S ART CLASS!)

BALANCE - A distribution of visual weight CONTRAST - The arrangement of opposite

on either side of the vertical axis. elements (light vs. dark, rough vs. smooth,
Symmetrical balance uses the same small vs. large, etc...) in a composition so as
characteristics. Asymmetrical uses different to create visual interest.
but equally weighted features.

Rose Window from the North transcept
EMPHASIS - Uses to make certain parts of
an Artwork stand out. It creates the center of
interest or focal point. It is the place in which
an Artist draws your eye to first.
Egyptian painting (small vs. Large figures)
MOVEMENT - How the eye moves through
the composition; leading the attention of the
viewer from one aspect of the work to
another. Can create the illusion of action.

Myron the
Discobulus 450 BC

Court of the Empress Theodora

 PATTERN - The repetition of specific RHYTHM - Regular repetition of, or
visual elements such as a unit of shape or alternation in elements to create
form. A method used to organize surfaces in cohesiveness and interest.
a consistent regular manner.

Griffin and Arimaspian -Ancient Greek Painting Villa of Mystery

UNITY - Visually pleasing agreement
among the elements in a design. It is the
feeling that everything in the work of
Artworks together and look like it fits.

MOSAIC of Head of Alexander

Learning Task 2: Write the correct elements or principles of art on the illustrations below.
Choose from the options in the box. Write your answer on the space provided.

LINE VALUE EMPHASIS UNITY SHAPE

SPACE BALANCE MOVEMENT PATTERN FORM
Learning Task 3: Read each statement carefully. Choose the letter of the best answer.

1. An element of design that appears three-dimensional and encloses volume such as a cube,
sphere, pyramid, or cylinder.
a. Shape c. Value
b. Form d. Space

2. It deals with the parts of a design that are meant to stand out.
a. Contrast c. Emphasis
b. Unity d. Movement

3. The surface quality of an artwork usually perceived through the sense of touch. It can also
be implied, perceived visually though not felt through touch.
a. Texture c. Form
b. Value d. Color

4. It is a combination of elements repeated, but with variations.

a. contrast c. balance
b. pattern d. rhythm

5. An art element with three properties: hue, value, and intensity. Also, the character of surfaces
created by the response of vision to wavelengths of reflected light.
a. Line
b. Form
c. Texture
d. Color
Learning Task 4: Using the rubric below make an artwork having your name inside the box
using the different elements and principles of art.

Example:
 PHYSICAL Physical Activity and
EDUCATION Physical Fitness Assessment
This lesson will determine the readiness of the student to participate in physical
activities by answering Physical Activity Readiness Questionnaire (PAR – Q). The capability
of the student in performing various physical activities can be determined through their health
background. The health conditions of the student will be assessing before performing. You are
expected to answer the Physical Activity Readiness Questionnaire (PAR–Q) with the guide of
their parent, execute the suggested physical fitness activity and record the base result in each
activity and value the importance of being physically active by doing some house chores at
home.

Learning Task 1: Identify the physical fitness test that is being showed in the following
pictures.

1. 2.

____________________ _______________________

3. 4.

__________________ ______________________

5. 6.

____________________ _____________________
7. 8.

_________________ __________________

Guide Questions:
1. Can you identify the pictures presented? Write the correct term for each physical activity on
the space provided.
2. Have you done this activity before?
3. What preparation are you going to make to do this physical activity?
4. Are you aware of your health condition?

PHYSICAL FITNESS TEST

It is a set of measures designed to determine one’s level of physical fitness. It has two
components namely: Health Related and Skill Related.
Health related and skills related involves the exercise activities that you do in order to
try to improve your physical health and stay healthy particular in the categories of
cardiovascular endurance, muscular strength, flexibility, muscular endurance and body
composition.

Cardiovascular fitness- the ability to exercise your entire body for long period of time.

● Muscular Strength - the amount of force your muscles can produce

● Flexibility - the ability to use your joints fully through a wide range of motion.
● Muscular Endurance - the ability of the muscles to work for a long period of time
● Body Composition -the amount of total fat and muscles in the body

Skills related fitness consists of six components: agility, balance, coordination, speed,
power, and reaction time.

● Agility – ability to rapidly and accurately change direction of the whole body in space.
● Balance – ability to maintain equilibrium while stationary or moving.
● Coordination – ability to use senses and body parts in order to perform motor tasks
smoothly and accurately.
● Power – amount of force a muscle can exert.
● Reaction Time – ability to respond quickly to stimuli.
● Speed – amount of time it takes the body to perform specific tasks.

Learning Task 2. The student will answer the Physical Activity Readiness Questionnaire to
assess if they are capable in performing the suggested physical fitness tests.
Learning Task 3: Follow through with the series of physical activities presented in the
following pages. Try to do each activity.

NOTE: Took a photo while doing each activity, create a collage and label each photo. Lastly,
Complete the table provided below.

Physical Fitness Activity

1. Sit and Reach – test of flexibility for the lower extremities particularly hamstring.

Procedure:
a. Sit on the floor with the back flat on the wall.
Feet are approximately 12 inches apart.
b. Without bending the back, knees and elbow,
place one hand on the top of the other and
position the hand on the floor.
c. After the tester has positioned the zero point to
the tape measure, start the test by reaching the
furthest point possible without bending knees.
d. Measure the distance of the furthest reach.
e. Record the score in centimeter.
2. Push Up – measure the strength of the
upper extremities.
Procedure:
a. Face down in a standard push-up position: palms on
the mat under shoulder, fingers pointing forward, and
legs straight, paralleled and slightly apart, with the toe
supporting the feet.

For BOYS: Straightens the arms, keeping the

back and knees straight then lower the arms until there
is 90-degree angle at the elbows (upper arm are
parallel to the floor).

For GIRLS: With knees with the contact with the floor, straightens the arms, keeping
the back straight, the lower the arms until there is 90-degree angle at the elbow (upper arms are
parallel to the floor).
b. Perform as many repetitions as possible.
c. Scoring – record the number of push ups made

3. Hexagonal Agility Test – measure the ability to move quickly while maintaining
balance.
Procedure:
a. Start with both feet together in the middle of the
hexagon facing the frontline.
b. On the command “go” jump ahead across the line,
then back over the same line into the middle of the
hexagon.
c. Then, continuing to face forward with the feet
together, jump over the next side and then back to the
hexagon.
d. Continue this pattern for three full revolutions.
e. Perform the test both clockwise and counter clockwise.
Scoring – Record the time in the nearest minute and seconds.
The length of each side is 60.5cm.

4. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel
the strength/endurance assessment of the region.
Procedure:
a. Stand straight.
b. To test the right shoulder, raise your arm, bend your
elbow, and reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind
your back and try to cross your finger over those of you right
hand.
d. Reach with the right hand over the right shoulder and
down the back as if to pull zipper or scratch between the
shoulder blade.
e. To test the left shoulder, repeat the procedure (a-d) with
left hand over the left shoulder.
Scoring – Record zipper test to the nearest 0.1 centimeter
Standard
0 – did not touch the fingertips
1 – just touch fingertips
2 – fingers overlapped by 1-2 cm
3 - fingers overlapped by 3 -4 cm
4 - fingers overlapped by 5 -7 cm
5 - fingers overlapped by 8 -9 cm

5. Curl Up – To measure abdominal muscles

Procedure:
a. Assume a lying position with feet flat on the
floor and knees bend about 90 degrees hand
palm down at the side with fingertips touching
the first tapeline.
b. Complete a slow, controlled curl–up sliding
fingertips along with the floor until they touched
the second tapeline.
c. The cur – up should performed at a rate of one
every 3 seconds or 20 curl ups per minute (2
seconds going up, 1 second going down).
d. There should be no rest at the bottom position and perform as many curl ups as possible
without stopping.
Scoring – record the number of curl ups made
Ensure the mat that has tapeline set 12 cm apart

6. Stork Stand Test – To assess the ability to

balance the ball of the foot
Procedure:
a. Remove the shoes and place the hand on the hips
b. Position the non - supporting foot against the inside
of the supporting legs.
c. Raise the heel to balance on the ball of the foot
Scoring – Record the time in the nearest seconds.

7. Standing Long Jump – To measure the

explosive strength and power of the leg
muscles.
Procedure:
a. Stand behind the take – offline, the tips of
your shoes should not go beyond the line.
b. As you prepare to jump, bend your knees and
swing your arms backward and jump as far as
you can.
Scoring – Record the score in meters to the
nearest 0.1 centimeters
 8. 3 – Minute Step Test – To measure cardiovascular endurance
Procedure:
a. Position in the front of the step.
b. At the signal “Go” step up and down on a bench for 3
minutes at a rate of 24 steps per minute. One step considers 4
beats – that is up with the left foot up with the right foot, down
with the left foot, down with the right foot.
c. Immediately after the exercise, stand and relax. Don’t talk.
d. Right after the activity, locate you pulse. (First beat is
zero).
e. Count the pulse for 10 seconds. Multiply it by 6
Scoring – Record the 60 – second heart rate after the activity

Physical Fitness Activity Score/Results

1. Seat and Reach
2. Push Ups
3. Hexagonal Agility Test
4. Zipper Test
5. Curl Up
6. Stork Stand Test
7. Standing Long Jump
8. 3-Minute Step Test

HEALTH Community and Environmental Health

We live in a place where our family members and neighbors are interacting to do their
regular activities and share resources. During this time of pandemic and in many cases where
disasters, calamities and other unavoidable situations happen in our country, our lives and
living are affected. There are many changes and adjustments that our family and other members
of the community need to do in order to cope up with the different situations.
In this lesson, you will learn to define your community and environmental health.
Specifically, during this time that corona virus disease 2019 (Covid-19) is declared as a
pandemic disease, our community and the rest of the country is under the declaration of
Community Quarantine by the Inter Agency Task Force for the Management of Emerging
Infectious Diseases (IATF). There are different levels by which a certain community is
declared under Enhanced Community Quarantine (ECQ), Modified Enhanced Community
Quarantine (MECQ) or General Community Quarantine (GCQ) depending on the number of
cases of infected people in a certain community or locality. Are these related to environmental
health?
Examine the pictures below. What is an environment? Which picture shows a clean
environment? What will happen to the community if the environment is not clean?
 Picture A Picture B

Learning Task 1: Read and understand the poem below. Answer the guide questions.

Warned
by: Sylvia Stults

The sands of time have rendered fear

Blue skies on high no longer clear
Stars were bright whence they came
Now dimmed, obscured, pollution's haze.

Crystal clear our waters gleamed

Fish abundant, rivers streamed
Ocean floors sandy white
Now littered, brown, pollution's plight.

Trees towered high above

Trunks baring professed love
Birds chirping from sites unseen
Gone, paper joined pollution's team.

One can't blame pollution alone

As they say, you reap what you've sown
So let us plant a better seed
Tear out old roots, cultivate, weed.

Protect what has been given for free

Our waters, skies, wildlife and trees
For once they're gone, don't you say
Consider yourself warned of that fatal day.

Guide Questions:
1. What happened to the environment as being described by the author? Write your answer by
completing the table below.
 Stanza No. Before After
1. Blue Skies

2. Water, Fish and

Ocean Floor
3. Trees, Trunks and
Birds

2. Based on the poem shared by the author in stanzas 1 to 4, what is the main cause of these
changes or harmful effect in our environment?
3. In stanza 5, what are the resources in the environment that are given to us free and thus, need
protection?

Examine the picture above. What do you observe in the picture? If you say that you see
a group of people and interacts with one another, you are right. You can also imagine a group
of family in one location or certain place doing might their tasks or activities for a common
goal. You might also think about your groupmates in your previous classroom last school year
or in an online classroom in the absence of physical reporting in your class.
A community is defined as a group of people living in the same place or having a
particular characteristic in common. Study the characteristics of a healthy community. Are
these characteristics present in the community that you are in today?

Characteristics of a Healthy Community

1. Access to quality education
2. The community naturally blends into its environment.
3. Health care and preventive health services
4. Access to healthy food.
5. Fitness and wellness opportunities.
6. A community should have enough security and safety for all the people.
7. People in the community should love and unify with each other.
8. People in the community should be free from any vices.
9. A community should have access on affordable healthy foods, clean air, clean water and
quality education.
10. A community should have an educational facility for all the children and youth.
11. A community should have enough jobs and transportation for all the people.
 Community Health is the art and sciences of maintaining, protecting and improving the
health of all members of the community through organized and sustained community efforts.
Related to the study of community is the place where a community immediately live and
responds to the changes that happen in their locality. This is where the community live or is
their habitat. This is called an environment.

Technically, the environment is the sum total of all the surroundings whereby living
organism, including natural forces and other living things interact. This provides also the
conditions for the development and growth as well as of danger and damage that might happen.
There are different types of environment and each is characterized by certain conditions.
Environment mainly consists of the atmosphere, hydrosphere, lithosphere and biosphere.
Some of these types of environment are:

1. The natural environment encompasses all living and nonliving things occurring
naturally. It is made up of naturally occurring resources like water, land, air and all
organisms that live in nature. It comprises the nature of the living space. This is in
contrast to artificial environment or man-made environment like in a fishpond.

2. Industrial environment is a term used to describe working conditions that may be

outside of your home. Industrial environments are usually harsher than normal work
environments, such as in an office. In an industrial environment, people and equipment
are exposed to more extreme conditions.

3. The social environment consists of the sum total of a society's beliefs, customs,
practices and behaviors. It is, to a large extent, an artificial construct that can be
contrasted with the natural environment in which we live.

Study the characteristics of a healthy environment. Can you add more on these?
1. Clean 6. Garbage cans are always closed
2. Neat 7. No flies and mosquitoes’ breed
3. Looks beautiful 8. Many plants are grown
4. Feels comfort 9. Enough space to work and play
5. No rubbish in sewage 10. Waste are segregated properly

Why is there a need to grow more plants in our environment? It is said that “more
plants; more oxygen”. That’s why we need to plant more trees. The air that surrounds us make
us feel comfortable and fresh. Is there a river around your house? Are rivers and ditches clean?
Bodies of water like rivers, streams, and seas are considered healthy if the water is clean, clear.
There is no garbage thrown in these bodies of water. Usually, a clean water environment will
give a good harvest of fishes and other organisms that live in the river or in any bodies of water.
Each part of your house should always be cleaned. Garbage must be dumped off regularly in
appropriate places. Clean the sink to avoid clogging that will affect effective water flow.

Environmental Health comprise of those aspects in human health that are determined
by physical, chemical, biological, social and psychosocial factors in the surrounding
environment. The air that comes from dangerous fumes coming from motor vehicles, smoke,
burning of garbage and smoke from factory can be very dangerous to your body. Any
unpleasant smell like those coming from garbage and filthy trenches can cause air pollution.
These air pollutants can damage our respiratory system that will greatly affect the functions of
other organs in the body.
Learning Task 3: Write a paragraph of your reflection that will define your community and
the environment where you live in.

I understand that …
___________________________________________________________________________
_____________________________________________________________________.

I realized that …
___________________________________________________________________________
____________________________________________________________________.

Learning Task 4: Read each statement carefully. Choose the letter of the correct answer.

1. _________________environment that is harsher than a normal work environment.

A. Industrial environment C. Social environment
B. Natural environment D. None of the above

2. This refers to a group of people living in the same place or having particular characteristics
in common.
A. Community C. School
B. Family D. Society

3. This refers to unwanted materials in all forms that can cause harm.
A. Medicine C. Toxic waste
B. Mineral D. Water

4. The following activities are beneficial to the environment EXCEPT:

A. Avoid burning plastic materials C. Proper waste disposal
B. Dump toxic waste to the river D. A and C

5. The following are characteristics of a healthy environment EXCEPT one:

A. Access to a healthy food
B. Access to quality education
C. Access to massive alcohol intake
D. Availability of healthcare facilities

------- STAY SAFE EVERYONE -------