Department of Education

National Capital Region

Schools Division of Paranaque City
Self-Learning Modules
MAPEH 9, QUARTER 2, MODULE 1
MUSIC OF THE CLASSICAL PERIOD (Week 1-4)
HISTORICAL BACKGROUND AND CHARACTERISTICS OF CLASSICAL PERIOD

Name: ________________________________________ Grade & Section: ___________

Teacher: ______________________________________ Date: ______ Score: ________

INTRODUCTION
In this module, you will learn the historical and cultural background of the Classical Era. In the
history of the Western music, the term classical refers to the period from 1750-1820. During this time, there
were significant changes in musical forms and style distinguishing the music from those of the previous era.

Content Standard: The learner demonstrates an understanding of the characteristics and

features of the music of the Classical Period.
Performance Standard: The learner performs themes of symphonies and other instrumental
forms.

Objectives
• Describes musical elements of given Classical period pieces
• Relates Classical music to other art forms and its history within the era

Let’s RECALL

Direction: Identify the term being described. Write the letter that corresponds to your
answer on the space provided.

______1. What is the general texture of classical music?

a. Monophonic c. Heterophonic
b. Homophonic d. Polyphonic
______2. The patrons of musicians and artists during classical period.
a. Priests c. Commoners
b. Aristocrats d. Scientists
______3. The following are historical events during the classical period EXCEPT:
a. French Revolution
b. Napoleonic War
c. Discovery of Printing Press
d. American Declaration of Independence
______4. Which of the following is the characteristic of the classical period?
a. Elegant c. Ornamented
b. Exaggerated d. Sacred
______5. It is called “The Age of Reason”.
a. Medieval c. Baroque
b. Renaissance d. Classical\

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 Let’s Understand

MUSIC OF THE CLASSICAL PERIOD

(1750 – 1820)
Historical Content

✓ The Classical period in music begins with the death of J. S. Bach in 1750 and ends in
1827, approximately, with the death of Beethoven.
✓ In music, this era is understood as the time of Haydn, Mozart and Beethoven. It coincides
with the so-called Neo-Classicism in the other arts.
✓ A great cultural movement, the Enlightenment, promotes the ideal of equality and
prosperity for everyone through education.

The Classical Era, also called “Age of Reason’ or “Golden Age of Music”, where the social
and religious aspect became less important. The cultural life was dominated by the
aristocracy, as patrons of musicians and artists generally influenced the arts. Significant
changes in musical forms and styles were made.

Classical Period is noted for its development of highly sophisticated forms of music that
encompasses a broad period of styles of music from roughly 11th century to the present time.

Characteristic of the Classical Period

The term classical denotes conformity with the principles and characterstics of ancient Greek
and Roman literature and art which were formal, elegant, simple, freed, and dignified.

Characteristic of the Classical Music and its Musical Forms

✓ The melodies are not as ornamented as in the Baroque.

✓ The melodity is simple and can be easily sung and remembered, elegant, and clear.
✓ The gradual dynamic appears with many crescendos and diminuendos which are combined
with sudden changes, expressing conflicting surges of excitement and depression at the
same time.
✓ The rhythm is regular but not mechanic.
✓ The texture is predominantly homophonic.

What are the important historical events that occurred during this era?
• French Revolution
• Napoleonic War
• The American Declaration of Independence , 4th of July 1776

Music of the Classical Era is usually associated with the nobility. During that time most of the
members of the nobility would financially support the musicians. Music was played in the courts
which make the music of the Classical Era more familiar to the nobility than the lower classes.

This association of the rich and Classical music is still being experienced in some parts of
the world. However, with the existence of radio and TV, Classical music may now be experienced
by the masses.
In this stage, you are given the opportunities to have a deeper understanding of the
importance of Classical music. The given activities here will also give you a chance to show and
enhance your talents.

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 Let’s APPLY

MUSIC & MATCH

Listen to each recording then match the title of the cartoon show/movie in column B to the
title of the music in column A. Write your answer on the blank before each number.

A B
____1. Symphony no. 5, Op. 67, Cm a. “The Ring”
____2. Fur Elise b. “Little Einstein’s”
____3. Piano Sonata no. 11 in A Major (“Rondo”) 3rd mov. c. “Tom & Jerry”
____4. “Eine Kleine Nachtmusik” d. “Popeye”
____5. Piano Sonata no. 14 in C#Minor (“Moonlight”) 1st movement e. “Backyardigan”
f. “Mr. Bean”

Let’s ANALYZE

Analyze the picture and explain why the Classical period

is also called the “Age of Enlightenment”

The Age of Reason

Source: rhhs2palapage.weebley.com

1. What do you think is the style and trends during this period?
2. Do you recognize the distinct characteristics of each sound?
(Listen to Beethoven’s Fur Elise : https://www.youtube.com/watch?v=_mVW8tgGY_w)

Let’s EVALUATE
FILM VIEWING : Watch one of the films below: (all films are searchable in youtube)

a. “Amadeus” https://www.youtube.com/watch?v=6IHptqZiDxc&t=2s
b. “Beethoven” https://www.youtube.com/watch?v=9XZ9NOp3vuQ
c. “Immortal Beloved” https://www.youtube.com/watch?v=Agjz1mv-Epk
d. “Beethoven Lives Upstairs” https://www.youtube.com/watch?v=6skXE1qYxg8

REFLECTION QUESTIONS:
1. What is the movie all about?
2. Who are the main characters?
3. When and where was the story set?
4. Who is your favorite character in the movie? Why?
5. What part of the film did you like best? Why?
6. Analyze the use of music in the film. Did it enhance the filmmaker’s story?
7. What did you learn from the story?
8. What are the great qualities/traits of the composer that inspire you?

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 Department of Education
National Capital Region
Schools Division of Paranaque City
Self-Learning Modules
ARTS 9 – Second Quarter (Week 1-3)
Arts of the Renaissance and Baroque Period
MODULE 1

Name: ________________________________________ Grade & Section: ___________

Teacher: ______________________________________ Date: ______ Score: ________

Brief Introduction
Arts of the Renaissance Period covers artworks produced during the 14th, 15th and 16th centuries
in Europe. The word “renaissance” comes from the word, “renaitre”, which means, “rebirth.” It
pertains to arts, particularly in Italy, such as sculptures, paintings, music, architecture, and literature.
The most common subject of this period is human philosophy.
Famous artists of this era were Michelangelo, Leonardo Da Vinci, Raphael and Donatello. The arts
of the Baroque Period are more elaborate and full of emotion. They developed in Europe around the
1600’s. This type of art form was highly encouraged by the Catholic Church to propagate its dogma.
Artists who were popular during this era were Caravaggio, Rubens, Velasquez, Rembrandt and
Bernini.

Learning Competencies (Essential Competencies)

1. Creates artworks guided by techniques and styles of Renaissance and the Baroque periods.
2. Explains the influence of iconic artists belonging to the Renaissance and the Baroque periods.
3. Applies different media techniques and processes to communicate ideas, experiences, and stories
showing the characteristics of the Renaissance and the Baroque periods (e.g., Fresco, Sfumato,
etc.)
4. Evaluates works of art in terms of artistic concepts and ideas using criteria from the Renaissance
and Baroque periods.
5. Shows the influences of the Renaissance and Baroque periods to the Philippine art form

Objectives
At the end of the lesson, the students should be able to:
1. Analyzes art elements and principles in the production of work following a specific art style.
2. Identifies distinct characteristics of arts during the Renaissance and Baroque periods.
3. Identifies representative artists from Renaissance and Baroque periods.

Let’s Understand (Study the Concept)

Renaissance Period (1400-1600)
Renaissance was the period of economic progress. The period stirred enthusiasm for the study of
ancient philosophy and artistic values. The Italian Renaissance began in the late 14th century. It
was an era of great artistic and intellectual achievement with the birth of secular art. The focus was
on realistic and humanistic art. Renaissance art was characterized by accurate anatomy, scientific,
perspective, and deeper landscape. Renaissance painters depicted real-life figures and their
sculptures were naturalistic portraits of human beings. Architecture during this period was
characterized by its symmetry and balance. As the classical Greeks believed in the harmonious
development of the person through a sound mind, by the practice of athletics, Renaissance art marks
the transition of Europe from the medieval period to the early modern age. In many parts of Europe,
Early Renaissance art was created in parallel with Late Medieval art. By 1500, the Renaissance
style prevailed. The greatest cathedral building of the age was the rebuilding of St. Peter’s Basilica

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in Rome. Renaissance art is the art of calm and beauty. Its creations are perfect- they reveal nothing
forced or inhibited, uneasy or agitated.
Famous Renaissance Artworks and Artists
Michelangelo di Lodovico Buonarroti Simoni (1475-1564) Michelangelo was an Italian sculptor,
painter, architect, and poet. He was considered the greatest living artist in his lifetime, and ever
since then he was considered as one of the greatest artists of all time. A number of his works in
paintings, sculpture, and architecture rank among the famous in existence. Among his outstanding
works as sculptor were the following: Pieta, Bacchus, Moses, David, Dying Slave, Dawn and Dusk.
Two of his best known works, The Pieta and David, were sculpted before he turned thirty. He also
created two of the most influential works in Fresco in the history of Western art: the scenes from
Genesis on the ceiling and the Last Judgment on the altar wall of the Sistine Chapel in Rome. In
Pieta, Michelangelo approached the subject which until then had been given form mostly from north
of the Alps, where the portrayal of pain had always been connected with the idea of redemption as
represented by the seated Madonna holding Christ’s body in her arms. Michelangelo convinces
himself and his spectators of the divine quality and the significance of these figures by means of
earthly and perfect beauty, but of course, these are human standards.

Leonardo di ser Piero Da Vinci (1452- 1519) Leonardo Da Vinci was a painter, architect, scientist,
and mathematician. He was popularized in present times through the novel and movie, “Da Vinci
Code.” He is known as the ultimate “Renaissance man” because of his intellect, interest, talent and
his expression of humanist and classical values. He is widely considered to be one of the greatest
painters of all time and perhaps the most diversely talented person to have ever lived. His well known
works were: The Last Supper (the most reproduced religious painting of all time), and the Mona Lisa
(the most famous and most parodied portrait.) “Mona Lisa” stems from a description by Renaissance
art historian Giorgio Vasari, who wrote, “Leonardo undertook to paint for Francesco del Giocondo
the portrait of Mona Lisa, his wife.” Mona, in Italian, is a polite form of address originating as
Madonna- similar to Ma’am, madame, or My Lady in English. This became Madonna and its
contraction Mona. The title of the painting, though traditionally spelled “Mona”, is also commonly
spelled in Modern Italian as “Monna Lisa”.

Raffaello Sanzio da Urbino (Raphael) (1483-1520) Raphael was an Italian painter and architect
of the High Renaissance period. His work was admired for its clarity of form and ease of composition
and for its visual achievement of interpreting the Divine and incorporating Christian doctrines.
Together with Michelangelo and Leonardo da Vinci, he formed the traditional trinity of great masters
of that period. His main contributions to art were his unique draftsmanship and compositional skills.
His famous works were: The Sistine Madonna, The School of Athens, and The Transfiguration. “The
Transfiguration” by Raphael Image from Artist Hideout . The Transfiguration was Raphael’s last
painting on which he worked up to his death. Commissioned by Cardinal Giulio de Medici, the late
Pope Clement VII, the painting was conceived as an altarpiece for the Narbonne Cathedral in
France. The painting exemplifies Raphael’s development as an artist and the culmination of his
career. The subject is combined with an additional episode from the Gospel in the lower part of the
painting.

Let’s Apply
Activity 2: “Explore”
This time let us apply what you have learned in our lesson about the Renaissance Period by
doing this activity. You can choose one activity in these three differentiated activities. (20 points)

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 1. PRACTICAL - List some ideas or information where you can observe and review
Renaissance Period
2. ANALYTICAL - Make a Venn diagram illustrating the similarities and differences of
artworks in a different era.
3. LOGICAL - Do more research on the lesson. then make a summary of this.
Rubrics for Grading:
Category 10 8 6 4
Content Content and information Content and information Content and information Content and
of the activity are great of the activity are good of the activity are fairly information of the
and presented in a and presented in a superficial and activity are superficial
practical, analytical, and practical, analytical, and presented in a practical, and presented in a
logical way. logical way. analytical, and logical practical, analytical,
way. and logical way.
Work show Work shows an Work shows a proficient Work shows a Work shows no
exceptional understanding of the developing understanding of the
understanding of the lesson. understanding of the lesson.
lesson. lesson.

Let’s Try (Evaluation) Activity 3:

Activity: Test Yourself!
Match the artworks with the artist’s name. Write only the letter of the correct answer on the
space provided before the number.
1. Equestrian Monument of Gattamelata A. Donatello
2. Mona Lisa B. Michelangelo
3. Sistine Madonna C. Leonardo da Vinci
4. The Last Supper D. Raphael
5. Pieta E. Bernini
F. Velasquez
Let’s Create
“Collage Making” (40 points)
The artistry of the early Filipinos was expressed through carving and painting designs in their
churches. Research on the different Philippine churches with baroque designs. Collect
pictures, paste them, and label each and make an album out of it and paste it on the bond
paper
Materials: bond papers, paste, permanent marker, magazines
Reflection Questions:
1. What are the characteristics of the churches that you choose to consider and classify as
Baroque?
2. Name some Philippine artwork/s which has similar characteristics with the Renaissance and/or
Baroque Period?
RUBRIC:
CRITERIA POINTS SCORE
1. All instructions were followed 15
2. Proper use of materials 10
3. Chosen design was justified by answering all questions. 15
4. Neatness of the artwork 10
TOTAL 50
Reference: Learner’s Material, Teacher’s Guide, Expressions: Worktext in Music,Arts, Physical Education and
Health, Pictures from Google website https://www.slideshare.net/JoanaBernasol/arts-of-renaissance-and-
baroque-period-118992898

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 Department of Education
National Capital Region
Schools Division of Paranaque City
Self-Learning Modules
QUARTER 2- MODULE 1
P.E. 9
WEEK 1-2

Name: ________________________________________ Grade & Section: ___________

Teacher: ______________________________________ Date: ______ Score: ________

Learning Competencies (Essential Competencies)

Executes the skills involved in the dance (PE9RD-IIb-h-4)

Objectives
1. Identify and describe the different classifications of Ballroom Dancing
2. Enumerate and apply the Dance Etiquettes in Social Dancing

Let’s Recall (Review)

Directions: Name the different folk dances with Asian influences.

Source: Royalty free image Source: Royalty free image Source: Royalty free image Source: Royalty free image
https://www.slideshare.net/le https://www.slideshare.net/lecr https://www.slideshare.net/lec https://www.slideshare.net/le
cressini13/pe-q4lmcamera- essini13/pe-q4lmcamera-ready ressini13/pe-q4lmcamera- cressini13/pe-q4lmcamera-
ready ready ready

1.__________________ 2.___________________ 3._________________ 4.____________

Let’s Understand (Study the Concept)

Social dance
➢ Also known as Ballroom dance.
➢ Are dances in social setting which primarily goal is to get to know other people for fitness and enjoyment.
➢ It was originated in England from 18th-19th centuries.
➢ It was derived from the latin word “Ballare” which means “to dance”.
➢ The dance are usually performed in pairs, and in groups.

Classifications of Ballroom

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Dance Etiquette- It is a guide in engaging for social/ballroom dancing.

What to Wear

Don’ts in Terms of Outfits and Dance Shoes

1. Sneakers or rubber shoes
2. Sleeveless shirts
3. Do not wear sneaker
4. shaggy, baggy, low armpit upper shirt
5. big rings, watches, brooches, loose/long necklaces and big belt buckles
6. Long hair not tied up or not in a ponytail

Personal Grooming

Before the Dance

1. Personal Hygiene
2. Don’t smoke or drink beverages
3. Don’t eat food with strong odor

During the Dance

1. Proper Grooming
2. Use bathroom periodically to freshen up.
3. Bringing an extra clothing in case you need to change.

On the Dance Floor

1. Line of Direction-counter clockwise
2. Avoid colliding with other pairs while dancing on the floor
3. Be Respectful: Always say Thank you to your partner
4. Men: Always assist your partner back to her seat

Aerial choreography is not advisable because it requires training by a qualified instructor. It may also occupied big
space and distract other dancers or may cause injuries with other dancers.

No Fault Dancing
1. The show must go on. Do not blame your partner if he/she commits mistakes while dancing.
2. Execute dance to the level of your partner

Demeanor
1. Make an eye contact with your partner. Wear your best smile.
2. Project positivity while dancing. It will encourage your partner.
3. Perform dance at the level of your partner
4. Even if it’s not your personal style project a positive image on the dance floor.

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 5. If asked to dance and you don’t know the dance, be honest and refuse promptly.
6. Do not teach your partner while dancing, it may insult him/her.

Source: Teacher’s Guide for P.E. and Health Grade 9

Let’s Apply
Directions: Fill in the correct word in each blank to make the statement complete.
1. Social Dances are also called ____________ Dances.
2. Cha-cha-cha was originated in ____________.
3. Dance Etiquette is a ______ in engaging for social/ballroom dancing.

4. Ball gown, evening gown, dinner gown, cocktail gown are the attire used by the ____________.

5. ____________ should be put up or tied in a ponytail. It is difficult to dance if the lady has long flowing hair.

Let’s Analyze

Directions: Give the appropriate response on the following situation.

1. While you and your partner performing, you accidentally stepped his/her right foot and it affects the
performance. How will you handle this scenario?
2. Your section will be performing social dances as part of your performance. During the preparation, you saw
your classmate wearing big earing and long necklace. How will you approach without offending her?

Let’s Create

Directions: Create your own diagram in Ballroom Dancing. Its classifications, types and etiquettes. Your
activity will be guided by the following Rubrics:

CRITERIA 5 4 3 2

Most of the
Quality of All instructions are 1-2 instructions were 3-4 instructions were
instructions were not
work followed correctly not followed correctly not followed correctly
followed correctly
All of the contents Most of the contents Some of the contents The contents are
Accuracy
are accurate are accurate are accurate inaccurate
Student presented an Student presented an Student presented an
Creativity was not
Creativity exemplary output in average output in an output in an ordinary
observed
an extra ordinary way ordinary way way

Let’s Try (Evaluation)

Directions: Identify the answer on the following questions. Write your answer on your answer sheets.

____________ 1 Are dances in social setting which primarily goal is to

get to know other people for fitness and enjoyment.
____________ 2. Place where Tango was originated.
____________ 3. A Latin word for ball which means “to dance”.
____________ 4. Place where Swing was originated.
____________ 5. It is a guide in engaging for social/ballroom dancing.

References:
Department of Education, Grade 8 Learning Materials under the K-12 curriculum, MAPEG Grade 8, Physical Education,
Fourth Quarter, Andrew Cabugason, September 08, 2013, Assessed June 1, 2021
<https://www.slideshare.net/lecressini13/pe-q4lmcamera-ready
Department of Education, Teacher’s Guide for P.E. and Health Grade 9,
pp. 66-68

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 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
HEALTH 9 QUARTER 2 WEEK 1

Name: ___________________________________________________ Grade & Section: _________________

Teacher: _________________________________________________ Date: _____________ Score: ________

Learning Competencies (Essential Competencies)

● Describes the Drug Scenario in the Philippines
Objectives
● Describe the drug scenario in the Philippines
● Explain the concepts of drug dependence, drug use, drug misuse and drug abuse

Let’s Understand (Study the Concept)

Drug Scenario in the Philippines
In the year 2004, an estimate of 6.7 million drug users in the Philippines was recorded by the Dangerous Drugs
Board (DDB). The “2008 National Household Survey on the Nature and Extent of Drug Abuse in the Philippines”
conducted by the same agency revealed that there is a downward trend in the number of drug users down to 1.7
million users. The decline may be associated with the government’s intense efforts in combating drugs. The following
are the reasons for the successful decline of drug abuse in the country:
● Operations conducted by different law enforcing agencies like the Philippine National Police (PNP), National
Bureau of Investigation (NBI), Philippine Drug Enforcement Agency (PDEA), Bureau of Customs and other
law enforcers have helped arrest local and international drug syndicate members, traffickers, and destroy
secret laboratories and warehouses.
● Strict implementation of policies under the “Dangerous Drugs Act of 2002” like the compulsory drug test for
application of driver’s license, entrance to military service, application for firearms licensing, and others.
● Actualization of the Dangerous Drugs Board’s programs and projects in partnership with other agencies like
the Department of Education (DepEd), Department of Social Welfare and Development (DSWD) and other
local government units (LGU) and non-government organizations (NGO).
These are positive efforts bearing fruits and achievements; however, the government does not rest on its laurels
but rather creates more productive programs and projects to make the country a drug-resistant society.

Profile of Filipino Drug Users

Profile Findings
Ratio of Users (male to female): 10:1
Mean Age: 28 years old
Civil Status: Single (58.2%)
Employment Status: Unemployed
Educational Attainment: High School level
Average Monthly Household Income: Php 16,290.80
Duration of Drug Use: 6 years and more
Residence: Urban areas
Nature of Drug Use: Poly-drug use (multiple drug use)
Common Drugs of Abuse Used: ● Shabu (1st)
● Marijuana (2nd)
● Inhalants (3rd)

Common Concepts in Drug Education

The following are the usual words you will encounter in studying substance use and abuse:
● Drugs - are any substances or chemicals which when taken into the body either through nasal, oral,
transdermal, or intravenous ways have psychological, emotional, and behavioral effects on a person.
● Illegal Drugs - are drugs commonly abused by users. In the Philippines, the three drugs of abuse are shabu,
marijuana and inhalants.
● Drug Dependence - is a cluster of physiological, behavioral, and cognitive phenomena of variable intensity
in which the use of a drug takes on a high priority thereby creating a strong desire to take the substance.
● Drug Misuse - is the use of a substance incoherent or inconsistent with the prescribed dosage or frequency
of use.

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 ● Drug Abuse - is the use of a substance for non-medicinal purposes. Abuse leads to organ damage like brain
damage and liver damage, addiction, and troubled behavioral patterns.
● Drug Tolerance - is the condition of the body to adapt to the effects of substances to the body thus requiring
an even larger amount of the substance to experience the same physiological and mental effect experienced
when taking the smaller dosage.
REFERENCES:
Doria, Jose P., Gonzales, Madonna C., Sedilla Lawrence Jay, Cagulang, Janeth, Mabiling, Raffy, Yap, Johannsen, de la Torre, Jorie,(2014) Health
Learner’s Material Grade 9; pp. 98-101

Let’s Apply
Activity 2: SSG ON THE GO!
If you are one of the officials of the Supreme Student Government in your school, how are you going to educate
and to enlighten your classmates in the drug scenario in your school/community? Use the following guide questions.
1. What is the current drug scenario in your community/school? (2pts)
________________________________________________________________________________
________________________________________________________________________________

2. As a student, how will you help to reduce drug abuse in your school/community? (3pts)
________________________________________________________________________________
________________________________________________________________________________
Let’s Analyze
Activity 3: LET’S SOLVE IT!
If you are the DDB (Dangerous Drugs Board) Chairperson, how are you going to solve the following issues:
1. There is an illegal transaction of drugs within your community/barangay, and it involves minors, particularly
young children, what are you going to do? (5pts)
________________________________________________________________________________
________________________________________________________________________________

2. If you are the DDB Chairperson, what is your stand on the issue of persons under drug addiction? Should
they be given a chance to undergo rehabilitation or immediately be put to jail? Why? (5pts)
________________________________________________________________________________
________________________________________________________________________________
Let’s Evaluate
A. SUPPLY THE MISSING WORDS
Fill in the blanks. Choose from the list of words in the box and write down your answer on the space provided.

Female marijuana inhalants Steroids Drug abuse Drugs

addiction Shabu Drug Tolerance Drug Misuse Male
1. _______ are any substances or chemicals which when taken into the body, have psychological, emotional, and
behavioral effects on a person. Drugs that are commonly abused in the Philippines are 2. ________, 3. ________,
and 4. ________. According to the findings, the ratio of users (male to female) is 10:1, meaning, 5. ________ are
most likely to try experimenting and abusing drugs.
B. Modified TRUE or FALSE
Write whether the underlined statement is true or false. Write TRUE if the statement is correct. If false,
replace the underlined word or phrases to make the statement true.
____ 6. Shabu, marijuana, and inhalants are examples of drug tolerance.
____ 7. Drug Misuse is the use of a substance incoherent or inconsistent with the prescribed dosage or frequency
of use.
____ 8. The Department of Education (DepEd) is an anti-drug law enforcement agency in the Philippines and the
one responsible for investigating and preventing any dangerous drugs in the country.
____ 9. Drugs are any substances or chemical substances which when taken into the body, have psychological,
emotional, and behavioral effects on a person.
____10. Illegal Drugs are drugs commonly abused by users. In the Philippines, the three drugs of abuse are shabu,
marijuana and inhalants.

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