Mapeh: Quarter 2 - Module 6

9
MAPEH
Quarter 2 - Module 6
AIRs - LM
LU_Q2_MAPEH9_Module6
MAPEH 9
Second Edition, 2021
Copyright © 2021
La Union Schools
Division Region I
All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.
Development Team of the Module

Authors:
Music: Marion Christopher V. Corpuz, Janice A. Higoy
Arts: Edna H. Abuan, Janice A. Higoy
P.E. Edna H. Abuan, Janice A. Higoy
Health: Edna H. Abuan, Janice A. Higoy
Editor: SDO La Union, Learning Resource Quality Assurance Team

Content Reviewers: Raul V. Ulat, Anjo T. Damaso, Jigger P. Paragas,
Dareen V. Nava, Janice A. Higoy
Language Reviewers: Raul V. Ulat, Anjo T. Damaso, Marittess R. Padilla,
Larievic T. Pajimola
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jerik Christoffer O. Gaspar
Management Team:
Atty. Donato D. Balderas Jr.
Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Delia P. Hufalar, PhD, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
Printed in the Philippines by:
Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph
9
MAPEH
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
MUSIC
Lesson Music of the Classical

1 Period
Target
This module was written and designed to make learning easier especially as
we are in the New Normal situation. As an educational tool, this module about the
Music of the Classical Period challenges you as a learner, to become creative,
resourceful and independent. The scope of the module provides a variety of activities
that will stimulate independent and self-guided learning experience. Lessons in this
module are arranged to follow the standard sequence of the course to ensure effective
learning continuity, make the experience more meaningful, effective and relevant to
life situations. This module is especially written for you to give you a clearer
understanding of the musical characteristics, elements and performance practices of
music during the Classical Period. You will find out the features of Classical music
specifically through music listening, appreciation, improvisation and self-evaluation.
Most Essential Learning Competency

1. Performs selected music from the Classical Period (MU9CL-IIb-h-7)
2. Evaluates music and music performances using guided rubrics
Learning Objectives
In this module, you will be able to:

• Identify the concepts and terms of Classical Music, and
• Sing themes or melodic fragments of given classical period pieces.
1 LU_Q2_MAPEH9_Module6
Jumpstart
Direction. Unscramble the jumbled letters to form the correct word/concept
on the music of the classical period, use the definition is given as your guide. Write
you answer on a separate sheet.
1. I T R E B L A S A S B – a special type of broken chord accompaniment where

the chord is played in this order: lowest note-highest note-middle note-highest
note then repeat pattern
2. A R E P O A F F U B - Comic opera from Italy made use of everyday characters

and situations, full of fun
3. O N D O R - a musical form that alternates the main theme in its contrasting

theme usually found in the final movement of a sonata or concerto
4. A T A N O S - any instrumental composition that has several movements with

variation in key, mode or tempo
5. T A T A C A N – a choral composition with instrumental accompaniment,

typically in several movements
Discover
Classical music refers to the period from 1750-1820. It is also known as the
“Age of Reason” or “Age of Enlightenment” because reason and individualism rather
than tradition were emphasized in this period. During this period, different
instrumental forms of music were developed. These were sonata, concerto and
symphony. The three greatest and most popular composers of the period are: Franz
Joseph Haydn, Wolfgang Amadeus Mozart and Ludwig Van Beethoven.
• Alberti Bass - a special type of broken chord accompaniment where the chord
is played in this order: lowest note - highest note - middle note - highest note
then repeats the pattern to create a smooth, sustained, flowing sound.
• Allegro - quickly, in a brisk lively manner
• Andante - in a moderately slow tempo Cadenza - an improvised passage or
ornamentation performed by a soloist or group of soloists that allows a display
of virtuosity often placed near the end of a piece.
• Cantata - a choral composition with instrumental accompaniment, typically
in several movements.
• Classical era - the period from 1750-1820 called the Age of Reason.
• Concerto - a major instrumental work for solo instrument with orchestral
accompaniment.
• Crescendo - gradually becoming louder
• Diminuendo - gradually becoming softer
• Development - middle part of the sonata-allegro form wherein themes are
being developed
• Exposition - the first part of a composition that introduces the themes that
will be developed through the piece Homophonic - a melody accompanied by
chords
• Largo - a very slow tempo.
• Minuet - a slow, stately ballroom dance for two in triple time.
• Opera - a drama set to music
• Opera buffa - opera in Italy that is full of fun and frivolity
• Opera comique - comic opera in France,
• Opera Seria - an opera based on a serious plot that usually revolves around
mythological beings such as gods and goddesses
• Recapitulation - a part of a musical piece, found usually near the end, that
repeats the earlier themes.
• Rondo - a musical form that alternates the main theme and its contrasting
themes usually found in the final movement of a sonata or concerto.
• Scherzo - a vigorous, light, or playful composition comprising a movement in
a symphony or sonata.
• Singspiel - 18th century German musical comedy featuring songs and
ensembles interspersed with dialogue.
• Sonata - any instrumental composition that has several movements with
variation in key, mood, or tempo.
• Symphony - a musical composition for the whole orchestra generally in four
movements; also a sonata for orchestra. Theme and Variation - a musical form
where the theme is presented in a simple unadorned manner then repeats
the theme several times with ornamentations.
Explore
Directions: Make a scrapbook of the famous composers, their outstanding

compositions and prominent instruments during Classical period. Draw/print and
organize the pictures in your scrap book and write a brief description on each
composer and instrument.
Deepen
Directions: Compose a short poem with a theme on a Classical Period and recite it
using a music of classical period as your accompaniment. Perform and record your
video and send to your teacher in private message.
Rubric
CRITERIA 5 4 3 2 1
1. All At all Most of Some of the Hardly Never

instructions times the time
were time
followed
2. Originality Excellent Good Satisfactory Fair Needs

of improvement
composition
3. Over all Excellent Good Satisfactory Fair Needs

performance improvement
Gauge
Direction. Identify the term being described. Write the letter that corresponds to
your answer on a separate sheet.
1. A musical work with different movements for an
instrumental soloist and orchestra
a. SYMPHONY c. CONCERTO
b. SONATA d. RONDO
2. A section of the sonata allegro form where the themes are
introduced
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. THEME AND VARIATION
3. The general texture of Classical music
a. MONOPHONIC c. HETEROPHONIC
b. HOMOPHONIC d. POLYPHONIC
4. The term for serious opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
5. The most important form that was developed during the
classical era and usually the form of the first movement
of a sonata or symphony
a. MINUET c. RONDO
b. SONATA ALLEGRO d. SYMPHONY
6. It repeats the themes as they first emerged in the opening
exposition
a. EXPOSITION c. RECAPITULATION
b. DEVELOPMENT d. SONATA
7. A musical composition designed to be played by the full
orchestra
b. SONATA d. CANTATA
8. The term for Italian opera
a. OPERA c. OPERA BUFFA
b. COMIC OPERA d. OPERA SERIA
9. It is a multi-movement work for solo instrument
b. SONATA d. CANTATA
10. It is called “The Age of Reason”
a. MEDIEVAL c. BAROQUE
b. RENAISSANCE d. CLASSICAL MUSIC
ARTS
Lesson Artworks of the

1 Renaissance and the
Baroque Period
Target
This module was designed and written with you in mind. This will help you
understand the different skills in badminton. The scope of this module will involve
you in different learning situations. The language used in the following topics are
appropriate to your vocabulary level as a student.
This module was designed and written with you in mind. This will help you
understand the basic concepts of the salient features of the history of arts during the
Renaissance and Baroque period.
Lesson 5 – ARTWORKS OF THE RENAISSANCE AND BAROQUE PERIOD
After going through this module, you are expected to have learned
the following competencies:
• Compares the characteristics of artworks produced in the

different art periods A9PRIIc-e-1
• Creates artworks guided by techniques and styles of the

Renaissance and the Baroque periods A9PRIIc-e-2
Jumpstart
Direction: Classify the words listed on the box
Realistic and Larger than Create Naturalistic Catholic

Humanistic Art life size spectacle and portraits of dogma
illusion human
beings
Exaggerated Artistic Real life Exaggerated Symmetric
motion experimentatio figures drama or and
n tension balance
Renaissance Baroqu
e
1. Realistic and Humanistic Art 1.Exaggerated motion
2. Real life figures 2.Exaggerated drama or tension
3. Symmetric and balance 3.Larger than life size
4. Artistic experimentation 4.Catholic dogma
5. Naturalistic portraits of human beings 5.Create spectacle and illusion
Discover
Renaissance Period (1400-1600)
Renaissance was the period of economic progress. The period stirred

enthusiasm for the study of ancient philosophy and artistic values.
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, the Renaissance held up the
ideal of the well-rounded man, knowledgeable in a number of fields such as
philosophy, science, arts, including painting and music – and who applies his
knowledge to productive and creative activity.
Baroque Period (1600-1800)
The term Baroque was derived from the Portuguese word “barocco” which
means “irregularly shaped pearl or stone.” It describes a fairly complex idiom and
focuses on painting, sculpture, as well as architecture.
After the idealism of Renaissance, and the slightly forced nature of

“mannerism”, Baroque art above all reflects the tensions of the age notably the desire
of the Catholic Church in Rome to reassert itself in the wake of the Protestant
Reformation which is almost the same with Catholic- Reformation Art of the period.
Although always in conflict with the simple, clear, and geometric concepts of
classicism, the Baroque existed in varying degrees of intensity, from a simple
animated movement of lines and surfaces, to a rich and dynamic wealth.
Baroque was a period of artistic styles in exaggerated motion, drama, tension,

and grandeur. The style started in Rome, Italy and spread to most of Europe.
The Roman Catholic Church highly encouraged the Baroque style to propagate
Christianity while the aristocracy used Baroque style for architecture and arts to
impress visitors, express triumph, power, and control.
Baroque painting illustrated key elements of Catholic dogma, either directly
in Biblical works or indirectly in imaginary or symbolic work. The gestures are
broader than Mannerist gestures: less ambiguous, less arcane, and mysterious.
Baroque sculpture, typically larger than life size, is marked by a similar sense
of dynamic movement, along with an active use of space.
Baroque architecture was designed to create spectacle and illusion. Thus, the
straight lines of the Renaissance were replaced with flowing curves.
Explore
“Is that you?”
Direction: Create your own sculpture, either human, mythological, or animal

figures.
Materials:
Choose your material as to your preference such as modeling clay, soap, piece of
wood, rock, wire or any usable and pliable medium. Use knife or cutter in carving-
out your art piece.
Reflection Questions:
1. What is the subject of your artwork?
2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, form and texture?
4. What did you feel while doing your artwork?
RUBRIC
CRITERIA 5 4 3 2
All 1-2 3-4 Most of the

QUALITY OF instructions were instructions instructions instructions were
ARTWORK followed correctly were not were not not followed
followed followed correctly
correctly correctly
Photos were Photos were

Photos were mostly shown somehow shown Photos were not
clearly and clearly and clearly shown clearly
VISUAL beautifully
beautifully presented. and beautifully and beautifully
IMPACT
presented. presented. presented.
Artwork was Artwork was Artwork was Artwork was

submitted on submitted 1 day submitted 2 submitted 3 days
PUNCTUALITY time late days late late
Artwork Artwork Artwork
presentation presentation presentation Artwork
NEATNESS presentation was
was neat and was mostly neat was somehow disorderly.
orderly. and orderly. neat and
orderly.
Deepen
Look or research for a painting, sculpture or architecture that resembles the

styles of Renaissance and Baroque. Research about its history and explain its
characteristics.
Reflection Questions:
1. How did you identify the artwork?
2. What are the characteristics of the artwork that make it a part of such art
movement?
3. Why do you think that there is a need to value the artwork and art
movements from the past eras?
RUBRIC
CRITERIA 5 4 3 2
1-2 3-4 Most of the
All
instructions instructions instructions
instructions
QUALITY OF were not were not were not
were followed
ARTWORK followed followed followed
correctly
correctly correctly correctly
Photos were
Photos were somehow
Photos were Photos were not
VISUAL clearly and mostly shown shown clearly
shown clearly
clearly and
beautifully beautifully and beautifully and beautifully
IMPACT
presented. presented. presented. presented.
Artwork was
Artwork was submitted 1 Artwork was Artwork was
submitted on day submitted 2 submitted 3 days
PUNCTUALITY time days late late
late
Artwork Artwork
Artwork
presentation presentation
presentation
Artwork
was mostly was somehow presentation was
NEATNESS was neat and
neat and neat and disorderly.
orderly.
orderly. orderly.
Gauge
Direction: Write REBIRTH if the statement says about Renaissance Art and
BAROCCO if the statement says about Baroque Art.
1. During this period sculpture, typically larger than

life size, is marked by a similar sense of dynamic movement, along with
an active use of space.
2. During this period Architecture during this period

was characterized by its symmetry and balance
3. During this period architecture was designed to

create spectacle and illusion
4. During this period painting illustrated key

elements of Catholic dogma
5. During this period describes a fairly complex idiom

and focuses on painting, sculpture, as well as architecture
6. Artist in this period depicted real-life figures and

their sculptures were naturalistic portraits of human beings.
7. During this period was characterized by accurate

anatomy, scientific perspective, and deeper landscape
8. During this period was a period of artistic styles in

exaggerated motion, drama, tension, and grandeur
9. During this period Roman Catholic Church highly

encouraged
10. This period was considered an era of great artistic

and intellectual
P.E.
Lesson
1 Waltz Dance
Target
This module introduces you to the value of social dances and dance mixers in
the enhancement of your fitness. You will be given the opportunities to learn and
master the basics steps of Waltz. Bear in mind that there’s more to a dance than
dancing itself. As you on and overcome the challenges provided, you will learn that
dancing is fun and exciting. It also improves your fitness and social skills.
You will be given activities to display and enhance your skills in social dancing
at the same time formulate your understanding as regards to the benefits of such
activities to your fitness and well- being. As you go on and overcome the challenges
provided for you, you will learn that together, dancing activities will be more fun and
exciting, without knowing that you are at the same time improving your fitness and
social skills.
Objectives:
At the end of the lesson, you are expected to:
1. Express prior knowledge in waltz
2. Perform with mastery the basic steps and combinations in waltz.
Learning Competency
1. Executes the skills involved in the dance (PE9RD-llb-h-4)
2. Monitors periodically one’s progress towards the fitness goals
(PE9PF-llb-h-28)
Jumpstart
Direction: Read the statement carefully. Choose only the letter of the correct
answer and write it on a separate sheet.
1. Which of the following dances originated in Austria?
A. Cha Cha Cha B. Foxtrot
C. Tango D. Waltz
2. What dance of the peasants dance in Austria and Bavaria?

A. Foxtrot B. Mambo
C. Swing D. Weller
3. What form of waltz dance was very popular in France?

A. Allemande B. Close Change
C. Foxtrot D. Mambo
4. Which word came from the old word of Waltz?

A. Allemande B. Close Change
C. Walzen D. Weller
5. As early as seventeenth century, where were waltzes can be played?

A. Court of Appeal B. Dance House
C. Hapsburg Court D. White House
Discover
In this module, you will learn the fifth part of Social Dances and Dance Mixers.
We will be discussing the basic steps in Waltz and the fitness side of these dance.
WALTZ DANCE
The waltz is a smooth dance that travels around the line of dance.
Characterized by its “rise and fall” action, the waltz includes a step, slide, step in ¾
time. Dancers should move their shoulders smoothly, parallel with the floor instead
of up and down. Dancers must strive to lengthen each step. Waltz, come from
German word waltzen which means to roll or revolve to turn or to glide.
Waltz, a ballroom dance in ¾ time with strong accent on the first beat and a
basic pattern of step-slide-step.
Waltz, a dance born in the suburbs of Vienna and in the alpine region of Austria. As
early as the seventeenth century, waltzes were played in the ballrooms of the
Hapsburg court.
The weller, or turning dances, were danced by peasants in Austria and
Bavaria even before that time. Many of the familiar waltz tunes can be traced back
to simple peasant yodeling melodies.
During the middle of the eighteenth century, the allemande form of the waltz
was very popular in France. Originally danced as one of the figures in the
contredanse, with arms intertwining at shoulder level, it soon became an
independent dance and the close-hold was introduced.
By the end of the eighteenth century, this old Austrian peasant dance had
been accepted by high society, and three-quarter rhythm was here to stay.
However popular the waltz, opposition was not lacking. Dancing masters saw the
waltz as a threat to the profession. The basic steps of the waltz could be learned in
relatively short time, whereas, the minuet and other court dances required
considerable practice, not only to learn the many complex figures, but also to
develop suitable postures and deportment.
Basic Steps in Waltz
Basic Name of Step Step Pattern Counting

1 L Close L-Fw (with the 1, 2, 3
Change heel), R-Sw
(Forward) (with the toes),
L-C to R (with
the toes of both
feet together
and down)
2 R Close R-Bw (with the 1, 2, 3
Change heel), L-Sw
(Backward) (with the toes),
R-C to L (with
the toes of both
feet together
and down)
3 3 Step Turn R-Sw, R-C to L 1, 2, 3

(Pivoting 1, 2, 3
halfway R), R-
in place
(Pivoting R Legend
halfway R), L- L= Left foot
Sw, R-C to L, L Fw=
in place
Forward
4 Natural Turn Male: 1, 2, 3
(Movements R-Fw (with the 1, 2, 3
are done heel), L-Fw
simultaneously)
(with a quarter
turn R, on
toes), R-C to L
(feet then down),
L-Sw (with the
heal, R-quarter
Bw R(with the
toes), L-C to R
(feet together and
down
R= Right Foot
Bw=
Backward C= Close Step
Explore
Direction: Play the music of waltz. Clap the rhythm of the dance. Master the patterns
with you partner (any member of the family or friends)
Basic Name of Step Step Pattern Counting

1 L Close L-Fw (with the 1, 2, 3
Change heel), R-Sw
(Forward) (with the toes),
L-C to R (with
the toes of both
feet together
and down)
2 R Close R-Bw (with the 1, 2, 3
Change heel), L-Sw
(Backward) (with the toes),
R-C to L (with
the toes of both
feet together
and down)
3 3 Step Turn R-Sw, R-C to L 1, 2, 3

(Pivoting 1, 2, 3
halfway R), R-
in place
(Pivoting R
halfway R), L-
Sw, R-C to L, L
in place
4 Natural Turn Male: 1, 2, 3
(Movements R-Fw (with the 1, 2, 3
are done heel), L-Fw
(with a quarter
turn R, on
toes), R-C to L
(feet then down), L-Sw
(with the heal, R-quarter
Bw R(with the toes), L-C
to R (feet together and
down
Deepen
Direction: Play the music of waltz. This time, let’s have it with a partner (any member
of the family or friends). Follow the sequence of the steps to be executed
simultaneously with partner. Continue doing them until mastery is achieved. Take
a picture or video while doing the combinations of waltz and pass it to your teacher.
COMBINATIONS MALE (Start with L FEMALE ( Start with
Fw) R Fw)
Box waltz 1, 2 (3X) 2,1 (3X)
3 step turn 1,2 (Raising L arm as 3 (Raising L arm while

female turns) turning R about)
Box waltz 1, 2 (3X) 2,1 (3X)
3 step turn 1,2 (Raising L arm as 3 (Raising L arm while

female turns) turning R about)
Reverse turn 5 5
Gauge
Direction. Read the statements carefully. Choose the letter of the correct answer and
write it on a separate sheet.
1. Social dances are of two classifications namely, Latin American and Modern
Standard Dances. Which of the following is an example of Modern Standard
Dances?
A. Cha-cha-cha B. Jive C. Rumba D. Waltz
2. A smooth dance that travels around the line of the dance floor.
A. Cha-cha-cha B. Jive C. Rumba D. Waltz
3. What is the time signature of waltz dance?
A. 1/4 B. 2/4 C. 3/4 D. 4/4
4. What is the basic step of waltz?
A. Step-brush-step C. Step-slide-step
B. Slide-step-step D. Brush-step-step
5. What is the place of origin of waltz?
A. Austria B. Brazil C. Cuba D. USA
Health
Lesson Prevention and

1 Control of Substance
use and abuse
Target
Lesson 6 deals with different strategies in the prevention and control of

substance use and abuse. These strategies include application of decision- making
skills and the use of resistance skills in different situations related to substance
use and abuse. Decision-making and resistance skills will help you enhance your
knowledge, skills and attitude in facing and overcoming real-life situations. You will
practice these skills in class and will be guided by your teacher. You will also suggest
healthy alternatives to prevent the use of drugs of abuse.
Objectives:
At the end of this learning material, you are expected to:
1. discuss strategies in the prevention and control of substance use and abuse
2. apply decision-making and resistance skills in situations related to
substance use and abuse
Learning Competency
1. Discusses the harmful short-and long-term effects of substance use and
abuse on the individual, family, school, and community. (H9S-lld-20; H9S-
lle-f-21)
2. Explains the health, socio-cultural, psychological, legal, and economic
dimensions of substance use and abuse (H9S-lle-f-22)
Jumpstart
Direction: Identify the following skills whether they are decision- making skills or
resistance skills.
1. Say what is wrong.
2. Walk away if you can’t change your friend’s mind.
3. Share your list with responsible adults.
4. Simply say NO.
5. Act responsibly and intelligently.
Discover
There are various and healthy ways to get rid of drugs. These range from
simple immersion to hobbies like interactive and board games, sports, and joining
clubs of interest.
Prevention is the best way for people like you to avoid the use and abuse of
drugs. People should understand the different protective factors and risk factors.
Protective factors should be enhanced while risk factors should be avoided and
dropped for good. You should learn decision-making skills and resistance skills in
order to be able to refuse temptations and offers from known drug users.
There are various and healthy ways to get rid of drugs. These range from simple
immersion to hobbies like interactive and board games, sports, and joining clubs of
interest.
The following are protective factors you need to fight drug use and abuse:
1. Loving and caring family
2. Involvement in sports
3. Positive outlook in life
4. Positive self-image
5. Caring and supportive friends
6. A sense of worthiness and achievement
7. Always having the right attitude
8. Ability to cope with stress and depression
9. Having responsible adult role models
10. Active participation in sports or recreation
11. Participation in school clubs and activities
12. Consultation with responsible adults like parents, teachers,
counselors regarding problems, concerns and queries in life
13. Development of talents and skills
Decision-making Skills
The following activities will strengthen your decision-making skills
Skills Guides
Step 1: Describe the Describe the situation you are

situation you in. You can better describe by
are in. writing it on a piece of paper.
You can say it out loud several
times.
Step 2: List possible List down all possible actions.

actions for the Don’t worry about listing the
situation. not-so-good ones. You can
eliminate them afterwards. You
can also say out loud all
possible actions. Think over
them several times.
Share your list of possible

actions with a responsible
adult. Make sure that this
Step 3: Share your list with person has not been associated
responsible adults. with known drug users.
His/Her decisions should be
credible.
Step 4: Carefully evaluate all possible actions. Carefully
evaluate all possible
actions. Ask yourself if the
actions will protect and
promote healthy results,
protect safety of self and of
other people, respect and
does not violate laws and
policies, follow guidelines of
home, school and
community. Lastly, ask if
the actions will show your
good image and persona.
Step 5. Choose which action is most responsible After questioning and
evaluating all actions, choose the
most responsible and suitable
action for the situation.
Step 6. Act responsibly and intelligent. Do the action responsibly

and intelligently.
Don’t stop evaluating the action.
Resistance Skills
Use the following steps to practice resistance skills in saying “NO” to
drugs.
Step 1: What is the problem?

Say what is wrong. Say “that is wrong,” or “drugs are bad,”
or “that is prohibited,” or “ Drugs are against the law and
school rules.”
Step 2: What could happen?
Ask the following:
a. Could anyone be harmed if I do it (including you)? How?
b. Could it get you into trouble? What trouble?
c. Would it make you feel
bad if you do it? Step 3: What
are the ways of saying NO?
Choose from any of the following:
a. Say No. “No, I’m not interested,” or simply say “No”
b. Change the topic. Say “I’m going to the park, you can
come with me.” or “Would you like to see a movie with
me?”
c. Tell the truth. Say “I hate drugs, it destroys dreams,” or
“Drugs make you become sad and unhappy,” or “I’m too
young to die.”
d. Joke about it. Say “My parents are good at smelling, I
won’t get past them,” or “Are you really ready to die?
I’m not!”
e. Give reasons. “I don’t do drugs, it’s bad for the health,” or “I
have a training today, I need clean air to get going,” or “Let’s
play basketball, beat me!”
f. Tell a story. Say “My friend died of drugs, he’s only 15 years
old. It was painful,” or “my classmate died from drugs. I
don’t want that to happen to me or to you!”
g. Walk away if you can’t change your friend’s mind.
Explore
Direction: List several alternative ways to prevent and control drug use and abuse.
Use pieces of paper to write down specific programs and activities which can prevent
and control drug use and abuse.
Deepen
Direction: Apply decision-making and resistance skills to the following situations.

Make a write-up script or Role-play (Optional if role play: take a video) these
situations.
Gauge
Direction: Fill in the blanks. Choose your answer below.
(1) is the best way for people like you to avoid the
use and abuse of drugs. People should understand
the different (2) ________ and risk factors. Protective factors
should be enhanced while (3) ____________
should be avoided and dropped for good. You should

learn
(4) skills and resistance skills to be able to

refuse temptations and offers from known (5) _____________ users.
II. Identify the following skills whether they are decision-making

skills or resistance skills. Write D = if it is Decision-making Skills
and R = if it is Resistance Skills
1. Walk away if you can’t change your friend’s mind.
2. Share your list with responsible adults.
3. Simply say NO
4. Act responsibly and intelligently.
5. Say what is wrong.
LU_Q2_MAPEH9_Module6 30
HEALTH:
JUMPSTART GAUGE
1. Resistance skills 1. PREVENTION 1. R
2. Resistance skills 2. PROTECTIVE FACTOR 2. D
3. Decision-making skills 3. RISK FACTOR 3. R
4. Resistance skills 4. DECISION-MAKING 4. D
5. Decision-making skills 5. DRUGS 5. R
P.E:
JUMPSTART
1. D 2. D 3. A 4. C 5. C
GAUGE
1. D 2. D 3. C 4. C 5. A
ARTS:
JUMPSTART
Renaissance Baroque
1. Realistic and Humanistic Art 1.Exaggerated motion
2. Real life figures 2.Exaggerated drama or tension
3. Symmetric and balance 3.Larger than life size
4. Artistic experimentation 4.Catholic dogma
5. Naturalistic portraits of human beings 5.Create spectacle and illusion
GAUGE
1. REBIRTH 1. BAROCCO
2. REBIRTH 2. REBIRTH
3. BAROCCO 3. BAROCCO
4. BAROCCO 4. BAROCCO
5. REBIRTH 5. BAROCCO
MUSIC:
JUMPSTART GAUGE
1. ALBERTI BASS 1. C 6. C
2. OPERA BUFFA 2. A 7. A
3. RONDO 3. B 8. A
4. SONATA 4. D 9. B
5. CANTATA 5. B 10. D
Answer Key
References
Music
A. Books
Books (Learners Material for Music and Arts)
Arts
A. Books
Hamlyn, Paul, (1961), Treasures of the World, Hamlyn Publishing Group Ltd., Hamlyn
House, the Center, Feltham, Middlesex London, New York, Sydney, Toronto,
arrangement with Golden Pleasures Books Ltd
Rene Huyghe, (1963), Art and Mankind, Larousse Encyclopedia of Byzantine
And Medieval Art, The Hamlyn Publishing Group Ltd., Hamlyn House, The Center,
Feltham, Middlesex
Music and Arts 9 Leaners Manual pg.
136 to 149 Central Office - Department
of Education
B. Other Sources
http://historyofrchitecture.blogspot.com/2010/12/prehistorian-
architecture.html http://media-cdn.tripadvisor.com/media/photo-
s/01/17/bf/d9/carnac.jpg
http://en.wikipedia.org/wiki/File:Pompejanischer_Maler_um_10_20_0
01.jpg http://www.colosseum.net/images/colosseum-entrance.jpg
http://4.bp.blogspot.com/-
_Dtc5CI79X0/TeWfaHDFuvI/AAAAAAAAABc/DsPQoXoYHQQ/s320/Hagia+Sophia+Exterior.jpg
http://en.wikipedia.org/wiki/Barberini_Ivory
http://media-cdn.tripadvisor.com/media/photo-
s/01/17/bf/d9/carnac.jpg http://www.timeforlearning.net/wp-
content/uploads/2013/07/Stonehenge2.jpg
P.E.
A. Books
Learner’s Material in Physical Education
Mary Grace J. Badiola, Mary Ann C. Vecino, Danilo S. Duyan, Althea Mae B. Bongcawil et.al,
2014 Physical Education, Philippines, DepEd
B. Other Sources
https://en.wikipedia.org/wiki/Cha cha cha dance
Health
A. Books
WHO. Preamble to the Constitution of the World Health Organization as adopted by the
International Health Conference, New York, 19-22 June 1946, and entered into force on 7
April 1948.
Physical Education and Health 9. Learner’s Material. Department of Education
B. Other Sources
https://kidadl.com/articles/best-recycling-quotes-for-the-whole-family
https://www.linkedin.com/pulse/energy-efficiency-all-change-paraschiv-p-eng-
pmp-leed-ap https://www.coursehero.com/file/74203235/The-Importance-of-
Community-Healthppt/
For inquiries or feedback, please write or call:
Department of Education – SDO La Union

Curriclum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

Mapeh: Quarter 2 - Module 6

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9

Development Team of the Module

Editor: SDO La Union, Learning Resource Quality Assurance Team

Printed in the Philippines by:

Department of Education – SDO La Union

Pre-tests are provided to measure your prior knowledge on lessons in each

Lesson Music of the Classical

Most Essential Learning Competency

In this module, you will be able to:

1. I T R E B L A S A S B – a special type of broken chord accompaniment where

2. A R E P O A F F U B - Comic opera from Italy made use of everyday characters

3. O N D O R - a musical form that alternates the main theme in its contrasting

4. A T A N O S - any instrumental composition that has several movements with

5. T A T A C A N – a choral composition with instrumental accompaniment,

Directions: Make a scrapbook of the famous composers, their outstanding

1. All At all Most of Some of the Hardly Never

2. Originality Excellent Good Satisfactory Fair Needs

3. Over all Excellent Good Satisfactory Fair Needs

Lesson Artworks of the

Lesson 5 – ARTWORKS OF THE RENAISSANCE AND BAROQUE PERIOD

• Compares the characteristics of artworks produced in the

• Creates artworks guided by techniques and styles of the

Direction: Classify the words listed on the box

Realistic and Larger than Create Naturalistic Catholic

2. Real life figures 2.Exaggerated drama or tension

3. Symmetric and balance 3.Larger than life size

4. Artistic experimentation 4.Catholic dogma

5. Naturalistic portraits of human beings 5.Create spectacle and illusion

Renaissance Period (1400-1600)

Renaissance was the period of economic progress. The period stirred

Renaissance painters depicted real-life figures and their sculptures were

As the classical Greeks believed in the harmonious development of the person

Baroque Period (1600-1800)

After the idealism of Renaissance, and the slightly forced nature of

Baroque was a period of artistic styles in exaggerated motion, drama, tension,

“Is that you?”

Direction: Create your own sculpture, either human, mythological, or animal

All 1-2 3-4 Most of the

Photos were Photos were

Artwork was Artwork was Artwork was Artwork was

Look or research for a painting, sculpture or architecture that resembles the

1. During this period sculpture, typically larger than

2. During this period Architecture during this period

3. During this period architecture was designed to

4. During this period painting illustrated key

5. During this period describes a fairly complex idiom

6. Artist in this period depicted real-life figures and

7. During this period was characterized by accurate

8. During this period was a period of artistic styles in

9. During this period Roman Catholic Church highly

10. This period was considered an era of great artistic

2. What dance of the peasants dance in Austria and Bavaria?

3. What form of waltz dance was very popular in France?

4. Which word came from the old word of Waltz?

5. As early as seventeenth century, where were waltzes can be played?

Basic Name of Step Step Pattern Counting

3 3 Step Turn R-Sw, R-C to L 1, 2, 3

Basic Name of Step Step Pattern Counting

3 3 Step Turn R-Sw, R-C to L 1, 2, 3

Box waltz 1, 2 (3X) 2,1 (3X)

3 step turn 1,2 (Raising L arm as 3 (Raising L arm while

Box waltz 1, 2 (3X) 2,1 (3X)

3 step turn 1,2 (Raising L arm as 3 (Raising L arm while