MONREAL NATIONAL HIGH SCHOOL

Monreal, Masbate

LEARNING ACTIVITY SHEET

MAPEH
Quarter 3
 MONREAL NATIONAL HIGH SCHOOL
Monreal, Masbate

LEARNING ACTIVITY SHEET

MUSIC 9
Quarter 3 – Week 2
Performing and Evaluating Music from Romantic
Period
I. What I Need to Know?

Learning Competencies
At the end of this Guided Learning Activity Sheet, you are expected to:
• Improvises appropriate accompaniment to selected music from
Romantic Period (week 4-5 MU9CL-lle-9)
• Perform selected music from Romantic period, (week 6-7 MU9CL-llb-
h-7)
• Evaluates music and music performance using guided rubrics (week
8)

II. What I know?

Direction: Identify the composers of Romantic Period from each column.

1 2 3 4 5
Johann Ludwig Van Franz Liszt Richard Arnold
Sebastian Beethoven Wagner Schoenberg
Bach
Franz Robert Igor Cammille Claude
Schubert Schurmann Stravinsky Saint-Seans Debussy
Wolfgang Ryan Ramon Edward Frederic
Amadeus Cayabyab Santos Grieg Chopin
Mozart

III. What is in?

A. Identification: Identify what is being ask.

1. He was known as the virtuoso pianist and composer and the busiest
musician during the romantic era.
2. is a piece composed for the development of a specific point of
technique?
3. He started playing mandolin at the age of 5.
4. The compositions in this period are more passionate and expressive.
5. He developed a problem with his hands, effectively ending his dreams
as a pianist.

IV. What is New?

Ask most people what they consider a romantic song, and if they
familiar with the song “All of Me” by John Legend or most anything about
Marvin Gay. But, as you know, the Capital “R” in Romantic music is
works composed in Romantic style, which arose during the Romantic
period.
 At its core, composer of Romantic Era saw music as a means of
individuality and expressing of emotion. Indeed, they considered music
the art form most capable of expressing the full range of human emotion;
as a result, romantic composers broadened the scope of emotional
content. The music was expected to communicate to the audience, often
by using a narrative form that fold distinct stories.
Changes to orchestra during the romantic period is a critical mean to
expanding the expressiveness of the music- primarily through tonal color,
broader dynamic and richer harmonies was by increasing the number of
instruments required to perform the composition.

Example:

This requires to choirs and 120 musicians including over 70 string

musicians and orchestra from classical era typically had around 30
musicians, the orchestra continued to grow and evolve throughout the
Romantic period. Setting into the orchestra we know today. As alluded
to above, the wind and brass section grew through the addition of a
variety of instruments, such as the Piccolo and contrabassoon, both of
which greatly expanded the tonal rage of music, the percussion section
also saw numerous instruments added from the bass drums to get the
triangle.
The string section also expanded. It remained comprised of the
same four instruments: Violin, viola, cello and double bass. However,
the number of each string instrument increased. Enlarging the number
of strings allowed for the creation of more subsets within the string
section. Romantic composers would use different configurations of
small groups of strings to deepen the texture and contrast within a
work.
Another orchestral innovation of the period was intermittent use of
non-traditional instrument.
 Example: Tchaikovsky’s 1812” Overtune Cannons”

An expanded orchestra was needed to perform the longer, more

dramatic symphonies from the Romantic Era. While the symphony
exploded to new intensity during this time, the period is also notable
from composers creating a variety of types of “miniature” works.

Symphonie Fantastique

Extremely sensitive and imaginative musician tries to kill himself

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

Movement Title Tempo Form

1st Movement Reveries/ Largo slow introduction)
Passion allegro agitato (has both a
tempo indication) e
appassionato assai (agitated
and very impassioned
allegro)
2nd Movement A Ball Allegro non Troppo ABA form
The second movement is a
waltz
3rd Movement Scene in the Adagio waltz (slow tempo) ABA Coda Form
country
4th Movement March to the Allegretto (fasten than Composed of two
Scaffold andante but not so fast) different themes
non troppo
5th Movement Dream of a Larghetto allegro (slowly Most Fantastic of
witches with great expression) the movement
Sabbath
2nd Movement A Ball Allegro non Troppo ABA form
The second movement is a
waltz

V. What’s More?
Activity 1.
learner will write their favorite songs and draw the words to describe
the atmosphere and emotion, write your answer in a piece of paper.

VI. What Have I Learned?

Direction: complete the following unfinished sentence

1. My understanding about the music of the Roman Period is that…

2. I realized that most of music from the Romantic Period are…
3. The reason why I appreciate instrumental music from the Romantic
period is because…
4. I love listening to the Romantic music composition because…

VII. Assessment
Direction: Complete the table below and give the needed information.
Movement Title Tempo Form
1st Movement Largo slow
introduction) allegro
agitato e
appasionado assai
(agitated and very
impassioned allegro)
2nd Movement A Ball
3rd Movement ABA Coda Form
4th Movement March to the
Scaffold
5th Movement Most Fantastic
of the movement
References:
https://www.youtube.com/watch?v=npg11G8ZkAY
Connollymusic.com
https://www.youtube.com/watch?v=0F5k70xwGSk
https://www.youtube.com/watch?v=nxf3xtH31jA
http://www.classicfm.com
www.slideshare.com
Music and Arts learners Material. First Edition 2014
 MONREAL NATIONAL HIGH SCHOOL
Monreal, Masbate

LEARNING ACTIVITY SHEET

ARTS 9
Quarter 3 – Week 2
Performing and Evaluating Music from Romantic
Period
I. Introductory Concept
In the middle of the 18th century, Neoclassicism was born out of rejection of
the Rococo and late Baroque styles. Romanticism began in the same era, but its
approach had to do with the modern or new rather than the traditional.
Romanticism is highly contrasted with Neoclassicism. It seeks modernism and
expresses emotion through art.
The influence of Neoclassical and Romantic artworks today was highly visible
through the style of paintings, sculptures and other artworks opted by the well-
known artists internationally and by some of our National artist. Some of the
existing architectural structures convey the traits and characteristics of such
periods.
The word neoclassic came from the Greek word neos meaning new and the
latin word classicus which is similar in meaning to the English phrase first class.
The Western movement in decorative and visual art was called Neoclassicisms. It
also applies to literature, theater, music, and architecture that were influenced
by the classical art and culture of Ancient Greece and Ancient Rome. The
Neoclassical movement coincided with the 18th century Age of Reason also known
as the Age of Enlightenment. The art style in this period was brought about by
the renewed interest in Greek and Roman classics.
Neoclassical art pieces such as paintings, sculpture and architecture generally
portrayed Roman history which elevated the Roman heroes. The Characteristics
of art during Neoclassical period were formal in composition, the use of diagonals
to show the peak of an emotion or movement, local colors, overall lighting, classic
geo-structure, and it shows portrayal of Roman history.
Romanticism was a movement in which the artist of Neoclassical period sought
to break new ground in the expression of emotion, both subtle and stormy, It
embraced a number of distinctive themes such as longing for history,
supernatural elements, social injustices, and nature.
Landscape painting also became more popular due to the people’s romantic
adoration of nature. Landscape painting depicts the physical world that
surrounds us and includes features such as mountains, valleys, vegetation, and
bodies of water. The sky is another important element shaping the mood of
landscape paintings. Landscape art ranges from highly detailed and realistic to
impressionistic, romantic, and idealized. Romanticism was a reaction to the
classical, contemplative nature of neoclassical pieces. The paintings of Romantic
period gave more emphasis on emotions. Artists expressed as much feeling and
passion as it could be on a canvas. The characteristics of art during Romantic
period were shows the height of action, emotional extremes, celebrated nature as
out of control, dramatic compositions, heighted sensation (life and death
moments).
II. Learning Skills from the MELCs
Learning Competencies:

➢ Identifies distinct characteristics of arts during the Neoclassic and Romantic

periods. A9EL-IIIa2

III. Activities
Activity 1- Word Web

Write words that you can associate with Neoclassical and Romantic Arts. Choose
your answers from the words on the box.

NEOCLASSICAL ROMANTIC

Local colors overall lighting classic geo structure

Formal composition dramatic composition the use of diagonal

Heightened sensation emotional extremes Shows the height of action

Celebrated nature as out of control shows portrayal of Roman history

Activity 2: Identification

Identify which historical period each artwork belongs to and identify their
characteristics from the choices given below. Write R if the painting is from Romantic
Period and write N if the paintings is from Neoclassical Period.

A. Equestrian portrait
B. Use of diagonals
C. Repetition of colors
D. Shows the horrors of war
E. Dramatic composition
F. Shows long muscular arms in death
G. Shows mental states on the human face
H. Shows the extreme of emotion
I. Three brothers expressing their loyalty and solidarity with Rome

1.______________________________________ 2._______________________________________

Napoleon Crossing the Alps The Apotheosis of Homer

(J. David) (J. Ingres)
Image from the Musee national du chateau de Malmaison Image from louvre museum
https://bit.ly/3dcDVvk https://bit.ly/3aZ8I
3._____________________________________ 4._______________________________________

Charging Chasseur Liberty Leading The People

(T. Gericault) (E. Delacroix)
Image from Musee du Louvre Image from Louvre-Lens
https://bit.ly/3paBnjO https://bit.ly/3tXf7xh

5.______________________________________ 6._____________________________________

The Death of Marat

(J. David) Insane Woman
Image from Royal Museums of Fine Arts of Belgium (T. Gericault)
https://bit.ly/3dcDVvk Image from Museum of Fine Arts of Lyon
https://bit.ly/2ZcsJGT
 7._______________________________________ 8._________________________________________

The Third of May

(F. Goya) Oath of the Horatii
Image from Museo Del Prado (J. David)
https://bit.ly/3agp2Gv Image from Toledo Museum Word of Art
https:en.m.wikipedia.org/wiki/Oath_of_the_Horatii

IV. Rubrics

V. Answer Key
Activity 1

NEOCLASSICAL ROMANTIC
Formal compositions Shows the height of action
Shows portrayal of Roman
Emotional extremes
history
Celebrated nature as out of
The use of diagonals
control
Local colors Dramatic composition
Heighted sensation
Overall lighting
(life and death moments)
Classic geo-structure
 Activity 2
1. A/B
2. E
3. B/A
4. H
5. F
6. G
7. D
8. I

VI. Reference
A Journey through Western Music and Arts – grade 9 Learner’s Material,
Sunshine Interlinks Publishing House, Inc. Department of education. 2014.

Websites:
https:en.m.wikipedia.org/wiki/Oath_of_the_Horatii
https://bit.ly/3agp2Gv
https://bit.ly/2ZcsJGT
https://bit.ly/3dcDVvk
https://bit.ly/3tXf7xh
https://bit.ly/3paBnjO
 MONREAL NATIONAL HIGH SCHOOL
Monreal, Masbate

LEARNING ACTIVITY SHEET

P.E. 9
Quarter 3 – Week 2
Festival Dances
I. What I Need to Know
Fitness plays a very crucial role in our existence as human beings. It is a
sustaining base of our physicality that allows us to overcome challenges of
our daily living. It is with fitness that our eagerness to do things that we
can do physically arise, which eventually leads us in making our own lives,
including that of others, better and more productive. We tend to challenge
ourselves to go beyond what we are already capable of doing and strive
further to influence others with what we think is better. Coupled with our
desire to better ourselves is our urge to share it with our fellowmen.
This module introduces you to the value of festival dancing in the
enhancement of your fitness. You will be provided with activities in this
festival dancing which will in turn lead to a greater awareness of the right
foods to eat, proper ways to manage your weight and of course opportunities
to maximize the enhancement of your fitness through festival dancing. It is
expected thereafter that such practices will be used by you to influence the
lifestyle and fitness practices of your immediate community.

The module is divided into 3 lessons, namely:

• Lesson 1: Festival Dances
• Lesson 2: Religious Festival Dance/ Non-Religious Festival Dance
a. Basic Movements

After going through this module, you are expected to:

1. Undertakes physical activity and physical fitness assessment (PE9PF-IIIbh-
23
2. Executes the skills involved in the dance (PE0PF-IIb-h-4)
3. Involves oneself in community service through dance activities the
community (PE9PF-IIIg- h-41)

II. What I Know

Warm-Up (5 minutes)

Directions: This time you will be re-introduced to the basic warm-up

exercises that you have already learned during your PE class in Grade 7.
Try to recall and do them with your class so that before performing any
physical activity in the succeeding lessons, do the warm-up exercises first
to condition your body and prevent injuries from happening.

• Inhale/ Exhale
• March
• Jump
• kick
• Rotation (head, shoulders, arms, hips, thigh, feet)
• Inhale/ exhale
 After performing the given exercises, use the following rating
scale to assess your performance:
I - I can perform the exercises by myself.
O - I can perform the exercises with other’s help.
W - I will just wait for my next PE class.
So, which of the three reflects your performance a while ago?

Part II. HR Log

Directions: Below is an HR log, a template that allows you to self-

assess and report your heart rate before and after you perform a physical
activity, the time you spent, and your Rate of Perceived Exertion (RPE) of
the physical activities you do in a daily basis. Reflect on the physical
activities you did before going to school today or even in your PE class and
fill in the needed data in the given template. Do this in your activity
notebook.

Date time started time ended signature

Lesson 3
Basic Movements of Festival Dance
Locomotor Movements
These are movements that allow you to move from one point in space
to another. It is canned from two words, “locos” which means place and
“motor” which means movement. They include the following:

Preparatory movement:

Step - This is the basis of all locomotor movements. It prepares you to

move in any direction you wish to go. It is defined as transfer of weight
from one foot to the other. Try one! Stand with your weight equally
distributed to both of your feet. Now, let your right foot carry it all. You got
it! That is what you call a step.

Walk - Series of steps executed by both of your feet alternately in any

direction. In executing a walk, observe that there is this moment when
both feet are in contact with the ground while one foot supports the
weight and transfers it to the other.

Run - Series of walks executed quickly in any direction wherein only one-
foot stays on the ground while the other is off the ground.

Jump - This movement is simply described by having both feet lose its
contact with the ground. There five ways to do it:
Take off from one foot and land on the same;
Take off from one foot and land on the other;
Take off from one foot and land on both feet;
Take off from both feet and land on one foot;
and Take off from both feet and land on both.

Non-Locomotor movements
These are movements that are performed in one point in space without
transferring to another point. They do not allow you to move from one place
to the other. These movements include:

Flexion - It is the act of decreasing the angle of a joint. Another term

for flexion is to bend. If you bend a joint, like your elbow or knee, you
are performing flexion.

Extension - This is the opposite of flexion. You are extending if you

are increasing the angle of a joint. Stretching is another word for
extension.

Contraction - A muscle movement done when it shortens, narrows,

and tightens using enough energy in the execution.

Release - A muscle movement opposite to contraction done when it let

goes or let loses of being held into a shortening movement.
Collapse - To deliberately drop the exertion of energy into a body
segment.
Recover - The opposite of collapse. This is to regain the energy exerted
into a body segment.

Rotation - To rotate is to move a body segment allowing it to complete

a circle with its motion. It is not only limited to circumduction which is
done in ball and socket joints. Rotation can also be done in wrists, waist,
knees, and ankles.

Twist - To move a body segment from an axis halfway front or back or

quarter to the right or left as in the twisting of the neck allowing the head to
face right or left and the like.

Pivot - To change the position of the feet or any body part that carries
the body’s weight allowing the body to face in a less than 360 degrees
turn.

Turn - To move in a turning movement with a base of support, usually a

pointed foot, the other raised, while equilibrium is maintained until the
completion of the turn.
 Basic 4 Time Folk Dance STEP
Steps NAME OF STEP PATTERN/COUNT
ING (RHYTHM)
Close Step Step R sideward (1), Close
Step L to R
(2)
Bleking Step R. in place (1), Heel
Place L in front (2)
Touch Step Step R sideward (1), Point L
in Front of
R (2)
Walk Step R forward (1), Step L
forward (2)
Change Step Step R (1), Close Step L to
R (and), Step R in Place (2)
Cross Change Step Cross R over L (1), step
L sideward (and), step
R in place (2)
Hop Step Step R sideward (1), Hop R
in place (2)
Mincing Point L in place (and),
Step R in place (1), Point
L in place (and), Step R
in place (ct. 2)
Cross Step Step R across L (1), Step L
sideward L
(2)
Heel-toe, change step Heel place R sideward (1),
point L close to R (2),
change step with the R
(Maybe repeated with L)

III. What I Can Do

Activity 1: Just answer ME!

• What is Festival Dance?
• What is Religious Festival Dance
• What is Secular Festival Dance?
• What are the benefits of dancing for every individual?
• What is the PMHR of a 16-year-old student?

Activity 2: Match It Up!

In this activity, your prior knowledge about festival dances will be
assessed. The result of this activity can be used in designing the next parts
of your lesson.
You will need:
Pen
Activity Notebook
 B. Objectives:
Share knowledge about festival dances.

Directions: Below is a matching type of activity which assesses your prior

knowledge on the festival we have in the country and their place of origin. In
column A are the festivals and in B are the places of origin. In your activity
notebook, write the letter of the origin of the festival in each number.
A B
1. Bambanti Festival a. Bacolod City
2. Bangus Festival b. Baguio City
3. Ati-Atihan c. Zambales
4. Sinulog Festival d. Cebu City
5. Mango Festival (Dinamulag Festival e. Dagupan, City
6. Dinagyang Festival f. Davao City
7. Panagbenga Festival g. Iloilo City
8. Pattarradday Festival h. Isabela
9. Masskara Festival i. Kalibo, Aklan
_10. T’nalak Festival j. Santiago City, Isabela
k. South Cotabato
Fill up the correct information missing about Non-Religious Festival Dance

Name of Place of Industry Month

Festival Origin Celebrated
Bangus Dagupa Milkfish April to May
Festival n, Industry
Pangasi
nan
Bambanti Isabela 1. January
Festival
Mammangui City of Ilagan 2. _ May
Festival
Mango 3. Mango April
Festival Industry
Panagbenga 4. Flower February
Festival Industry
Ibon Ebon 5. Migratory February
Festival Birds Egg
Industry
Masskara Bacolod City Mask (Sugar October
Industry)
T’nalak Koron Colorful January
adal, Abaca
Cotab
ato
 Ammun Nueva Gathering of May
gan Vizcaya Tribal
Festival Industries
Binatbatan Vigan, Ilocos Weaving May
Festival Sur Industry

Activity 3: Just FILL me Up

Fill up the correct information missing about Religious Festival Dance
RELIGIOUS FESTIVALS

Name of Place of Religious Month

Festival Origin Figure of
Honoured Celebra
tion
Sinulog 1. Sto. Niňo January
Festival
Dinagy Iloilo City Sto. Niňo January
ang
Festiva
l
Ati-atihan 2. Sto. Niňo January
Festival
Peňafrancia Bicol Virgin Mary Septemb
er
Higantes 3. Saint Novembe
Festival Clement r
Longganisa 4. Saint Paul January
Festival
Kinabayo 5. James The July
Festival Great
Pintados de Pintados Sto. Niňo March
Passi City, Iloilo
Pattarradday Santiago Seňor San May
City Tiago
Sangyaw Tacloban Sto. Niňo July
Festival City
Activity 6: Proud Netizens!

• Write an essay about your famous Festival Dance on your community,

minimum of 5 sentences each essay, describe the history of your chosen
Festival Dance; it can be Religious or Secular Festival Dance.
•

IV. Assessment
Directions: Read the statements carefully. Choose the letter of the best
answer then write it on your answer sheet.

1. Origin of Sinulog Festival. a. Cebu City

2. Origin of Ati-Atihan Festival. b. Flowers
3. Industry promotes by Bambanti c. Kalibo, Aklan
 Festival.
4. Industry promotes by d. Weaving
Binatbatan Festival.
5. Industry promotes by e. walk
Panagbenga Festival.
6. Basis of all locomotor f. run
Movements.
7. Series of steps executed by both g. step
feet alternately.
8. Step pattern of close step. h. Step R (sw 1), Point L in front of
R (2)
9. Step pattern of bleking. i. step R in place (1), heel Place in L
in front (2)
10. Step pattern of touch step. j. step R (sw 1), point L in front of
R (2)
k. scarecrow

V. Answer Key

Activity 1
Answers may vary.

Activity 2 Assessment
1. H 1. A
2. E 2. C
3. I 3. D
4. D 4. K
5. C 5. B
6. G 6. G
7. B 7. E
8. J 8. H
9. A 9. I
10. K 10. J
 MONREAL NATIONAL HIGH SCHOOL
Monreal, Masbate

LEARNING ACTIVITY SHEET

HEALTH 9
Quarter 3 – Week 2
Festival Dances
I. INTRODUCTORY CONCEPT

There are three main types of bandages namely: triangular, ace and tubular.
Triangular bandage is made from cloth and can be used as cold compress, padding,
support for pressure, or support sling.
Ace bandage secures dressings in place.
Tubular bandage is used to support joints or hold dressings in place.
Small tubular bandage used for finger injuries.

Two phases of Bandaging

A. An open phase bandaging is used for wounds on top and back of the
head, chest, back, hand, and foot, and as arm sling.
B. A cravat phase bandaging is used for wounds that need extra support
like wound on the eye, forehead, ear, cheek, jaw shoulder, hip arm, leg,
elbow, knee, and palm and for a sprained ankle. The narrower the cravat
is, the greater pressure it will give.

Techniques in Bandaging:

1. Keep in mind the following:

a. Always use a square knot
b. Keep the cloth sterile to avoid infection
c. Always keep the ends.
2. Bandaging techniques depends upon the size and location of the wound,
your first aid skills, and materials at hand.
3. Bandage firmly over bleeding and securely over the broken bone, not so
tight so as not to cut off blood circulation.
4. When wrapping bandages around the body, such as knees, ankles, neck,
and small back, uses its natural hollows to slide the bandage gently into
place.
5. Since most injuries swell, check regularly to ensure that the bandage is
still comfortable and that it remains firmly secured.
6. Secure the bandage with a tape, clips, or a bow or square knot. Ensure
that the bandages, especially the knots, do not touch the skin.
 SIDE

END

Figure 1: Shows the parts Figure 2: Phases of

of a Triangular Bandage Bandaging

How to do a square knot

II. Learning Skills from the MELCs

Demonstrates appropriate bandaging techniques for unintentional

injuries. H9IS-IIIC.D-

III. Activities
Activity 1
Arrange the pictures according to appropriate bandaging
techniques. Get a partner to demonstrate the different techniques.
 _____a. _____b. _____c.

_____d. _____e. _____f.

Activity 2

Choose 1 type of injury in the box below. Get a partner from anyone in the
family. Demonstrate the proper way of putting a bandage for the chosen injury.
Prepare a video of the whole process or take pictures of every step.

Be guided by the rubric provided.

• Hip injury
• Knee injury
• Arm injury
• Ankle injury

IV. Rubric for Scoring

For your rating, you should follow the rubrics given by the teacher.

Criteria Points

Correct usage and neatness of 30 points

bandage to be used

Demonstrate appropriate 50 points

bandaging techniques for
common unintentional injuries.
Following the minimum health 20 points
 protocols
(hand washing or sanitizing, and
wearing face mask)
Total 100 ints

V. Answer Key

Activity 1. Activity 2.
1. D Answer may vary.
2. B
3. F
4. A
5. C

VI. References
Physical Education & Health 9- Learner’s Materials
Brooksidepress.org
Dreamsime.com
Amazon.in
Merriam - Webster
https://www.google.com/search?=puncture+on+a+bandages&tbm
https://www.google.com/search?=laceration+arm+on+a+bandages&tbm
https://www.google.com/search?=incision+arm +on+a+bandages&tbm
https://www.google.com/search?=abrasion+arm +on+a+bandages&tbm
https://www.google.com/search?=avulsion+head +on+a+bandages&tbm