Four Shepherds Divine Academy Inc.

MAPEH
Grade 4 Benevolence

WORKSHEETS
IN ARTS, PHYSICAL EDUCATION AND HEALTH
MUSIC
Notes andRest 5
Meter 10
Rhythmic Pattern 15
Time Signature andRhythmic Pattern 20
Intervals 29
Major Scales 33
Form 40
Timbre 47
Dynamics 57
Tempo 60
Texture 64

ARTS
LogoMaking 66
DigitalPainting 75
Printmaking(Silk-screenprinting) 83
Sculpture –Package/ProductDesign 92

PHYSICAL EDUCATION
Assessment of Physical Activities
AndPhysicalFitness 100
Games 108
CreativeDance 115
TraditionalDances 122

HEALTH
Changes duetoPuberty 132
Practices of ProperWasteManagement 135
Effect of Poor Sanitation in
Individual’shealth 138
GoodDecisionMaking 141

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MAPEH
Grade 4 Benevolence

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MAPEH
Grade 4 Benevolence

NOTES AND REST

INTRODUCTION

Study the pictures above, what do you see? When we hear a marching
band playing, a Zumba class dancing, we usually respond to the beats of the
music we heard. The sounds we heard give music its rhythm. Rhythm is the
regularflowofmusicintime.Itisexpressedthroughnotesandrestinamusical piece.
This lesson will provide a refresher on the different kinds of notes and
rest and their durations in music. You will be guided as to how they must be
observed in a musical composition.

Learning Competencies
Identifies the notes / rests used in a particular song.MU6RH-Ia-1

Objectives
Content Standards: demonstrates understanding of the concept of rhythm by
applying notes and rests, rhythmic patterns, and time
signatures

Performance Standards: Responds to beats in music heard with appropriate

conducting patternsof2 3 4 and 6
44 4 8

LET’S RECALL
Notes are symbols that represent sound.
Rest are symbols that represent silence.

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MAPEH
Grade 4 Benevolence

LET’S UNDERSTAND
Kinds of Notes and Their Time Value
Notes are musical Symbols that represent sound. In the table below,
study the different kinds of notes and their duration.

Name Symbol Time Value

whole note 4 beats

half note 2 beats

quarter note 1 beat

eighth note ½ beat

sixteenth note ¼ beat

Kinds of Rest and Their Time Value

Just like notes, there are also different kinds of rest each with a
corresponding time value. Whenever you see a rest symbol in a musical
composition, it signals you to pause or take a quick breath in music. Below are
the kinds of rest and their corresponding value.

Name Symbol Time Value

whole rest 4 beats of silence

half rest 2 beats of silence

quarter rest 1 beat of silence

eighth rest ½ beat of silence

sixteenth rest ¼ beat of silence

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Grade 4 Benevolence

The time value of a note can also change because of the use of dots.
A dot (.), when placed after a note or rest, increases the time value or
duration of the note or rest by half of its original value.

Example:

+
1 ½ beats
dotted quarter note 1 ½

+ 3 beats
dotted half note 2 1

+ 1 ½ beats of silence
dotted quarter rest 1 ½

+
3 beats of silence
2 1
dotted half rest

LET’S APPLY
Study the song “Magtanim ay Masaya” Identify the different kinds of
notesandrestusedinthecompositionandwritetheircorrespondingtimevalue.

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Grade 4 Benevolence

LET’S ANALYZE
Identify the name of the given notes and rest. Write your answer on the
space next to each number.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

LET’S EVALUATE
Illustrate the musical symbol for each item. Then, write the
corresponding time value in the next column.

Name Symbol Time Value

1. half note

2. quarter rest

3. eighth note

4. whole rest

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Grade 4 Benevolence

5. sixteenth note

6. whole note

7. half rest

8. dotted quarter note

9. dotted eighth rest

10. dotted sixteenth note

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MAPEH
Grade 4 Benevolence

METER

INTRODUCTION

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

walkinghaverhythm.Rhythmcanalsobefeltinthemovementsofanimals,the ticking
of a clock and movements of cars. Rhythm may be fast orslow.

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

counted by twos, threes, and fours. These are arranged in meters. In this
lesson, you will learn more about meter.

Learning Competencies
Differentiate 2 3 4 and 6 time signatures MU6RH-Ib-e-2
4 44 8

Objective
Content Standards: demonstrates understanding of the concept of rhythm by
applying notes and rests, rhythmic patterns, and time
signatures

Performance Standards: Responds to beats in music heard with appropriate

conductingpatternsof 2 3 4 and 6
4 4 4 8

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Grade 4 Benevolence

LET’S RECALL
Illustrate the following.

whole note
quarter note
eighth rest
half note
half rest
sixteenth note
eighth note
whole rest
quarter rest
dotted quarter rest

LET’S UNDERSTAND
Rhythm in music can be divided into groups which is called meters.
The word meter comes from the Greek word metron, which means “measure”
If the notes are group by twos, threes or fours, each grouping of the notes is
called a measure.
YoulearnedinyourpreviousgradethatTimesignatureiswrittenatthe
beginning of the measure to indicate the grouping of notes. A Time Signature
looks like a fraction – having two numbers with one on top of the other but
withoutthefractionlineorslashseparatingthetwonumbers.Seetheillustration that
follows.
Time Signature

This number tells how many beats are in each

measure.
(In this case there are two beats per measure)

This number tells what kind of note receives

one beat.
(In this case, a quarter note gets one beat)

Meterinmusiccanbedividedbytwos,whichiscalledtheduplemeter, by
threes known as triple meter and by fours, which is called a quadruple
meter. An accent ( > ) is placed on top of a note to signify a strongbeat.
Study the following beat patterns. Clap the patterns and give the
accented beat a strong beat by clapping them loudly.

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Grade 4 Benevolence

Duple Meter

> > >

1 2 1 2 1 2

Triple Meter

> > >

1 2 3 1 2 3 1 2 3

Quadruple Meter

> > >

1 2 3 4 1 2 3 4 1 2 3 4

LET’S APPLY
Listen to your teacher sing the song, “Magtanim ay di biro.” Listen to the beat patterns of the song as your
teacher claps them. Watch how your teacher performs the beat patterns and give emphasis to the strong
beat.

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Grade 4 Benevolence

LET’S ANALYZE

Listen as your teacher claps the rhythmic pattern. Identify the meter of each
rhythmic pattern. Write your answer on the line.

1.

_
2.

_ _
3.

_
4.

_
5.

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Grade 4 Benevolence

LET’S EVALUATE

Listenattentivelyasyourteacherplaysthefollowingsongs.Trytofeelthebeat
andidentifythemeterofeachsong.WriteDMonthelineforduplemeter,TMfortriple meter
and QM for quadruple meter.
_1. “LupangHinirang”
_2. “ParuparongBukid”
_3. “HappyBirthday”
_4. “Twinkle TwinkleLittlestar”
_5. “ManangBiday”

LET’S CREATE

Create your own rhythmic pattern given the following meter.

1. DupleMeter

2. TripleMeter

3. QuadrupleMeter

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Grade 4 Benevolence

RHYTHMIC PATTERN

INTRODUCTION

Creatingsomethingnewisafulfillingexperience.Itcangiveyouasense of
achievement. Especially if what you created is useful to other people or
makes themhappy.
Inthislessonyouwilllearnhowtocreaterhythmicpatternsandusethem in
making your own simple song. You will use your knowledge of the kinds of
notes and rest as you create the rhythmicpatterns.

Learning Competencies
Creates rhythmic patternsin2 3 4 and 6 timesignatures.
44 4 8
MU6RH-Ig-h-5

Objective
Content Standards: Demonstrates understanding of the concept of
rhythm by applying notes and rests, rhythmic
patterns, and time signatures

Performance Standards: Responds to beats in music heard with

Appropriate conducting patternsof
2 3 4 and 6
4 4 4 8

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MAPEH
Grade 4 Benevolence

LET’S RECALL
Determine the meter of the following beat patterns.

1. 2. _

3. _ 4. _

LET’S UNDERSTAND
A rhythmic pattern is the combination of notes and rest with long and short
durations or different time values. These combinations of notes and rest are formed
into measures which are divided by bar lines.
A bar line is a line that divides a group of notes into measures.

bar line
Look at each of rhythmic pattern below. See how the patterns are formed.
Count the notes by clapping. Follow the numbers.

1 2 and 1 2

1 2 3 1 2 ‿3

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Grade 4 Benevolence

LET’S APPLY
Listen to your teacher sing the song “Atin Cu PungSingsing.” Then listen
again to him or her as he or she claps and counts the rhythmic patterns.

LET’S ANALYZE

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Grade 4 Benevolence

LET’S EVALUATE
Complete the following rhythmic patterns. Make sure to follow the correct
number of beats per measure.

LET’S CREATE
Create your own rhythmic pattern using the different kinds of notes andrest
in 2 3 4 and 6 timesignatures.
4 4 4 8

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MAPEH
Grade 4 Benevolence

TIME SIGNATURE AND RHYTHMIC PATTERN

INTRODUCTION

Haveyouwatchedachoir ororchestrabeingledbyaconductor?Whatdoyou think is

the importance of a conductor when a choir or orchestra performs? What do the
conductors movement or gesturesmean?
Yourhandsareimportanttoolsforcommunicating.Throughhandgesture,you can
convey ideas or feelings even withoutspeaking.
In music, you can use your hands to signify the time signature of a musical piece.
These hand movements are called, conducting patterns.
In this lesson, you will learn more about time signature and conducting pattern.

Learning Competencies
Demonstrates the conductinggesturesof 2 3 4 and 6time
signatures 4 4 4 8
MU6RH-Ib-e-3

Identifies through conducting the relationship of the first and last

measure in an incomplete measure
MU6RH-If-4

Objective
Content Standards: Demonstrates understanding of the concept of rhythm by
applying notes and rests, rhythmic patterns, and time
signatures

Performance Standards: Responds to beats in music heard with appropriate

conductingpatternsof 2 3 4 and 6
4 4 4 8
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Grade 4 Benevolence

LET’S RECALL
Use a bar line to divide the rhythmic patterns according to their given time
signatures.

1. 2
4

2. 3
4

3. 4
4

4. 3
4

5. 2
4

LET’S UNDERSTAND
As you have learned, Time Signature is a fraction-like number written at the
beginning of a staff. The upper number tells the number of beats in each measure.
The lower number tells the kind of note that receives one beat.

SIMPLE TIME SIGNATURES

1. TimeSignature

The time signature means that there are two beats in every measure. The
lower number (4) tells that the note that receives one beat is a quarternote.

Study the pattern below.

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Grade 4 Benevolence

Study the pictures and learn how toconductthe time signature. Watch your
teacher as he or she shows you how toconductthe timesignature.

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Grade 4 Benevolence

2. TimeSignature

The time signature means that there are three beats in every measure. The
lower number (4) tells that the note that receives one beat is a quarternote.

Study the pattern below.

Study the pictures and learn how to conduct the time signature. Watchyour
teacher as he or she shows you how to conduct the timesignature.

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Grade 4 Benevolence

2. TimeSignature

The time signature means that there are four beats in every measure. The
lower number (4) tells that the note that receives one beat is a quarternote.

Study the pattern below.

Study the pictures and learn how to conduct the time signature. Watch your
teacher as he or she shows you how to conduct the timesignature.

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Grade 4 Benevolence

COMPOUND TIME SIGNATURE

1. TimeSignature

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

theuppernumberisgreaterthanthreeandcanbedividedbythree.Thelowernumber
indicates the note value for the subdivision of the beat. Since 8 is the lower number,
the eighth note gets one beat.

Study the pattern below.

Study the pictures and learn how to conduct the time signature. Watch
your teacher as he or she shows you how to conduct the timesignature.

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Grade 4 Benevolence

LET’S APPLY
Identify the time signature by writing 2, 3 ,4, or 6.
44 4 8

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MAPEH
Grade 4 Benevolence

LET’S EVALUATE
Listen attentively as your teacher plays each song. Identify the time signature

bywriting 2, 3, 4,or 6 in thebox.

4 4 4 8

1. “Carinosa” 4. “Mary had alittle

Lamb”

2. “Lubi–Lubi” 5. “Atin Cu
PungSingsing”

3. “LeronLeronSinta”

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Grade 4 Benevolence

LET’S CREATE

Draw and label the conducting pattern of the given time signature in the box.
Create a two-measure rhythmic pattern for each time signature on the staff.

1.

2.

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Grade 4 Benevolence

INTERVALS

INTRODUCTION

Melodyisaseriesoftonesarrangedinahorizontalposition.Thesetones are

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

most expressive and meaningful. Melody has pitch, form and direction. It may

go up, down or it may be repeated. It may move fast or slow. In the previous

lesson, you were introduced to the different kinds of notes and rest in

theirdurations.Now,youwilllearnmoreabouthowtheyarewrittenonthestaff and

how you will be able to read and singthem.

In this lesson, you will learn more about the different intervals of notes

in Music.

Learning Competencies
Identifies the notes of the intervals in the C major scale

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

major scales and in the minor scales

Performance Standards: applies learned concepts of melody and other

elements to composition and performance

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Grade 4 Benevolence

LET’S UNDERSTAND
The notes on the staff are written with specific distances or intervals. The
distancebetweentwonotesiscalledaninterval.Thedifferentintervalsareseteither
bystepsorbyskips.Thesmallestintervalusedinmusicisthehalfstep.Thefollowing are
other intervals in music that can help you identify easily the distances of notes on
thescale.
1. Prime or unison - Two notes are written on the same line or spaceand
have a same pitch.

2. Second interval – there are two steps between twonotes

3. Third interval – there are three steps between twonotes

4. Fourth interval – there are four steps between twonotes

5. Fifth interval – there are five steps between twonotes

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1. Sixth interval – there are six steps between twonotes

2. Seventh interval – there are seven steps between twonotes
3. Octave – there are eight steps between twonotes

To determine the interval between two notes, count every line and space
starting from the note itself going to the next note. Look at how they are counted.

LET’SAPPLY
Listen to your teacher sing the song “Liza Jane” Identify the intervals of
notes in thepiece.

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Grade 4 Benevolence

LET’S ANALAYZE
Supply the missing note based on the given interval.

LET’S EVALUATE
Listencarefullytothesoundofthetwogivennotesineachmeasureasplayed by your
teacher on the piano or keyboard. Tell whether the interval is prime, second, third,
fourth, fifth sixth seventh or octave. Write your answer on theline.

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Grade 4 Benevolence

MAJOR SCALES

INTRODUCTION

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

person is able to write or create beautiful music?
Composers make music by combining notes in a scale. A scale is a
series of tones arranged from lowest to highest or from highest to lowest. Do
youknowthattheCmajoristhestandardkeyusedinmusicfromwhichallthe major
keys are derived theirpitch?
In this lesson, you will particularly study about the major scales.

Objective
Content Standards: demonstrates the concept of melody by using
intervals in major scales and in the minor scales

Performance Standards: applies learned concepts of melody and other

elements to composition and performance

Learning Competencies
Demonstrates the ability to sing, read, and write simple musical
notations in the: Key of G Major, Key of G Major and Key of F Major
MU6ME-IIa-1

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

F Major keys MU6ME-IIa-2

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

G Major, and F Major MU6ME-IIa-3

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

scalesMU6ME-IIa-4

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

keys MU6ME-IIa-5

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Grade 4 Benevolence

LET’S RECALL
Tell whether the interval is prime, second, third, fourth, fifth, sixth, seventh or
octave. Write your answer on the line.

LET’S UNDERSTAND
A series of notes arranged in ascending and descending manner is called a
scale.Thisiswheresimpleorcomplicatedmelodiesareformed.Lookattheexample below.

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Grade 4 Benevolence

C MAJOR SCALE
Learn how to build the scale of C Major following the correct pattern of Whole
Step(WS)andHalfStep(HS).TheCMajorscalefollowsaspecific intervalpatternof WS-
WS-HS-WS-WS-WS-HS.

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

G MAJOR SCALE
The G major has one sharp (#) which is written on the fifth line with the pattern
WS-WS-HS-WS-WS-WS-HS.Rememberthatsharp(#)raisesanotebyhalfstepand
flat(b)lowersanotebehalfstep.NoticehowaGMajorscaleusesasharp(#)inorder to
maintain a correct interval pattern of a majorscale.

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

F MAJOR SCALE
The F Major is a key signature that has one flat (b) written on the third line of
the staff. The home tone do is located in the first space of the staff which is called
the F space. Look at how the scale of F Major is built on the staff.

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Grade 4 Benevolence

LET’S APPLY
Listen to your teacher as he or she plays the song “Pamulinawen” Note that
in a C Major scale, all notes are played on the white keys of the keyboard or piano
and no sharps and flats used to construct it.

Sing the song “Ode to Joy.” Note that in a F Major scale, the third line has a flat
(b) sign. This indicates that the note B is lowered by a half step all throughout the
piece.

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Grade 4 Benevolence

LET’S EVALUATE
1. Complete the C Major Scale on the staff. Label each note by writing the
syllable name and its corresponding pitch name. Write your answer on the
line.

C E A C
re fa la

2. Using do, construct the scale of G major on the staff and be sure toplace
the sharp(#) on its correctposition.

G _

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

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Grade 4 Benevolence

LET’S CREATE
Construct the following scales.

1. CMajor

2. GMajor

3. FMajor

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MAPEH
Grade 4 Benevolence

FORM
INTRODUCTION

Musical forms in music may vary according to the melody of the song.
You can recognize the musical form by just listening to the melodic phrases of
the composition. In the previous grade, you learned how to identify similar,
repeated, and contrasting melodic lines in a song. Your knowledge in
recognizing thee melodic lines will help you learn how to distinguish easily the
form of a song.
In this lesson, you will know more about the different kinds of musical
forms.

Objective
Content Standards: Demonstrates understanding of the concept of musical
forms and musical symbols (repeat marks) indicated

Performance Standards: performs accurately the design or structure of a

given musical piece

Learning Competencies
Identifiessimplemusicalformsasunitary(A),binary(AB),ternary(ABA)
(ABC) or rondo (ABACA).MU6FO-IIIab-1

Analyzes the musical forms of the following songs: MU6FO-IIIab-2

Leron,Leron,Sinta; Ili-
Sitsiritsit iliTulogAnayParu
Silent Night parongBukidAng
Happy Birthday Bayan
Joy to the World KoPamulinawen
Bahay Kubo Tinikling
LupangHinirang

Uses the different repeat marks that are related to form: Da Capo
(D.C.), Dal Segno (D.S.), Al Fine (up to the end) , D.C. al Fine (repeat
from the beginning until the word Fine) MU6FO-IIIc-3

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Grade 4 Benevolence

LET’S UNDERTAND
Musical form is the organization, structure, or design of a musical piece. It is
one of the tools used by composers to help them organize or arrange their
compositions. A. Musical form is divided into different sections called stanzas, which
varyintunesaStanzathatisconstantlyrepeatedinasongiscalledchorusorrefrain.

The following are the three basic kinds of form that we commonly heard or
used in music.
1. Unitary or Strophic Form or (A)Form
The unitary or strophic form of music keeps the same melody,
rhythm, and harmony for all the stanzas. Only the words change. This form
is sometimes called, “A” or “AAA” which is observed in carols, hymns, and
folk songs.
Sitsiritsit is an example of a song with unitary form of music. Observe
the melody of each stanzas as you sing the song.

Sitsiritsit
Sitsiritsit,
alibangbangSalaginto’t,
salagubangAngbabaesal
ansangan
Kung gumiri’yparangtandang.

Santo Nino
saPandacanPutosekosa
Tindahan
Kung
ayawmongmagpautangUubusi
nkanglanggam.

Mama, mama,
namamangkaPasakayinyari
ngbataPagdatigsaMaynilaIp
agpalitngmanika.

Ale, ale,
namamayongPasukubiny
aringsanggolPagdatingsa
MalabonIpagpalitngbagoo
ng.

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Grade 4 Benevolence

2. Binary or (AB)Form

The binary or AB form refers to a composition made up of two

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

“ParuparongBukid”isanexampleofapiecewiththebinaryorABform.
Listentoyourteachersingthesong.ThenidentifypartsAandBinthesong.

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Grade 4 Benevolence

3. Ternary or (ABA)Form
The ternary or ABA form consist of three sections. The initial A
sectionrepresentsthemainthemeorthemainidea.Itisusuallythefirststanza of the
song. The B section represents the contrasting idea. It is usually the second
stanza with a different melody from the first stanza or the rest of the stanzas in
a song. The final A section restates or repeats the main theme. This musical
structures is common in Westernmusic.

“Musette”isanexampleofternaryorABAForm.Listenasyourteacher sings
the song, Identify the main theme or the A part, the contrasting theme or B
part and the final A part of thesong.

4. Rondo or (ABACA)Form
Rondo or ABACA is made up five or more musical parts with some
repetitions.

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Grade 4 Benevolence

REPEATED SECTIONS
In analyzing the form of a musical composition, you will notice symbols that
instruct you to repeat, go back, or end to a specific measure.
Here are the markings that indicate repeats on different sections from different
places.

Marking Meaning

Segno It means sign

Coda Coda sign

It means to go back at the beginning
D.C. al fine (da capo) fine (end)
and end in fine
It means to go back to the beginning
D.C. al Coda
then go to Coda
It means to go back at the sign then
D.S. al fine (dal segno)
end at fine

LET’S ANALAYZE
Identifythemusicalformofeachsong.WriteAifthesectionofthesong
isthemainidea,BifitisthecontrastingideaorCifitistherepeatedmainidea. Write
your answer on theline.
Bahay Kubo
_1. Bahaykubokahitmunti
Anghalamandoon ay sari-sari
Singkamas at talongsigarilyas at
maniSitawbatawpatani

_2. KundolPatola, upo’tkalabasa

At sakamayroonpa, labanos,
mustasaSibuyas, kamatis, bawang, at
luya
Sapaligid-ligid ay punonglinga

Twinkle Twinkle Little Star

_3. Twinkle, twinkle, littlestar

How I wonder what you are

_4. Up above the world sohigh,

Like a diamond in the sky

_5. Twinkle, twinkle littlestar

How I wonder what you are
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Grade 4 Benevolence

LET’S EVALUATE
I. Match column A with column B. Write the letteronly.
A B
1. A form also known asAB form a.fine
2. itmeansend b.ternary
3. It means to repeat fromthebeginning c.binary
4. A form also known asABAform d. dacapo
5. Itmeans sign e. segno

II. Answer each question briefly. Write your answer on thelines.

1. Among the four types of musical piece, which form is the easiest tolearn?
Why?
_
_

2. When do you say that a form is ternary? Explain youranswer.

_
_

3. How can you easily recognize the form of a song? What do youdo?
_
_

4. How do you know that a song is in unitaryform?

_
_

5. Why do composers need to design or arrange their compositions? Whatis

the
significance of musical form in a musical piece?
_
_

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Grade 4 Benevolence

TIMBRE

INTRODUCTION

Look at the photos above. Imagine that you can hear the sound that each
instrument is making. Can you identify the instruments used? How were you able to
identify it? The quality of sound that distinguishes one instrument from one another is
calledtimbreortonecolor.Whenyoulistentoacertainsong,whatyoutendtohear first are
the voices and the instruments. You are then able to describe how rich or rough a
voice is. Or how bright or thick the sound of an instrumentis.
Inthislesson,youwillbeintroducedtothedifferentorchestralinstruments,how they
produce sound and to which family they belongto.

Objective
Content Standards: Demonstrates understanding of the concept of timbre
through recognizing musical instruments aurally and
visually

Performance Standards: Aurally determines the sound of a single instrument

in any section of the orchestra

Learning Competencies
Identifies visually and aurally the instrumental sections of the Western
orchestra MU6TB-IIId-1
Distinguishes aurally the sound of each section of the Western
orchestra MU6TB-IIIde-2
Identifies the characteristics of each instrument in each section of the
orchestra MU6TB-IIId-3
Describes the distinct sound quality of the different instruments of the
orchestra MU6TB-IIIde-4

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LET’S RECALL

Match column A with column B. Write the letter only.

A B
1. A form also known asA form a. D.C. alfine

2. A form also known asABACAform b.rondo

3. It means to repeat fromthebeginning c. binary

and end infine

4. A form also known asABAform d.segno

5. Itmeanssign e. Unitaryor
strophic from

LET’S UNDERSTAND

Sound quality or timbre describes those characteristics of sound which allow

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

Classification of Human Voice

Range Male Female

High Tenor Soprano
Middle Baritone Mezzo Soprano
Low Bass Alto

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The Orchestra

The orchestra is a large group of musicians playing different musical

instruments together. These instruments vary in sizes and sound quality. The
usual size of an orchestra ranges from 60 to 90 players.

The conductor is the main coordinator in an orchestra. He stands in

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

There are four families of instruments that are played in an orchestra.

They are the following.:

1. The String Family

Stringed instruments are played by pulling a bow across
the strings and sometimes by plucking the strings. They usually
carry the melodic line of the composition. In an orchestra, the
playersofthestringfamilyareseatedinfront.Thestringfamilyis
composed of the violin, viola, cello and the doublebass

1.1 Violin – is the smallest member of the orchestral

stringsandplaysthehighnotes.Ithas4stringstunedtoGDA
E.Ithasalyricsingingqualityandproducesbrilliantanddramatic
tones.

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1.2 Viola – is slightly larger than the violin and is held in

the sam way as the violin. It has four strings tuned to C G D A.
The viola is the tenor of the string family. Its tone is warm and
dark.

1.3 Cello – The cello is gripped between the knees of the

player and it has a spike to support the instrument. It has four
strings tuned to C G D A. but the strings are thicker and longer
than that of the viola. The cello plays lowernotes.

1.4 Double Bass – is the biggest member of the string

family. It has four strings tuned to E A D G and usually playsthe
bass part or an octave lower than thecello.

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2. The Woodwind Family

Thewoodwindinstrumentsaretubesgenerallymadeofwood.Theinstruments are
played by blowing air into the mouthpiece. Different tunes are produced by using the
fingers to cover its holes that produces different tunes. The players of the woodwind
instruments are seated at the center of the orchestra. Instruments in the woodwind
family are the piccolo, flute, clarinet, oboe, andbassoon.

2.1 Piccolo – the piccolo is a baby flute It looks like a flute but it is
halfthesizeandplaysanoctavehigher.Thepiccoloplays the
highest note in the orchestra and makes a very shrill
sound.

2.2. Flute – the flute is a tube about 26 ½ inches long. The mouth
hole is cut in the side of the flute near the end. The end is
sealedwithastopperwhiletheotherendisopen.Theflute
hasatonewhichvariesfromalowvelvetytonetoahigher bird-
likesound.

2.3 Clarinet – The clarinet has a single reed. Its size is about 26
inches long. It is a very expressive instrument as it can be
played very quietly or gradually louder and softer. It is
lower in pitch and thicker in sound than theoboe.

2.4 Oboe – The oboe is a double reed instrument about 25 inches

long. The double reed is a narrow strip of cane that is
scraped very thinly. The sound of the oboe is naturally
reedy. It has a plaintive quality and is very good at
melancholic tunes.

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2.5 Bassoon – the bassoon is also a double reed instrument with a

conical tube. It is over eight feet long but it is doubled up
in itself to make the instrument manageable. It is thebass
of the woodwind family but it has a wide tenor register
too. The lower register is dry, while the upper register is
often used for expressivesolos.

3. The BrassFamily
Brass instruments are made up of metal or brass and sometimes from silver
alloys. It makes use of a slide, or three or four valves to get the different notes. It
produces sound by “buzzing” the lips against the mouthpiece. The sound is then
amplified and refined by the time it comes out of the bell at the end of its body. The
brass family is composed of the trumpet, trombone, French horn and tuba.

3.1 Trumpet – plays the highest pitch in the brass section. It is four
and a half feet long. The player uses a cup-shaped
mouthpiece and valves pressed by fingers. The trumpet
has a bright ringing sound but it can be muted for special
effects.

3.2. Trombone – has a cylindrical tubing. It is played with a deep

cup-shaped mouthpiece instead of finger valves. The
player lays the trombone by sliding the tubes in and outof
the sockets. The trombone has a lower pitch than the
trumpet and it is 9 feetlong.

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3.3. French horn – a conical tube about 12 feet long coiled intoa
circular shape with cup-shaped mouthpiece and
valves to vary the notes. It has a smooth mellow
tone quality which makes it blend with the
orchestra. It usually plays the lower melodies of
the brassfamily.

3.4. Tuba – The biggest among the brass instruments. Itprovides

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

4. The Percussion Family

Percussions are instruments that are banged, tapped, shaken, scraped or
struck by mallets. There are two kinds of percussion:

- Tuned Percussion- have definite notes

- Non-tuned percussions – have no definitenote.

A. TunedPercussions

4.1 Tubular bells or chimes – metal tubes that arehung

in a frame. These tubes sound like church bells. The player hits
the top of the tube with a wooden mallet.

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4.2 Glockenspiel – made in the same way as the xylophone

except that the bars are made of metal, not wood.It
produces high pitch bell-likesound.

4.3 Xylophone – made of strips of hard wood each tuned to a note.It

produces a bright, dry, hardsound.

B. Non-TunedPercussions

4.4 Bass Drum – a large drum with a vellum lead about three feetin
diameter. It can be played with single taps or by
using two sticks usually covered with cloth. The
Bass drum provides the thundering effect in an
orchestra

4.5 Snare Drum – sometimes called the side drum. It hastwo

drumheads and the player strikes the upper one.
The lowest head has strings of gut or small wires
stretched across it, called snares. It produces a dry
rattling noise when the instrument is struck.

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4.6 Timpani – also called the kettle drum. It is a set of bowl-shaped

drums struck by a pair of mallets. There are usuallythree
to four timpani’s used in an orchestra and they are tuned
to different pitches.

4.7 Cymbals – two thin plate of brass. The player clashes them
together very loudly. He can make them sweep pasteach
other with violent swish, or he can gently brush one with
the other. The instrument produces a wonderful
shimmeringsound.

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LET’S APPLY
Learn the song “The Orchestra.” Divide the class into five groups of
instruments, namely: violin, clarinet, trumpet, horn and drum. Sing the song together.

LET’S EVALUATE
Group the following instruments according to their family group.

Xylophone French horn trumpet double bass

Violin triangle piano saxophone
Cymbals flute timpani trombone

Stringed Woodwind Brass Instrument Percussion

Instruments Instruments Instruments

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DYNAMICS

INTRODUCTION

Sounds are everywhere. You hear sounds from nature like the blowing of the

wind and the barking of the dog. You also hear sounds created by machines and

people. These sounds can be pleasant or unpleasant, loud or soft to the ear.

In this lesson, you will know learn another expressive element called

dynamics. You will learn the standard terms for musical dynamics and practice

singing musically with control at different dynamic levels.

Learning Competencies
Distinguishes varied dynamic levels in a music heard
1 piano (p)
2 mezzo piano(mp)
3 pianissimo (pp)
4 forte(f)
5 mezzo forte(mf)
6 fortissimo (ff)
7 crescendo<
8 decrescendo>

Objective
Content Standards: Demonstrates understanding of the concept of dynamics
through a wide variety of dynamic levels

Performance Standards: Applies the appropriate dynamic levels in vocal

and instrumental music

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LET’S UNDERTAND
GiovanniGabrieli,anItaliancomposerinthesixteenthcenturywascreditedas one

of the first musicians to indicate dynamics in musical notations. Dynamics is the

degree of loudness or softness in music. It is usually reffered to as the volume of

musical sounds. Study the tables of dynamicssymbols.

Italian term Symbol Meaning

Fortississimo fff Ver,y very loud

Fortissimo ff very loud

Forte f loud

mezzo forte mf moderately loud

mezzo piano mp moderately Soft

Piano p soft

Pianissimo pp very soft

Pianississimo ppp very very soft

gradually increasing in
Crescendo <
volume
gradually decreasing in
Decrescendo >
volume

LET’S APPLY
Learn the song “The Sound of Music” and try to follow strictly the
dynamic symbols used in the songs.

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LET’S EVALUTE

I. Match column A with column B. Write your answer on theblank.

A B

1. Graduallybecomingsoft a.fff

2. Veryloud b.mp

3.moderatelysoft c.>

4.veryverysoft d. ff

5. Veryveryloud e.pp

6. Graduallybecomingloud f.<

7.Moderaqtelyloud g.ppp

8.soft h.mf

9.loud i.p

10.Verysoft j.

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FOURTH QUARTER
TEMPO

INTRODUCTION

Everythingyoudoineverymomentofyourlifeinvolvesmovement.Sometimes, you
move fast and sometimes you move slowly. Even when you do not move your
externalbodyparts,thereismovementinsideyourbody.Yourheartbeats,Yourlungs
pupair.inandoutofthebody.Inmusic,youcanalsoexperiencerhythmicmovements at
varying spread. Musicians call this element asTempo.

Learning Competencies
Identifies the different tempo in a given song or music: MU6TX-IVa-b-1
-allegro
-andante
-ritardando
-accelerando
-largo
-presto
-vivace
Objective
Content Standards: Demonstrates understanding of the various tempo

Performance Standards: Performs a given song using tempo marks

appropriately

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LET’S UNDERTAND
TempocomesfromtheLatinwordtempuswhichmeans“time”Tempopertains to
the speed at which a musical piece or passage is meant to be played. The speed of
music can be slow or fast or in between. Tempo influences how music sounds and
feels.Thus making music more expressive andalive.

Thetempoofamusicalpiece isusuallyindicatedinthetopofamusicalscore. This is

called tempo marking. Tempo markings can be found anywhere in a piece
depending on the composers desire to change the mood of the song. The different
kinds of tempo marking are written in Italian. Below are some ofthem.

Term Meaning

Grave Solemn, very slow

Largo Broad, very slow

Adagio Slow, but not as slow as largo

Lento Slow

Andante Moderately slow

Andantino A little ore faster than andante

Moderato At a moderate speed

Allegro Fast, lively and bright

Vivace Fast and lively

Presto Very fast

Accelerando Gradually becoming faster

Ritardando Gradually becoming slower

A Tempo Means to return in its original speed

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LET’S APPLY
Sing the song below following the correct tempo.

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LET’S ANALYZE

Tell the appropriate tempo for the following actions.

1. A manwalking

2. A rabbithopping

3. A turtle moving

4. A jetflying

5. A runninghorse

LET’S EVALUATE

I. Match column A with column B. Write your answer on theblank.

A B
1. Grave a.slow
2.Andante b. fast, livelybright
3.Moderato c.broad
4.Vivace d. slow, but not as slow aslargo
5.Lento e. moderatespeed
6.Allegro f. fast andlively
7.Accelerando g. gradually becomingfaster
8.Adagio h.solemn
9.Presto i. moderatelyslow
10.Largo j. veryfast

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TEXTURE
INTRODUCTION

Ingeneral,texturereferstothesurface,object,orsubstancefeelstothetouch. While

in music, it refers to the way multiple voices or instruments interact in a composition.

It also refers to the overall quality of sound in music. In this lesson, you will learn the

different kinds of texture in music and they effect they make on a composition.

Learning Competencies
1. Identifies different texturesMU6TX-IVc-d-2

2. Distinguishes monophonic, homophonic, and polyphonictextures

MU6TX-IVc-d-3

Objective

Content Standards: Demonstrates the concept of texture as:

1. monophonic (onevoice)
2. homophonic (voice andaccompaniment)
3. polyphonic (manyvoices)

Performance Standards: performs accurately a given song with

monophonic, homophonic, and polyphonic textures

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LET’S UNDERTAND

Types of Musical Textures

1. Monophonic Texture – comes from the word “mono” which means

“one.” It is sometimes called monophony and is considered as a thin
texture. The monophonic texture has only one melodic line without
harmony.Musicsungorplayedbyonepersonorbymanyinunisonhas
monophonictexture.

Example:
The Philippine National Anthem or any song sung in unison or in
anacapella(singing without musical accompaniment).

2. HomophonicTexture–Thehomophonictextureoccurswhenthemain
melody is accompanied by chords. Sometimes the chords move at the
same rhythym as the melody. Other times, the chords are made up of
voicesthatmoveincounterpointtoeachother.Thehomophonictexture has
thicker texture than the monophonic texture. This type of texture is
used mostoften.

Example:
A song sung by a singer accompanied by piano or a guitar

3. Polyphonic Texture – Polyphonic comes from the word poly which

means“many.”Acompositionhaspolyphonictexturewhentwoormore
voices sing the melody but observe different rhythms. This is simply the
same as the song song sung together by different voices such as
soprano,alto,tenorandbass.Apolyphonictexturecanbeobservedwith
orwithoutaccompaniment.Itisconsideredasthethickesttextureamong the
three tyopes oftextures.

Examples:
A round song
Music for large instrumental groups
Songs sung with vocal arrangement

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LET’S ANALYZE
Listen to the recorded sample music of the following songs. Identify what
texture each song has. Write on the lineMfor monophonic, Hfor homophonic and Pfor
polyphonic.
_1. “ManangBiday”
_2. “AngPasko aySumapit”
_3. “Top of theWorld”
_4. “Somewhre over therainbow”
_5.“Salidumay”
_6. “SiPilemon”
_7. “Getting to knowyou”
_8.“Paraiso”
_9.“Dandansoy”
_10. “PapurisaDiyos”

LET’S EVALUATE
Tell whether the song has monophonic, homophonic or polyphonic texture
based on the manner it is sung. Write your answer on the line.
1. The class is singing the song “Ili-Ili TulogAnay“ in unison without any
accompanying musicalinstrument.

2. A group of carolers singing the song Jingle bells while playingsome

percussioninstruments.

3. Some girls and boys singing the song “LupangHinirang” in twovoices

and withaccompaniment.

4. A group of pupils singing the schools hymn inunison.

5. The pupils are singing their graduation song while the teacher is
accompanying them on the piano using a variety ofchords.

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Introduction
LOGO DESIGN

Tounderstandwhatalogois,we mustfirstunderstandwhatthemainpurpose of

logos is. The design process must aim to make the logo immediately recognizable,

trustworthy, admirable, loyal and superior. The logo is one aspect of a company’s

commercialbrandoreconomicentity,anditsshapes,colors,fonts,andimagesusually are

strikingly different from other logos. Logos are used to identify and serve as a

remarkable icon to a particular product orentity.

Therearelotsofcomputerapplicationsthatcanbeusedinlogodesignmaking.

OneofthemostusedinsimplelogodesigningisInkscape.Inkscapeisaprofessional

quality vector graphics software which runs on Windows, Mac OS X and GNU/Linux.

Itisusedbydesignprofessionalsandhobbyistsworldwide,forcreatingawidevariety

ofgraphicssuchasillustrations,icons,logos,diagrams,mapsandwebgraphics,and is free

and open-sourcesoftware.

Look at the samples below.

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Objectives

Create concepts through art processes, elements, and principles using new

technologies (hardware and software) to create personal or class logo.

Learning Competencies to be Developed

The learner…
a. Realizesthatartprocesses,elementsandprinciplesstillapplyevenwiththe use
of new technologies.(A6EL-Ia)
b. Appreciates the elements and principles applied in commercialart.
(A6PL-Ia)
c. Applies concepts on the use of the software (commands, menu,etc.).
A6PR-Ib
d. Utilizes art skills in using new technologies (hardware andsoftware).
(A6PR-Ic)
e. Creates personal or class logo as visual representation that can be usedas
a product, brand, or trademark.(A6PR-Id)
f. Explains ideas about the logo.(A6PR-Id)

Let’s Recall

Elements of Art

Fill in the boxes with the corresponding letters.

li V
Represents a single dimension that can be straight

orcurvedandcanbecombinedwithotherelements

A closed line and can be geometric like circles and

s p squares

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The property possessed by an object of producing

o r different sensations on the eye as a result of the

way the object reflects or emits light

e t r
The feel, appearance, thickness, or

stickiness of a surface substance

v u The lightness or darkness of tones or colors

Let’s Understand

5 Principles of Effective Logo Design

An effective logo is distinctive, appropriate, practical, graphic, simple in form and

conveys an intended message. In its simplest form, an effective logo must follow the

five basic principles of logo design:

 Simple

A simple logo design allows for easy recognition. It must be something

catchy to the eye of the viewers and not “overdrawn”.

 Memorable

An effective logo design should be concise and easily to remember

 Timeless

An effective logo should last its effectivity for a long time.

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 Versatile

The logo should work in different media and application. A minimal

number of colors is recommended to focus more on the logo concept rather

than the color.

 Appropriate

The logo design should derive its meaning and usefulness from the

quality of what it symbolizes.

Safety Precautions in Logo Designing

 Familiarize first with proper handling of computer and itsperipherals.

 Avoid eating and drinking inside the workarea.

 Work with well-ventilatedarea.

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Let’s Apply

How to Make a Simple Logo Design?

Here are the steps in creating a simple Logo Design.

a. Open the Inkscape Application. (You can download the free application on
https://inkscape.org)

b. To make a heart shape, draw a square and two circles with the same diameter of

thesquareusingthesquareandcircleiconinthetoolbox.YoucanalsouseF4keyto create a

square and F5 key to create acircle.

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c. Place one circle on the top of the square showing only thesemicircle.

d. Place the other circle on the right side of the square as seen on theillustration.

e. Select all three objects, Click Path → Union.

f. Click Object → Transform → Rotate by45°

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g. Toaddtext,clickthe icononthetoolboxoruseF8key.OntheMenuBar.Click Text →

Font to edit the Font Size. Choose the font color using the ColorPalette.

PARAÑAQUE

h. Save your work andprint.

Let’s Evaluate

Answer the given questions below correctly.

a. How do you design alogo?

b. What are the basic rules and principles of effective logodesigning?

c. How are aspects of simplifying the logo important?

Let’s Create

1. You are tasked to create a logo design that represents you as a person. Your

logo must represent/symbolize your personal interests andbeliefs.

2. Use up to three colors within thedesign.

3. Create an initial sketch of the logo on a piece of paper.

4. Create a final computer graphic design of your logo.

5. Save andprint.

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RUBRIC

Criteria Advanced Proficient Approaching Developing Beginning

(5) (4) Proficiency (2) (1)
(3)
Design Can apply Can apply Can apply Can apply Can barely
design elements design design elements design elements apply design
(lines, shapes, elements (lines, shapes, (lines, shapes, elements
color, and (lines, shapes, color, and color, and (lines, shapes,
texture) and color, and texture) and texture) and color, and
principles texture) and principles principles texture) and
(emphasis or principles (emphasis or (emphasis or principles
contrast) with (emphasis or contrast) with contrast) but (emphasis or
mastery level contrast) with fair skill hadsome contrast) in the
near skill difficulty drawing
Creativity Can show Can show Can show good Some parts of The drawing
excellent great attention attention to the drawing barely shows
attention to to detail. The detail. shows signs of imagination.
detail. The ideas/material Imaginative imagination and Can show little
ideas/materials/ s/methods are touches are can show attention on
methods are nearly scattered capability of arranging
highly visible in mastered in throughout the arranging creative
arranging arranging project. The creative designs designs and
details and details and designs and and minute details
combination of combination of combinations of details
creativedesigns creative creative designs
designs are fairly
arranged
Originality Can show Can show Can show Can fairly show Barely shows
originality in his/ originality in originality in his originality in his originality in
her drawing thru his / her or her drawing or her drawing his or her
visual and drawing thru thru visual and but can visualize drawing
communicative visual and communicative creative designs
meaning of communicative meaning are
design are meaningare visible
highly visible nearly visible

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References:

Inkscape, “Inkscape Overview.” Accessed April 22, 2019. https://inkscape.org/about/

Jacob Cass, “Vital Tips for Effective Logo Design” Accessed April 27, 2019.
https://www.smashingmagazine.com/2009/08/vital-tips-for-effective-logo-design/

Joson, Carmelita H., Glenn G. Agda, Ernesto G. Agda, and Ma. Victoria M. Ronidel-
Flores. “Dynamic Series in MAPEH.”Valenzuela City: JO-ES Publishing, 2017

Vwanweb, “Inkscape v0.91 Graphical User Interface (GUI) Full Window.”

September 3, 2016.
https://commons.wikimedia.org/wiki/File:Inkscape_GUI_Full_Window_Offset_Text.

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Introduction
What is Digital Painting?
Digital painting is the process of

painting on a tablet and creating artwork

digitally on a computer. Just like a

traditional painting, it is done through

computer painting software that uses

brushes.

Digital painting is an emerging art form in which traditional painting techniques

suchaswatercolor,oils,acrylicpaints,etc.areappliedusingdigitaltoolsbymeansof

acomputer,agraphicstabletandstylus,andsoftware.Traditionalpaintingispainting

withaphysicalmediumasopposedtoamoremodernstylelikedigital.Digitalpainting

differsfromotherformsofdigitalart,particularlycomputer-generatedart,inthatitdoes not

involve the computer rendering from a model. The artist uses painting techniques to

create the digital painting directly on thecomputer.

Objectives

a. Demonstrate understanding of shapes, space, colors, and the principles of

emphasis, harmony and contrast in digital painting and poster designusing

newtechnologies.

b. Apply concepts on the use of software in creating digital paintingsand

graphic designs.

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Learning Competencies to be Developed

The learner…

a. Realizes that art processes, elements and principles still applyeven

with the use of technologies.(A6EL-IIa)

b. Appreciates the elements and principles applied in digitalart.

(A6PL-IIa)

c. Applies concepts on software use. (commands, menu, etc.)

(A6PR-IIb)

d. Utilizes art skills using new technologies (hardware and software)in

digital painting.(A6PR-IId)

Let’s Recall

Complete the diagram below.

S__P_E

T_M__ES_ M_M__AB__
5 Basic
Principles in
Logo Making

V_R__T_LE AP_R_P_IA_E

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Let’s Understand

There are lots of digital painting software available in the market. These tools

work well with a mouse but are even better with a stylus or touchscreen for direct

control over your virtual brushes and pens. Some applications are open-source and

are free to download (GIMP). Others are pre-loaded in operating system (MS Paint).

Microsoft Paint or 'MS Paint' is a basic graphics/painting utility that is included in all

the Microsoft Windows versions. MS Paint can be used to draw, color and edit

pictures, including imported pictures from a digital camera for example. MS Paint is

found in the Windows start menu within the Accessories Folder.

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GIMP is an acronym for GNU Image Manipulation Program. It is a freely

distributedprogramforsuchtasksasphotoretouching,imagecompositionandimage

authoring.

It has many capabilities. It can be used as a simple paint program, an expert

quality photo retouching program, an online batch processing system, a mass

production image renderer, an image format converter, etc.

Safety Precautions in Digital Painting

 Becarefulinhandlingprinters.Inkcartridgesmaycontainsubstancesthatmay be

harmful to yourhealth.

 Avoid eating and drinking inside the workarea.

 Work with well-ventilatedarea.

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Let’s Apply

Make a simple abstract design using shape tools and color palette on MS Paint.

Give it an interesting title using paint tool.

Let’s Analyze

Picture Analysis

1. What can you say about thepicture?

2. What is the message being portrayed by thepicture?
3. Given the chance, what improvements can you make on the pictureto
make it more effective in delivering its intendedmessage?

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Let’s Evaluate

Label the parts of the MS Paint

Ribbon

Let’s Create

a. Draw a scenery of yourchoice.

o Sunrise or sunset over the hills.

o A village

o Azoo

o A schoolcommunity

b. Giveaninterestingtitletothesceneryandwriteitusingpainttool.Atthebottom of the

page to the right-hand side write yourname.

c. Discuss your work with theclass.

RUBRICS

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Criteria Advanced Proficient Approaching Developing Beginning

(5) (4) Proficiency (2) (1)
(3)

Design Can apply Can apply Can apply Can apply Can barely
design elements design design elements design elements apply design
(lines, shapes, elements (lines, shapes, (lines, shapes, elements
color, and (lines, shapes, color, and color, and (lines, shapes,
texture) and color, and texture) and texture) and color, and
principles texture) and principles principles texture) and
(emphasis or principles (emphasis or (emphasis or principles
contrast) with (emphasis or contrast) with contrast) but (emphasis or
mastery level contrast) with fair skill had some contrast) in the
near skill difficulty drawing
Creativity Can show Can show Can show good Some parts of The drawing
excellent great attention attention to the drawing barely shows
attention to to detail. The detail. shows signs of imagination.
detail. The ideas/material Imaginative imagination and Can show little
ideas/materials/ s/methods are touches are can show attention on
methods are nearly scattered capability of arranging
highly visible in mastered in throughout the arranging creative
arranging arranging project. The creative designs designs and
details and details and designs and and minute details
combination of combination of combinations of details
creative designs creative creative designs
designs are fairly
arranged
Originality Can show Can show Can show Can fairly show Barely shows
originality in his/ originality in originality in his originality in his originality in
her drawing thru his / her or her drawing or her drawing his or her
visual and drawing thru thru visual and but can visualize drawing
communicative visual and communicative creative designs
meaning of communicative meaning are
design are meaning are visible
highly visible nearly visible

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References:

Concept Art Empire, “What is Digital Painting?”.Accessed April 22, 2019.

https://conceptartempire.com/digital-painting/

Gimp, “Introduction to GIMP.”Accessed April 22, 2019.

https://www.gimp.org/about/introduction.html

Joson, Carmelita H., Glenn G. Agda, Ernesto G. Agda, and Ma. Victoria M. Ronidel-
Flores. “Dynamic Series in MAPEH.”Valenzuela City: JO-ES Publishing, 2017

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Introduction
PRINTMAKING (Silk-screen Printing)

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

In the past, creating customized shirt

with your own unique design would be difficult
andexpensive.Butwiththehelpoftechnology,onecancreateapersonalizeddesign and
create a masterpiece through varioustechniques.

Objective
Create simple printmaking (silkscreen) designs on t-shirts and posters.

Learning Competencies
The learner…
1. Knows that design principles still apply for any new design (contrast ofcolors,
shapes, and lines produces harmony) whether done by hand or machine
(computer).(A6EL-IIIa)

2. Understands that digital technology has sped up the printing of original designs
and has been made accessible to many, as emphasized in t-shirts and poster
designs.(A6PL-IIIb)

3. Applies concepts on the steps/procedure in silkscreen printing.(A6PR-IIIc)

4. Produces own prints from original design to silkscreen printing to convey a

message or statement.(A6PR-IIId)

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Let’s Recall
Color the correct secondary hues on the shape that will be produced from
mixing equal amounts of two primary colors. Write also the color on the space below
the picture.

a.

red yellow

b.

yellow blue

c.

blue red

Let’s Understand
Silk Screen Printing
Screen Printing

The screen-printing process involves creating a screen and utilizes it

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

The silkscreen printing technique makes use of a woven mesh to

support an ink-blocking stencil to acquire a desired image. The process
involves using a stencil to apply ink onto another material, usually fabric that
can keep the image onto its surface.

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It is simpler and more cost-effective to utilize silk screen printing artists for
mass production, rather than digital printing on fabric.

Advantages of Screen Printing

 Highly cost-efficient process for bulk orders

 Easy to print on specifiedareas
 Huge range of printable fabrics such as wood, textiles, glass andmore
 Top-qualityoutput
 Long-lastingprints

What are the materials needed in silkscreen printing?

1. TheDesign

You can draw a design with your own hands or use computer software
to generate the artwork and print in a transparency.

2. The Screen and ItsFrame

A screen will be required to make the stencil, through which the ink will
pass onto your shirt.

It can be bought from a store, or you can build one for yourself. You
can use either wood or aluminum to make the frame. The screens should be
large enough to accommodate the designs. For designs of standard detail,
110 mash count should serve well, however, for more detailed design a
screen of higher mash count will be required.

3. Emulsion

The screen needs to be coated with the liquid chemical called the
emulsion. It is sensitive to light and becomes most sensitive when dry.

4. ExposureUnit

After applying the emulsion, you will need to cure the liquid by
exposing it to the light.

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5. Washout Booth

Following the exposure to the light, you will need to rinse both sides of
the screen with water.

6. Inks/Textilepaint

Some basic colors will need to be purchased to get things underway.

7. Squeegee

This is a material used for spreading textile paint in the screen.

8. Tacker

It’s essential to staple the inside of the screens before you start printing.

Getting a tape gun will make things simple for you.

Safety Precautions in Silkscreen Printing

 Use protective mask to avoid inhalation ofpaint.

 Allflammableandhazardousmaterialsusedmustbekeptinclosedcontainers and
stored in a safe place afteruse.
 Use electrical equipment with proper care andhandling.

How to do Silk Screen Printing on Fabric?

Prepare a work area first and then follow these steps.

a. Lay out your wooden frame onto your

choice of fabric. Staple your silk screenvery

tightly to the frame using atacker.

b. Spread your mixed-up emulsion onto the

fabric very thinly in a completely dark room.

Spread it on both sides and make surethe

whole thing is wet, with no spots missed.

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d. Let it dry in a completely dark placeovernight.

e. Spread the black paper all over the floor andput

your screen ontop.

f. Tape your transparencies with clear tape to the

dry surface of thescreen.

g. Set up your lamp directly over thescreen

(distance according todirections)

and turn the light on for however long it says in the

directions.

h. Rinse your screen with water. Let itdry.

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i. Lay your screen staple-side down on yourfabric,

put a line of paint on the screen, along one side,

and with your squeegee, lay down a floodstroke

using light pressure. The next pass should befirm

with a smooth motion to press the ink through the

screen onto thefabric.

j. Lift up the screen and you will have an imageon

the fabric. Let itdry.

k. Iron the back side of the fabric. Follow thetime

suggested.

l. Wash thefabric.

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Things to Remember:

 Make sure that the screen is tightly attached against thefabric.

 In printing t-shirts, put a piece of cardboard of paper inside the fabric to
act as a barrier.
 To improve the slipperiness of the ink, add transparentbase.
 Washing up of screens and tools must be done immediately afteruse.

Let’s Apply
In this activity, you will design a t-shirt promoting your school using a digital
software.

Materials needed:

 Computer, laptop, ortablet

 Digital art software (anyavailable)
 Printer

Steps to follow:

1. Create a design promoting your school. Make use of the digitalsoftware

available on your computer. Apply the techniques you learned in the previous
lessons.

2. Print your design and have it evaluated by yourteacher.

Let’s Analyze
Answer the following questions:

a. How did you come up with your design to promote your school? Explain
your design.

b. Do you believe that printed t-shirts are best way to promote a product,
service, place, or event? Explain youranswer.

c. Have you experienced any challenges during the activity? What did you do
to overcome thesechallenges?

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Let’s Evaluate
Read the sentences carefully. Write the correct word or group of words to
complete the sentence. Choose the correct answer from the box below.

a. is the process of art creation with the use of a carved screen to transfer
ink onto anothersurface.
b. In printing t-shirts, put apieceof or paper inside the
fabric to act asbarrier.
c. Be surethatthe _ is tightly attached against thefabric.
d. Washup _ must be done immediately afteruse.

e. To improve the slipperiness of theink,add .

Let’s Create
Form a group of five to six members. Discuss among your groupmates the
selectionofdesignmadeearlier.Withyourdesignready,youandyourgroupwillnow
printyourownt-shirtsandmodeltheminclass.Lettheteacherevaluateyourproduct.
RUBRICS
Indicators 5 4 3 2 1
1. The t-shirts are attractively designed and
accurately delivered an inspiring message.
2. The message of the t-shirts followed the
agreed theme/concept
3. The printing of the t-shirt were well-executed
with minimal errors and wastage.
4. The packaging was creative, unique, and cost-
effective.
Total Score

Legend:
5 – Excellent 3 – Satisfactory 1 – Poor
4 – Very Satisfactory 2 – Below Satisfactory

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References:
Joson, Carmelita H., Glenn G. Agda, Ernesto G. Agda, and Ma. Victoria M. Ronidel-
Flores. “Dynamic Series in MAPEH.”Valenzuela City: JO-ES Publishing, 2017

Moose Jaw Museum and Art Gallery, “Health and Safety Surrounding Silk Screen
Printing”.Accessed April 27,
2019.http://www.virtualmuseum.ca/edu/ViewLoitLo.do%3Bjsessionid=22E663880426
4347 2DC4059E16D96054?method=preview&lang=EN&id=357

South Texas College, “Safety Rules for Painting & Drawing Studios.” Accessed April
27, 2019. https://lass.southtexascollege.edu/art/safety/painting.html

WikiHow, “How to Do Screen Printing on Fabric?” Accessed April 25, 2019.

https://www.wikihow.com/Do-Screen-Printing-on-Fabric

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Introduction

SCULPTURE – PACKAGE/PRODUCT DESIGN (Paper Bag)

Product designing is creating a new
product to be sold by a company to its customers.
It is a response to changing needs and improving
qualityoflifebydesigningcreative,innovative,and
sustainable products. Product designing is
enhanced through knowledge of social,
technological, economic, historic, ethical, legal,
environmental, and culturalfactors.

Many people are more familiar perhaps with the traditional way a design is
developed. This is done with the use of pencil and paper. Nowadays, you can digitally
enhance your design by drawing and printing out some of the design elements. Printing
out of the letters has been made easier that fits the concept of your work. With the help
of modern technology, you can now create designs for shoes, jewelries, bags, clothes,
furnitures, bottles, and many other things using the computer.

Objectives
Creates an actual 3-D digitally -enhanced paper bag for a product or brand.

Learning Competencies
The learner…
1. Knowsthatdesignprinciplesandelementsrelatedtoeverydayobjects.(A6EL- Iva)
2. Appreciates the elements and principles applied in product design.(A6PL-Iva)
3. Creates an actual 3-D digitally-enhanced product design for a paperbag.
(A6PR-IVd)

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Let’s Recall
Word Search

PHOTOGRAPHY PICTURES ANGLE

LENS SHUTTER FRAME
FLASH CAMERA FOCUS

P I C T U R E S P D F X
D G Q W X T R I O B L G
R U C A M E R A F O A N
Y K A F R D Q B R N S V
C P H O T O G R A P H Y
G H Q C F M L Y M D W E
Y S H U T T E R E V I S
L E N S M X A N G L E T

Let’s Understand
Paper Bag Making
People nowadays use paper bags to carry groceries or light goods as a

replacement to plastic bags. Paper bags are also used to show all the excitement

oftheproductinsidethem.Someartistsmaketheirowncreationsusingpaperbags with

remarkable designs. It is their way of expressing how they value a person by

giving him/her a unique decorativebag.

Making handmade paper bags is a good way to recycle old newspaper and

wrapping paper. It is not only helping our nature in preserving its beauty but also

developing our creativity and innovative way on how to make a simple thing more

attractive.

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Safety Precautions in Making A Decorative Paper Bag

 Use the right tool for thejob.

 Make sure that your scissors are sharp enough to cut a material. Dull blades
require more force, increasing the chance ofinjury.
 Work in a well-lit space so you can see what you aredoing.

How to Make A Decorative Paper Bag?

Materials:
 Wrapping paper or CraftPaper
 Ruler
 Pencil
 Glue
 Handles (ribbon, rope,string)
 Scissors

Procedure:
1. Cutapieceofpaperto9.5x15inches(24x38cm).
Colored craft papers are good for this project but
wrapping paper willdo.

2. Foldthebottomedgeofthepaperuptotwoinches (5
cm) and sharply crease fold. Unfold. This will become
the bottom of thebag.

3. Fold the sides of the bag into place. Locate the

center points on the top of the bottomedges.

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4. Flip the paper over, refold the left and rightsides

downward toward the center, and glue them where
theyoverlap

5. Fold the side creases inward to create aslight

accordingeffect.

6. Fold and glue the bottom of the bag into place.Once

you’ve determined where the bottom of your bag is,
piece together thebottom.

7. Pop the bag open. Make sure the bottom is

completely closed off and that there are no gaps inthe
gluededges.

8. Add your handles. You can use ribbon, rope, or

string to make the handles. Add desireddecorations.

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Let’s Apply
Design your Paper Bag

a. Follow the steps on how to create your own paperbag.

b. Print out letters, and other design elements such as animals, flowerfigures

which you will use to design yourbag.

Let’s Analyze
Answer the following questions.

a. Are paper bags better than plastic bags? Why? Whynot?

b. If you will give a decorative paper bag as a gift to your dear one, how

would this affect the feeling of thereceiver?

c. What opportunities does creating a decorative paper bags have?

Let’s Evaluate
Write T if the statement is correct and F if it is not.
_ 1. People nowadays use paper bags to carry groceries or light goods
as a replacement to plasticbags.
_ 2. Making handmade paper bags is a good way to destroy ournature.
_3.Productdesigningiscreatinganewproducttobesoldbyabusiness to
itscustomers.
_4.Youcandigitallyenhanceaproductdesignusingprinteddecorative
elements from theradio.
_ 5. Paper bags are also used to show all the excitement of the product
insidethem.

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Let’s Create (Enrichment)

Create your personalize 3-D paper bag using a newspaper. You can use
different materials in decorating your bags. Let your teacher evaluate your work.

RUBRICS
Indicators 5 4 3 2 1
1. The paper bag is well-designed, and made use
of lines, shapes, and colors to show contrast and
harmony.
2. The finished product follows a well-planned
concept developed in an earlier exercise.
3. The paper bag is neatly constructed and made
use of appropriate materials

Legend:
5 – Excellent
4 – Very Satisfactory
3 – Satisfactory
2 – Below Satisfactory
1 – Poor

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References:

Joson, Carmelita H., Glenn G. Agda, Ernesto G. Agda, and Ma. Victoria M. Ronidel-
Flores. “Dynamic Series in MAPEH.”Valenzuela City: JO-ES Publishing, 2017

WikiHow, “How to Make a Paper Bag?”Accessed April 25, 2019.

https://www.wikihow.com/Make-a-Paper-Bag

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