MATH EXCELLENCE ACADEMY OF BINALONAN, INC.

Canarvacanan Binalonan, Pangasinan

MAPEH 9

MUSIC-Q2 W1-W2

Most Essential Learning Competency: Describes musical elements of

given classical period pieces.

MUSIC OF THE CLASSICAL PERIOD

The Classical Period
From 1750 to 1820- “Age of Reason”
Denotes conformity with the principles and characteristic of
Ancient Greek and Roman literature and art which are formal
elegant, simple, freed and dignified.

 The term Classical refers to the period which extends roughly from
the death of Johann Sebastian Bach in 1750 to the Death of
Beethoven in 1827.
 Since cultural life was dominated by the aristocracy, then art was
subservient to the ruling class and become elegant, formalized
restrained and impersonal.
 Also, many composers were employed by the aristocratic
establishments rather than the churches as had been common in the
past.
 Classical concepts include restraint clarity, objectivity, balance and
conformity which resulted in an impersonal and relativity
unemotional style.
 Leading composers of the period MOZART, HAYDN, and
BEETHOVEN
 In general, classical music can be describe as:
1. Elegant 2. Graceful 3. Refine 4. Homophonic
 Also, phrases were very regular and of the same length. Totality
was firmly established and accompaniment to melody were usually
the primary chords.
 In terms of its element of music:
 Beat-it is light
 Tempo – moderate
 Dynamics – the crescendo and decrescendo idea developed in
contrast to the dynamic levels of the Baroque style.
 Texture – there is a change of emphasis from polyphonic to
homophonic
 Melodies – tuneful and easy to remember even the long
instrumental compositions were often folk like. Very simple.

ARTS-Q2W1

Most Essential Learning Competency:

 Analyzes art elements and principles in the production of
work following a specific art style.
 Identifies distinct characteristics of arts during the
Renaissance and Baroque periods.
 Identifies representative artists from Renaissance and
Baroque periods.
RENAISSANCE PERIOD
 Began in the late 14th century.
 A period of economic progress
 Had focus on:
Ancient philosophy and artistic values
Realistic and humanistic art
 Believed in the harmonious development of the person and
its ideal of a well- rounded man.
 A period of artistic experimentation.

GENERAL CHARACTERISTICS:
 Sacred or biblical
 Nude
 Realistic-depicted real-life figures naturalistic portraits
 Contraposition

ARTISTS AND THEIR ART WORKS:

 1. MICHAELANGELO BOUNAROTTI (1475-1564)
-an Italian artist considered the greatest living artist during his time
and one of the greatest artist of all time.
-he created the most influential works in the history of western art.
1. Last Judgment

2. Pieta-portrayal of pain as connected with the idea

of redemption.

2. LEONARDO DA VINCI (1452-1519)

-known as the ultimate “Renaissance man”
-was popularized in present through the novel and movie
” Da Vinci Code”
-his famous works:
1. The last Supper – the most reproduced religious painting
of all time.

2. Mona Lisa – the most famous and parodied portrait

 Was painted sometime between 1503 and 1517
(there's still a debate regarding the date when Da Vinci
painted it)

3. Raphael (Rafaello Sanzio da Urbino) (1483-1520)

his work was admired for its clarity of form and ease of
composition and for its visual achievement of interpreting the
Divine and incorporating Christian doctrines his unique
draftmanship and compositinal skills were his main
contributions

his most famous works include:

i. The Sistine Madonna
ii. The School of Athens
iii. The Transfiguration

THE TRANSFIGURATION
This was the last painting of Rafael on which he worked
on up to his death.

4. Donatello (Donato di Niccolo di Betto Bardi)(1386-1466)

he was an early Renaissance Italian sculptor from Florence
known for his bas-relief, a shallow relief sculpture.
Famous works include:
 i. David15th Century
Black version of David and first known free-standing
nude statue.
ii. Statue of Gattamelata
iii. Prophet Habacuc
iv. The Feast of Herod

PE W1-W2
MELC:
Executes the skills involved in the dance

SOCIAL DANCES AND DANCE MIXERS

DANCE ETIQUETTE is a set of guidelines that help you navigate the

social dimensions of dancing.

What to wear?

ATTIRE GENTLEMEN LADIES

Formal Tailcoat, tuxedo coat, regular Ball gown, evening gow
coat, bow tie or regular necktie, dinner gown, cocktail g
black trouser

Semi-formal Dress shirt and tie, vest or Dinner dresses, flowing

sweater that shows the tie

Dressy casual solid collar shirts, turtleneck, Anything that displays a

(Practices, dance lessons) polo shirt, cotton slacks conservative toned-down
appearance

Latin Button-up shirt, solid color shirt, Sexy outfits and long sli
turtleneck, bright colorful outfits low necklines and expos
are accepted midriffs are popular
DON'Ts IN TERMS OF OUTFIT AND DANCE SHOES
1. Do not wear sneaker or any shoes with rubber or spongy sole.
Always wear dance shoes.
2. Avoid sleeveless shirts and strapped dresses.
3. Avoid shaggy, baggy, low-armpit upper shirt.
4. Avoid accessories like big rings, watches, brooches, loose/ long
necklaces and big belt buckles.
5. Long hair should be put up or tied in a pony tail. they might get
caught in partner's hands or may even hit your partner's face,

PERSONAL GROOMING
Before the dance:
1. Shower and use deodorant
2. Brush your teeth and use mouthwash/ breath mint
3. Abstain from foods that produces strong odor
4. Don't smoke, it causes foul mouth and clothing odor

After the dance:

1. Check your grooming periodically
2. Freshen up and towel off periodically in the bathroom
3. Carrying an extra shirt is advisable for men in case they need to
change

ON THE DANCE FLOOR:

1. Line direction (Counter clockwise)

2. While on the floor (Avoid colliding with other pairs)
3. Be polite (Thank or compliment your partner)
4. Accompany your partner back to her seat

NO-FAULT DANCING
1. Never blame your partner for a missed execution of figures
2. Dance in the level of your partner
3. The must go on, say sorry to your partner if something went wrong
DEMEANOR
1. Be personable, smile and make eye contact with partner
2. Project a positive image on the dance floor even if it's not your
personal style
3. If you don't know the dance, be honest, refuse promptly if asked to
dance
4. No teaching on the dance floor.
5. Do not cut other dancers off.

HEALTH Q2-W1

MELC:
Describes the drug scenario in the Philippines

Prevention of Substance Use and Abuse

DRUG SCENARIO IN THE PHILIPPINES

In the year 2004, an estimate of 6.7 million drug users in the

country was recorded by the Dangerous Drugs Board (DDB). The 2008
National Household Survey on the Nature and Extent of Drug Abuse in
the Philippines conducted by the same agency revealed that there is a
downward trend in the number of drug users down to 1.7 million users.
Reasons for the successful decline of Drug:
1. Operations conducted by different law enforcing agencies, local
and national.
2. Strict implementation of policies under the “Dangerous Drugs
Act of 2002.”
3. Actualization of the Dangerous Drugs Board's programs and
projects in partnership with other agencies.

COMMON CONCEPTS IN DRUG EDUCATION

1. Drugs
2. Drugs of Abuse
3. Drug Dependence
4. Drug Misuse
5. Drug Abuse
6. Drug Tolerance
DRUGS - are any substances or chemicals which when taken into the
body either through nasal, oral, transdermal or intravenous way have
psychological, emotional and behavioural effects on a person.
DRUGS OF ABUSE - are drugs commonly abused by users. In the
Philippines the three drugs of abuse are Shabu, marijuana and inhalants.
DRUG DEPENDENCE - is a cluster of physiological, behavioural and
cognitive phenomena of variable intensity in which the use of a drug
takes on a high priority thereby creating a strong desire to take the
substance.
DRUG MISUSE - is the use of a substance incoherent or inconsistent
with the prescribed dosage or frequency of use.
DRUG ABUSE - is the use of substance for non-medical purposes that
commonly leads to organ damage like the brain and liver, addiction a
troubled behavioural pattern.
DRUG TOLERANCE - is the condition of the body to adapt to the
effects of the substances to the body thus requiring an even larger
amount of the substance to experience the same physiological and
mental effect experienced when taking the smaller dosage.