MATH EXCELLENCE ACADEMY OF BINALONAN, INC.

Canarvacanan Binalonan, Pangasinan

MAPEH 9
MUSIC Q2-W3&W4

Most Essential Learning Competency: Explains the performance

practice (setting, composition, role of composers/performers, and
audience) during Classical Period

The classical period from 1750 t0 1820

“Age of Reason” Marked by the rise of the lower and middle classes in
a democratic spirit which asserted itself in French Revolution and
Napoleonic War.

In general, classical music can be described as;

1. Elegant 2. Graceful 3. Refined

In terms of its Elements of Music:

Beat Tempo Dynamics Texture Melodies

In terms of its Elements of Music

Beat- it is light
Tempo- moderate with frequent use of ritardando and accelerando
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.

Composers and their Contributions

FRANZ JOSEPH HAYDN (1732- 1809)

  He was named the “Father of the Symphony”
 His life is described as a “rags-to-riches” story
 Born in Austria to a poor family
 A schoolmaster noticed how musically inclined Haydn was
and offered to support his education.
 At 17, he started to teach himself to compose music by
studying the works of other composers.
 He served as Director of Music to the Esterhazy family for 30
years.
 He was known as a gentleman and Best known for his
symphonies.
 Composed over 100 symphonies
 Developed symphony into a long form of a large orchestra.
 It was during the Classical Period when the orchestra evolved
with its sections of strings, woodwinds, brasses, and
percussion.

FAMOUS COMPOSITIONS

Symphony No. 94 in G Major “Surprise”- 2nd movement

Symphony No. 101 in D Major, “The Clock”
Symphony No. 100 in G Major, “Military”

Wolfgang Amadeus Mozart (1756- 1791)

 Considered by many as the “Greatest Musical Genius of All

Time”
 A child prodigy
 Compose music, play violin and harpsichord at the age of 5.
Violin - a stringed musical instrument of treble pitch, played with a
horsehair bow. It has four strings and a body of characteristic rounded
shape, narrowed at the middle and with two f-shaped sound holes.

Harpsichord - The harpsichord is a keyboard instrument in which the

strings are plucked, rather than hit with a hammer (which is the
mechanism for the piano, a more recent development).

 At age 13, he had written sonatas, concertos, symphonies,

religious works, an opera buffa, and the Operetta “Bastien
and Bastienne”
 His music is clear, delicate, and simple.
 Mozart was the foremost opera composer during the classical
period.
 Mozart made the symphony orchestra as an integral part of
the opera.
 Mozart’s characters are real humans with feelings and
emotions.
 Mozart also established a balance between the dramatic and
magical elements.

FAMOUS COMPOSITIONS
Piano Sonata No. 16 in C Major, K. 545
Piano Sonata No. 11, K. 331 in A Major- 1 st movement
Serenade in G Minor (Eine Kleine Nachtmusik)
Symphony No. 40 in G Minor - 1st movement

LUDWIG van BEETHOVEN (1770- 1827)

 “Prince of All Composers”

 The composer who bridged the late Classical era and the
early Romantic era
 Born in Germany to a family of musicians
 Studied music at an early age
  A talented pianist and a composer
 Began to go deaf in 1796 yet still determined to compose
music
Composed:
32 sonatas
21 set of variations
9 symphonies
Concertos
Choral music
 He wrote over 150 symphonies.
 His successful attempt to break the mold of the highly
structured and refined rules of classical period composition
made him special.
 His compositions, Symphony No. 9, opened the flood gates
of composing with emotional abandon.

Characteristics of Beethoven's works:

 His music veered toward larger orchestras

 Sound was centered on the iolas and lower registers of the
iolins and cellos to give his music a darker mood.
 All themes in a piece are tied together by one motif.
 He developed musical themes and motifs extensively by
means of modulations.
 He used more brass instruments and dynamics.

FAMOUS COMPOSITIONS
Piano Sonata No. 14 in C Sharp Minor
(Moonlight Sonata) - 1st movement
Piano Concerto No. 1 in C Major op. 5
Symphony No. 9, op. 125, D Minor “Choral

ARTS-Q2W3&W4

Most Essential Learning Competency:

 reflects on and derive the mood, idea or message from selected
artworks
 discusses the use or function of artworks by evaluating their
utilization and combination of art elements and principles
 uses artworks to derive the traditions/history of an art period
  compares the characteristics of artworks produced in the different
art periods

BAROQUE ART IN THE PHILIPPINES

 European Baroque cathedrals are characterized by high altars,

facades and chapels
 Baroque aims to give an effect that wants to carry the viewers
away with the force of its impact
 the Baroque required broad, heavy, massive forms -forms became
broader and heavier art forms in the Philippines are influenced by
Western art
 Baroque style was introduced by the Spanish and Portuguese in the
country in the 16th century large Baroque churches often have a
proportionally very wide facade
 Spaniards used paintings as religious propaganda to spread
Catholicism
the pre-colonial architecture of the Philippines consisted of nipa
huts made from natural materials. During the reign of Spanish
regime, the country's architecture was dominated by western
influences.
BAROQUE CHURCHES IN THE PHILIPPINES
SAN AGUSTIN CHURCH, MANILA - oldest stone church in the
country.[

SAN AGUSTIN CHURCH, PAOAY, ILOCOS NORTE- considered

the oldest and longest standing church in the country. 
STO. TOMAS DE VILLANUEVA CHURCH, - is the fourth oldest
parish in the Roman Catholic Diocese of Pasig

MIAG-AO, ILOILO - The Miagao Church also known as the Santo

Tomás de Villanueva Parish Church is a Roman Catholic church located
in Miagao, Iloilo, Philippines.

BACLAYON CHURCH, BOHOL - the oldest Christian settlement

in Bohol

THE “STA. MARIA CHURCH”- The Church of Our Lady of the

Assumption commonly known as the Santa Maria Church is the parish
church of Santa Maria in Ilocos Sur province, Philippines.
STA. MARIA, ILOCOS SUR
 PE-Q2W3&W4

Most Essential Learning Competency:

Executes the skills involved in the dance

DANCE ETIQUETTE

- is a set of guidelines that help you navigate the social

dimensions of dancing.

DEMEANOR

 Be personable, smile and make eye contact with partner

 Project a positive image on the dance floor even if it's not your
personal style
 If you don't know the dance, be honest, refuse promptly if asked to
dance
 No teaching on the dance floor.
 Do not cut other dancers off.

NATURE AND BACKGROUND OF SOCIAL DANCES AND

DANCE MIXERS

SOCIAL DANCES AND DANCE MIXERS

- social dances and dance mixers are dances intended primarily to
get to know other people in attendance to a certain social function.

Dance Mixers

- are social dances which allow group of performers to change

partners periodically while dancing chance to get to know other
members of the performing group.
- they are usually performed in pairs, male and female, but may
also be performed in groups.
- Social dances are communal dances performed in social
gatherings in any given space
- has two classifications: Latin America Dances and Modern
Standard.
Latin American Dances

- originated from the Latin-American countries

- include Salsa, Mambo, Merengue, Swing, Cha-cha-cha, Rumba,
Samba, Jive, Boogie and Paso Doble
- costumes are somewhat revealing, tight-fitted, sexy yet
sophisticated in nature
- are free and can be performed in close or open hold

LATIN AMERICAN DANCES ORIGIN

Cha-cha-cha Cuba
Rumba Cuba
Samba Brazil
Paso Doble Spain
Jive/ Boogie USA
Swing USA
Merengue Dominican Republic
Salsa Cuba
Mambo Cuba

Modern Standard Dances

- include the Slow waltz, Tango, Viennese waltz, Foxtrot and

Quickstep
- wear formal, ankle-length gowns for females and coat and tie for
males
- movements are restricted to close ballroom position with partner
 LATIN AMERICAN DANCES ORIGIN

Slow Waltz Austria

Tango Argentina
Viennese Waltz Vienna
Foxtrot USA
Quickstep USA

HEALTH-Q2W3

Most Essential Learning Competency:

1. Identifies the types of drugs/substances of abuse

2. Discusses the harmful short- and long-term effects of substance use
and abuse on the individual, family, school, and community.

RISK FACTORS
- are those factors which increase the chances of using, misusing and
abusing drugs.
PROTECTIVE FACTORS
- are those factors which decrease the chances of using, misusing and
abusing drugs.

DOMAINS OF LIFE WHICH AFFECT DRUG USE AND ABUSE

Community Poverty vs. Strong community relationship

School Availability of drugs vs. Strong Anti-drug policies
Family Weak parental guidance vs. Strong parental
guidance
Peer/ Friends Substance abuse vs. Academic excellence
Personal Early aggressive behavior vs. Self-control

Drugs of Abuse and their Effects

SIX CLASSIFICATIONS OF DRUGS:

Gateway drugs
Depressants
Stimulants
Narcotics
Hallucigens
Inhalants

GATEWAY DRUGS
- these are substances, such as cigarette and alcohol, that are not illegal
but can lead a person to more dangerous drugs.

ALCOHOL

SHORT-TERM EFFECTS LONG-TERM EFFECTS

Headache and light Damage of organs like liver, heart, colon
and brain
Headedness Cancer
Slurred speech Cardiovascular diseases
Slow body coordination Paralysis/ comatose
Mood swings
Nausea
 CIGARETTE
SHORT-TERM EFFECTS LONG-TERM EFFECTS
Stress Development of asthma
Rapid heart rate Atherosclerosis
Persistent cough Chronic obstructive
pulmonary disease
Difficulty in breathing Cancer, hypertension,
stroke
Weak physical body structure

DEPRESSANTS- drugs that slows down a person’s central nervous

system, it usually relaxes muscles and nerves.

SHORT-TERM EFFECTS LONG-TERM EFFECTS

Slow brain functions Mental disorders
Dizziness and lightheadedness Brain stroke
Loss of body balance and depression Chronic liver cancer
Diabetes and cancer
Kidney failure and death

STIMULANTS - drugs that speed up a person’s central nervous system,

it makes a person high.

SHORT-TERM EFFECTS LONG-TERM EFFECTS

Increased heart rate, pulse rate, Paranoia
Respiration and temperature Heart attack
Decreased appetite Brain stroke, damage, liver
and kidney
Inability to sleep Coma leading to death

NARCOTICS - drugs which relieve pain and induce sleep. These drugs
are illicit and dangerous if taken.
SHORT-TERM EFFECTS LONG-TERM EFFECTS
Drowsiness, nausea, euphoria and vomiting Development of diseases
like hepatitis,
Chills and shaking, weight loss tetanus and HIV-AIDS
Inflammation of the veins Overdose leading to death
Panic attacks

HALLUCINOGENS - drugs that distort reality and facts, causes

hallucinations.

SHORT-TERM EFFECTS LONG-TERM EFFECTS

Hallucinations Flashback
Inability to sleep Brain damage
Poor thinking ability Psychosis
Memory loss Coma and death
Aggressive behavior

INHALANTS -ordinary household chemical products and anesthetics,

these are substances being inhaled, sniffed or huffed by the user.

SHORT-TERM EFFECTS LONG-TERM EFFECTS

Slurred speech Loss of hearing

Poor coordination Uncontrolled muscles
spasms
Euphoria Brain and nerve damage
Dizziness and nausea Bone marrow damage
Foul breath