Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

MAPEH
GRADE 9
MAPEH Grows Through the Years

Quarter 2 Week 6 Module 6

Most Essential Learning Competencies: ed music froml

…identifies representative artists from Baroque period.

,,,reflects on and derive the mood, idea or message from selected
artworks
…uses artworks to derive the traditions/history of an art period
…compares the characteristics of artworks produced in the
different art periods skills involved in the dance.
…discuss the harmful effects of substance use and abuse on the
individual, family school and community.
…explain the health, socio – cultural, psychological, legal and
economic dimensions of substance use and abuse.
HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below
to successfully enjoy the objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every

page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/ guardian assess your answers using the answer
key card.
5. Analyze conceptually the post-test and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

 Expectations – These are what you will be able to know after completing
the lessons in the module.
 Pre-test – This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
 Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
 Brief Introduction – This section will give you an overview of the lesson.
 Activities – This is a set of activities you will perform with a partner.
 Remember – This section summarizes the concepts and applications of
the lessons.
 Check your Understanding – It will verify how you learned from the
lesson.
 Post-test – This will measure how much you have learned from the entire
module.
PRE-TEST
Multiple Choices
Directions. Encircle the letter of the best answer.
1. What is the other term form the Classical Era?
a. Age of Reason c. Age of Invention
b. Age of Aristocracy d. Age of Transformation
2. Which of the following historical events DID NOT take place during the
Classical Era?
a. Napoleonic Wars c. French Revolution
b. American Revolution d. Fall of the Roman Empire
3. Which of the choices below completes the principles and characteristics of
ancient Greek and Rome? Formal, Elegant, Dignified, and:
a. Elaborate c. Ornamental
b. Simple d. Complicated
4. He was one of the finest Master of Composition and one of the most important
painters of the Spanish Golden Age.
a. Bernini c. Rembrandt
b. Caravaggio d. Velasquez
5. A painting that shows group of soldiers preparing to go to battle.
a. Conversion of St. Paul c. Las Meninas
b. Ecstasy of St. Teresa d. The Night Watch
6. A painting of a royal family in a large room. In the middle is the young princess
Margarita Teresa.
a. Conversion of St. Paul c. Las Meninas
b. Ecstasy of St. Teresa d. The Night Watch
7. A ballroom and folk dance, normally in triple time, performed primarily in closed
position.
a. Rumba c. Tango
b. Cha cha cha d. Waltz
8. __________ wrote a dance he saw in 1580 in Augsburg, where dancers held each
other so closely that their faces touched.
a. Hans Sebald Beham c. Michel de Montaigne
b. Sophie von La Roche d. Don Curzio
9. The Waltz became fashionable in _______ around 1780s
a. Vienna c. Britain
b. Europe d. Germany
10. Which of the following is not an effect of drug use and abuse on the family?
a. High incidence of crime c. separation
b. Dishonor and embarrassment d. broken family ties
11. Which shows an effect to school performance due to drug use?
a. Affected economy due to manpower production
b. Ignored duties and responsibilities
c. Incidence of disrespect to school authorities
d. Financial constraint due to drug dependence
12. Loss of government funds due to drug – related operations, treatment and
rehabilitation is an effect to what domain?
a. Personal c. school
b. Family d. community

Great, you finished answering the questions.

You may request your facilitator to check your work.
Congratulations and keep on learning!
LESSON 6: LYRICS WRITING RELATED TO
COVID-19 USING MOZART’S MUSIC

EXPECTATIONS

 Improvises appropriate accompaniment to selected music from

Classical Period.
 Performs selected music from the Classical period.

LOOKING BACK TO YOUR LESSON

WORD HUNT

Direction: Look and encircle the words:

S O N A T A D T J

D F G H J K L P T

B E E T H O V E N

C V B N M L K J H

F U R E L I S E Q

R T Y P S D F G H

D F G H G K H L S

S Y M P H O N Y J

M N B V C X Z L K

M O Z A R T Z R T
BRIEF INTRODUCTION
Wolfgang Amadeus Mozart is a child prodigy and the
most amazing genius in musical history. At age five,
he was already playing the violin and the
harpsichord; at six, he was recognized as an
exceptional pianist and, at seven, he was already
composing excellent music. At age thirteen, he had
written sonatas, concertos, symphonies, religious
works, and operas and operettas.

He experimented in all kinds of music and composed over 700 works.

Unfortunately, due to mismanaged finances he lived his life in poverty, died
young and was buried in an unknown grave. He composed wonderful
concertos, symphonies and opera such as “The Marriage of Figaro” (1786),
“Don Giovanni (1789), and “The Magic Flute” which became popular. Other
known works: Eine Kleine Nachtmusik, Symphony No. 40 in G Major, and
Sonata No. 11 in A Major K311.

ACTIVITY

ACTIVITY
REMEMBER
1. He composed more than 600 works, many of which are
acknowledged as pinnacles
of symphonic, concertante, chamber, operatic, and choral music.
2. He is considered among the greatest classical composers of all
time, and his influence on Western music is profound.
3. Ludwig van Beethoven composed his early works in the shadow of
Mozart, and Joseph Haydn wrote: "posterity will not see such a
talent again in 100 years".
CHECKING YOUR UNDERSTANDING

Direction: Write the compositions of Mozart.

1. _________________________

2. _________________________

3. _________________________

4. _________________________

5. _________________________

REFLECTIVE LEARNING SHEET

Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 6

Reflection:
1. Which among the compositions of Mozart are you familiar with?
_________________________________________________________________
2. How were you able to write a lyrics related to CoVid using the music of
Mozart?
___________________________________________________________________
3. How were you able to perform a lyrics related to CoVid using the music of
Mozart?
_________________________________________________________________________
ARTS 9
LESSON 6: BAROQUE ART MASTER AND THEIR
MASTERPIECES

EXPECTATIONS

You will identify representative artists form Baroque period. Specifically,

this module will help you to:
 reflect on and derive the mood, idea or message from selected artworks.
 discuss the use or function of artworks by evaluating their utilization and
combination of art elements and principles.
 use artworks to derive the traditions/ history of an art period.
 compare the characteristics of artworks produced in different art periods.
 create artworks guided by technique and styles of the Renaissance and the
Baroque periods.

Let us start your journey in learning more about Baroque Art Masters and
their Materpieces.

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Word Hunt (Critical Thinking)
Instructions. Encircle the words that are connected to Baroque Period.
H C R I J N D D

G A E F G L R A

F R F K Y K G M

B A R O C C O A

E V U K R G J S

R A B J T H U C

N G E W Y E D U

I G N R D E J S

N I S Q S R W S

I O G R B T U R
ACTIVITY: Line of Thought
• What do you see in the picture?
• What mood is created in this painting?
• What do you see in the painting that awakens that kind of feeling
towards it?

Image. Rembrandt’s Raising of the Cross from EPPH

BRIEF INTRODUCTION\
A. MICHELANGELO MERISI DE CARAVAGGIO

• He was better known as

Caravaggio. He was an Italian
artist who wanted to deviate
from the classical masters of the
Renaissance. He was an outcast
in his society, because of his own
actions and the lack of modesty
and reverence for religious
subjects in his own paintings.
Perhaps he started out as a
specialist in his paintings of still
life, especially of fruits. Studies
of single figures followed, but
they are clumsier than the fruit
which gives their savor of
originality and charm.
Image. Caravaggio from biography.com
 CONVERSION OF ST. PAUL
• The painting depicts the event narrated in
the Bible about Paul, a Roman Jew who
persecuted the Christians. On the way to
Damascus, he fell from his horse and a
bright light came from the heaven and left
him blind.
Image. Conversion on the way to Damascus from Wikipedia

B. GIAN LORENZO BERNINI

• Bernini was an Italian artist and the first

Baroque artist. He practiced architecture,
and sculpture, painting, stage design, and
was also a playwright. He was also the last
in the list of the dazzling universal
geniuses. As a prodigy, his first artworks
date from his 8th birthday.
• One of his sculptures is the Ecstasy of
Saint Teresa was found in Cornaro
Chapel, Santa Maria della Vitoria, Rome.

Image. Gian Bernini from Artble

ECSTASY OF ST. TERESA

• The sculpture features an angel

holding an arrow about to pierce
Saint Teresa’s heart.
• Inspired by the vision of the saint,
that an angel pierced her heart with a
fire-tipped arrow that represented
God’s love.

Image. Ecstacy of St. Teresa from Artble

C. PETER PAUL RUBENS

• Rubens was a Flemish Baroque
painter. He was well known for his
paintings of mythical and figurative
subjects, landscapes, portraits, and
Counter- Reformation altarpieces. His
commissioned works were mostly
religious subjects, history paintings
of magical creatures, and hunt Image. Peter Paul Rubens from Wikipedia
scenes.
THE RAISING OF THE CROSS

 Around Christ are 9 muscular

figures struggling to raise the
cross.
 To emphasize importance of
Christ, he is the only face that
you can see fully.Christ’s face is
looking up.
 This expression may be a
reference to Luke 23:34 where
Christ talks to God and says,
“Father, forgive them, for they
know not what they do.”
Image. Rembrandt’s Raising of the Cross from EPPH

D. REMBRANDT VAN RIJN

• Rembrandt was a brilliant Dutch

realist, painter and etcher. He was
generally considered as one of the
greatest painters and printmakers
in European art. He followed no
particular faith, but was interested
in spiritual values and often
chooses religious subjects.

Image. Rembrandt’s Portrait from Britannica

THE NIGHT WATCH

• A painting that shows group

of soldiers preparing to go to
battle.

Image. The Night Watch from Wikipedia

 E. DIEGO VELASQUEZ

• Velasquez of Spain was developed out

of the Baroque. He was one of the
finest masters of composition and one
of the most important painters of the
Spanish Golden Age. He worked out
solutions to pictorial problems of
design that transcend the style of any
period. Velasquez was the case of a
painter who discovered his avocation
almost at the very start of his career.
Image. Diego Velasquez from Wikipedia

LAS MENINAS (THE MAIDS OF HONOR)

 A painting of a royal
family in a large
room. In the middle
is the young princess
Margarita Teresa.

`
Image. Las Meninas from Wikipedia

ACTIVITIES
Activity 1 – ART APPRECIATION (Creativity)
“WAKA POSE”

1. Find a picture of your own that portrays happiness in your life or a

memorable event in your life. (e.g. hugging your parents, eating your
birthday cake, you’re with your bestfriend,etc.)
2. Paint your picture on the illustration board adding exaggerated emotions to
it.
3. Apply colors on your drawing giving emphasis on light and dark colors to
your work.
Materials: ¼ illustration board, oil pastels/coloring materials, pencil
Reflection Questions:
1. What is the subject of your own artwork?
2. How do you find your output?
3. How do you feel while making your own baroque art design?
 ACTIVITY 2 – OPEN-ENDED STATEMENT (Critical Thinking)
Instructions. You will write what you have learned in doing the “WAKA POSE” and
share your ideas to your classmate through online communicating.
I learned that………………

I realized that……………

I noticed that………….

I enjoyed doing the activity because………………….

REMEMBER
1. Caravaggio was an Italian artist, who wanted to deviate from the
classical masters of the Renaissance. He was an outcast in his society,
because of his own actions, and the lack of modesty and reverence for
religious subjects in his own paintings.
2. Velasquez of Spain was developed out of the Baroque. He was one of
the finest masters of composition, and one of the most important
painters of the Spanish Golden Age.
3. Rembrandt was a brilliant Dutch realist, painter, and etcher. He was
generally considered as one of the greatest painters and printmakers
in European art.
4. Bernini was an Italian artist and the first Baroque artist. He practiced
architecture, and sculpture, painting, stage design, and was also a
playwright.
5. Rubens was a Flemish Baroque painter. He was well known for his
paintings of mythical and figurative subjects, landscapes, portraits, and
Counter- Reformation altarpieces.

CHECKING YOUR UNDERSTANDING

Instructions. Match the Baroque Art/Artists in Column A to its corresponding
definition in Column B. Write your answer on a piece of paper.
1. Baroque a. He was an Italian artist, who wanted to deviate from the
2. Michelangelo classical masters of the Renaissance. He was an outcast
Caravaggio in his society, because of his own actions and the lack of
3. Ecstacy of modesty and reverence for religious subjects in his own
St. Theresa paintings.
4. Gian Bernini b. It was derived from the word “barocco” which means
5. Conversion “irregularly shaped pearl or stone.” An architectural
of St. Paul element within the arch or pediment of the west portal,
cathedral of Saint-Lazare.
c. He was an Italian artist and the first Baroque artist. He
practiced architecture, and sculpture, painting, stage
design, and was also a playwright.
d. This sculpture features an angel holding an arrow about
to pierce Saint Teresa’s heart.
e. This painting depicts the event narrated in the Bible
about Paul, a Roman Jew who persecuted the Christians.
REFLECTIVE LEARNING SHEET

Name: ______________________________Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO.2
ART APPRECIATION
Instructions. Answer the chart for Art Appreciation.

Image. The Night Watch from Wikipedia

ANALYZE THE
YOUR ANSWERS
FOLLOWING:

TITLE

ARTIST

ART PERIOD

MESSAGE OF THE PAINTING

MOOD/FEELINGS
PHYSICAL EDUCATION 9
LESSON 6: MODERN STANDARD DANCE: WALTZ

EXPECTATIONS

You will understand the significance of Waltz in the context of

socialization. Specifically, this module will help you to:
 discuss the nature and background of Waltz;
 recognize the value of dancing waltz as part of physical activity;
 engage in different learning activities with efforts and enjoyment.

Let us start your journey in learning more about Waltz

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Let’s recall!

In the diagram below, Identify the different kinds of social dances

Kinds of Social Dances

BRIEF INTRODUCTION

Modern Standard Dance: Waltz

Standard Dances on the other hand wear formal, ankle length gowns
for females and coat-and tie for males. Most of the time, movements in this
dance are restricted to close ballroom position with partner.

WALTZ
From the German word “WALZEN”, which means “to roll” or “to turn”.
First popularized in Vienna, Austria
Popularly known as the “WELLER” or “SPINNER”.
It is danced in CLOSED-HOLD POSITION.
Romantic melodies are in 3 4 time.
It is characterized by its graceful movements and gracious turning.

ACTIVITIES

Complete Me (Assessment of Knowledge)

Waltz is a form of ____________________________. Most of the time, __________

in this dance are restricted to _____________________ position with partner.
Waltz came from the _________ word _____________, which means “to roll” or
“to turn”. It is popularly known as the _____________ or _____________. It was
then first popularized in ________________. Waltz dancer wears formal attire,
__________ gowns for females and _______________ for males

REMEMBER

Walzen - is a German word, which means “to roll” or “to turn”.

Closed Hold Position - the couple is facing each other. The male has his
right arm around the waist of the female, and she has her left
hand on his right shoulder.

Waltz - A ballroom and folk dance, normally in triple time, performed

primarily in closed position.

Glide - to move smoothly and continuously along, as if without effort or

resistance, as a flying bird, a boat, or a skater.
REFLECTIVE LEARNING SHEET

Name: __________________________________ Grade & Section: ________________

Direction: Write a word that describes your experience, description, or

anything you have learned about the Waltz.

Things I
learned about
Waltz
HEALTH 9
LESSON 6: EFFECTS OF SUBSTANCE USE AND ABUSE ON
THE FAMILY, SCHOOL, AND COMMUNITY

EXPECTATIONS

You will identify the effects of substance use and abuse on the
family, school and community. Specifically, this module will help you to:
• discuss the different effects of substance use and abuse specifically to
the family, school and community.

Let us start your journey in learning more about the effects of substance use
and abuse on the family, school and community.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

WORD PUZZLE: Arrange the following words to create a message campaign against
drugs. Write your message inside the box provided.

SUGPUIN DISIPLINA’Y NG DROGA’Y

PAGYAMANIN KABATAAN PAIRALIN KINABUKASAN

BRIEF INTRODUCTION

Lesson 6 will discuss the effects of substance use and abuse on family,
school and community. Various activities will help you reflect on what you
have learned and inspire you to become a healthy and active person.

ACTIVITIES

Effects of Drug Use

Aside from oneself, drug use and abuse also affect the immediate family,
school and community where the drug user lives. Here are some of them:
A. Family
 Broken and unhappy family ties
 Ignored duties and responsibilities
 Financial constraint due to drug
dependence and addiction
 High cost of drug treatment and
rehabilitation
 Family dishonor and embarrassment
 Separation of family members https://www.shutterstock.com/image-photo/family-
split-after-divorce-86606719

B. School
 Poor academic performance
 Increased rate of absenteeism and
tardiness
 Increased incidence of school fights
 Low academic achievement rate
 Incidence of disrespect to school
authorities
http://clipart-library.com/clipart/93729.htm
C. Community
 High incidence of crime which includes
stealing, robbery and snatching
 High incidence of accidents, e.g. road
accident, accidental falling etc.
 Affected economy due to low manpower
production
 Loss of government funds due to drug- https://www.vectorstock.com/royalty-
free-vector/boy-stealing-from-womans-
related operations, treatment and purse-vector-8479822

rehabilitation

ACTIVITY 1

Directions. Answer the following questions comprehensively. List the

preventive factors against substance use and abuse.

GUIDE QUESTION: How can these factors help prevent drug use
and abuse?

PREVENTIVE FACTORS

Peers &
Personal Family School Community
Friends
ACTIVITY 2: THE FAMILY’S INFLUENCE

Directions: Draw a picture that shows you and your family

members doing something fun and safe. Explain in 3-5
sentences how family help influence your decisions.
 REMEMBER
 Substance abuse affects and costs the individual, the family, and
the community in significant, measurable ways including loss of
productivity and unemployability; impairment in physical and
mental health; reduced quality of life; increased crime; increased
violence; abuse and neglect of children
 Some of those are broken and unhappy family ties; poor academic
performance and high incidence of crime that includes stealing,
robbery and snatching.
 Depression, anxiety, paranoia, hallucinations, delusions, and
insomnia can all stem from drug abuse; or, if the person already
had mental health problems before using the drug, those problems
are often worsened by its use.

CHECK YOUR UNDERSTANDING

Tell Something About The Picture. How does drug use and abuse affect
an individual?

https://www.everettclinic.com/blog/what-about-fighting-front-kids
https://www.istockphoto.com/vector/student-sad-and-worried-about-the-low-note-in-the-test-gm532088869-55600364

https://www.clipartof.com/portfolio/colematt/illustration/late-business-man-running-in-front-of-a-clock-1467843.html

https://criminallawstudiesnluj.wordpress.com/2019/08/30/compensation-to-rape-victims-a-critical-analysis/
REFLECTIVE LEARNING SHEET
Name: __________________________________ Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 1

“Drugs as Burdens to the World”
DIRECTIONS: Think of a creative way of showing how drugs are burdens to
health, socio-cultural, psychological, legal and economic magnitude. You may
write a poem or a song to show your creativity. Use the box provided for you.

https://www.pinterest.ph/pin/504755070736184188/
POST-TEST
Multiple Choices
Directions. Encircle the letter of the best answer.
1. What is the other term form the Classical Era?
a. Age of Reason c. Age of Invention
b. Age of Aristocracy d. Age of Transformation
2. Which of the following historical events DID NOT take place during the
Classical Era?
a. Napoleonic Wars c. French Revolution
b. American Revolution d. Fall of the Roman Empire
3. Which of the choices below completes the principles and characteristics of
ancient Greek and Rome? Formal, Elegant, Dignified, and:
a. Elaborate c. Ornamental
b. Simple d. Complicated
4. He was one of the finest Master of Composition and one of the most important
painters of the Spanish Golden Age.
c. Bernini c. Rembrandt
d. Caravaggio d. Velasquez
5. A painting that shows group of soldiers preparing to go to battle.
c. Conversion of St. Paul c. Las Meninas
d. Ecstasy of St. Teresa d. The Night Watch
6. A painting of a royal family in a large room. In the middle is the young princess
Margarita Teresa.
c. Conversion of St. Paul c. Las Meninas
d. Ecstasy of St. Teresa d. The Night Watch
7. A ballroom and folk dance, normally in triple time, performed primarily in closed
position.
c. Rumba c. Tango
d. Cha cha cha d. Waltz
8. __________ wrote a dance he saw in 1580 in Augsburg, where dancers held each
other so closely that their faces touched.
c. Hans Sebald Beham c. Michel de Montaigne
d. Sophie von La Roche d. Don Curzio
9. The Waltz became fashionable in _______ around 1780s
c. Vienna c. Britain
d. Europe d. Germany
10. Which of the following is not an effect of drug use and abuse on the family?
c. High incidence of crime c. separation
d. Dishonor and embarrassment d. broken family ties
11. Which shows an effect to school performance due to drug use?
a. Affected economy due to manpower production
b. Ignored duties and responsibilities
c. Incidence of disrespect to school authorities
d. Financial constraint due to drug dependence
12. Loss of government funds due to drug – related operations, treatment and
rehabilitation is an effect to what domain?
c. Personal c. school
d. Family d. community

Great, you finished answering the questions.

You may request your facilitator to check your work.
Let us move to the next learning opportunities!
References
Books
 Perez, V. V. et al. (2008). MAPEH-CAT IV. Quezon City: St. Bernadette
Publishing House Corporation.
 Wright, Craig. (2013). The Essential Listening to Music, 6th ed.. Canada:
Schirmer Cengage Learning.
 Wright, Craig. (2008, 2004). Listening to Music, 5th ed.. Belmont, CA., USA:
Thompson Higher Education.
■ Anspaugh, David and Ezell, Gene, Teaching Today’s Health (5th Edition),1998,
pp.331-333
■ Doria, Jose P., Gonzales, Madonna C., Sedilla, Lawrence Jay S., Cagulang,
Janeth, Mabiling, Raffy, Yap, Johannsen and Dela Torre, Jorie, Physical
Education & Health 9 Learner’s Material, 2014, pp 306– 307
■ Grade 9 LM of PE and Health pp. 358

Internet Sources

 http://library.thinkquest.org/27927/Classical_concerto.htm
Retrieved: Nov. 5, 2013
 http://petrucci.mus.auth.gr/imglnks/usimg/c/ca/IMSLP94587-PMLP01855-
 http://www.free-scores.com/download-sheet-music.php?pdf=23862
Retrieved: Nov. 4, 2013
 http://www.ask.com/question/opera-seria
Retrieved: Nov. 4 2013
 http://upload.wikimedia.org/wikipedia/commons/1/1e/Wolfgang-amadeus
mozart_1.jpg Retrieved: Nov. 4, 2013
 http://commons.wikimedia.org/wiki/File:Beethoven.jpg
Retrieved: Nov. 4, 2013
 http://en.wikipedia.org/wiki/File:Haydn_portrait_by_Thomas_Hardy_(small).jpg
Retrieved: Nov. 4, 2013
 http://www.free-scores.com/download-sheet-music.php?pdf=23862
Retrieved: Feb. 16, 2014
 file:///C:/Users/mean/Desktop/Mozart_Piano_Sonata_K_545.pdf
Retrieved: Feb. 16, 2014
W. A. Mozart Piano Sonata No. 16 in C major, K. 545
 (so-called facile or semplice sonata) http://www.youtube.com/watch?v=yi_E-
Hu_Rb0 (retrieved 11/5/13)
W. A. Mozart - Piano Sonata No 11 in A major K 331 (Rondo) 3rd movement
 http://www.youtube.com/watch?v=Rgq3OTSRVBc (ret. 11/6/13)
W. A. Mozart Piano concerto n. No. 21 in C major, K.467
 http://www.youtube.com/watch?v=G1bMPi2aw1A (ret. 11/6/13)
W. A. Mozart, Symphony No. 40 in G minor, 1st movement (Molto Allegro)
 http://www.youtube.com/watch?v=l45DAuXYSIs (ret. 11/6/13)
W. A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)
 http://www.youtube.com/watch?v=o1FSN8_pp_o (ret. 11/6/13)
 Rock version - http://www.youtube.com/watch?v=OL0T-q50s9A (ret. 11/5/13)
 Jazz version - http://www.youtube.com/watch?v=wY9P5z3CQ10 (ret. 11/6/13)
W. A. Mozart Queen of the Night (an aria from The Magic Flute)
 http://www.youtube.com/watch?v=pzMScwFKIfk (ret. 11/5/13)
Excerpt from Mozart's "The Magic Flute" (ret. 11/5/13)
 http://www.youtube.com/watch?v=pc4VT0CId54
W. A. Mozart excerpts from Don Giovani
 http://www.youtube.com/watch?v=w08bx7NZ62E (ret, 11/513)
W. A. Mozart exceprts from Idomeneo
 http://www.youtube.com/watch?v=AHK4yfM54eo (ret. 11/7/13)
L. V. Beethoven Piano Sonata no 14 in c sharp minor (Moonlight) 1st
movement op. 27 no. 2 (adagio sostenuto)
 http://www.youtube.com/watch?v=YmVCcF42f-0 (ret. 11/7/13)
 L. V. Beethoven Piano Concerto no. 1 in C major op. 15
http://www.youtube.com/watch?v=SFfUcQQbwsE (ret. 11/7/13)
L. V. Beethoven Piano Concerto no. 5 “Emperor” in E flat major op. 73
 http://www.youtube.com/watch?v=zYl6iI4l9gA (ret. 11/7/13)
 L. V. Beethoven Symphony No. 5, Op. 67, C Minor
http://www.youtube.com/watch?v=FqvLfMigm3I (ret. 11/7/13)
 Rock version - http://www.youtube.com/watch?v=c9EICNAvc1Q (ret. 11/7/13)
L. V. Beethoven Symphony No. 9, Op. 125, D Minor “Choral”
 http://www.youtube.com/watch?v=w6E3xem_c2w (ret. 11/7/13)
 http://www.youtube.com/watch?v=Iq-3B6xfNpY (ret. 11/7/13)
F.J. Haydn Symphony No.94 in G Major "Surprise” 2nd movement
 http://www.youtube.com/watch?v=lLjwkamp3lI
F. J. Haydn Symphony No. 101 in D major, “The Clock”
 http://www.youtube.com/watch?v=i1L6p4B2hBs (ret. 11/7/13)
F. J. Haydn Symphony No. 100 in G major, “Military”
 http://www.youtube.com/watch?v=lGyGBRXfy10 (ret. 11/7/13)
John Dowland Fine Knacks for Ladies
 http://www.youtube.com/watch?v=dabqyiJZN0c (ret. 2/19/14)
 F. Handel Hallelujah Chorus from Messiah
http://www.youtube.com/watch?v=IUZEtVbJT5c (ret. 2/19/14)
 https://www.depednegor.net/uploads/8/3/5/2/8352879/arts_9_lm_draft_4.7.
2014.pdf
 Arthistoryabroad, “Adoration of Magi” Accessed June 10, 2020
https://www.arthistoryabroad.com/2014/09/the-diagnostic-scans-of-
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https://www.dreamstime.com/editorial-image-michelangelo-s-paintings-
sistine-chapel-ceiling-painted-cornerstone-work-high-renaissance-art-
image48366565l
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http://www.history.com/topics/renaissance-art
library.thinkquest.org/2838/artgal
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https://matthewlincoln.net/2013/09/10/ninja-turtles.htm
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http://www.metmuseum.org/toah/hd/preh/hd_preh.htm en:User: Chirrho
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https://www.myartteacher.com/chiaroscuro-renaissance-drawing-painting-
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www.nationalgallery.org.uk/paintings/peter-paul-rubens-samson-and-
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 https://www.obviously-marvelous.com/2016/11/03/7-effects-of-drug-abuse-
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 https://www.google.com/search?q=+effects+of+drug+use+and+abuse+on+the+f
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 https://news.mb.com.ph/2016/10/11/drug-addicts-need-rehabilitation/
 Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS
MUSIC 9
Writers: Mrs. Rebecca C. Vargas and Michael G. dela Pena
Editors: Marcos S. Gomez, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist:

ARTS 9
Writers: Aubrie Ann C. Patdu & Joanna Dionisio
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Aubrie Ann C. Patdu
PHYSICAL EDUCATION 9
Writers: Jay-ar T. Rapiz & Rishel A. Atanacio
Editors: Federico S. Legaspi & Eileen Marie C. De Leon, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Jay-ar T. Rapiz & Rishel A. Atanacio

HEALTH 9
Writers: Nilda S. Dayrit & Eden J. Peňaranda
Editor: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Nilda S. Dayrit & Eden J. Peňaranda

MAPEH 9

MAPEH 9
Copyright, 2020
 ANSWER KEY

GRADE 9 ART (WEEK 6 )

WEEK 6 WEEK 6

LOOP A WORD ASSESSMENT 1.1

 BAROCCO 1. B

 BERNINI 2. A

 CARAVAGGIO 3. D
 DAMASCUS
4. C
 RUBENS
5. E

PRE-TEST POST-TEST

4. D 4. D
5. D 5. D
6. C 6. C

KEY TO CORRECTION:
QUARTER 2
HEALTH 9: WEEK 6 – LESSON 6
PRE -TEST
10.A
11. C
12. D
A. Looking Back

“Disiplina’y Pairalin; Droga’y Sugpuin;

Kinabukasan Ng Kabataan Pagyamanin”
B. Activities
Activity 1 – Answer may depend on the idea of the learner
Activity 2 – Answer may depend on the idea of the learner
C. CHECK YOUR UNDERSTANDING – Answer may depend on the idea of the learner
D. REFLECTIVE - Answer may depend on the idea of the learner
E. POST TEST
10. A
11. C
12. D