MAPEH-9-2ND-QUARTER

SECOND QUARTER MODULE
BRIEF INTRODUCTION:
Hello dear pupils! Welcome to our 2 nd quarter for another exciting and new journey I hope you have done
your 1st quarter with enthusiasm and excitement. For this quarter I hope you do your best at all times. In our
MAPEH class, we will focus on its four components- MUSIC, ARTS, PE and HEALTH. In this subject, your
prior knowledge in your previous lesson will still be used for you to be able to deal with our new lessons.
Thus, in this 2nd quarter learning module, you are expected to acquire the essential knowledge and skills
prescribed by Dep Ed’s learning standards aligned with the MELCS as shown below.
WEEK 1
MUSIC: THE CLASSICAL MUSIC - INSTRUMENTAL MUSIC OF THE
CLASSICAL PERIOD
ARTS: ART IN RENAISSANCE PERIOD, FAMOUS RENAISSANCE
ARTWORK AND ARTISTS
Music: The learner…
 demonstrates understanding of characteristic features of
Classical period music.
Arts: The learner…
 identify art elements and processes by synthesizing and applying
prior knowledge and skills;
 appreciate arts as integral to the development of organizations,
spiritual belief, historical events, scientific discoveries, natural
disasters/ occurrences, and other external phenomena.
 sings and performs themes of symphonies and other
instrumental forms
Performance Standard  perform / participate competently in a presentation of a creative
impression (verbal/nonverbal) of a particular artistic period;
 recognize the difference and uniqueness of the art styles of the
different periods (techniques, process, elements, and principles of
art).
 Describes musical elements of given Classical period pieces
Most Essential  explains the performance practice (setting, composition, role of
Learning Competencies composers/performers, and audience) during Classical Period
(MELCs) Arts: The learner…
 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.
st
21 Century Learning Critical Thinking, Creative and Cross-Cultural Understanding
Skills
Core Values Academic Excellence, Social Responsibility, Community Building
REFERENCES:
A. Printed:
Concha, A. A., Ganzon CL. C.,Tungala J. S. & Fulgencio MG A. (2018).Achieve Creative
Experiences and Skills in MAPEH Teachers Wraparound Edition. K – 12 ed. Quezon City,
Philippines. The Sibs Publishing House Inc.
ACES in MAPEH 9
Miranda Q.S., Juhuela L.R., Sacdalan, G.E., San Jose MT.R.,
MAPEH FOR TODAY’S LEARNER (PHOENIX)
Music & Arts Learner’s Material Grade 9
Physical Education & Health Learner’s Material Grade 9
1
MUSIC
TOPIC: THE CLASSICAL MUSIC - INSTRUMENTAL MUSIC OF THE
CLASSICAL PERIOD
INTRODUCTION:
As you explore this lesson, you can add / answer the questions and consider how the tasks will not
only help you understand the relationship and connection of things, ideas and others that concerns your life,
but also help you internalize the significance of learning musical elements of given classical period pieces to
shape your own life. Be reminded of these expectations as you work on the following phases of this lesson.
This week-lesson will increase your knowledge and understanding of your target concepts and skills
through deeper exploration of the different concepts through the given activities most especially the
performance task. Doubtlessly, you know that appreciating the connection of musical elements of given
classical period pieces of things to real life context is like appreciating the beauty of life through a collage,
reflection paper, song, photo, picture, illustration and drawing.
Understanding the concepts of describing musical elements of given classical period pieces paves
the way to making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share
something in common with that experience that makes the performance task meaningful. This is when you
think back and recall a time when you have much in common with the same experience than what you
originally thought. Good luck!
Below are the Learning Targets/ Specific Objectives:

1. Describe the music characteristics of Classical music;
2. value the unique characteristics of Classical Period; and
3. discuss the instrumental music from the classical music period
Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding
of the topic.
What I Want to How I Can What I Have

What I Know
Find Out Learn More Learned
Skills I expect to use:
PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in this
lesson. You should be able to answer them at the end of the week.
1. Why do we need to study Classical music?
2. What makes Classical music “classical”?
3. Why are certain rules followed in music composition?
SHORT EXERCISES/DRILLS:
“Music is said to be the rejoicing of the heart; music comfort the mind and fear the enemy”
-John Florio
Reflect upon the quotation above and explain what it means and how can you relate this saying with the
importance of learning about history?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
CONTENT DISCUSSION:
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In this week-lesson, you are going to analyze and directly Describe the music characteristics and
instrumental forms of Classical music and Value the unique characteristics of Classical Period to make
sense of your musical inclined as you can draw out connections to real life context. You will be given an
opportunity to learn the musical elements of given Classical period pieces.
MUSIC OF THE CLASSICAL PERIOD (1750-1820)

The Classical Era, also called “Age of
Reason,” is the period from 1750-1820. The cultural
life was dominated by the aristocracy, as patrons of
musicians and artists generally influenced the arts.
Significant changes in musical forms and styles were
made.
In the middle of the 18th century, Europe began
to move toward a new style in architecture, literature,
and the arts, known as Classicism. It was also pushed
forward by changes in the economic order in social
structure. Instrumental music was patronized primarily
by the nobility.
Important historical events that occurred in the
West during this era were the French Revolution, and
the Napoleonic wars, the American Declaration of
Independence in 1776, and the American Revolution.
The term classical denotes conformity with the principles and characteristics of ancient Greek and
Roman literature and art which were formal, elegant, simple, freed and dignified. The same characteristics
may also describe the melodies of loud and soft was clearly shown through the extensive use of crescendo
and diminuendo. A style of broken chords accompaniment called Alberti Bass was practiced.
The great composers of the period were: Franz Joseph Haydn, Wolfgang Amadeus Mozart, and
Ludwig Van Beethoven. Sonata, concerto and symphony are the instrumental forms developed during this
era while Opera Seria and Opera Buffa are the two vocal forms.
CHARACTERISTICS OF MUSIC OF THE CLASSICAL PERIOD

The music of the period is characterized by simplicity and order. Composers of the period almost
always wrote music with clarity of form. Most melodies have balanced phrases and easy to remember,
rhythmic patterns of the classical style include syncopation, sudden pause, and frequent shifts from long and
short note. Textures are largely homophonic and gradual change in dynamics through crescendo and
decrescendo are customary.
Before the Classical style of music had been established, it went through a transition period from
Baroque to Classical. This transition period is called the Preclassical period. It approximately covers from
1730 to 1770. During this transition stage, diverse concepts of music style, and medium could be found.
These styles are the Rococo, the Empfindsamer Stil.
ROCOCO STYLE
Existing and in use approximately from 1720 to 1775, this particular style was developed in France.
This is characterized by being simple, elegant, graceful, and profusely and delicately ornamented as opposed
to the complex and heavy style of Baroque. It uses less counterpoint and relies mainly on the ornamentation
for its impression or impact. This style us also known as style galant. Composers of this style Francois
Couperin, Jean Philippe Rameau, and George Philipp Telemann.
EMPFINDSAMER STIL
The style galant had become known in Germany after 1750, and it was called Empfindsamer Stil but
with more enhanced and intensified expressiveness. This style of heightened emotional quality had been used
by two sons of Johann Sebastian Bach – Wilhelm Friedemann Bach and Carl Philipp Emanuel Bach
PRECLASSICAL STYLE
This style is characterized by changes in concepts of form, style, and medium used in the previous
period. This occurred from about 1740 to 1770. During this stage, there were fusions of style employed
during Baroque, Preclassical, and Classical periods.
CLASSICAL MUSIC
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When one hears the word “classical,” it connotes several meanings. It could mean”
 The art and literature of ancient Greece  The same as Art music; or
 The opposite of Romantic music  The period beginning from 1750 up to
1820
SPECIFIC CHARACTERISTICS OF CLASSICAL PERIOD MUSIC
TEXTURE
Usually, classical music is homophonic. There is one melodic line with a non-melodic or less melodic
accompaniment, thus creating a simpler texture as opposed to the massive sound of Baroque music
MELODY
There is a strong emphasis on the melody in classical music. Classical melodies are typically short,
lyrical, and easy to sing. Melodic lines are more diatonic than Baroque music. There are also elements of folk
music that can be heard in themes of highly sophisticated classical compositions
HARMONY
Classical harmony is a lot simpler than that of the Baroque. It is strongly tonal because key signatures
are firmly established during this period. It uses more of the primary chords--- tonic (I), subdominant (IV),
and dominant (V)
DYNAMICS AND INSTRUMENTATION

In order to express different feelings, moods, and emotions, dynamic markings are widely used such
as forte (loud) and piano (soft). Dynamic levels cannot be demonstrated through playing the harpsichord by
the piano, which was perfect by Bartolomeo Cristofori from Florence Italy.
FORM
Musical forms in the classical period were clearly defined. Music was organized into precise, well-
balanced, and clear sections. The ABA structure of music was commonly used which has two basic melodies
—Melody A and Melody B. However, this musical structure is called ternary
IMPROVISATION
The importance of the basso had been reduced during this period. This way improvisation had
become less and significant. Unlike Baroque music, Classical music with its specific harmony,
ornamentation dynamics, and phrasing was clearly indicated in the musical score. If Baroque music uses
basso continou as the bass accompaniment, classical music uses the Alberti bass, a broken chords figure
named Domencio Alberti.
INSTRUMENTAL MUSIC of the CLASSICAL PERIOD
THE SONATA
The sonata is a large instrumental composition made up of
several movement or sections.
The FIRST movement or section of a sonata is written in a form

called sonata form, also called sonata allegro form or first movement
form.
Generally, this form is worked out in three-part structure that
consist of:
1. EXPOSITION- where the basic theme is presented in the

tonic key modulation also takes place for the subordinate
theme from the tonic key to the dominant key, it concludes
in a theme called codetta
2. DEVELOPMENT – where in the main theme is developed
in different ways; the theme may be treated in different keys,
registers, textures, and timbers
3. RECAPITUALATION – where themes in the exposition are restated in the tonic key but
not exactly the same
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The SECOND movement of a sonata is characterized by having a slow tempo, presented in
subdominant or dominant key and having a more melodic quality presented in the other movements
or sections. Musical forms used in this particular movement are ternary (ABA structure), rounded
binary (AABA structure), and theme and variations (where a theme is repeated over and over and is
changed each time)
The THIRD movement of a sonata is commonly in a form called minuet and trio or simply
minuet.
1. In tonic key
2. In triple meter
3. Played in a moderately fast tempo
4. A ternary form, where the three sections are the minuet, trio, and minuet again
(repeated)
The FOURTH movement is called finale which may use either the sonata form, rondo
structure (ABACA), or a combination of the two (ABACABA). This movement is presented in the
home key with a lively tempo and usually less intensive than the first movement.
THE SYMPHONY
A symphony in this period is a sonata for orchestra, generally in four movements.
1. First movement – fast and vigorous; in sonata form; usually in duple meter
2. Second movement – slow tempo; can be in sonata form, rondo, or theme and variations
structure
3. Third movement – dance-like movement; can be in minuet or scherzo form
4. Fourth movement – brilliant, lively, and fast movement; often either in sonata form or
sonata-rondo form
THE CONCERTO
The classical concerto is a major instrumental composition combining the virtuosity of the
instrumental soloist and the various textures and expressiveness of the orchestra. The soloist and the
orchestra are equally important, creating a balanced dialogue between the two. The piano is
frequently used as the solo instrument. Other solo instruments like violin, cello, horn, clarinet,
trumpet, and bassoon can also be employed. It is composed of three movements following the fast-
slow-fast structure. Unlike the classical symphony, the minuet or scherzo movement is omitted.
1. First movement – is in a fast tempo and in the sonata form, but there are two separate
expositions called double exposition. In the first exposition, the main theme is introduced
by the orchestra alone and in the home key. The solos instrument presents the main theme
in the second exposition in a more brilliant and ornament manner. Toward the end of the
recapitulation, a cadenza, signaled by the fermata or prolongation, is performed by the
soloist. A cadenza is a section in this instrumental music where the soloist displays his/her
virtuosity and technique.
2. Second movement – is in a slow tempo and more lyrical
3. Third movement – is the concerto finale and is usually in rondo form with a lively tempo.
THE CHAMBER MUSIC

Classical chamber music is designed in such a way that is performed in a small room
(chamber) or in a palace, unlike the symphony or concerto which is performed in a public concert
hall. It is composed for small ensembles consisting of only two to nine players and usually only one
instrument to a part.
The most important chamber music ensemble is the string quartet. It music written for two
violins, one viola, and one cello. A string quartet, a composition that is usually composed of four
movements
1. Fast
2. Slow
3. Minuet or scherzo
4. Fast
Other instrumental form in this genre is divertimento. It is composed for small chamber
ensembles or small orchestra. The number of movements may vary from three to ten,
including minuets, marches, and sonata form movements. It is intended for informal
entertainment and is less complex than symphony.
REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

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1. Why do we need to study Classical music?
- Studying classical music makes you a well-rounded, confident musician and teaches you
to comfortably express yourself.
2. What makes Classical music “classical”?
- Because the music of these period is characterized by simplicity and order. Composers of
the period almost always wrote music with clarity of form. Most melodies have balanced
phrases and easy to remember, rhythmic patterns of the classical style include
syncopation, sudden pause, and frequent shifts from long and short note. Textures are
largely homophonic and gradual change in dynamics through crescendo and decrescendo
are customary.
3. Why are certain rules followed in music composition?

- Rules is one way to developed skills and talent
FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary
The classical period is generally referred to as the Age of Reason and Enlightenment which
approximately covers from 1750 to 1820. Certain styles emerged during the transition period from
Baroque to Classical namely Rococo, the Empfindsamer Stil, and the Pre-classical.
The instrumental forms during the classical period are the sonata, symphony, concerto, and
chamber music. The sonata is a large instrumental composition made up of several movements or
sections
A classical symphony is a sonata for orchestra on four movements. The classical concerto is a major
instrumental composition combining the virtuosity of the instrumental soloist ad the textures and
expressiveness of the orchestra.
ARTS
TOPIC: ART IN RENAISSANCE PERIOD, FAMOUS RENAISSANCE
ARTWORK AND ARTISTS
INTRODUCTION:
but also help you internalize the significance of learning the art elements and principles in the production of
work following the renaissance style to color your own life. Be reminded of these expectations as you work
on the following phases of this lesson.
performance task. Doubtlessly, you know that appreciating the connection of art elements and principles in
the production of work following the renaissance style of things to real life context is like appreciating the
beauty of life through a collage, reflection paper, song, photo, picture, illustration and drawing.
Understanding the concepts of analyzing art elements and principles in the production of work
following the renaissance style paves the way to making meaning in life. It allows you to share certain
experiences. Oftentimes, you find you share something in common with that experience that makes the
performance task meaningful. This is when you think back and recall a time when you have much in
common with the same experience than what you originally thought. Good luck!

1. Identify distinct characteristics of arts during the Renaissance period; and
2. Identify representative artists from renaissance periods

of the topic.
What I Want to How I Can Learn

What I Know What I Have Learned
Find Out More
6

1. What are the characteristics of the renaissance period?
2. Why it is important to know the painting modes of renaissance period?
3. Can an interesting art lead to good life? Why?
Directions: What comes into your mind when you hear the word renaissance? Try to find the words in
puzzle below that are synonymous/ connected with the word renaissance?
S R E N A I S S A N C E F U M
C U A R C H I T E C T U R E I
U V F R Z G A F A L L S D K C
L E Q A T Q R L O V E D A L H
P N A S X W D U S O P A Y W E
T S R D C M O N B L S V A E L
U R R F V E F R g E Y I N S A
R A A G B R G H K D N D A H N
E P P H P I E T A S E S J E G
F H H J N G B J G F V E E F E
D A A K M O N A L I S A A S L
R E E h L Y M O G F V E N H O
O L L M O N A L I A A R A T A
L A S T S U P P E R G F V E B
D O D V U S A R T I S T S N C
CONTENT DISCUSSION:
In this week-lesson, you are going to analyze art elements and principles in the production of
work following the renaissance style to make sense of your art style as you can draw out connections to
real life context. You will be given an opportunity to learn the art elements and principles in the
production of work following the renaissance style.
RENAISSANCE PERIOD
(Around Fourteenth- Seventeenth Century)
The word Renaissance is derived from the
French word renaitre which directly translates
as “to be born again”. In Latin, the equivalent
word is rinascimento, from rinascere which
means “to be born”. Thus, the period of the
renaissance stands for the rebirth and revival of
the arts.
The Renaissance began as an artist
movement within the city of Florence in Italy.
As an important period in history, the
Renaissance marked a time of great cultural
emancipation and liberation of the arts,
following centuries of autistics and intellectual repression brought by the prevailing authority of religious
discourses during the medieval period.
Renaissance was the period of economic progress. The period stirred enthusiasm for the study of
ancient philosophy and artistic values.
Italian Renaissance began in the late 14 th century. It was an era of great artistic and intellectual
achievement with the birth of secular art. The focus was on the realistic and humanistic art. Renaissance art
was characterized by accurate anatomy, scientific perspective, and deeper landscape.
Renaissance painters depicted real life figures and their sculptures were naturalistic portraits of
human beings.
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Architecture during this period was characterized by its symmetry and balance. As the classical
Greeks believed in the harmonious development of the person through a sound mind, by the practice of
athletics, the Renaissance held up the ideal of a well-rounded man, knowledgeable in a number of fields such
as philosophy, science, arts, including painting and music and who applies his knowledge to productive and
creative activity.
The Renaissance was the period of artistic experimentation. It brought man into a full view just like
the human figure in Greek art. Renaissance art marks the transition of Europe from the medieval period to the
early modern age. In many parts Europe, early renaissance art was created in parallel with late medieval art.
By 1500, the renaissance style prevailed. The greatest cathedral building of the age was the rebuilding of St.
Peter’s Basilica in Rome.
CHARACTERISTICS OF THE RENAISSANCE

1. CLASSICISM
Artist used style and techniques that were inspired by the Classical arts of Greece and Rome.
Poses and compositions of the artworks made by the ancient Greek and Roman were replicated by the
Renaissance artists.
2. HUMANISM
Humanism is philosophy that believes “true human potential is achieved through knowledge”.
This means that understanding is achieved through science and logic. Humanists believe that people
can experience God through His greatest creation, man. In achieving man’s true potential, he can
experience God. Renderings of God, Mother Mary, Jesus, and the saints are very humanlike, inspired
by the humanistic philosophy.
3. INDIVIDUALISM
During the Renaissance, the concept of the importance of individuality emerged. This period
gave significance to individual personality, uniqueness and genius. Weight was given to the full
development of one’s talent. In visual arts, this characteristic was reflected on the different fields of
art. Freestanding statues rather than reliefs became popular. Painting that have single subject in the
piece, like Mona Lisa, were accepted. Although medieval art has artworks that depicted only one
subject, these were limited to saints and other holy figures
4. REALISM
The renaissance artists sought to create artworks that were realistic. Humans were drawn with
facial expression and were lifelike. Humans and the divine were not depicted differently.
Backgrounds in painting made use of nature. Artist placed subjects in the natural settings to
give a sense of familiarity and realness to their work.
PAINTING MODES OF THE RENAISSANCE
SFUMATO  It means “soft or blurred”.

 This painting mode blurs the edges of the outlines, creating tonal
value.
 It gives an appearance of a hazy layer on the work, thus
lightening bright areas as well as the dark ones Leonardo da
Vinci used this technique on the Mona Lisa, in which he blurred
the edges and eliminated the string outlines, the subtle shading
techniques is one of the reasons for Mona Lisa’s mysterious
smile
Source: Google.com
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UNIONE  Is similar with sfumato, but unlike sfumato, the color
intensity is not diluted.
 It is the use of colors without the severe lines.
 This technique uses gradient changes between color and the
light blending on the edges but retains the overall brilliance
of the colors.
 Raphael used this technique on his work St. Catherine of
Alexandria.
Source: Google.com
CHIAROSCURO  Means “light and dark”.

 This mode uses strong contrast between light and dark.
 The strong contrast creates shadows and light that the artist
uses to create a focal point.
 It is like pointing a spotlight on a dark scene.
 This painting style is heavily used with the succeeding art
styles of the Mannerist and the Baroque.
 A Renaissance painting that makes use of this technique is
Leonardo da Vinci’s Virgin of the Rocks.
CANGIANTE  Means “to change”.

 It is a painting technique that renders shadows by replacing
the color.
 Cangiante means “to change” in Italian
 Cangiante is used when a painter uses another hue in place of
another if the original color cannot be made lighter or darker
enough.
 This was used by Michelangelo in some panels of the Sistine
Chapel as well as Fra Angelico’s early Renaissance work,
Presentation of Jesus at the Temple.
Source: Google.com
ARTIST OF RENAISSANCE
The artists of Renaissance are multitalented. They are masters in the difference disciplines and media
of art such as painting, sculpting, and even in architectural design.
DONATELLO (1386-1466)  A pioneer in the Renaissance style was Donatello di Nicolo

Donatello di Nicolo di Betto Bardi di Betto Bardi, or more popularly known as Donatello.
 He was born in 1386 CE and died in December of 1466.
 He was a sculptor that applied perspective in his works.
Knowing that his sculptures would be viewed from below,
the statues viewed at this angle had a habit of appearing
stunted and peculiar, he sculpted his statues to be wider and
longer on top to remove this optical illusion.
Source: Google.com
LOUIS DAVID JACQUES  One of the earliest sculptural masterpieces of the

Renaissance is Donatello’s David. It was made around
1440 CE, at least a quarter of century earlier than that of
Michael Angelo’s.
 It is a bronze sculpture of the biblical David who is shown
standing triumphant with a sword and one-foot stepping on
Goliath’s decapitated head.
 David is shown wearing only boots and shepherd’s hat with
laurel leaves. It was the first freestanding nude sculpture to
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be done in a thousand years, since nudity was frowned
upon during the medieval era. It calls upon a heroic vibe
like that of the nude sculptures of the Gods during the
Greek and Roman periods. It was considered to be head of
its time that it took quite a while before other artists created
other nude sculptures. The statue is kept in the National
Museum of Bargallo and measures 1.58 m
Source: Google.com
MICHEALANGELO (1475-1564)  One of the most well-known Italian Renaissance artist was
Michelangelo di Lodovico Michelangelo Buonarroti or more popularly known as
Buonarroti Simoni simply as Michelangelo.
 He was born on March 6, 1475. Michelangelo was a poet,
painter, sculptor, and architect.
 He was a man of many talents as many Renaissance artists
were.
 He created a lot of masterpiece for the Catholic Church.
Among his most well-known masterpieces are the Pieta and
the scenes from Genesis on the ceiling and the Last
Judgement on the altar wall of the Sistine Chapel in Rome.
Source: Google.com
 Leonardo Da Vinci was popular artist of the Italian

LEONARDO da VINCI (1452- Renaissance.
1519)  He was born on April 15, 1452.
 He thirsted for knowledge; he studied a vast array of
subjects that included painting, sculpture, architecture,
music, literature, poetry, geology, botany, anatomy, and
mathematics.
 He was popularized in present times through the novel and
movie “Da Vinci Code”.
 He is known as the ultimate “Renaissance man” because of
his intellect, interest, talent and his expression of humanist
and classical values.
Source: Google.com
 He widely considered to be one of the greatest painters of
all time and perhaps the most diversely talented person to
have ever lived.
 He has conceived so many ideas and loved experiment,
nothing it down in his note books. It is said that he filled up
120 notebooks with his ideas.
 Da Vinci was a perfectionist. Many of his works were left
unfinished simply because he was unhappy with them, or
he was distracted with new object.
 He died on May 2, 1519 at the age of 67
PIETA
– One of Michelangelo’s most famous sculptural masterpiece is the Pieta.

Pieta means “pity”. It is a sculpture of Mother Mary cradling the body of Jesus
after it was brought down from the cross. Very realistic emotions are seen on
Mother Mary’s face in contrast to Jesus’ lifeless body. It sends a powerful
message of a mother’s love and sorrow. It was sculpted in 1498-1499 CE and
is currently housed in St. Peter’s Basilica, Vatican City.
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Source: Google.com
FRESCOES OF SISTINE CHAPEL CEILING
- Michelangelo’s painting on the ceiling of the

Sistine Chapel is composed of nine different part.
Each section tells a different Bible story; the most
popular of which is the creation of man, where
God gives life to Adam with a touch. Since
Michelangelo was a sculpture, the figures of the
Sistine Chapel had a sculptural feel to them. The
artist used modeling techniques to add depth and
dimension. His figures appear in mid-movement
with the depiction pf twisting muscles and flowing fabric.
Source: Google.com
LAST SUPPER
– is popular Christian subject among artists. Da Vinci

created his own version on a wall of the dining hall of the
Monastery of Santa Maria delle Grazie in Milan from
149401499 CE. Da Vinci took different approach with his
version of the Last Supper. Using linear perspective, he
made the scene appear to be part of the Monastery. Christ
was the focal point where all the converging lines seem to
meet. The figures appear to be in commotion, with Christ
just announcing that there was a traitor among them.
Source: Google.com
The composition of the figures seems to part away from Christ with the apostles crowding the ends of
the table. This composition adds to the drama that is happening in the painting. If you analyze the painting by
looking at the facial expressions of the apostles and their body language, you can even identify who Judas is.
All the other faces are shown on disbelief except for one whose fist is clenched and whose expression is that
of anger.
MONA LISA
– The Mona Lisa and her curious smile has fascinated the world for centuries.
It is believed to have been made in 1503-1506 CE. This portraiture painting
measures 77 cm x 53 cm and is part of the permanent collection of the Louvre
in Paris, France. Leonardo da Vinci worked on his painting for sixteen years
and is said to be still unfinished. What makes the Mona Lisa so interesting is
the mysteries that surround it. The portrait is said to be Lisa Gherardini, wife
of Francesco del Giocondo, and silk merchant who commissioned da Vinci to
paint his wife, but others think it was Leonardo himself. Mona Lisa’s smile
seems to hide a secret that makes many viewers speculate the meaning of her
expressions
Source: Google.com
––
1. What are the characteristics of the renaissance period?
- Classicism Humanism Individualism Realism
2. Why it is important to know the painting modes of renaissance period?
- Renaissance artists developed four different paintings modes during the Renaissance.
The four canonical painting modes used modelling effects to create dimensionality in art.
3. Can an interesting art lead to good life? Why?
- Arts brings more creativity, satisfaction and happiness into our lives. Art gives us meaning
and helps us understand the world.
Renaissance period is an art period where people rediscovered the classical art
and philosophy of the Greeks and Romans. There are four characteristics of
Renaissance period the Classicism, Humanism, Individualism, Realism and
Renaissance also have the four canonical painting modes used for modelling effects to
create dimensions in art these are: sfumato, unione, chiaroscuro, cangiante. 11
The artists of Renaissance are multitalented. They are masters in the difference
disciplines and media of art such as painting, sculpting, and even in architectural
design.
WEEK 2
PHYSICAL EDUCATION: IMPORTANCE OF SOCIAL DANCING, FORMS OF
SOCIAL DANCING
HEALTH: DRUG SCENARIO IN THE PHILIPPINES, SUBSTANCE or DRUG ABUSE
Physical Education: The learner…
Content Standard  Demonstrates understanding of lifestyle and weight management to promote
community fitness.
Health: The learner…
 demonstrates understanding of the dangers of substance use and abuse
 Maintains an active lifestyle to influence the physical activity participation of
Performance the community practices healthy eating habits that support an active lifestyle.
Standard Health: The learner…
 Shares responsibility with community members through participation in
collective action to prevent and control substance use and abuse.
Most Essential Physical Education: The learner…
Learning  Executes the skills involved in the dance
Competencies Health: The learner…
(MELCs)  Describes the drug scenario in the Philippines
 analyzes situations for the use and non-use of psychoactive substances
21st Century Critical Thinking, Creative and Cross-Cultural Understanding
Learning Skills
REFERENCES:
A. Printed:
ACES in MAPEH 9
PHYSICAL EDUCATION
TOPIC: IMPORTANCE OF SOCIAL DANCING, FORMS OF SOCIAL
DANCING
INTRODUCTION:
but also help you internalize the significance of learning the etiquette in social dances and dance mixers to
shape your own life. Be reminded of these expectations as you work on the following phases of this lesson.
12
performance task. Doubtlessly, you know that appreciating the connection of etiquette in social dances and
dance mixers of things to real life context is like appreciating the beauty of life through a collage, reflection
paper, song, photo, picture, illustration and drawing.
Understanding the concepts of performing etiquette in social dances and dance mixers paves the
way to making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share
something in common with that experience that makes the performance task meaningful. This is when you
think back and recall a time when you have much in common with the same experience than what you
originally thought. Good luck!

1. Exhibit social graces and good manners in social events, particularly ballroom
dancing, to gain friends and be aware of what is happening in social dance circles
2. Demonstrates understanding of lifestyle and weight management to promote
community fitness.
3. Discuss the purpose of social dances
4. Execute warm-up exercises to maintain flexibility and high level of strength.

of the topic.

Find Out More

1. How does engagement in social dances and dance mixers influence your life?
2. How do dance etiquette and social dance emphasize social grace, order, respect, and decency in
dancing?
3. What are the benefits of social dancing?
4. Why it is important to have a dance warm up?
Why do people dance?
Look at the pictures above. How will you describe the different dances? What do you think are the reasons
why people dance?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
CONTENT DISCUSSION:
In this week-lesson, you are going to perform the etiquettes in social dances to make sense of your physical
activities as you can draw out connections to real life context. You will be given an opportunity to learn 13
the
etiquettes in social dances.
SOCIAL DANCING
Social dancing is performed by a group of people during special occasions or events usually for
pleasure or enjoyment. Most of us would wonder if participating in social dancing is still relevant in the
modern generation. Taking a look at its origin, it took place way back eighteenth century in France where the
popular cotillion dance also started. At first, four couples in a square formation were the participants, but
later on, more couples became part of the dance with variations such as changing of dance formations and
partners as part of the routine
Abstraction:
How should you behave and perform in a certain social dancing activity? The answer is simple. You
must practice etiquette in dancing to help you go about successfully with the social dimensions of dancing.
Why do you care about dance etiquette? Because this will not give you a fruitful dancing experience but will
also provide with the widened social network. The following aspects of social dancing should always be
considered:
Dance floor
demeanor/behavior
No fault dancing What to wear
DANCE
ETIQUETTE
Personal
On the floor Grooming
Asking for a
Dance
Dance etiquette is a set of guidelines that help you navigate the social dimensions of dancing. Why do
you care about dance etiquette? Because it is essential for you to maximize how to go about the process of
social dancing and have a happy dancing experience.
Dancing has its own culture. In social dances and dance mixers, the more the formal the dance, the
more formal the outfit.
ATTIRE GENTLEMEN LADIES

Formal Tailcoat, tuxedo coat, regular Ball gown, evening gown,
coat, bow tie or regular neck tie, dinner gown, cocktail gown
black trouser
Semi-formal Dress shirt and tie, vest or sweater Dinner dresses, flowing pants
that shows the tie
Dressy Casual Solid colored t-shirts, turtle neck, Anything that displays a
(Practices, dance lessons) polo shirt, cotton slacks conservative, toned down
appearance
Latin Button up shirt, solid t-shirt, turtle Sexy outfits and long slit skirts,
neck, dress slacks, bright colorful low neck lines, and exposed
outfits are accepted midriffs are popular.
14
DON’TS IN TERMS OF OUTFITS AND DANCE SHOES:
 Do not wear sneaker or any shoe with rubber of spongy sole. They can stick to the dance floor during
and spins that may cause knee and ankle injuries. Always wear dance shoes.
 Avoid sleeveless shirts and strapped dresses. It’s not pleasant to have your partner touch your dump
skin.
 Avoid shaggy, baggy, low armpit upper shirt. Partners hand may get caught in the baggy sleeves.
 Avoid accessories like big rings, watches, brooches, loose /long necklaces, and big belt buckles. They
can be dangerous. They can catch in partners clothing, causing scratches and bruises.
 Long hair should be put up and tied in a ponytail. It is difficult to get into closed dance positions
when the lady has long flowing hair. They might get caught in partner’s hands or may even hit your
partners face.
PERSONAL GROOMING
Before the Dance During the Dance
 Shower and use a deodorant  Check your grooming periodically
 Brush your teeth and use  Freshen up and towel off periodically in
mouthwash/breath mint the bathroom
 Abstain from food that produce strong  Carrying an extra shirt is advisable for
odor men in case they need to change
 Don’t smoke, it causes foul mouth and
clothing odor
NO-FAULT DANCING
 Never blame a partner for missed execution of figures.
 Dance to the level of your partner.
 The show must go on, say sorry to your partner if something went wrong.
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.
 Dance at the level of your partner.
 If you don’t know the dance, be honest, refuse promptly if asked to dance.
 No teaching on the dance floor. It may insult your partner.
 Do not cut other dancers off.
DANCE WARM UP ACTIVITIES

Neck – bend neck slightly and make an upright position of the spine. Place both hands on the hips and look
gently to the right then left to relax the neck muscles.
HIPS – hold hips on both sides then move it to the right then left. Make a circular motion by pushing the hips
to the right, back, left, and then front. In doing this be sure to keep the body as still as possible
HEEL – raise one heels of the floor and balance on the toes for 10 seconds. Lower the heels and make three
repetitions of this to warm up the calves and hamstring muscles
LEG – lunge the legs. Start with one leg at the back and bend the front leg. Make sure to straighten the back
leg and check if the front knee is in line with foot to prevent injuries
FORMS OF SOCIAL DANCING

A. DANCE MIXER- this is a participation dance in social dance setting that allows a group of
performers to change partners while dancing. It allows to meet new partners to maximize the social
dimensions of dancing and a chance for the beginner performers to dance with the more advanced
associates. Ballroom and social dances can be converted into dance mixers
Basic Rules of Dance Mixer:
1. Never say “NO”. Dancers should be courteous enough on the dance floor, and whoever dances
with you, basic rule of etiquette is to entertain the person. If in the case you have already danced
with the person, smile to each other and skip the choice.
2. If you find yourself with no partner, a “lost and found” place is designated in the middle of the
dance circle where you may find a new partner.
15
B. FESTIVAL DANCE – these are dances that showcase the cultural event of the people in the
different parts of the world. It is usually performed with strong beats of percussion instruments. It is
an organized event where dance performances are celebrated. It can be regional, national, or
international dances, which may include competitions for individual dancers or teams.
In the Philippines, it is danced in honor of a patron saint or as a thanksgiving for a bountiful harvest.
BENEFITS OF SOCIAL DANCING
A. The routine of the dance requires people to keep both the body and the mind active. Regardless of the
age group, amine may enjoy the dance.
B. Improvement of various fitness areas such as flexibility, strength, and endurance
1. Flexibility 2. Strength 3. Endurance
C. Improvement of posture and balance makes a person learn about the body’s strong points and
limitations.
D. Strong social ties among culture and friends contribute to high self-esteem and an optimistic outlook
in life. The reduction of stress and tension gives overall sense of well-being among participants
E. Many aspects of the brain are used as one perform social dancing. The brain is trained to make sound
decisions based on the partner’s movement, leading to logical manner of solving problems.

1. How does engagement in social dances and dance mixers influence your life?
- Engaging in a social dance is an excellent way to socialize and meet ne acquaintances.
Through social dance, one can enhance one’s social skills as well as create connections
with a lot of different people.
2. How do dance etiquette and social dance emphasize social grace, order, respect, and decency in
dancing?
- Dance etiquette is a set of guidelines that help you navigate the social dimensions of
dancing. Why do you care about dance etiquette? Because it is essential for you to
maximize how to go about the process of social dancing and have a happy dancing
experience.
3. What are the benefits of social dancing?
- It provides many health benefits. The entertaining aspect of this dance is enjoyed socially
and competitively by most individuals.
4. Why it is important to have a dance warm up?
- Warm-ups and stretches prepare the muscles to enjoy more the dance class or even other
forms of exercise. It should be performed a few minutes before the dance to help the body
feel livelier and avoid injury-related incidents.
Social dancing is performed by a group of people during special occasions or events usually
for pleasure or enjoyment. Most of us would wonder if participating in social dancing is still relevant
in the modern generation. Taking a look at its origin, it took place way back eighteenth century in
France where the popular cotillion dance also started. At first, four couples in a square formation were
the participants, but later on, more couples became part of the dance with variations such as changing
of dance formations and partners as part of the routine
HEALTH
TOPIC: DRUG SCENARIO IN THE PHILIPPINES, SUBSTANCE or

DRUG ABUSE
INTRODUCTION:
As you explore this lesson, you can add / answer the questions and consider how the tasks will
not only help you understand the relationship and connection of things, ideas and others that concerns
your life, but also help you internalize the significance of learning the risk and protective factors in
substance use and abuse to shape your own life. Be reminded of these expectations as you work on
the following phases of this lesson.
16
This week-lesson will increase your knowledge and understanding of your target concepts and
skills through deeper exploration of the different concepts through the given activities most especially
the performance task. Doubtlessly, you know that appreciating the connection of the risk and
protective factors in substance use and abuse of things to real life context is like appreciating the
beauty of life through a collage, reflection paper, song, photo, picture, illustration and drawing.
Understanding the concepts of the discussing the risk and protective factors in substance use
and abuse paves the way to making meaning in life. It allows you to share certain experiences.
Oftentimes, you find you share something in common with that experience that makes the
performance task meaningful. This is when you think back and recall a time when you have much in
common with the same experience than what you originally thought. Good luck!

1. Describe the drug scenario in the Philippines
2. Explain the concept of substance use misuse, abuse, and dependence
3. Identify the types of drugs/substances of abuse

of the topic.

Find Out More

1. Why drugs should be avoided?
2. When is drug use abused?
3. Why it is important to know the classifications of drugs?
Understand the following statements. Put check mark (/) in the appropriate box if you agree of dis agree
STATEMENT AGREE DISAGREE
1. Biological factors do not account for a person’s vulnerability to

addiction
2. Makes have a greater risk for drug abuse
3. Adolescent’s tendency to be curious and pressured by peers may lead
to higher risk of abusing drug
4. Adolescent’s earliest interactions within the family can be a risk factor
for drug abuse
5. A healthy individual who lives in a healthy environment will have less
risk for drug abuse
CONTENT DISCUSSION:
In this week-lesson, you are going to know risk and protective factors in substance use and abuse to
make sense of your physical activities as you can draw out connections to real life context. You will be
given an opportunity to learn the risk and protective factors in substance use and abuse.
DRUG
Drug in general are chemical substance that can change how the body functions. Regular foods are
excluded from this definition. Drugs can be taken in by mouth, inhaled through the nose, injected through
muscles or veins, or applied through the skin.
17
Drug can affect any organ of the body. There are drugs that may interfere with the brain’s normal
communication system. These are called psychoactive substance. They may either imitate natural chemical
messengers involved in relying signals in the brain or overstimulate or inhibit certain parts of the brain
DRUG SCENARIO IN THE PHILIPPINES

Statistical Analysis
CY 2019
A total of fifty-five (55) treatment and rehabilitation facilities reported to the Treatment and
Rehabilitation Admission Information System (TRAIS). Of this, fifty-three (53) are residential and two (2)
are outpatient.
From the facilities reporting, a total of five thousand two hundred twenty-seven (5,227) admissions
were recorded. Five thousand one hundred nineteen (5,119) of this are new cases, twenty-two (22) are
readmitted cases and eighty-six (86) have undergone treatment in an outpatient facility.
A slight decrease of 4.04% (220) in admission as compared to previous year was noted. This could be
largely attributable to the community-based drug rehabilitation program (CBDRP) wherein those diagnosed
as low to moderate risk need not enter treatment and rehabilitation program in a facility. Instead they are
enrolled and given appropriate intervention through the CBDRP.
In 2019, an increase in the admission of plea bargaining of 1,991 as compared to 1,356 from previous
year was reported, while voluntary submission with court order has declined by 13.24%. The percent
decrease in voluntary submission with court order could be attributed to the individuals who opted to
voluntarily surrender to the community and result of assessment shows that more drug users need only
intervention through the CBDRP.
DEMOGRAPHIC PROFILE
Eighty-nine percent (89.02%) of the 2019 admission cases are males, around eleven percent (10.46%)
females, and an insignificant percentage among them are LGBT (0.52%). The ratio of male to female is 9:1,
with a mean age of 32 and a median of 33 years old. The youngest is 7 while the eldest is 68 years old. The
highest percentage belongs to age group of 40 years old and above with twenty-seven percent (27.13%).
Almost half (49.28%) of the total admitted cases are single while twenty-six percent (25.54%) are
married. Those who have live-in partners reached twenty-one percent (21.10%), and the rest are either
widow/er, separated, divorced and annulled (4.07%).
As to educational attainment, twenty-eight percent (27.99%) of the center clients have attained high
school level, followed by those who have graduated in high school (19.11%) and those who have reached
college level at nineteen percent (18.71%).
The average monthly family income, as reported by the clients, is more than thirteen thousand pesos
(Php 13,695.65).
With regard to the status of employment, those employed (either workers/employees or businessman
and self-employed) comprised fifty-five percent (55.31%) while those unemployed totaled to thirty-nine
percent (39.45%). Around five percent (5.20%) of clients are students (3.65%) while 1.55% are out-of-school
youth. However, a few (0.04%) did not disclose their status of employment.
About thirty-two percent (32.41%) of the reported cases are residing in the National Capital Region
prior to confinement, while almost fifteen percent (14.92%) are residents of Region 4-A or CALABARZON.
As regards to the age when client first tried drugs, thirty-eight percent (38.21%) belong to the age
bracket of 15 to 19 years old. Forty-four percent (43.85%) claimed that they have taken drugs 2 to 5 times a
week while around twenty-one percent (20.55%) on a weekly basis.
MOST COMMONLY ABUSED DRUGS
Methamphetamine Hydrochloride, commonly known as “Shabu” remains to be the main drug of
abuse comprising ninety-four percent (93.72%) of the total admission. This is followed by Cannabis
(Marijuana) at twenty-three percent (22.59%), and Contact Cement (Rugby) with less than one percent
(0.73%). Mono drug use is still the nature of drug taking and the routes of administration are
inhalation/sniffing and oral ingestion.
REPORTED CASES BY TYPE OF ADMISSION AND GENDER

(Facility Based) * CY 2019
MALE FEMALE LGBT GRAND TOTAL
TYPE OF ADMISSION
No. % No. % No. % No. %
18
NEW ADMISSION 4,557 87.18 535 10.24 27 0.52 5,119 97.93
RE-ADMISSION 21 0.40 1 0.02 - - 22 0.42
OUT-PATIENT 75 1.43 11 0.21 - - 86 1.65

TOTAL 4,653 89.02 547 10.46 27 0.52 5,227 100.00
* Total Reported Cases from Residential and Out-Patient Facilities
COMMON CONCEPTS IN DRUG EDUCATION

The following are the usual words you will encounter in studying substance use and abuse:
 Drugs are any substances or chemicals which when taken into the body either through nasal, oral,
transdermal or intravenous way have psychological, emotional, and behavioral 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 psychological, behavioral 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 in coherent or inconsistent with the prescribed dosage or
frequency of use.
 Drug abuse is the use of a substance for non-medicinal purposes. Abused leads to organ damaged like
brain damage or liver damage, addiction and troubled behavioral patterns.
 Drug tolerance is the condition of the body to adapt to the effects of substances to the body thus
requiring an even larger amount of the substance to experience the same psychological and mental
effect experienced when taking the smaller dosage
FACTORS THAT INFLUENCES SUBSTANCE USE AND ABUSE

a. SUBSTANCE USE – any substance other than food and water causing changes in the body is
called drug. The use of any substance or drug are used or involved in the treatment or medication
of illness or for nutritional supplement. Medications can either be prescription drugs, non-
prescription or over-the-counter drugs, and illicit drugs.
1. Some medications can alter food intake and the absorption, metabolism, and excretion of
nutrients.
2. Some of foods can alter the absorption, metabolism, and excretion of medications
b. SUBSTANCE MISUSE – involves dependence on or abuse of drugs- prescribed, over-the-
counter, or illicit drugs. There is an increasing number of people being dependent or addicted to
drugs like nicotine (cigarette), alcohol, and caffeine. There being dependent may not be
noticeable, but they may experience that they can hardly concentrate anymore without it even for
just a short period of time
c. SUBSTANCE ABUSE – as defined by the American Psychiatric Association (APA), substance
abuse involves one or more of the following within a year, in a constant or intermittent basis, with
or without physical dependence:
1. Recurrent drug use resulting in a failure to fulfill major responsibilities at work, school, or
home
2. Recurrent drug use in situation in which it is physically hazardous
3. Recurrent drug-related legal problems
4. Continued drug use despite persistent social or interpersonal problems caused by the effects of
the drugs
A person can abuse a drug without becoming addicted to it. However, addicts have the tendency
to exhibit the following:
1. Failure to fulfill home or school obligations
2. Legal problems
3. Physical harm
4. Relationship problems
d. SUBSTANCE DEPENDENCE – is a more complex disorder and is associated with the idea of
addiction. The following are the seven criteria being used by APA to diagnose substance
dependence
1. Develops tolerate to the substance
2. Experiences withdrawal symptoms
19
3. Takes the substance in larger amounts or over a longer period than intended
4. Express a persistent desire to cut down or regulate substance use
5. Spends a great deal of time obtaining the substance, using it, or recovering from its affects
6. Gives up important social, school, work, or recreational activities because of substance use
7. Continues to use the substance despite recognizing that it can cause further physical or
psychological problems
THE RISK AND PROTECTIVE FACTORS OF USING DRUGS
Risk and Protective Factors for Drug Use, Misuse, Abuse, and Dependence
The use, misuse, and abuse of drugs are the result of various factors surrounding a person. These
factors either increase or decrease the possibility of a person to use drugs.
Risk factors are those influences which increase the chances of using, misusing, and abusing drugs.
Protective factors, on the other hand, are those influences which decrease the chances of using, misusing, and
abusing drugs. According to studies, protective factors counterbalance negative effects of risk factors. It is
important to understand that it does not necessarily mean that several risk factors present make a person
highly susceptible to drug use, misuse and abuse. Protective factors even if few in number may be enough to
work against the risk factors, more so if there are several of these protective influences. These factors are
composed of influences in different domains of life:
1. Personal
2. Family
3. Peer and friends
4. School
5. Community
Below are the risk and protective factors in the use, misuse, and abuse of drugs:
PERSONAL (Early Aggressive Behavior vs. Self-Control)
Risk Factors: Protective Factors:
 Use of drug at an early age  Self-control behavior
 Risk taking behavior  Good reasoning skills
 Experimentation  Excellent social skills
 Poor social skills and interaction  Positive interaction with people
 Childhood problems  Sense of belonging
 Feeling of isolation
FAMILY (Weak Parental Guidance vs. Strong Parental Guidance)
 History and patterns of drug use  Good communication with people
 Attitudes toward drug use  Positive family relationship
 Poor parenting and child rearing  Clear and consistent family rules
 Inconsistent family rules  Strong family values
 Poor family values  Positive expectation to child’s success
 Poor family ties in family, school, and community
 Reliance on family for emotional
support
PEER AND FRIENDS
(Substance Abuse vs. Academic Excellence)
 Association with peers and friends  Association with peers and friends who
known to use gateway drugs (cigarettes do not use gateway drugs
and alcohol)  Formation of friendships
 Preference to stay with peers and  Reliance on friends for emotional
friends than with family support
 Inviting friends at home to know the
family
SCHOOL (Availability of Drugs vs. Strong Anti-Drug Policies)
 Poor academic performance  Good to excellent academic
 Lack of commitment to studies performance
 Poor attendance in school  Joins extra-curricular activities and
 Involvement in fights and conflicts school organizations
 Shows interest in attending classes
20
COMMUNITY (Poverty vs. Strong Community Relationship)
 Easy access to gateway drugs  Strong community relationships
 Poor community organization and  Active and positive community
neighborhood relationship programs, projects, and activities for the
 Poor implementation of community youth
laws  Positive attitude which combat drug use
 Negative attitudes which favor drug use  Strong community advocacy against
drugs
Reference: Risk Factors and Protective Factors. (October 2003). Retrieved November 8, 2013, from
http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents/chapter-1-risk-factors/what-are-risk-
factors
CLASSIFICATION OF DRUGS
A. GATEWAY DRUGS
Legal drugs that a non-drug user might try, which

can lead him/her to more dangerous drugs.
(Example/s: cigarettes and alcohol)
Source: Google.com
B. DEPRESSANTS
It slows down person’s central nervous system

(CNS).
Doctors commonly prescribe depressant drugs to
help certain persons to be less angry, less stressed,
or tensed.
It relaxes muscles and nerves.
This drugs also make patients feel sleepy and light-headed.
Source: Google.com
Two types:
 Barbiturates – is a substance that is prescribe to patients who find difficult to sleep.
This drug relieves tension and stress and enables a person to relax.
 Benzodiazepine – is a substance that is prescribed to patients who are experiencing
anxiety problems. Also known as tranquilizers. This drug is also used to relax the
muscles and relive seizures.
C. STIMULANTS
It speeds up a person’s central nervous system and have
opposite effect of depressants.
It makes a person’s energy high.
Negative effects of stimulants include depression and
tiredness (crash).
Source: Google.com
Types:
 Cocaine – it is highly addictive stimulant that may be inhaled, injected, or smoked. It may cause
immediate death from heart attack, stroke, or seizure.
21
 Crack – is a variant of cocaine. It is smoke to produce immediate effects on the body. It is
highly deadly.
 Amphetamines – these are chemically produced. They often used to lose weight.
 Methamphetamine (shabu) – a highly addictive variant of amphetamine. It is often smoked,
inhaled, injected, or taken orally. It provides an intense rush to perform activities.
 Ephedrine – it used to be prescribed to medically treat a cold and obesity problems.
 MDMA (3-4 methylenedioxymethampetamine) – known as ecstacy. This drug produces feeling
of relaxation and highness. It damages the brain and may cause the body to experience extreme
internal heat.
D. NARCOTICS
Are drugs which relieves pain and include
sleepiness.
These drugs are administered in moderation to
patients with mental disorders and those in severe
pain like cancer.
These drugs are illicit and dangerous if taken.
These drugs are made up two substances:

 Opium –comes from a poppy plant’s seedpod. It is milky and white in color.
 Morphine – is naturally found in opium. It is considered as the drug with the strongest pain-
relieving ability. (Codein & Heroin)
*Oxycontin – is used to relieve pain from chronic illnesses such as cancer.
E. HALLUCINOGENS
Drugs that cause hallucinations.
Hallucinations are imaginary situations that are
caused by impaired senses.
Hallucinogens are also called psychedelic drugs.
Source: Google.com
Types:
 LSD (Lysergic Acid Diethylamide) – may come in tablet, capsule, powder, or liquid form.
Taking LSD may cause increase heart rate, and body temperature, dilation of pupils, and
flushing of skin. It also causes hallucinations that makes a person feel overconfident.
 PCP (Phencyclidine) or Angel dust – acts as a stimulant, depressant, or narcotic. It may
come in tablet, capsule, powder, or liquid form. People who take PCP may experience a wide
range of emotions such as anxiety, anger, aggression, restless, disorientation, and isolation.
They may also have hallucinations that make them feel detached from their body and
environment.
 Ketamine – a drug commonly used in veterinary medicine. People used this substance
because it brings the same effects as PSP, but for a shorter period of time.
F. INHALANTS
These are found in ordinary household chemical
products and anesthetic.
It is readily available and accessible to young
children.
Continuous use and abuse lead to delusions, brain
damage, liver damage, coma and death.
Source: Google.com
Examples:
 Acetone
 Rugby
 Solvent
 Spray paint
 Varnish
 Cleaning fluids
 Air conditioner fluid
22
Marijuana (Cannabis Sativa) - It is a drug made from dried leaves and tops a cannabis
plants, and is usually smoked or eaten. This plant contains THC (Tetrahydrocannabinol) which has
psychoactive effects on the body.

1. Why drugs should be avoided?
- Illegal drugs can damage the brain, heart, and other important organs. Cocaine, for
instance, can cause a heart attack - even in a kid or teen. While using drugs, people are
also less able to do well in school, sports, and other activities. It's often harder to think
clearly and make good decisions.
2. When is drug use abused?
- A person can abuse a drug without becoming addicted to it. However, addicts have the
tendency to exhibit the following:
a. Failure to fulfill home or school obligations
b. Legal problems
c. Physical harm
d. Relationship problems
3. Why be concerned with substance or drug use and abuse?
- Because People are particular vulnerable to using drugs when going through major life
transitions.

Drug are chemicals that affect the structure or function of the body. Substance or drug use is
often involved in treatment or medication. Substance or drug misuse involves dependence on or abuse
of prescribed over-the-counter, or illicit drugs. Substance or drug abuse involves recurrent drug use,
recurrent drug related legal problems, and continued drug use.
Misuse of drugs can cause physical and emotional problems. There are several approaches that
can be used to manage substance abuse such as medications, treatment centers, self-helps groups, and
peer counselling.
There are also indirect approaches like building students’ self-esteem, improving their
intellectual skills, and increasing their opportunities in recreational activities
23
WEEK 3
MUSIC: OPERA and RELIGIOUS MUSIC of the CLASSICAL PERIOD,
ARTS: FAMOUS RENAISSANCE ARTWORK AND ARTISTS
 Demonstrates understanding of characteristic features of Classical
period music.
 identify the art elements and processes by synthesizing and applying
prior knowledge and skills;
 appreciate arts as integral to the development of organizations, spiritual
Content Standard belief, historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomena.
 sings and performs themes of symphonies and other instrumental
forms.
Performance  perform / participate competently in a presentation of a creative
Standard impression (verbal/nonverbal) of a particular artistic period;
 recognize the difference and uniqueness of the art styles of the different
periods (techniques, process, elements, and principles of art).
 Relates Classical music to other art forms and its history within the era
Most Essential  improvises appropriate accompaniment to given short and simple
Learning Classical pieces.
Competencies Arts: The learner…
(MELCs)  Identifies representative artists from Renaissance and Baroque
periods
 reflects on and derive the mood, idea or message from selected
artworks
21st Century Learning Critical Thinking, Creative and Cross-Cultural Understanding
Skills
REFERENCES:
A. Printed:
24
ACES in MAPEH 9
Physical Education & Health Learner’s Material Grade
B. Online:
..\Mozart_-_Piano_Sonata_facile_in_C_K.545,_Albert_Guinovart(256k).mp3
..\W._A._Mozart_Piano_Sonata_KV_331_-_Andante_grazioso_-_Thema(256k).mp3
..\Mozart_Symphony_#40_in_G_Minor,_K_550_-_1._Molto_Allegro(256k).mp3
..\Eine_Kleine_Nachtmusik_-_Mozart(256k).mp3
MUSIC
TOPIC: OPERA and RELIGIOUS MUSIC of the CLASSICAL PERIOD

1. Differentiate of the kinds of opera during Classical period
2. Explain the performance practice (setting, composition, role of composers/performers, and
audience) during Classical period

of the topic.

Find Out More

1. How were operas created during the classical period?
2. How did form in instrumental music change during the Classical period?
“There let the pealing organ blow/ to the full-voiced choir below. In service high and anthems clear.”
-John Milton –
Reflect upon the quotation above and explain what it means and how can you relate this saying with the
importance of learning about history
________________________________________________________________________________________________
________________________________________________________________________________________________
CONTENT DISCUSSION:
OPERA and RELIGIOUS MUSIC of the CLASSICAL PERIOD

OPERA
OPERA SERIA- in Italy opera seria refers to the noble and serious style of opera. It has developed musical
formality with so much display of vocal prowess and skills. This type of opera is play composed of three acts
with themes derived from mythology of Gods, Goddesses, and heroes.
25
COMIC OPERA – is an opera with humorous situations or story that ends happily.
Different kinds of comic opera
1. Opera-comique in France- instead of recitative, it uses spoken dialogue. Its themes always political
and social issues. It has also very emotional characteristics Francois-Andre Danican Philidor, Ander
Ernest Modeste Grety, Egidio Duni, and Pierre- Alexandre Monsigny were the main composers of
opera-comique
2. Opera buffa in Italy – a style of spoken recitative has emerged in this comic opera for which is
called parlando. Finales performed by ensemble are commonly practiced. Wolfgang Amdeus Mozart,
Niccolo Piccini, Domenico Cimarosa, and Giovanni Paisiello were the main composers of opera
buffa.
3. Zaruela in Spain – this musical drama, zarzuela, flourished in Spain during the early eighteenth
century, but it was replaced by tonadilla, which is similar to the opera buffa of Italy.
4. Ballad opera in England – during the first half of the eighteenth century, ballad opera in England
was at its peak of development. However, there was a decline after that. An important composer was
Thomas Augustine Arne.
5. Singspiel in Germany – Johann Adam Hiller and Wolfgang Amadeus Mozart were considered
important composers of this eighteenth century German musical play, singspiel
RELIGIOUS MUSIC
Oratorio - supposedly, oratorios are to be performed without acting, scenery, or costumes. But after 1780,
some oratorios had become somewhat similar to operas because they were acted in costumes and were also
staged. Examples of oratorios in this period are the following
1. The Death of Jesus by Carl Heinrich Graun

2. The Return of Tobias and The Creation by Frans Joseph Haydn
3. The Israelites in the Wilderness by Carl Philipp Emanuel Bach
4. Christ on the Mount of Olives by Ludwig van Beethoven
Church music - in this period was composed by almost all opera composers. Hence, the influence of opera
could be observed in sacred music, this influence was manifested in masses where compositions for chorus,
solo voices, and orchestra where similar to those in opera; elements in arias and duets were the same with
those in opera except for the texts.

1. How were operas created during the classical period?
- The classical period has nurtured and developed various musical forms such as the
extended minuet and trio, sonata-allegro from, and theme and variations
2. How did form in instrumental music change during the Classical period?
- The Classical period has nurtured and developed various musical forms such as the
extended minuet and trio, sonata – allegro form, and theme and variations.

Opera seria is an Italian opera composed of three acts with themes derived from mythology god,
goddesses, and heroes. A comic opera is an opera with humorous situation or a story that ends happily,
which has various forms depending on the country of origin. Although considered subordinate to
instrumental music and opera, the Classical sacred music such as oratorio and church music transformed
in the way they are performed.
Franz Joseph Haydn- was named, “Father of the Symphony” although he excelled in
every music genre of the period. He also wrote chamber piano music and choral works. Christoph
Willibald Ritter von Gluck the master of opera and opera reform, he wrote eight operas intended
to be performed in the theaters
ARTS
26
TOPIC: FAMOUS RENAISSANCE ARTWORK AND ARTISTS

1. Identify distinct characteristics of arts during the renaissance periods
2. Identify representative artists from renaissance periods
3. Discuss Baroque Art

of the topic.

Find Out More

lesson. You should be able to answer them at the end of the week
1. Why do people create art?
2. Why do art styles change?
Four pictures, one word: what is the common theme with the following image?
CONTENT DISCUSSION:
In this week-lesson, you are going to know the distinct characteristics of arts during
renaissance periods make sense of your art style as you can draw out connections to real life context.
You will be given an opportunity to learn and appreciate the distinct characteristics of arts during
renaissance periods
FAMOUS RENAISSANCE ARTWORK AND ARTISTS
RAPHAEL (1483-1520) Raffaello Sanzio da Urbino

Raphael was an Italian painter and architect of the High Renaissance period. His work was
admired for its clarity of form and ease of composition and for its visual achievement of the
interpreting the divine and incorporating Christian doctrines. Together with Michelangelo and
Leonardo da Vinci, he formed the traditional trinity of great masters of that period. His main
contributions to art were his unique draftsmanship and compositional skills.
27
THE SCHOOL OF ATHENS – a famous work if Raphael is the School of Athens. While Michelangelo
was painting the ceiling of the Sistine Chapel, Pope Julius II commissioned Raphael to paint the Apostolic
Palace in the Vatican. It shows an interest on the classical study of art and science that features a who’s who
of the great mind’s pf ancient Greece as Plato, Aristotle, and many more
TRANSFIGURATION - The Transfiguration was Raphael’s last painting on which he worked on up his
death. Commissioned by Cardinal Giulio de Medici, the late Pope Clement VII, the painting was conceived
as an altarpiece for the Narbonne Cathedral in France. The painting exemplifies Raphael’s development as
an artist and culmination of his career. The subject is combined with an additional episode from the gospel in
the lower part of the painting.
JAN VAN EYCK (13990- 1441)
One of the most important artists of the Northern Renaissance was Jan van Eyck. He was born in
wide array of Netherlands around 1390 CE. He worked on a secular painting. His works included altar pieces
and portraits. He was well-compensated by his patron who gave him some freedom, artistically and
financially
THE ARNOLFINI WEDDING – Van Eyck’s attention to detail is apparent in one of his most famous
paintings, the Arnolfini Wedding. It is known by different titles such as The Arnolfini Portrait, and the
Arnolfini Double Portrait, among others. Historians believe that the portrait serves as a record of a marriage
contract, making it quite unique
SOFONISBA ANGUISSOLA (1532-1625)

Women artist also gained some acceptance during the Renaissance although they had to work
doubly hard to gain recognition. One female Renaissance artist was Sofonisba Anguissola. She was
the eldest of seven children. Her father, seeing his daughter’s potential, encourage her to pursue her
dreams of becoming an artist by studying with other artists. She painted religious and portrait
subjects. As her name became recognized, the King of Spain appointed her as the official painter of
the crown.
THE CHESS GAME – is one of her most famous paintings. It is a change from the portraiture paintings she
was known for. It features her three sisters playing a game of chess. The painting gives off a light mood with
the girls smiling and interacting as they play. The painting is currently displayed at the National Museum in
Warsaw, Poland

- They create art because of their interest and passion
2. Why do art styles change?
- Art styles change because as the time goes by people improved because of their
experience.
Renaissance period is an art period where people rediscovered the classical art and
philosophy of the Greeks and Romans. There are four characteristics of Renaissance period the
Classicism, Humanism, Individualism, Realism and Renaissance also have the four canonical
painting modes used for modelling effects to create dimensions in art these are: sfumato, unione,
chiaroscuro, cangiante.
Famous renaissance artwork and artists

1. Raphael (1483-1520) raffaello sanzio da Urbino
2. Jan van eyck (13990- 1441)
3. Sofonisba anguissola (1532-1625)
28
WEEK 4
PHYSICAL EDUCATION: AMERICAN SQUARE DANCE
HEALTH: SHORT TERM AND LONG-TERM EFFECTS OF SUBSTANCE
USE AND ABUSE

 Demonstrates understanding of lifestyle and weight management to
CONTENT promote community fitness.
STANDARD Health: The learner…
 Demonstrates understanding of the dangers of substance use and
abuse on the individual, family and community.

 Maintains an active lifestyle to influence the physical activity
PERFORMANCE participation of the community practices healthy eating habits that
STANDARD support an active lifestyle.
 Shares responsibility with community members through
participation in collective action to prevent and control substance
use and abuse.
Most Essential  Executes the skills involved in the dance
Learning Competencies  Performs appropriate first aid for injuries and emergency situations
(MELCs) in physical activity and dance settings (cramps, sprain, and heat
exhaustion).
 identifies the types or drugs/substances of abuse
 corrects myths and misconceptions about substance use and abuse
st
Skills
Core Values Academic Excellence, Social Responsibility, Community
Building
REFERENCES:
A. Printed:
29
ACES in MAPEH 9
B. Online:
..\Franz_Joseph_Haydn_-_Surprise_(Symphony_no._94)(256k).mp3
hhtp://www.youtube.com/watch?v=i1L6p4B2hBs
..\Haydn_s_symphony_no._100_in_G_-Military-_2_4_Allegretto(256k).mp3
www.drugabuse.gov
http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-
adolescents/chapter-1-risk-factors/what-are-risk-factors
https://www.nytimes.com/2016/08/21/opinion/heng-on-the-phillipines-president-and-
his-war-on-drugs.html
PHYSICAL EDUCATION
TOPIC: AMERICAN SQUARE DANCE

1. Describe the nature and background of the dance; and
2. appreciate the culture and tradition of one’s nation.

of the topic.

Find Out More

1. What is American dance square?
2. How do you perform American dance square?
3. Why is it important to be safe when dancing?
4. What are the health benefits of knowing the first aid to dance injuries?
Directions: Interpret the music. Listen to the beat of Sinulog dance. While listening, interpret the beat by
providing images or draft of a picture that comes to their mind as they heard it. And make a short explanation
about your interpretation.
30
Source: Sinulog Theme Song | One Beat One Dance One Vision - YouTube (Visited: September 17, 2021)
CONTENT DISCUSSION:
THE SQUARE DANCE

O Susana: American Square Dance
The square dance is considered a famous folk dance in America. In Betty Casey Book, The
Complete Book of Square Dancing, she wrote: “the square dance is uniquely American… the format,
many of the folk-dance movements, and the terminology incorporated into the square dance were
brought by early emigrants from other countries to the United States. Borrowed bits from foreign
dances such as French quadrilles, Irish jigs, English reels, and Spanish fandangos have blended with
American folkways and customs into the square dance.
The American square dance entitled “O Susana”, tells a story about a man going to New
Orleans to see his beloved Susanna. It is full of longing and desire, wherein the narrator dreams of
Susanna at night and talks about “falling upon the ground” at first sight of his love. It is a fairly nice
love song that has worked its way into the hearts of people and the history of American folk music.
COSTUME
Girls – white blouse and gingham skirt
Boys – checkered gingham or shirt and denim or khakit trousers
Music: Composed of two parts: A and B
Counting: One, two to a measure is 1 or one, two, three, four to two measure
Formation: Single circle, all facing in. couples stand side by side, girls standing at right side of
partners.36 3
Watching the dance video of Oh Susannah. Oh Susannah - YouTube
Refer to the link below for the O’Susana dance Steps and live performance:
https://www.youtube.com/watch?v=bWR-D4KyKW4
DANCE TERMS
COUNTERCLOCKWISE the opposite direction of clockwise
STAMP– it is doing a heavy step without transferring weight by bringing down the
foot loudly on the floor
PROMENADE partners stand side by side using either skating position or varsovienne.
Walk around in a counterclockwise direction until they reach their home
position
SWING PARTNER partners are in social dance position with R shoulders near each other. They
are to execute buzz step: swing in a clockwise direction by taking quick
steps with the L foot and emphasizing the step with the R foot. Remember to
maintain the L foot behind the R foot

1. What is American dance square?
- The square dance is considered a famous folk dance in America. In Betty Casey Book,
The Complete Book of Square Dancing, she wrote: “the square dance is uniquely
American
31
2. How do you perform American dance square?
- DANCE TERMS
Complete Book of Square Dancing, she wrote: “the square dance is uniquely American.
Square dance is an exceptional American folk dance performed in dance halls throughout the
United States. One example of American square dance is “Oh Susanna”. Dance can burn calories,
strengthens, muscle, improves balance, increase flexibility, and gives the heart a good work out
HEALTH
TOPIC: SHORT TERM AND LONG-TERM EFFECTS OF SUBSTANCE
USE AND ABUSE

1. Discuss the harmful short – and long – term effects of substance use and abuse on the
individual family, school, and community;
2. Explain the health, socio – cultural, psychological, legal, and economic dimensions of
substance use and abuse;
3. Correct myths and misconceptions about substance use and abuse;
4. Recognize warning signs of substance use and abuse;

of the topic.

Find Out More

1. What are the short term and long-term effects of substance use and abuse?
2. Why it is important to know the short term and long-term effects of substance use and abuse?
3. What are the misconceptions about substance use and abuse?
4. Why it is important to know the misconceptions about substance use and abuse?
Directions: Enumerate 4 bad effects in our body because of using drugs.
DRUGS
CONTENT DISCUSSION:
SHORT TERM AND LONG-TERM EFFECTS OF SUBSTANCE USE AND ABUSE

Each classification of drugs has different short-term and long-term effects. Short-term effects last for a
couple of days, hour, or even shorter periods while long-term effects can be felt for weeks, months and even
32
for a life time. The following is an overview of the short-term and long-term effects of substance use and
abuse.
A. GATEWAY DRUGS
Gateway drugs are accepted and legal with restrictions. In the Philippines, people below 18 years of age
are not allowed to buy and use gateway drugs. The use of gateway drugs puts a person at risk of using
more dangerous and illicit drugs. Tobacco of any form and alcohol are gateway drugs.
Gateway Short-term effects Long-term effects
Drug
Alcohol  Headache and light headedness  Damage of organs like liver, heart, colon
 Slurred speech and brain
 Slow body reflex, senses and  Cardiovascular diseases
coordination  Cancer
 Over confident  Cirrhosis of the liver
 Moods swings (depression,  Poor study and work performance
high spirit, aggressiveness)  Paralysis and/or loss of limb due to road
 Nausea (headache with accidents and other tragic events
vomiting)  Alcohol poisoning which leads to coma and
 Experience of blackout (loss of eventual death
consciousness)
Tobacco  Stress  Development of asthma
 Rapid heart rate and pulse rate  Atherosclerosis
 Persistent cough  Thrombosis
 Difficulty in breathing  Cardiovascular diseases
 Halitosis or bad breath  Chronic obstructive pulmonary disease
 Sinusitis and otitis media  Cancer of the mouth, throat, skin, lungs, and
 Increased phlegm production other body parts
 Stomach problems  Hypertension or increase body pressure
 Weak physical performance  Heart attack and stroke which leads to coma
and death
B. DEPRESSANTS
Depressants, also known as “downers”, suppress or slowdown the central nervous system. In the medical
field, depressants are also called sedatives which are used to treat anxiety, mental disorders, and sleep
disorders like insomnia. Types of depressants are tranquilizers, barbiturates, and hypnotics. Tranquilizers
are mild depressants which are used to treat society. Barbiturates are stronger than tranquilizer and are
used to treat insomnia and other sleep disorders and control seizures. Hypnotics are the most powerful
depressants. Alcohol is also a depressant.
Short-term effects Long-term effects
 Slow brain function which leads to  Agitation and aggressive behaviors
temporary memory loss  Depression leading to mental disorders
 Slow pulse rate and heart rate  Hypertension and high blood pressure
 Below normal breathing pattern  Cardiovascular diseases
 Low blood pressure  Paralysis of the muscles and nerves
 Inability to concentrate and poor  Brain stroke
judgment  Chronic liver disease
 Confusion and irritability  Renal or kidney failure
 Dizziness and light headedness  Cancer of the colon and other form of cancer
 Slurred speech  Diabetes
 Loss of body balance and sluggishness  Coma and death
 Depression
C. STIMULANTS
Stimulants are also known as “uppers” or “speeders”. They stimulate or activate the central nervous
system. A person can stay awake for a longer period under the influence of the stimulant drugs. Some
stimulants are legal while some are illicit and dangerous. Caffeine is stimulant which is found in
softdrinks, coffee, tea, and chocolate. Illicit stimulants include cocaine and methamphetamine or shabu.
 Increased heart rate and pulse rate  Paranoia
 Increased respiration (breathing) rate  Heart attack
 Increased digestive processes  Brain stroke
 Increased blood pressure  Brain damage
 Increased body temperature  Kidney damage
33
 Decreased appetite  Liver damage
 Alert body responses  Coma which leads to death
 Inability to sleep
 Euphoria
 Depression (the “down” that follows the
“up” sensation)
D. NARCOTICS
Narcotics known as “painkillers”. They also include sleepiness. Narcotics are administered to patients
with mental problems. They are also given to cancer patients to relieve severe pain. Narcotic drugs
include cocaine, heroin, and marijuana.
 Drowsiness  Development of diseases like hepatitis,
 Euphoria tetanus, and HIV-AIDS due to needle sharing
 Loss of appetite  Overdose leading to coma and death
 Vomiting
 Nausea
 Muscle cramps and pain
 Chills and shaking
 Weight loss
 Difficulty in sleeping
 Difficulty in breathing
 Inflammation of the veins
 Panic attacks
E. HALLUCINOGENS
Hallucinogens create hallucinations. Hallucinations distort what is real. Everything the person sees, hears
and feels are the opposite of reality. Lysergic acid diethylamide (LSD), psilocybin, and mescaline are
some of the common hallucinogens.
 Euphoria  Flashback (effects of the drug comes back
 Hallucinations (seeing things which are after a long time of not using it)
not really there)  Increased blood pressure
 Poor judgment of time and distance  Brain damage
 Inability to sleep  Psychosis (a mental disorder in which reality
 Loss of appetite which lasts up to 10 is distorted or twisted)
hours  Coma and death
 Nausea
 Poor body coordination
 Feeling of super strength
 Increased blood pressure and heart rate
 Aggressive behavior
 Memory loss
 Slurred speech
F. INHALANTS
Inhalants are found in common household chemical products. Inhalants are huffed or sniffed. The effects
of inhalants are similar to the effects of alcohol intoxication.
 Slurred speech  Loss of hearing
 Poor coordination  Uncontrolled muscle spasms
 Euphoria  Brain damage
 Dizziness and nausea  Nerve damage
 Feeling of lightheadedness  Bone marrow damage
 Foul breath
 Hallucinations
 Delusion
DRUG USE VIS-À-VIS HIV-AIDS
34
According to reports, drug use and HIV-AIDS are often not interrelated. In the Philippines, injecting
drug users (IDUs) is one of the known modes of transmission for the Human Immunodeficiency Virus (HIV)
which is the causative agent that causes the Acquired Immune Deficiency Syndrome (AIDS). HIV is a blood-
borne virus which means it is transmitted from one person to another through blood transfusion, sexual
intercourse, exchange of body fluids, and from mother to child during pregnancy and breastfeeding. AIDS is
a disease which attacks and weakens the body’s immune system.
The Department of Health (DOH) reported that around 13 Filipinos are infected with HIV-AIDS
every day. From 1987 to 2013, there were more than 14,000 cases infection and the rate of infection is very
high in highly urbanized areas like Metro Manila. In relationship to drug use and abuse, the two most
recorded means to transmission of HIV-AIDS in through the following: Risky Sexual Behavior and Sharing
of needles through drug use.
HIGH RISK BEHAVIORS:

A. Injecting Drug Users (IDUs)
The risk of getting HIV-AIDS through intravenous injection (IV) is very high. Drug users are
particularly vulnerable to this risky behavior. The need to inject drugs through needle sharing during
sessions with co-user puts each person at high risk of getting HIV-AIDS.
B. Poor Judgment and Risky Sexual Practices
Drug intoxication greatly affects the person’s way of thinking and decision-making skills. This can
lead the person to perform risky sexual practices which further aggravate HIV-AIDS infection.
C. Prognosis of Disease and Drugs
Drug abuse and addiction worsen HIV-AIDS infection. A medical study has shown that HIV damages
larger percentage of brain cells and nerve cells among users of methamphetamine. In animal subjects,
viral presence in brain cells is more than the other cells in the body.
D. Delay in Drug Abuse Treatment
Medical study has found that the longer drug users delay drug abuse treatment, the higher the chance
of getting and spreading HIV. Delayed drug abuse treatment means the person will engage in more
intravenous drug sharing and risky sexual behavior and practices. The earlier the drug user seeks
intervention and treatment, the better the chance of not acquiring and spreading HIV-AIDS and other
diseases. Drug abuse treatment also educates and counsels the user and the family about the risk of
drug use and abuse.
EFFECTS OF DRUG USE

Aside from oneself, drug use and abuse also affects the immediate family, school and community where the
drug user lives. Below are some of drug use and abuse on the family, school and community.
A. Effects of Drug Use and Abuse on the 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
B. Effects of Drug Use and Abuse on the 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
C. Effects of Drug Use and Abuse on the 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-related operations, treatment and rehabilitation
MYTHS AND MISCONCEPTIONS ABOUT DRUGS OF ABUSE
People give several reasons for taking drugs. Some believe that these drugs can make them
feel and look good. Certain drugs of abuse produce pleasure or euphoria. Euphoria is the high
sensation of feeling good and extremely relaxed. Euphoria is a sensation brought about by the
chemical reactions of the neurotransmitters in the brain. Thus, drugs affect your brain process.
35
Continuous and prolonged drug use has a very bad effect in a person. It can alter his behavior, and his
mental, physical, and psychological condition. Most importantly, drug dependence results in drug abuse,
drug tolerance, problems with society and law, withdrawal symptoms, severe health problems, poor of
quality of life and eventually death.
You must understand that it is not easy to know and feel the effects of drugs on the body. Effects are
not always the same with drug users. A small amount of a substance may create a feeling of pleasure to a
person but the same amount may cause restlessness, stress or even immediate death to another person. It is
important to remember that each individual’s brain capacity, function and total body chemistry are different
from other persons, thus we have different reactions to drugs and substances.
Drugs of abuse Drugs of abuse shut down proper brain functioning. Certain drugs stimulate
improve memory the brain but do not really help improve memory. Most drug user claim they
think better and clearly after taking drugs but tests on performance and
cognition have proven that they have performed worst.
Drugs of abuse help Certain drugs of abuse stimulate the production of stomach acids. Constant
in the digestion of exposure to higher than normal acid level damages stomach linings which can
food. result to ulcers.
Drugs of abuse make Certain drugs of abuse remove shyness and inhibition. In psychology, normal
a person bold and inhibition prohibits a person to do unacceptable things, thoughts and desires.
brave. Normal inhibition includes not taking other people’s things, not crossing a
busy street and knowing what is right from wrong. The temporary courage
brought about by taking drugs is a dangerous one as it makes s drug user lose
normal judgment which is part of the person’s normal inhibition.
Drugs of abuse Drugs of abuse are not the solution to problems and worries people encounter.
removes life’s Some people believe that using drugs eliminate one’s problems and worries in
problem and worries life. The truth is drugs of abuse will only worsen the scenario ad further and
more problems some of which are even harder to solve.
Drugs of abuse heat Drug users believe that certain drugs cause the blood to become warmer
up the body. which makes the body temperature rise. In cold countries, drugs are used to
heat the body. The truth about this is far from reality. Drugs dilate blood
vessels in the skin which enhances convection of heat from the body to the
outside environment. Convection transfer heat from inside the body to the
outside. Through convection of heat, body heat is lost faster than normal.
Drugs of abuse do not heat up the body; instead they make the body lose heat
the body than normal.
PROFILE OF A DRUG ABUSER

The dangerous Drugs Board listed the following signs and symptoms of drug abuse. It is
important to note that having a few of these signs doesn’t immediately make a person a drug user.
Therefore, observations of physical, mental, emotional, and social behaviors must be carefully done
to confirm if a person is a drug user.
Below are some of the signs and symptoms of drug use:

Declining interest in studies and work Lousy physical appearance
Identification with known drug users Reddish eyes
Negative outlook in life Sudden lose in weight
Uncontrolled irritation Frequent complaints of headache and
Paranoia (fear that people stalk and talk stomach pains
about him/her) Convulsions
Severe feeling of depression and Frequent attacks of cough and runny
loneliness nose
Complains of over fatigue Brown stains on finger tips
(psychological or physiological) Foul body smell
Frequent involvement in petty fights and Wearing of sun glasses even at night
crimes Loss of balance
Frequent changes of mood and extreme Loss of interest in sports and hobbies
mood swings Poor judgment and loss of inhibitions
Loss of concentration
36
1. What are the short term and long-term effects of substance use and abuse?
- Relieves stress and damage the brain.
2. Why it is important to know the short term and long-term effects of substance use
and abuse?
- Drug addiction can significantly and negatively impact every part of your life, creating
social relationship issues, problems with work production and finances, criminal and legal
complications, and poor medical and mental state.
3. What are the misconceptions about substance use and abuse?
- Drugs of abuse improve memory
Drugs of abuse help in the digestion of food.
Drugs of abuse make a person bold and brave.
Drugs of abuse removes life’s problem and worries
Drugs of abuse heat up the body.
4. Why it is important to know the misconceptions about substance use and abuse?
- There are many common misconceptions about drugs and alcohol, but even more myths
about drug addiction that most people believe to be true.
Drug interact with chemicals in the brain and body to make feel a certain way. While drug can
be helpful in regulating moods, helping you sleep, and managing pain, they can also have serious
complications when missed.
People give several reasons for taking drugs. Some believe that these drugs can make them feel
and look good. Certain drugs of abuse produce pleasure or euphoria. Euphoria is the high sensation of
feeling good and extremely relaxed. Euphoria is a sensation brought about by the chemical reactions of
the neurotransmitters in the brain. Thus, drugs affect your brain process.
WEEK 5
MUSIC: THE COMPOSERS OF THE CLASSICAL PERIOD
ARTS: BAROQUE ART
 Demonstrates understanding of characteristic features of
Classical period music.
 identify art elements and processes by synthesizing and applying
Content Standard prior knowledge and skills;
 appreciate arts as integral to the development of organizations,
spiritual belief, historical events, scientific discoveries, natural
disasters/ occurrences, and other external phenomena.
 Sings and performs themes of symphonies and other
instrumental forms.
 perform / participate competently in a presentation of a creative
Performance Standard impression (verbal/nonverbal) of a particular artistic period;
art).
 Performs selected music from the Classical period
The learner sings and performs themes of symphonies and other
instrumental forms.
 perform / participate competently in a presentation of a creative
impression (verbal/nonverbal) of a particular artistic period;
Most Essential Learning  recognize the difference and uniqueness of the art styles of the
Competencies different periods (techniques, process, elements, and principles of
(MELCs) art).
 Explains the influence of iconic artists belonging to the
Renaissance and the Baroque periods
37
art).
21st Century Learning Skills Critical Thinking, Creative and Cross-Cultural Understanding
REFERENCES:
A. Printed:
ACES in MAPEH 9
B. Online:
MUSIC
TOPIC: THE COMPOSERS OF THE CLASSICAL PERIOD

1. Explain the performance practice (setting, composition, role of composers/performers,
and audience) during Classical period; and
2. The learner demonstrates understanding of characteristic features of Classical period
music.

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic.

Find Out More

1. What is the contribution of Ludwig Van Beethoven and Wolfgang Amadeus Mozart in the
classical music period?
2. How important is the renaissance and baroque music in today's living?
38
Directions: Describe each picture below.
CONTENT DISCUSSION:
COMPOSERS OF THE CLASSICAL PERIOD
 FRANZ JOSEPH HAYDN (1732-1802)

Franz Joseph Haydn is one of the most prominent composers of the Classical Period. His life is
described as a “rags-to-riches” story. He came from a poor family and his music led to his rise in social
status. He was hired by rich patrons and eventually became a musical director for the Esterhazy family for 30
years.
His music reflects his character and personality: mainly calm, balanced, serious but touches of humor.
He was able to compose over 100 symphonies and developed them into long forms for a large orchestra. He
was named, “Father of the Symphony” although he excelled in every music genre of the period. Most of his
symphonies have nicknames such as the “Surprise Symphony”, “The Clock”, “The Military”. He also wrote
chamber piano music and choral works.
Suggested listening resources for Haydn’s instrumental works.
 F.J Haydn Symphony no. 94 in G Major “Surprise” 2nd movement
..\Franz_Joseph_Haydn_-_Surprise_(Symphony_no._94)(256k).mp3
 F.J Haydn Symphony no. 101 in D Major, “The Clock”
hhtp://www.youtube.com/watch?v=i1L6p4B2hBs
 F.J Haydn Symphony no. 100 in G Major, “Military”
..\Haydn_s_symphony_no._100_in_G_-Military-_2_4_Allegretto(256k).mp3
 CHRISTOPH WILLIBALD RITTER von GLUCK (1714-1787

Christoph Willibald Ritter von Gluck the master of opera and opera reform, Christoph, was born in
Erasbach, Germany on July 2, 1714. Gluck was the eldest among the six surviving children of Alexander
Johannes and Maria Walburga. Consequently, he wrote eight operas intended to be performed in the theaters
of many artistic cities like Venice, Milan, Bologna, and Turin. One of these was Iphigenie en Tauride, which
was considered to be his most excellent work because of its great success. However, his Echo et Narcisse
was not so successful. This is why he left Paris and returned to Vienna to stay there. In Vienna, he still wrote
some minor works. On November 15, 1787, he suffered stroke and died at the age of 73.
Some of his works include

Orfeo ed Euridice and Alcste -operas
De profundis clamvi – choral pied for SATBa and orchestra
Alma sedes – a motet
Klopstocks = song with piano accompaniment
 WOLFGANG AMADEUS MOZART (1756-1791)

Wolfgang Amadeus Mozart is a child prodigy and the most amazing genius in the musical history. At
the age of 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 the age of 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 operas such as “The Marriage of Figaro” (1786), “Don
39
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.”
Suggested listening resources for Mozart’s instrumental works:
 W.A. Mozart Piano Sonata No. 16 in C Major, K. 545 (so-called facile or semplice sonata)
 W.A. Mozart: Piano Sonata no. 11, K331 in A Major, 1st mov. (Andante grazioso)
 W.A. Mozart Symphony no. 40 in G Minor, 1st mov. (molto allegro)
 W.A. Mozart Serenade in G Minor (Eine Kleine Nachtmusik)
 LUDWIG VAN BEETHOVEN (1770-1827)

Ludwig Van Beethoven was born in Bonn, Germany to a family of musicians and studied music at an
early age. He was the composer who bridged the late Classical era and the early Romantic era. He was a
talented pianist and composer. His famous compositions include 32 piano sonatas, 21 set of variations, 9
symphonies, 5 concertos for piano, 16 string quartets and choral music.
His works include the “Missa Solemnis” (1818-1823) and opera “Fidelio” (1805). His known
symphonies are: Symphony no. 3 (Eroica), no. 5, no. 6 (Pastoral), and no. 9 (Choral), which adds voices to
the orchestra. He began to go deaf in 1796 but this did not become a hindrance. He continued composing
through the help of an assistant and hearing gadget. Some of his famous compositions were made when he
was deaf.
Characteristics of Beethoven’s works:
 His music veered toward larger orchestras
 Sound was centered on the violas and lower registers of the violins 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 modulation.
 He used more brass instruments and dynamics.
Suggested listening resources for Beethoven’s instrumental works:
 L.V. Beethoven Piano Sonata no. 14 in C Sharp Minor (Moonlight) 1st mov.
Op. 27 no. 2 (Adagio Sostenuto) ..\Beethoven_-_Moonlight_Sonata_(1st_Movement)(256k).mp3
 L.V. Beethoven Piano Concerto no. 1 in C Major op.15 http://www.youtube.com/watch?v=SFfUcQQbwsE
 L.V. Beethoven Piano Concerto no. 5 “Emperor” in E flat Major op. 73
..\Beethoven_Piano_Concerto_No._5_in_E-flat_major,_Op._73_Adagio_Un_Poco_Mosso(256k).mp3
 L.V. Beethoven Symphony no. 5, Op. 67, C Minor http://www.youtube.com/watch?v=FqvLfMigm3I
rock version – http://www.youtube.com/watch?v=c9EICNAvc1Q
 L.V. Beethoven Symphony no. 9, Op. 125, D Minor “Choral”
..\_Symphony_No._9_in_D_minor,_'Choral'_-_BBC_Proms_2015(256k).mp3

1. What is the contribution of Ludwig Van Beethoven and Wolfgang Amadeus Mozart in the
classical music period?
- Wolfgang Amadeus Mozart experimented in all kinds of music and composed over 700
works. Ludwig Van Beethoven He was a talented pianist and composer. His famous
compositions include 32 piano sonatas, 21 set of variations, 9 symphonies, 5 concertos for
piano, 16 string quartets and choral music.His works include the “Missa Solemnis” (1818-
1823) and opera “Fidelio” (1805).
2. How important is the renaissance and baroque music in today's living?
- Renaissance music had an influence on many generations to come. ... Chromatics, as used
during the Renaissance, is used today in classical, and some rock and roll (Mainly in the
soloist pieces). The method of writing lute music, tablature, is the primary form of guitar
and drum notation today.
In the middle of
th 40
the 18 century, Europe
began to move toward a
new style in architecture,
literature and the arts,
ARTS
TOPIC: BAROQUE ART AND FAMOUS BAROQUE ARTWORK AND
ARTISTS

1. Create artworks guided by techniques and styles of the Renaissance and the Baroque
periods; and
2. Apply different media techniques and processes to communicate ideas, experiences, and
stories showing the characteristics of Western Classical art traditions;

of the topic.

Find Out More

1. What are the distinct characteristics of arts during baroque periods?
2. Why it is important to know the distinct characteristics of arts during baroque periods?
Directions: Answer honestly the different questions given.

CONTENT DISCUSSION:
BAROQUE ART
BAROQUE ART (1600-1800)
The term Baroque was derived from the

Portuguese word baroco which means “irregular shaped
pearl or stone”. It describes a fairly complex idiom and
focuses on painting, sculpture, as well as architecture.
After the idealism of Renaissance, and the slightly
forced nature of “mannerism”, Baroque art above all reflects
the tensions of the age notably the desire of the Catholic
Church in Rome to reassert itself in the wake of the
Protestant Reformation which is almost the same with
Catholic Reformation Art of the period.
41
Although always in conflict with the simple, Clear, and geometric concepts of classicism, the
Baroque existed in varying degrees of intensity, from a simple animated movement of lines and surfaces, to a
rich and dynamic wealth.
Baroque was a period of artistic styles in exaggerated motion, drama, tension, and grandeur. The
style stared in Rome, Italy, and spread to most of Europe.
The Roman Catholic Church highly encouraged the baroque style to propagate Christianity while
the aristocracy used Baroque style for architecture and art impress visitor, express triumph, power, and
control.
Baroque painting illustrated key elements of catholic dogma, either directly in Biblical works or
indirect in imaginary or symbolic work. The gestures are broader than Mannerist gestures: less ambiguous,
less arcane, and mysterious.
Baroque sculpture, typically larger than life size, is marked by a similar sense of dynamic
movement, along with an active use of space.
Baroque architecture was design to create spectacle and illusion. Thus, the straight lines of the
Renaissance were replaced with the flowing curves.
FAMOUS BAROQUE ARTWORK AND ARTISTS

MICHELANGELO MERISI OR AMERIGHI DA CARAVAGGIO (1571 -1610)
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 action and the lack of
modesty and reverence for religious subjects in his own painting. Perhaps he started out as a specialist in his
painting 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. Caravaggio’s models at this period were either himself or young person who have an
air of being promising but wicked. Among his famous Paintings were: Supper at Emmaus, Conversion of
St. Paul, and Entombment of Christ.
GIAN LORENZO BERNINI (1598-1680)
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. Among his early works were: The Goat
Amalthea with the infant Jupiter and faun, Damned Soul, and Blessed Soul. He made a sculpture of David for
cardinal Borghese which strikingly different from Michelangelo’s David because it shows the different
between Renaissance and the Baroque period. He was the greatest Baroque sculptor and architect as seen in
his design of the Piazza San Pietro in front of the basilica. It is one of his most innovative and successful
architectural designs. The famous Ecstasy of St. Teresa was his greatest achievement and the Colonade of
the Piazza of St. Peter’s Rome.
PETER PAUL RUBENS (1577- 1640)
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 subject, history paintings of magical creatures, and hunt scenes. His famous works
were: Samson and Delilah, Landscape with Tower, Portrait of Helene Fourment, and the three Graces.
REMBRANDT HARMENSZOON VAN RIJN (1606-1669)

Rembrandt was a brilliant Dutch realist, painter, and etcher. He is 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. Rembrandt shares with Rubens the revolution whereby
painting came to depict the more personal aspects of the painter: his own home and his family. No artist has
painted himself as often as did Rembrandt. His concept of himself continued to deepen in grasp and subtlety,
while his technique grew more daring. His well-known work was his “Self Portrait in old Age”.
Rembrandt had produced over 600 paintings, nearly 400 etching, and 2000 drawings.
DIEGO VELASQUEZ (1599-1600)

Velasquez of Spain 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
42
discovered his avocation almost at the very start of his career. The passion for still life frequently emerges in
Velasquez’s art. His Famous works were: The surrender of Breda, Las Meninas (The Maids of Honour), Los
Barachos (The Drinker), and The Maria Theresa.
He created this work four years before his death and served as an outstanding example of the
European baroque period art. Margaret Theresa, the eldest daughter of the new queen, appears to be the
subject of Las Meninas but in looking at the various view points of the painting, it was unclear as to who or
what was the true subject; it maybe the royal daughter or the painter himself.
Many European cathedrals have baroque features, high altars, facades and chapels.
Baroques aims to give an effect that wants to carry the viewer’s away with the force of its impact. It
gives not a generally enhanced vitality, but excitement, ecstasy, and intoxication. Its impact was intended to
be momentary, while that of the renaissance was slower but more enduring, making the viewers want to
linger forever in a presence.
The Baroque required broad, heavy, massive forms. Elegant proportions disappeared and buildings
tended to become heavier until sometimes the forms were almost crushed by the pressure. The grace and
lightness of the renaissance were gone; all forms become broader and heavier.
By the time St. Peter’s Basilica was completed, another architectural style was developed by the
architects who knew all the rules that had been so carefully recovered and chose to break them. It was during
this period that the effect was of a dynamic style of architecture in which the forms seem to take on life of
their own, moving, swaying, and undulating.

Below are the key guide questions that you should remember as you perform all the activities in this lesson.
You should be able to answer them at the end of the week.
1. What are the distinct characteristics of arts during baroque periods?

- The Baroque style is characterized by exaggerated motion and clear detail used to produce
drama, and grandeur in sculpture, painting, and architecture. Baroque iconography was
direct, obvious, and dramatic, intending to appeal above all to the senses and the emotions.
2. Why it is important to know the distinct characteristics of arts during baroque periods?
- It is important to know the distinct characteristics of baroque art because it teaches us the
power of looking to the past for insights and inspiration in dealing with today's issues.
Baroque style is characterized by exaggerated motion and clear detail used to produce
drama, exuberance, and grandeur in sculpture, painting
In the Baroque
style of architecture,
emphasis was placed on
bold spaces, domes, and
large masses, as
exemplified by the Queluz
43
WEEK 6
PHYSICAL EDUCATION: PREVENTION OF DANCE-RELATED INJURIES
HEALTH: PREVENTION AND CONTROL OF SUBSTANCE USE AND
ABUSE
 Demonstrates understanding of lifestyle and weight management
Content Standard to promote community fitness.
 Demonstrates understanding of the dangers of substance use and
abuse on the individual, family and community.

 Executes the skills involved in the dance
 maintains an active lifestyle to influence the physical activity
participation of the community practices healthy eating habits that
support an active lifestyle.
Performance Standard Health: The learner…
 Explains the health, socio-cultural, psychological, legal, and economic
dimensions of substance use and abuse;
 shares responsibility with community members through participation
in collective action to prevent and control substance use and abuse.

Most Essential  Executes the skills involved in the dance
Learning Competencies Health: The learner…
(MELCs)  Explains the health, socio-cultural, psychological, legal, and
economic dimensions of substance use and abuse
st
Skills
REFERENCES:
A. Printed:
ACES in MAPEH 9
B. Online:
http://youtube.com/watch?v=pzMScwFKIfk
..\The_Magic_Flute_–
_Queen_of_the_Night_aria_(Mozart;_Diana_Damrau,_The_Royal_Opera)(360p).mp4
44
..\_Mozart's_Don_Giovanni_Excerpt,_Live_in_The_Greene_Space(360p).mp4
..\Opera_NEO_2018_-_Idomeneo_excerpts(360p).mp4
https://www.youtube.com/watch?v=bWR-D4KyKW4
..\Oh_Susannah(360p).mp4
https://www.google.com/search?q=portrait+of+helene+fourment+by+rubens&
PHYSICAL EDUCATION
TOPIC: PREVENTION OF DANCE-RELATED INJURIES

1. Describe the nature and background of the dance; and
2. Executes the skills involved in the dance

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic.

Find Out More

Directions: Describe the given picture below.
CONTENT DISCUSSION:
PREVENTION of DANCE INJURIES

Body part Causes Effects Treatment
Foot  Landing from  Experiencing an  Put ice on the
a jump with an immediate pain affected area and
Injury: inverted foot and swelling on elevate it Make sure
Fracture (turned in) the injured part to limit weight
activities or
 Disabling the immobilize the
foot for walking injured part to
prevent further pain.
 Consult a physician.
45
 Rehabilitation will
rebuild the strength
of the mobility of the
https://www.katyorthopaedics.com/3d-images/foot-fracture.jpg
foot.
Ankle  Heavy training  Swelling and  Rest and put ice on
of the dancer inflammation the injured part.
Injury: Achilles tendinitis in a short
period of time  Pain over the  Apply gradual
area strengthening
 Returning to exercises such as
dance after a  Sensitivity in the stretching and
long rest morning conditioning
 Lack of  In chronic cases, use

flexibility hard splinting to
surface of the immobilize the area
https://www.mayoclinic.org/-/media/kcms/gbs/patient-
dance floor and safeguard it for a
consumer/images/2013/08/26/10/59/
ds00737_im03054_r7_achillestendinitisthu_jpg.jpg
faster recovery.
Knee  Increase in  Prolonged pain in  Put ice and rest to

training front and center reduce the pain.
frequency of the knee
Injury: Anterior knee pain among dancers accompanied by  Seek for a physician's
especially
swelling advice to prevent
adolescents
more serious injury.
 The bones grow
 This pain may
more than increase with  Perform proper warm
muscles, activities that ups before dancing.
causing require bending
decreased of the knee.  Wear comfortable
flexibility. shoes and avoid
performing on very
hard surface to
reduce stress on the
nerthuz160200012/52740901-painful-knee-illustration.jpg?
ver=6
front knees
RECOMMENDED FOOD INTAKE TO PREVENT DANCE-RELATED INJURIES

A. Carbohydrates and protein-rich foods are essential for maintaining muscle strength in combination
with regular exercises. These nutrients are essential to avoid injury.
B. Calcium and iron are needed to ensure healthy bones and help the muscles to function at its full capacity.
If a dancer has weak bones and muscles, it may lead to low performance or, at worst, injuries.
C. Vitamins E and C (antioxidant supplements) allow better recovery of the damaged muscles from
strenuous training

- To prevent further injurie
- Improved muscle tone and strength, the stronger, the more you’re able to engage with other key to
muscle group
Complete Book of Square Dancing, she wrote: “the square dance is uniquely American.
Square dance is an exceptional American folk dance performed in dance halls throughout the
United States. One example of American square dance is “Oh Susanna”.
A skilled dancer knows his/her physical state and understands how to maintain a disciplined 46
lifestyle. The key to a successful dancer is not only his/her capability of performing the steps with grace
and confidence but also his/her ability to sustain a healthy and harmless environment. It is also essential
that a dancer is familiar with the different precautionary measures to avoid unexpected instances that
HEALTH
TOPIC: PREVENTION AND CONTROL OF SUBSTANCE USE AND
ABUSE

1. Discuss strategies in the prevention and control of substance use and abuse
2. Understanding of the dangers of substance use and abuse on the individual, family and
community.

of the topic.
What I Want to How I Can What I Have

What I Know
Find Out Learn More Learned

1. What are the ways to prevent and control the substance use and abuse?
2. How will substance use and abuse affect the economy?
Directions: Identify if the statement is true or false.

______1. Addiction can begin when a person uses drugs, but addiction is more than just using a lot of drugs.
______2. Addiction most often gets worse over time.
______3. One symptoms of addiction is needing to use more of the drug over time.
______4. People often become addicted only a day or two after first using a drug.
______5. Addiction causes a lack of control over thoughts, feelings, ideas, and behaviors.
CONTENT DISCUSSION:
PREVENTION AND CONTROL OF SUBSTANCE USE AND ABUSE
There are various and healthy ways to get rid of drugs. These
range from simple immersion to hobbies like interactive and board
games, sports, and joining clubs of interest. Prevention is the best way
for people like you to avoid the use and abuse of drugs. People should
understand the different protective factors and risk factors. Protective
factors should be enhanced while risk should be avoided and dropped
for good. You should learn decision-making skills and resistance skills
in order to be refuse temperature and offers from known drug user.
47
The following are protective factors you need to fight drug use and abuse:
 Loving and caring family
 Involvement in sports
 Positive outlook in life
 Positive self-image image
 Caring and supportive friends
 A sense of worthiness and achievement
 Always having the right attitude
 Ability to cope with stress and depression
 Having responsible adult role models
 Active participation in sports recreation
 Participation in school clubs and activities
 Consultation with responsible adults like parents, teachers, counselors regarding problems, concerns and
queries in life
 Development of talents and skills
DECISION-MAKING SKILLS
The following activities will strengthen your decision-making skills:
Skills Guides
Step 1: Describe the situation you are in. Describe the situation that you are in. you can better
describe by writing it on a piece of paper. You can say it
out loud several times.
Step 2: List possible actions for the List down all possible actions. Don’t worry about listing
situation. the not-so-good ones. You can eliminate them
afterwards. You can also say out loud all possible
actions. Think over them several times.
Step 3: Share you list with responsible Share your list of possible actions with a responsible
adults. adult. Make sure that this person has not been associated
with known drug users. His/her decisions should be
credible.
Step 4: Carefully evaluate all possible Carefully evaluate all possible actions. Ask yourself if
actions. the actions will protect and promote healthy results,
protect safety of self and of other people, respect and
does not violate laws and policies, follow guidelines of
home, school, and community. Lastly, ask if the actions
will show your good image and persona.
Step 5: Choose which action is most After questioning and evaluating all actions, choose the
responsible and suitable. most responsible and suitable action for the situation.
Step 6: Act responsibly and intelligent. Do the action responsibly and intelligently. Don’t stop
evaluating the action.
RESISTANCE SKILLS
Use the following steps to practice resistance skills in saying “NO” to drugs.
STEP 1: WHAT IS THE PROBLEM?
Say what is wrong. Say “that is wrong,” or “drugs are bad,” or “that is prohibited,” or “Drugs are against
the law and school rules”.
STEP 2: WHAT COULD HAPPEN?
Ask the following:
 Could anyone be harmed if I do it (including you)? How?
 Could it get you into trouble? What trouble?
 Would it make you feel bad if you do it?
STEP 3: WHAT ARE THE WAYS OF SAYING NO?
Choose from any of the following:
Say NO. “No, I’m not interested,” or simple say “No”
Change the topic. Say “I’m going to the park; you can come with me.” Or “Would you like to see a
movie with me?”
Tell the truth. Say “I hate drugs, it destroys dreams,” or “Drugs make you become sad and unhappy,”
or “I’m too young to die.”
Joke about it. Say “My parents are good at smelling, I won’t get past him,” or “Are you really ready
to die? I’m not!”
Give reasons. “I don’t do drugs, it’s bad for the health,” or “I have a training today, I need clean air
to get going,” or “Let’s play basketball, beat me”
48
Tell a story. Say “My friend died of drugs, he’s only 15 years old. It was painful,” or “my classmate
died from drugs. I don’t want that to happen to me or to you!”
Walk away if you can’t change your friend’s mind.
DRUG ABUSE TREATMENT AND REHABILITATION

The Dangerous Drugs Board in cooperation with the Department of Health offers treatment and rehabilitation
programs to Filipinos who become ill because of drug abuse. Drug dependents undergo effective modes of
treatment. It is the responsibility of the state to help and rehabilitate drug dependents so that they can once
again achieve their dreams and become responsible and productive members of the society.
REQUIREMENTS FOR DRUG ABUSE TREATMENT AND REHABILITATION
1. Application for Drug Dependency Examination (DDE) through the City Anti-Drug Abuse Council
(CADAC) in your city or province.
2. Application for Police Clearance and Barangay Clearance where the drug dependent resides.
3. Application for Certificate of No Pending Case from the Regional Trial Court (RTC). If the drug
dependent is a minor and with a pending case, the parents or guardian must secure a Certification of
Suspended Sentence also from the RTC.
STEPS ON DRUG ABUSE TREATMENT AND REHABILITATION

Drug abuse treatment and rehabilitation follows certain steps and procedures. Treatment and rehabilitation
can be voluntary thru representations and compulsory confinement.
 “Voluntary” means the drug dependent decides on his/her own to be examined and admitted in
rehabilitation centers,
 “Voluntary thru representations” means the drug dependent is willing but wants to be represented by
an immediate family member or legal guardian and;
 “Compulsory confinement” means the drug dependent needs to be confined as the condition is life-
threatening or threatens the life of the life.
Steps in securing drug abuse treatment and rehabilitation:

1. Secure referral form for Drug Dependency Exam at CADAC or Dangerous Drugs Board (DDB).
2. Have the drug dependent examined by DOH accredited doctor.
3. If drug dependent is found positive, DDE must be submitted with the other documents to the Legal
Affairs Division of DDB.
4. A “Petition for Confinement” shall be filed with the RTC where the drug dependent lives.
5. Decision of place of confinement. The immediate family or legal guardian will decide where the drug
dependent will be confined. The government usually recommends government-owned treatment and
rehabilitation centers but the family has the right to choose where to confine the patient.
Mode of Treatment
There are various modes of treating drug dependents. Each mode is effective on its own. Centers may apply
several modes during the period of confinement.
Mode of Treatment Description
Eclectic Approach This approach uses a holistic approach in the treatment process. The
professional skills and services of the rehabilitation staff are made available.
Eclectic approach addresses different personality aspects of the patients geared
towards their rehabilitation and recovery from the dependency.
Spiritual Approach This approach uses Bible teachings as a source of inspiration to change drug
dependents. The approach looks at drug abuse as a sin. It also teaches patients
to turn away from the evil ways of drug addiction and renew their connection
with God.
Therapeutic This approach views drug addiction as a manifestation of a more complex
Community Approach psychological problem. The treatment is a highly structured program wherein
the community is used to foster change in attitude and behavior. Role modeling
and peer pressure play important parts in the program. The approach teaches
personal responsibility, positive self-image, importance of human community
and cooperation among community members. Its goal is to turn patients into
responsible citizens.
Hazelden-Minnesota This model views any form of addiction as a disease that it is an involuntary
Model condition caused by various factors outside an individual’s control. The
49
program consists of instructive lectures, cognitive-behavioral psychology. This
approach teaches a set of values and beliefs about the powerlessness of persons
over drugs and turning to a higher power of persons over drug and turning to a
higher power to help them overcome the disease. Psychologists, psychiatrists
and patients help each other in this program.
Multidisciplinary This approach utilizes professional skills and services of a team composed of
Team Approach psychiatrists, psychologists, social workers, occupational therapists and other
related disciplines in cooperation with the immediate family of the drug
dependent

1. What are the ways to prevent and control the substance use and abuse?
- The Dangerous Drugs Board in cooperation with the Department of Health offers
treatment and rehabilitation programs to Filipinos who become ill because of drug abuse.
Drug dependents undergo effective modes of treatment. It is the responsibility of the state
to help and rehabilitate drug dependents so that they can once again achieve their dreams
and become responsible and productive members of the society.
2. How will substance use and abuse affect the economy?
- Increase in domestic disputes. Increased rates of homelessness and poverty. Substantial
financial health care burden. Increased rates of co-occurring mental disorders.
There are several approaches that can be used to manage substance abuse such as medication,
treatment centers, self-help groups, and peer counselling. There are also indirect approaches like
building student’s self-esteem, improving their intellectual skills, and increasing their opportunities’
recreational activities.
Early use of drugs increases a person's chances of becoming addicted. Remember, drugs change
the brain—and this can lead to addiction and other serious problems. So, preventing early use of drugs
or alcohol may go a long way in reducing these risks.
Early exposure to a home divided by drug use can cause a child to feel emotionally and
physically neglected and unsafe. As a result, they can become more mentally and emotionally unstable.
Children may develop extreme guilt and self-blame for a parent's substance abuse.
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51

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SECOND QUARTER MODULE

Below are the Learning Targets/ Specific Objectives:

Exploration of Prior Knowledge

What I Want to How I Can What I Have

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

MUSIC OF THE CLASSICAL PERIOD (1750-1820)

CHARACTERISTICS OF MUSIC OF THE CLASSICAL PERIOD

SPECIFIC CHARACTERISTICS OF CLASSICAL PERIOD MUSIC

DYNAMICS AND INSTRUMENTATION

INSTRUMENTAL MUSIC of the CLASSICAL PERIOD

The FIRST movement or section of a sonata is written in a form

1. EXPOSITION- where the basic theme is presented in the

THE CHAMBER MUSIC

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

3. Why are certain rules followed in music composition?

Below are the Learning Targets/ Specific Objectives:

Exploration of Prior Knowledge

What I Want to How I Can Learn

PROCESS QUESTIONS/ FOCUS QUESTIONS:

CHARACTERISTICS OF THE RENAISSANCE

PAINTING MODES OF THE RENAISSANCE

SFUMATO  It means “soft or blurred”.

CHIAROSCURO  Means “light and dark”.

CANGIANTE  Means “to change”.

DONATELLO (1386-1466)  A pioneer in the Renaissance style was Donatello di Nicolo

LOUIS DAVID JACQUES  One of the earliest sculptural masterpieces of the

 Leonardo Da Vinci was popular artist of the Italian

– One of Michelangelo’s most famous sculptural masterpiece is the Pieta.

- Michelangelo’s painting on the ceiling of the

– is popular Christian subject among artists. Da Vinci

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Below are the Learning Targets/ Specific Objectives:

Exploration of Prior Knowledge

What I Want to How I Can Learn

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Why do people dance?

ATTIRE GENTLEMEN LADIES

DANCE WARM UP ACTIVITIES

FORMS OF SOCIAL DANCING

BENEFITS OF SOCIAL DANCING

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

TOPIC: DRUG SCENARIO IN THE PHILIPPINES, SUBSTANCE or

Below are the Learning Targets/ Specific Objectives:

Exploration of Prior Knowledge

What I Want to How I Can Learn

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

1. Biological factors do not account for a person’s vulnerability to

DRUG SCENARIO IN THE PHILIPPINES

REPORTED CASES BY TYPE OF ADMISSION AND GENDER

RE-ADMISSION 21 0.40 1 0.02 - - 22 0.42

OUT-PATIENT 75 1.43 11 0.21 - - 86 1.65

COMMON CONCEPTS IN DRUG EDUCATION

FACTORS THAT INFLUENCES SUBSTANCE USE AND ABUSE

THE RISK AND PROTECTIVE FACTORS OF USING DRUGS

Legal drugs that a non-drug user might try, which

It slows down person’s central nervous system

These drugs are made up two substances:

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Below are the Learning Targets/ Specific Objectives:

Exploration of Prior Knowledge