Cc19-Mapeh1 - (Arcite, JP) Final PDF

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CC19-MAPEH 1:
Foundations of MAPEH
Prepared by: JOHN PATRICK L. ARCITE
FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

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Good day learners!

Due to health crisis situation and the shift to new
normal situation caused by the pandemic, we, the college
can’t afford to have face-to-face classes and risk each
other’s safety as health nowadays is our paramount
concern.
Nonetheless, I would like you to welcome to your
CC19 – MAPEH 1: Foundation of MAPEH subject; rest
assured for your comfort and safety, we, the college will
find ways to bring you these materials.
I know you will find difficulties in this new
challenging journey but don’t worry its understandable
given today’s situation. This module is crafted in your
viewpoint. We, the college wishes you a fun learning
experience with this module as your learning supplement
in learning the foundations of MAPEH.
This module highlights the core of the four

elements of the MAPEH subject; music, arts, physical
education, and health. This module will bring you to the
historical and modern perspectives of this elements as it
also gives important details as to what is MAPEH then
and now.
This module is crafted addressing multiple
intelligence as it considers diversity of learners from,
artistically inclined learners, to music, to verbal and
linguistics, to bodily-kinesthetics, and other more
intelligences of the learners as I the author believes that
“one size does not fit all” especially in this trying times.
In case you have queries, you may contact me
from any of these lines below:
https://web.facebook.com/johnpatrick.arcite.7/
[email protected]
09383369287

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Course Overview
The course deals with the education foundation of Physical Education, Art,
Health and Music Education respectively. It covers the historical, philosophical, and
principles necessary to understanding the bases for the various activities involved. The
course shall interrelate the different subject into common understanding of its important
in the MAPEH and in the life of a human being.
Nowadays, there is a vast change of curricula and approaches in the world of
teaching and learning thus, this course relates the past to contemporary issues, concerns,
and development of MAPEH.
In order for learners to gain competency in this course, this course pack has been
structured into four modules as follows:
Module 1: Physical Education
Module 2: Music
Module 3: Art
Module 4: Health
At the completion of this course pack, learners should be able to:
• Grasp the history, philosophy, development of physical education in the
different era and comprehend the principles of Music, Arts, PE, and
Health, and Learn the proper way of demonstrating the different aspect of
MAPEH;
• Appreciate the historical development of MAPEH and be able to
appreciate the effort on practicing the different skills.
• Discuss the implications of each division in the field of Philippine Music;
and
• Apply the theories and philosophies in the teaching of physical education.

Students in this course are expected to go through to each module successively
comprising lessons with embedded exercises to work on. Applications in the form of
exercises on each lesson are projected to draw notions which would help students
understand the lesson.
May learning of this course pack be worthwhile and helpful to cultivate one’s
personality, study this course pack with your co-learners at your own pace. You can
also ask the help and support of your peers, tutor and friends.
Good luck and enjoy!

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TABLE OF CONTENTS
Module 1: Physical Education

Module Overview ……………………………………………………….. 5
Lesson 1: The History of Physical Education………………………….. 6
Lesson 2: Purpose and Objective of PE……………………………….. 10
Lesson 3: Philosophy of PE …………………………………………….. 14
Lesson 4: Psychological Perspective of PE……………………………… 18
Module Summary……………………………………………………….. 25
Module Assessment……………………………………………………… 26
Module Resources………………………………………………………. 28
Module 2: Music
Module Overview ……………………………………………………. 29
Lesson 1: History of Music………………………………………… .. 30
Lesson 2: Objectives and Scope Sequence of Music…………………. 48
Lesson 3: Rudiments and Salient Features of a good music………….. 55
Lesson 4: Philippine music…………………………………………… 60
Module Summary……………………………………………………… 65
Module Assessment…………………………………………………… 67
Module Resources…………………………………………………….. 68
Module 3: Arts
Module Overview……………………………………………………… 69
Lesson 1: Elements of Arts……………………………………………. 70
Lesson 2: Principles of Arts and Design……………………………… 79
Lesson 3: Arts and its Classification………………………………….. 85
Module Summary………………………………………………………. 93
Module Assessment……………………………………………………. 95
Module Resources……………………………………………………….. 96
Module 4: Health
Module Overview ……………………………………………………. 97

Lesson 1: Health and Wellness……………………………………….. 98
Lesson 2: Components of Wellness…………………………………... 103
Lesson 3: Good Personal Hygiene……………………………………. 107
Module Summary…………………………………………………….. 112
Module Assessment…………………………………………………... 114
Module Resources…………………………………………………….. 115

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Module
Module 1 1
Module Overview
The following are the lessons of this module:

• The History of Physical Education
• Purpose and Objective of PE
• Philosophy of PE
• Psychological Perspective of PE
Physical Education makes every

child stronger and every life longer
- Anonymous
Physical education is an integral part of people's education. As a result of

learning PE, people can increase enjoyment, confidence and competence in a range of
physical activities.
This module will focus on the history and philosophical development of

physical education in the different era and taking responsibility for being physically
active now and in the future. It also envisions to help develop positive attitudes to
physical activity and its importance in a healthy and fulfilling lifestyle as well as
planning and creating various techniques in teaching Physical Education.
At the completion of this module, you should be able to:
• Appreciate historical development of physical education;

• Demonstrate understanding on the concept, objectives and purposes of P.E.; and
• Apply the theories and philosophies in the teaching of physical education.
Are you ready? Then start the lessons now.

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Lesson The History of Physical

1 Education
Objectives: At the end of the lesson, you are expected to:

• trace the historical development of physical education;
• appreciate historical development of physical education; and
• differentiate ancient and modern age of physical education.
Welcome to Lesson 1, Have a fun learning experience!
Introduction:
Good day learners! Have you wondered where does Physical Education
originated? Well for this lesson, we will discover and explore the history of Physical
Education and to sightsee some important events in the field of PE.
Activity 1. What physical activities have you experienced on

your PE class before?
__________________________________________
__________________________________________
THINK-PAIR-AND- 2. Do you remember some important events in the field

SHARE of PE that were discussed in your PE class before?
__________________________________________
Learners are encouraged to
__________________________________________
think of their first PE
subject and ask them to
share their experiences and
learnings related to physical 3. Are you aware where does physical education
originated?
education to their pair.
__________________________________________
__________________________________________

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Analysis
• What important historical event have you remembered in
the field of physical education?
• What could have been the reason why it happened?
• Based on the activity above, can you locate now where does
the physical education first originated?
Abstraction
How it began?
Physical education originated thousands of years ago, in
Ancient Greece. In roughly 380 BC, Plato mentioned physical
education in "The Republic", stating that two types of education
were necessary: educating the mind and educating the body.
Gymnastics was the form of physical education taught in Ancient
Greece. Boys and young men were expected to practice gymnastics regularly, in the
gymnasium situated in the center of Athens. A healthy body was celebrated through the
competitive gymnastics and races of the Olympic Games.
The brief history of physical education would start in just about 1820 when
schools focused on gymnastics, hygiene training and care and development of the
human body. By the year 1950, over 400 institutes had introduced majors in physical
education. The Young Men's Christian Association launched its very first chapter in
1851 and focused on physical activities. Colleges were encouraged to focus on
intramural sports particularly track, field and football. But physical education became
a formal requirement following the civil war when many states opted to pass laws that
required schools to incorporate a substantial physical education component into their
curriculums. But it was not till 1970 that an amendment was made to the Federal
Education Act that allowed women from high school and college to compete in athletic
competitions. Sex-based discrimination was completely outlawed from government
funded programs at this point.
Development of Physical Education
The first teacher of physical education to appear in America was a German

named Charles Beck. Physical education was taught by a select few in Germany in the
late 1790s, and in the 1820s Beck decided to promote physical education across the
world, travelling to France, Switzerland and eventually America. In 1825, Beck was
hired by the Round Hill School in Northampton, Massachusetts, becoming the first
official physical education teacher in the States. The school contained a gymnasium,
and Beck primarily taught German gymnastics.

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Physical Education in college
From 1825 to the present, the form of physical education taught in schools has
altered dramatically. Whilst gymnastics is still taught as part of physical education, it
no longer forms a key part of the curriculum. Instead, athletics and sports are now the
main focus. The current emphasis on overall health and fitness, and particularly
physical stamina and endurance, stems from World War II, when 45% of the first 2
million males drafted failed their physicals. Since 1941, physical education has been
given increased time, attention and priority in American schools.
College athletics received a major stimulus when a National Collegiate Athletic

Association was created in the early twentieth centuries. There was a rise in popularity
of sports within colleges and universities and funding greatly increased. Colleges took
great pride in their athletic programs and sports scholarships became a norm. There was
also a surge in people who enrolled in sports education programs to meet the growing
demand for professionals in the field.
Decline in Physical Education
This is not meant to imply that the history of physical education has been all
rosy. Late in the twentieth century there was certainly a decline in the commitment to
physical education. The growing offering of extra subjects and electives in schools
means that the shift was focusing away from physical education and towards academics.
The country also faced a recession around 1970 and 1980 and the dearth of government
funding means that physical education programs were often the first to be cut from
schools and universities.
The modern age
Recent awareness of the need for balanced curriculums particularly given the
national concern over the state of obesity and children's attention towards non-physical
activities like video games has brought physical education back in the spotlight. The
government has re-signaled its commitment to physical education by making it
mandatory in public schools in early classes. But it remains an elective at the high
school level. One of the most interesting developments in the history of physical
education has been how the definition of physical education has evolved. While it only
encompassed traditional sports in the beginning, it now includes several fewer physical
activities such as yoga and meditation which are considered critical to helping students
develop a sense of control in such a stressful age.

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Application
Reflect and write a journal on how you can use the above
information on your knowledge about Physical Education. Give
some insights about the differences between the ancient and
modern age of physical education.
Well done! You have just finished Lesson 1 of this module. Should there be
some parts of the lesson which you need clarification, please ask your tutor during your
face-to-face interactions. Now if you are ready, please proceed to Lesson 2 of this
module which will discuss about the Purpose and Objectives of Physical Education

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Purpose and Objective of

Lesson
Physical Education
2
• demonstrate understanding on the concept, objectives and purposes
of physical education; and
• reflect and use the aims and objectives of P.E. in the delivery of
instruction in facilitating physical education class.
Welcome to Lesson 2; Learn, Unlearn, and Relearn!
Introduction:
Good day learners! In recent years, physical education has been falling out of
its position as a staple of the traditional school day. Research not only connects regular
P.E. classes with improved academic performance, but also suggests that lack of
activity could be damaging children’s cardiovascular health. Despite the scientific
evidence, the modern curriculum continues to impede physical education in favor of
more time spent in the classroom, placing additional pressure on physical educators and
school departments to optimize the time allotted towards achieving crucial fitness goals
Activity
Diagram Analysis
Analyze the diagram

on the right side of
this box and answer
the analysis questions
below.
(source:https://www.google.com/search?q=aims+and
+objectives+of+physical+education&sxsrf)

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Analysis
• What did you understand about the diagram illustrated above?
• How do the 8 aims and objectives of physical education relate to
each other?
• Based on the diagram above, is it possible to be physically fit
with the absence of one aim?
• Why do you think development of right attitude towards physical
activity is important?
Abstraction
8 Aims and Objectives of Physical Education
1. Organic Development:
• Foremost objective & related with physical development.

• Development of organ systems such as circulatory system, nervous
system, muscular system, digestive system etc.
• Development in size, shape and efficiency of organic system are
performed.
• During physical activities, the body demands more and more from various
systems and organs, which in turn have to function optimally to cope with
the stress of activity.
2. Neuro-muscular Development:
• Concern with better co-ordination between nervous system and muscular

system.
• Good neuro-muscular co-ordination helps to keep of fatigue during
vigorous activities.
• Improves working with various equipment and tools.
• Also known as psycho motor development or co- ordination development.
3. Intellectual or Cognitive Development:
• Participants are required to follow the rules and regulations of a specific

sport and apply these rules according to the situation in that sport.
• Participants learns the values of these activities and carry it over for
lifetime.
• Researches have proved that good sports person have higher IQ.

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4. Social Development:
• Physical Education provides ample opportunities to its participants to interact

with other individual and groups.
• This gives wholesome experience to learn social norms.
• Individual develops social qualities & social habits.
• Values of competition and co-operation are also inculcated.
5. Emotional Development:
• Physical education aims at emotional stability which helps in facing any type of
situation.
• Competitions are an indispensable part and are characterized by success and
failure.
• Physical education teaches to accept success and failure gracefully, which are
• also helpful throughout the lifetime.
6. Health Knowledge Development:
• Health knowledge is a part and parcel of P.E. Program.

• School health education program includes not only principles and important
rules of health education but also information regarding healthy living and
community health.
• It also speaks of health hazards in society like alcohol, smoking, drug addiction
etc.
• This knowledge builds a healthy and positive life style and society.
7. Development of Right Attitude towards Physical Activities:
• Physical education aims not only at teaching & learning various physical
activities but also helps to develop a healthy attitude towards sports and games.
8. Spiritual Development:
• By participating in physical activities and solving several tasks in the playfield,

one develops self-confidence and self-control.
• This self-control leads to moral and character development together with
spiritual development.

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Application
Reflect and write in your journal how you can use the above
information in improving the delivery of instruction that will
facilitate learning in physical education.
Congratulations You have just finished Lesson 2! In the next lesson, you will
learn about the 7 major philosophies of physical education.

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Lesson The Philosophy of PE

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Objectives: At the end of the lesson you are expected to:
• identify the philosophical theories of physical education; and

• apply the theories and philosophies in the teaching of physical
education.
Welcome to Lesson 3; Keep reading and keep learning.
Introduction:
Good day learners! I want to start the lesson by asking what's the point of all
those physical education classes we've all taken? Sure, we got to have some fun playing
sports but was that all? Of course not. The philosophy behind physical education entails
principles that teach students the mechanics of physical activity, why it's important, and
how they can and should remain physically active on their own.
Clearly, good physical education affects the health and economics of

individuals and an entire nation. So why don't we take a closer look at the goals,
purposes, and current trends of physical education.
Activity
Poster Slogan Analysis
Analyze the poster slogan

at the right side. What
important message does it
depicts? Does one’s
philosophy helps build
physical health?
What do you think?
(source: http://mrsgosselinhealthpe.weebly.com/)

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Analysis
• What did you understand about the poster slogan above?

• Based on the illustration above, why physical education
important?
• What philosophy do you think does building creativity and self-
expression? Why do you say so?
• What philosophy do you think does developing teamwork and
cooperation? Why do you say so?
• How can you as a teacher relates philosophy in teaching in
philosophy of physical education?
Abstraction
7 Major Philosophies in Physical Education
1. Idealism
• The mind, developed through the acquisition of knowledge, is of highest
importance.
• Values exist independently of individuals.
• Fitness and strength activities contribute to the development of one's
personality.
• Horace Mann, Wordsworth, Kant, Plato, and Descartes were idealist
2. Realism
• The physical world is real.
• A realist believes in the laws of nature, the scientific method, and mind and
body harmony.
• Religion and philosophy co-exist.
• Physical fitness results in greater productivity, physical drills are important to
the learning process, athletic programs lead to desired social behavior, and play
and recreation help life adjustment.
• Aristotle was a realist.
3. Pragmatism
• Experience is key to life.
• Dynamic experience shapes individuals' truth.
• Education is child-centered.
• Varied activities present experiences that are more meaningful.
• Activities are socializing.
• Problem solving accomplishes learning.
• John Dewy and Charles Pierce were pragmatist.

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4. Naturalism
• This philosophy is materialistic.

• Things that actually exist are found only within the physical realm of nature.
• Nature is valuable.
• The individual is more important than society.
• Self-activities accomplish learning and activities more than physical in nature.
• Naturalists promote play and discourage high levels of competition.
• Physical education takes a holistic approach.
5. Existentialism
• The chief concern is individualism.

• Existentialists do not want the individual to conform to society.
• They promote freedom of choice and a variety of interests.
• Individuals need to have their own system of values.
• Playing develops creativity and the discovery of the "inner self."
• Sartre, Soren and Kierkegaard were Existentialists
6. Humanism
• One of the modern philosophies of physical education that most schools
follow today.
• The basis of the humanistic philosophy is the development of individual
talents and total fulfillment that encourages total involvement and
participation in one's environment.
• Humanists encourage self-actualization and self-fulfillment.
• Curriculums based on the Humanistic approach are more student-centered.
7. Eclecticism
• The second modern philosophy of physical education that most schools follow
today.
• The Eclectic approach combines beliefs from different philosophies and does
not resemble any single philosophy.
• When blended skillfully, the Eclectic approach affords a sound philosophy for
an individual.

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Application
Based on the philosophies presented above, choose three

philosophies which you think you can use in teaching PE then on
each philosophy, give 5 examples on how you will teach PE using
that philosophy.
My Philosophies in Teaching Physical Education
1. 2. 3.
a) a) a)
b) b) b)
c) c) c)
d) d) d)
e) e) e)
Now that you have already known the philosophies of physical, you can now
proceed to the next lesson which will discuss on mental training techniques.

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Psychological Perspective and

Lesson
Mental Training for Physical
4 Education
• identify the psychological theories of physical education, and

• apply the theories and principles in the teaching of physical
education.
Welcome to Lesson 4; Keep up the good work! Enjoy!
Introduction:
Good day learners! How are you? Great.
Psychology of the sportsperson is very important for achieving the heights in

sports. It includes various components physical, mental, spiritual and good emotional
health of the sportsperson. Psychology includes the various components like
personality; attitudes, anxiety, aggression and stress also play an important role. This
lesson identifies all these factors and their importance to become the elite and successful
sportspersons in their life.
Activity
Diagram Analysis
Study the diagram for

two minutes. Form an
overall impression of
the diagram and then
examine individual
component.
(source:https://www.slideshare.net/mikemargolies/game-
within-the-game-intro-to-mental-training)

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Inference:
Based on what you have observed above, list three things you might infer from this
diagram.
1.
2.
3.
Questions:
1. Why have you chosen these three components of mental training techniques?
2. What do you think is the main concept of the components in the diagram aside
from mental training techniques?
3. Do you think psychology or the study of human behavior plays important role
in the field of physical education? Why?
Analysis
• Based on the activity above, did the picture relates

to psychology or human behavior? How?
• What about the worksheet, did it help you analyze

the concept of the picture aside from mental training
techniques? How?
• Can you remember some theories or principles

related to psychology that are also essential in
physical education?

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Abstraction
To understand more the concept of psychology in physical

education, please study the following:
Mental Training Techniques in Physical Education
1. Goal Setting
Generally, process goals focus on how to do something while performance goals

focus on objective success or failure at the task.
SMART goals Being SMART about goal setting reminds you that your goals
should be:
Specific: Set difficult but realistic positive performance and/or process goals that
are clearly stated.
Measurable: Set numeric goals so your progress can be easily measured.
Adjustable: Goals (and goal schedules) may need to be changed due to such things
as injury or sickness. Or you may have set goals that were in hindsight to
easy or too hard. Also, you should review your training methods to see if
they are effective and adjust your goals if needed.
Realistic: Know your limitations, but set goals that are challenging. Setting goals
that are too hard sets you up for failure, but they also need to stretch your
abilities.
Time Referenced: Set target dates for achieving your goals. Again, these should be
challenging but realistic.
Goal Setting: Things to Avoid
• Setting goals that are not specific, realistic or measurable.

• Setting too many our progresses. Goals at once: keep it simple.
• Not monitoring Concentration and attention

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2. Concentration
Concentration and attention control are perhaps the most important mental skills
to master. As there are so many potential distractions (sights, sounds, feelings,
thoughts), remaining optimally focused pays dividends. Selective attention is the ability
to choose the most appropriate stimuli to focus on, while concentration is the ability to
sustain attention over time. Players need to be able to shift attention rapidly and
accurately. This constant mental shifting from external to internal, broad to narrow and
back is the essence of attention control. Proper attention control allows a player to
choose what is important, stay focused upon it as long as necessary, and shift focus as
needed.
3. Centering and relaxation
Centering and relaxation assist an athlete shift his or her thoughts away from
anxious negative thinking towards a relaxed, positive, focused mind-set. A simple way
of achieving this is through breathing exercises. One breathing exercise is centering,
which is breathing that commences from your center of gravity (behind your navel).
This process reduces tension and assists control under pressure through remaining
relaxed.
The process deserves further reading but in simple terms it requires:
• An at ease standing position or lying with legs uncrossed

• Placing hands on top of each other on the abdomen below the navel
• Focusing on point behind the navel – the power and control center
• Breathing in through nose, using the stomach and sensing it expand
• Breathing out through the mouth, with the exhalation equal in time to inhalation
• Focusing attention on breathing and a single meaningful word on exhaling
4. Visualization and imagery
Imagery is the process of simulating sensory experiences in the mind in the

absence of external stimuli. Whenever a player daydreams of or imagines hitting an
ace, the player is using imagery. While visualization typically describes simulation of
visual stimuli, imagery may involve the simulation of many factors: sound, touch, body
awareness, psychological states such as confidence, and numerous other mental and
physical experiences. However, many coaches and sport psychologists use imagery and
visualization as synonymous terms.
Imagery is popular in sports, and much research evidence suggests that it

positively improves performance. Factors believed to improve an individual’s ability to
benefit from imagery include the ability to form vivid images, control the images, and
relax before producing images. Imagery is used to help players anticipate and solve

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problems, prepare for tournaments, rehearse particular strokes and sequences, cope
with adversity, and reinforce positive performance.
Imagery may be performed individually or in a group, and it may be guided by

a sport psychologist or a coach. Like all mental skills, imagery and visualization must
be practiced by athletes consistently and correctly to produce positive effects.
Benefits of mind training techniques/skills:
Mind skills/techniques help athletes adjust their actions, thoughts, feelings, and
physical sensations in order to improve their games. Mental skills techniques do this by
helping the player to:
1. Improve focus and deal with distractions.
Many athletes have the ability to concentrate, but often their focus is displaced
on the wrong areas such as when a batter thinks “I need to get a hit” while in the batter’s
box, which is a result-oriented focus. Much of my instruction on focus deals with
helping athlete to stay focused on the present moment and let go of results.
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2. Grow confidence in athletes who have doubts.
Doubt is the opposite of confidence. If you maintain many doubts prior to or

during your performance, this indicates low self-confidence or at least you are
sabotaging what confidence you had at the start of the competition. Confidence is what
I call a core mental game skill because of its importance and relationship to other mental
skills.
3. Develop coping skills to deal with setbacks and errors.
Emotional control is a prerequisite to getting into the zone. Athletes with very
high and strict expectations, have trouble dealing with minor errors that are a natural
part of sports. It’s important to address these expectations and also help athletes stay
composed under pressure and when they commit errors or become frustrated.

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4. Find the right zone of intensity for your sport.
This will vary from person to person and from sport to sport. Feeling “up” and
positively charged is critical, but not getting overly excited is also important. You have
to tread a fine line between being excited to complete, but not getting over-excited.
5. Help teams develop communication skills and cohesion.
A major part of sports psychology and mental training is helping teams improve
cohesion and communication. The more a team works as a unit, the better the results
for all involved.
6. Develop confidence post-injury.
Some athletes find themselves fully prepared physically to get back into
competition and practice, but mentally some scars remain. Injury can hurt confidence,
generate doubt during competition, and cause a lack of focus. I help athletes mentally
heal from injuries and deal with the fear of reinjury.
7. To develop game-specific strategies and game plans.
All great coaches employ game plans, race strategies, and course management
skills to help athletes mentally prepare for competition. This is an area beyond
developing basic mental skills in which a mental coach helps athletes and teams. This
is very important in sports such as golf, racing, and many team sports.
8. To identify and enter the “mental zone” more often.
This incorporates everything I do in the mental side of sports. The overall aim
is to help athletes enter the zone by developing foundational mental skills that can help
athletes enter the zone more frequently. It’s impossible to play in the zone every day,
but you can set the conditions for it to happen more often.

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Application
Given the above concepts of mental health training, write a

reflection and give insights based on the eight concepts on how you
will use these mental trainings in your physical education class.
Well done! You have just finished Lesson 4 of this module.

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Physical education is an integral part of the total education. Quality physical

education programs are needed to increase the physical competence, health-related
fitness, self-responsibility and enjoyment of physical activity for all students so that
they can be physically active for a lifetime. Physical education programs can only
provide these benefits if they are well-planned and well-implemented.
Module 1 Highlights:
• Physical education originated thousands of years ago, in Ancient Greece. In

roughly 380 BC, Plato mentioned physical education in "The Republic",
stating that two types of education were necessary: educating the mind and
educating the body.
• The aims and objectives of Physical Education are: organic development,

neuro-muscular development, intellectual or cognitive development, social
development, emotional development, health knowledge development,
development of right attitude towards physical activities, spiritual
development.
• 7 Major Philosophies in Physical Education includes: idealism, realism,

pragmatism, naturalism, existentialism, humanism, eclecticism.
• Benefits of mind training techniques/skills includes: Improve focus and deal

with distractions, Grow confidence in athletes who have doubts, Develop
coping skills to deal with setbacks and errors, Find the right zone of intensity
for your sport, Help teams develop communication skills and cohesion,
Develop confidence post-injury, To develop game-specific strategies and
game plans, To identify and enter the “mental zone” more often.

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Guidelines for the submission of activities and

other related task.
In this module, you are going to submit your worksheets (reflections, and other
activities). Read the following instruction and guidelines as to how you can accomplish
your task.
Format
Submit your output in pdf format, either written or encoded. Submission of
Microsoft word format is discouraged as it may alter your set format. Use Arial 12
and all 1 margin with single line spacing. Copy and Answer. Strict compliance is
advised.
Date of Submission
All activity including the application and module 1 assessment shall be
passed not later than September 11, 2020.
Mode of submission
The following will be the mode of submission of the accomplished task:
1. Students with stable internet connection.
The task shall be emailed on my personal email provided that each task is
properly labelled and organized according to its lesson.
[email protected]
2. Students with low connectivity.
In the event that the internet connection is low or unavailable, you can
submit your output on the identified drop-off box near your place or submit it
through courier in my permanent address.
Purok 3A Población New Bataan Davao de Oro.
Warning
Prior to accomplishing this module inform me ahead of your internet
connectivity status for monitoring purposes of your outputs. Late submission will still
be entertained however, deduction of points shall be imposed.

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Module 1
Assessment
Name: Date:
Course/Section
GENERAL INSTRUCTIONS: Select the correct answer for each of the following
questions. Encircle only one answer for each item.
1. Where does physical education first originated?

A. Central America B. Asia C. Greece D. Africa
2. Who mentioned P.E in the republic stating the two types of education?
A. Plato B. Euclid C. Aristotle D. Socrates
3. Who was the first teacher of physical education in America?

A. Charles Darwin B. Mark Twain
B. Robert Frost D. Charles Beck
4. What aim of physical education speaks of health hazards in society like alcohol,
smoking, drug addiction etc.?
A. Emotional Development C. Health-Knowledge Development
B. Organic Development D. Neuro-muscular Development
5. What objective of physical education believes about competitions as an indispensable

part and are characterized by success and failure?
A. Health-Knowledge Development C. Emotional Development
B. Social Development D. Spiritual Development
6. Which of the following simplify existentialism as one of the philosophies of physical

education?
A. The basis of the philosophy is the development of individual talents.
B. Playing develops creativity and the discovery of the "inner self."
C. Dynamic experience shapes individuals' truth.
D. Varied activities present experiences that are more meaningful.
7. Which of the following is a proper goal setting?

A. Setting goals that are not specific, realistic or measurable.
B. Setting too many our progresses.
C. Not monitoring concentration and attention.
D. Goals at once: keep it simple.

28
8. Which of the following exemplify “measurable” as one of the goal setting technique?
A. Set difficult but realistic positive performance.
B. Set numeric goals so your progress can be easily measured.
C. Know your limitations, but set goals that are challenging.
D. Set target dates for achieving your goals.
9. Which of the following is NOT a characteristic of idealism?

A. The mind, developed through the acquisition of knowledge, is of highest
importance.
B. Values exist independently of individuals.
C. Fitness and strength activities contribute to the development of one's personality.
D. The individual is more important than society.
10. Which of the following is NOT a proper way of breathing and relaxation?
A. An at ease standing position or lying with legs uncrossed
B. Placing hands below of each other on the abdomen below the navel
C. Breathing in through nose, using the stomach and sensing it expand
D. Breathing out through the mouth, with the exhalation equal in time to inhalation.
CONGRATULATIONS!
you have just finished
Module 1.
Module 1 Internet Resources
https://www.excite.com/education/subject/brief-history-of-
physical-education
https://slideplayer.com/slide/11488099/
https://quizlet.com/5259623/philosophies-of-physical-education-
flash-cards/
http://www.journalijar.com/uploads/448_IJAR-9122.pdf

29
Module 2
• History of Music
• Objectives and Scope Sequence of Music
• Rudiments and Salient Features of a good music
• Philippine music.
Music can heal the wounds that medicine

cannot touch.
- Debasish Mridha
Module Overview
Music is an extremely important subject for all to learn and can lead to better
brain development, increases in human connection, and even stress relief. Many studies
from field of education systems shows that music has big influence on human beings,
especially on children and their cognitive and psychophysical development.
This module will focus on the philosophy of music, Objectives and Scope
Sequence of Music, Rudiments and Salient Features of a good music and Philippine
music.
At the completion of this module, you should be able to:
• Identify the different period of music;

• Explain the implication of the historical perspective to the development of Music;
and
• Compose music of own style with the presence of all fundamental elements
Are you ready? Then start the lessons now

30
Lesson History of Music

1
• identify the different period of music; and
• explain the implication of the historical perspective to the
development of Music.
Welcome to Lesson 1; Have a fun learning experience!
Introduction:
In all probability, music has played an important role in the lifecycle of humans
perhaps even before we could speak. Significant evidence has been discovered that very
early man developed primitive flutes from animal bones and used stones and wood as
percussion.
Voice would have been the first and most natural means of expression in our
distant ancestors, used to bond socially or comfort a sleepless child. It is from these
humble beginnings that the music we enjoy today evolved.
As we move further through the history of music, we find increasing evidence
of its key role in sacred and secular settings, although the division into these categories
was not defined in this way until many years later.
Activity Ercennaaiss: ___________
Robaque: ____________
Calssicla: ____________
Scrambled Word
Neromd: _____________
Form the different Dvalmeei: ____________

word from the given set
of scrambled words.
Write your answers on
the space provided.

31
Analysis
1. What words have you form in the box of scrambled words?
________________________________________________________
__________________________________________________________
2. Do you think these words relate to each other? Why or Why not?
__________________________________________________________
__________________________________________________________
3. Among the 6 formed words, which do you think is closest to your era? Why you say
so?
___________________________________________________________
___________________________________________________________
4. Among the 6 formed words, what do you think is the longest era of music?
___________________________________________________________
___________________________________________________________
Abstraction
4 Important Periods of Music History
• Medieval
• Renaissance
• Baroque
• Classical

32
1. Medieval Period
The Medieval Period of music is the period

from the years c.500 to 1400. It is the longest
“period” of music (it covers 900 years!!) and
runs right through from around the time of the
fall of the Western Roman Empire to the
beginning of the Renaissance.
(Source:https://legacyshares.wordpress.com/201
5/04/22/medieval-period-of-music/l)
Texture - Monophonic Later masses and motets employed polyphony.

Tonality – Church modes
Large vocal works - Polyphonic mass settings.
Small vocal works – chant, organum, motet.
Rhythm - chants employed unmeasured rhythm; later sacred music and secular music
employed measured rhythm.
The vast majority of medieval music was monophonic – in other words, there was
only a single melody line. (“mono-phonic” literally means “one sound”).
The development of polyphonic music (more than one melody line played at the same
time (“poly-phonic” means “many sounds”)) was a major shift towards the end of era that
laid the foundations for Renaissance styles of music.
Gregorian Chant
Gregorian chant, consisting of a

single line of vocal melody, unaccompanied
in free rhythm was one of the most common
forms of medieval music. This is not
surprising, given the importance of the
Catholic church during the period. The Mass
(a commemoration and celebration of The
Last Supper of Jesus Christ) was (and still is
to this day) a ceremony that included set texts
(liturgy), which were spoken and sung.
(Source: http://gregorian-chant-
hymns.com/hymns-2/ave-maria.html)
For better understanding, have a listen to this:

https://www.youtube.com/watch?v=5F5dgg1eeGE

33
There were a number of characteristic instruments of the Medieval Period including:
1. Flutes (made of wood).
Medieval flutes looked more like the modern-day recorder as they had holes for
fingers rather than keys.
(source:https://www.musictheoryacademy.com/periods-of-
music/medieval-music/)
2. Dulcimer
The medieval dulcimers were originally plucked, but then hit with hammers as
technology developed.
3. Lyra
The lyra is considered to be one of the first known bowed instruments.

34
1. Hildegard von Bingen
Most of the music composed by

Hildegard comprised of melismatic solos
and hymns.
A notable aspect of her songs was
their highly melodic nature, the use of many
different notes and pitches in a single
composition and the musicality of words
corresponding with their meaning.
She tested extensively with the
limits of composition of sacred music and
produced some enduring masterpieces of
medieval music that survive to this day.
(source:https://www.discerninghearts.com/catholic-
podcasts/st-hildegard-von-bingen-novena-day-2-
discerning-hearts-podcast/)
2. Moniot d’Arras
In the 13th century, Arras in northern

France was a hub of the trouvere tradition of
music. It was in this setting that Moniot d’Arras,
a monk in the abbey of Arras, made a name for
himself as a notable musician and composer.
Given that the scope of his music was
mostly limited to the trouvere tradition, he mostly
composed monophonic songs with themes of
courtly love and chivalry. He also wrote a number
of sacred music pieces. Many of his secular and
sacred compositions are extant today.
(source:https://familypedia.wikia.org/wiki/Arras)

35
3. Adam de la Halle
Adam de la Halle was another French

composer who emerged out of the trouvere
tradition of northern France. Born in mid-13th
century, Halle was a not just a composer but also
a poet and a musician like many of his
contemporaries.
He was most noted for the fact that he
pioneered the drift away from sacred music and
established the foundations of independent
secular music.
One of his most notable compositions is
the Jeu de Robin et da Marion, a dramatic work
which includes a significant portion of musical
compositions. He was also notable for being
adept at both monophonic and polyphonic forms
of composition, a rarity at the time.
(source:https://www.thinglink.com/scene/632656163
636248576)
4. Guillaume Dufay
Guillaume Dufay was born in

15th century France and went on to
become one of the foremost European
composers of the 15th century.
Like many other composers of
the period, he admitted influence from
composers of different regions of
Europe. John Dunstable, the English
composer, was a notable influence on
Dufay’s music.
Dufay composed both secular
and sacred music with his secular music
written mostly in the virelai, rondeau
and ballade forms.
(source:https://www.thefamouspeople.com/profiles/g
uillaume-dufay-434.php)

36
2. Renaissance Period
Renaissance music is music written in

Europe during the Renaissance. Consensus
among music historians–with notable dissent–
has been to start the era around 1400, with the
end of the medieval era. The Renaissance
followed on from the Middle Ages and was for
musicians an era of discovery, innovation and
exploration - the name means ‘rebirth’. It covers
the music from 1400 to 1600.
(source:https://courses.lumenlearning.com/musicappr
eciation_with_theory/chapter/renaissance-music/)
Melody
• Imitation between voice.
• Bass register introduced, expanding pitch range to over 4 octaves
• Scalic melodies
• Few large leaps
• Mild and relaxed due to stable and consonant chords: triads favored over
dissonances
• Melodic lines independent
Rhythm
• Gentle flow
• Not sharply defined beat
• Rhythmic independence
• Secular music more clearly defined beat
Texture
• Polyphonic: parts of equal importance
• Imitation among voices
• Homophonic: dance music, lighter
• Variety in texture for contrast
Tone color
• Pure voices with little vibrato
• Harpsichord, Organ and Regal
• Strings: Viols, Lute, Harp
• Winds: Shawm, Recorder, Sackbut
• Brass: Trumpet, Cornett

https://www.youtube.com/watch?v=o2nr401xYTM

37
1. Brass
Brass instruments in the Renaissance
were traditionally played by professionals.
The cornett is one of the most common brass
instruments that were played:
Cornett: made of wood and played like the
recorder (discussed at greater length below)
but blown like a trumpet.
The picture shows three cornetts: mute
cornett, curved cornett, and tenor cornett.
(source:https://courses.lumenlearning.com/musicap
preciation_with_theory/chapter/instruments-used-
2. Strings in-renaissance-music/)
As a family, strings were used in

many circumstances, both sacred and secular.
One of this include violin.
Viol: this instrument, developed in the
fifteenth century, commonly has six strings.
It was usually played with a bow.
It has structural qualities similar to
the Spanish vihuela; its main separating trait
is its larger size.
(source:https://courses.lumenlearning.com/musicapp
reciation_with_theory/chapter/instruments-used-in-
renaissance-music/)
3. Percussion
Some Renaissance percussion
instruments include the tambourine, the
bells, the rumble-pot, and various kinds of
drums.
Tambourine: The tambourine was often
found with a single skin, as it made it easy
for a dancer to play. The skin that surrounds
the frame is called the vellum, and produces
the beat by striking the surface with the
knuckles, fingertips, or hand.
renaissance-music/)

38
4. Woodwinds (aerophones)
Woodwind instruments (aerophones)
produce sound by means of a vibrating column
of air within the pipe.
Reed pipe: made from a single short length of
cane with a mouthpiece, four or five finger
holes, and reed fashioned from it. The reed is
made by cutting out a small tongue, but leaving
the base attached. It is the predecessor of the
saxophone and the clarinet.
renaissance-music/)
1. Josquin des Prez (1450 – 1520)

The composer who is often heralded as
the master of the High Renaissance is Josquin
des Prez. He was a remarkable craftsman who
was incredibly productive bringing the
Renaissance style into an altogether more
sensitive and communicative manner.
Josquin’s works fall broadly into three
areas; the Masses, the Motets and the Chansons
(including instrumental works).
(source:https://www.avemariasongs.org/av
es/D/Desprez1.htm)
2. Giovanni Palestrina (1525 – 1594)

Giovanni Palestrina is one of the most
celebrated names from this period of music.
Palestrina’s output was impressive and as you
might expect comprised Masses, Motets,
Madrigals and Hymns. One of Palestrina’s most
enjoyed compositions is the “Missa Aeterna
Christi munera”, originally composed for four
voices.
(source:http://musicatgcs.weebly.com/giov
anni-da-palestrina.html)

39
3. Gregorio Allegri (1582 – 1652)

.
He was by all accounts a devoted and
pure man whose compositions were dominated
by vocal works, this perhaps being the most
renowned. It is a setting for nine voices of the
51st Psalm (Miserere mei, Deus, secundum
magnum misercordiuam tuam).
(source:https://www.findagrave.com/memo
rial/9978792/gregorio-allegri)
4. Thomas Tallis (1505 – 1575)
Tallis was an English composer, and

one of the most important figures in
Renaissance music.
“Spem In Alium” is probably the best-
known of Tallis’s substantial output. It is an
impressive work composed for eight choirs,
each with five voices. This creates a choral
piece of magnificent textural complexity and
stands as an extemporary Renaissance Motet.
(source:https://www.findagrave.com/memo
rial/4317/thomas-tallis)
5. Claudio Monteverdi (1567 – 1643)

Monteverdi is one of the greatest composers of
the Late Renaissance. His collection of
compositions includes numerous sacred and
secular works and he is rightly credited with
developing the Italian operatic style that gave
rise to so many breath-taking operas in later
periods.
(source:https://en.wikipedia.org/wiki/Clau
dio_Monteverdi s)

40
3. Baroque Period
Derived from the

Portuguese barroco, or “oddly shaped
pearl,” the term “baroque” has been widely
used since the nineteenth century to
describe the period in Western European art
music from about 1600 to 1750.
(source:https://baroquetrainer.com/2020/01/baro
que-music-era-style-and-characteristics/)
Contrast as a dramatic element.
Contrast is an important ingredient in the drama of a Baroque composition. The

differences between loud and soft, solo and ensemble (as in the concerto), different
instruments and timbres all play an important role in many Baroque compositions.
Monody and the advent of the basso continuo
As part of the effort to imitate ancient music, composers started focusing less
on the complicated polyphony that dominated the fifteenth and sixteenth centuries and
more on a single voice with a simplified accompaniment, or monody.
Different instrumental sounds
Pitch: In 1939, modern orchestras agreed to tune to a’=440hz (the note A pitched at
440 cycles per second), which replaced a previously lower pitch (a’=435hz) adopted in
1859. Before 1859, however, there was no pitch standard.
Timbre: String instruments like the violin, viola and cello used gut strings rather than
the strings wrapped in metal with which they are strung today, for example, giving them
a mellower, sweeter tone.

https://www.youtube.com/watch?v=SaCheA6Njc4

41
Baroque orchestra instruments usually included:

• strings - violins, violas, cellos and double basses
• woodwind - recorders or wooden flutes, oboes and bassoon
• brass - sometimes trumpets and/or horns (without valves)
• timpani (kettledrums)
• continuo - harpsichord or organ
(source: https://www.pinterest.co.uk/pin/538391330437842534/ )
1. Johann Sebastian Bach

Bach was born into one of the great
musical families of the day. A natural genius
at the keyboard, he mastered the organ and
harpsichord and was simply a brilliant
composer. Bach brought baroque music to its
climax, writing over 1,000 compositions in
nearly every type of musical form.
Popular Works: "Air on a G String," "Double
Violin Concerto," "Brandenburg Concerto No.
3," "B Minor Mass," "The Unaccompanied
Cello Suites"
(source: https://www.liveabout.com/top-
baroque-period-composers-723776)

42
2. George Frideric Handel

Born in the same year as Bach in a town
50 miles away, George Frideric Handel (1685–
1759), who later became a British citizen, lead a
much different life than Bach.
Handel, too, composed for every
musical genre of his time. He is credited with
creating the English oratorio, most famous
among these was "Messiah." Handel also
specialized in operas and often took on the
Italian-style cantatas.
Popular Works: "(The) Messiah," "Music for
the Royal Fireworks," "Water Music"
3. Arcangelo Corelli
Arcangelo Corelli (1653–1713) was an
Italian teacher, violinist, and composer.
Corelli’s mastery of tone on the newly invented
violin earned him great reviews throughout
Europe. He is often credited as the first person
to create basic violin technique.
Corelli worked during the time of
expressive opera known as High Baroque. He is
equally famous for his harpsichord
compositions and his talent with the violin.
Popular Works: "Concerto Grossi,"
"Christmas Concerto," "Sonata da camera in D
Minor"
4. Antonio Vivaldi
Antonio Vivaldi (1678–1741) Known as a

virtuoso violinist and prolific composer, Vivaldi
often held the title of Maestro de' Concerti
(director of instrumental music) at Vienna's
Ospedale della Pieta.
Popular Works: "The Four Seasons," "Gloria,"
"Con Alla Rustica in G"

43
4. Classical Period
(source: https://www.classicfm.com/discover-music/periods-
genres/classical/classical-music- /)
The term "classical music" first began to appear in the early 19th century, and
gained popularity among music lovers who regarded the period from Bach (technically,
a Baroque composer) to Beethoven as a shining era in music history.
Classical music is that the term "classical" most properly describes music composed
from about 1750 to 1820.
• Less complicated texture than Baroque (more homophonic).

• Emphasis on beauty, elegance and balance.
• More variety and contrast within a piece than Baroque (dynamics, instruments,
pitch, tempo, key, mood and timbre).
• Melodies tend to be shorter than those in baroque, with clear-cut phrases, and
clearly marked cadences.
• The orchestra increases in size and range. The harpsichord fails out of use. The
woodwind becomes a self-contained section.
• The piano takes over, often with Alberti bass accompaniment.
• Importance was given to instrumental music - sonata, trio, string quartet,
symphony, concerto.
• Sonata form was the most important design.
For better understanding, have a listen to this;

https://www.youtube.com/watch?v=5VB1RvyfISM

44
1. The Strings
• String instruments are played by pulling a bow along the string, or by plucking
the strings with your fingers (almost like a guitar).
• The most widely used string instruments are the violin, viola, cello, and double
bass. The violin has the highest pitch of the string instruments, followed by the
viola, cello, and double bass.
2. The Woodwinds
• Wind instruments are played by blowing into a mouthpiece.

• There are 2 types of wind instruments: woodwinds and brass.
• Woodwinds include the flute, piccolo, clarinet, oboe, bassoon, and saxophone.

45
3. The Percussion Family

• Percussion instruments produce sound by being hit with an implement.
• There are 2 types of percussion: definite pitch and indefinite pitch
• Definite pitch percussion instruments include the marimba, timpani, and
xylophone.
1. Franz Joseph Haydn (1732-1809)
Haydn was a remarkable composer, epitomizing the

meaning of classical period composition, and though he
wasn't as flashy as the younger Mozart, his music always
stayed true to form. He is often referred to as the "Father
of the Symphony" or "Father of the String Quartet."
classical-period-composers-724098)
2. Wolfgang Amadeus Mozart (1756-1791)

Mozart greatly advanced classical period music,
contributing over 600 compositions. His compositional
style is similar to that of Haydn's, only more
flamboyant and, during his lifetime, often criticized for
having "too many notes."

46
3. Ludwig van Beethoven (1770-1827)
Many view Beethoven as the bridge

connecting the classical period to the romantic
period. Beethoven only wrote nine
symphonies. It was Beethoven's successful
attempt to break the mold of the highly
structured and refined rules of classical period
composition. His compositions, especially the
famous Symphony No. 9, opened the flood
gates of composing with emotional abandon.
4. Antonio Salieri (1750-1825)

. Salieri was a respected Kapellmeister
who was mostly known for his contributions to
opera. However, in 1804, Salieri abruptly
stopped composing operas, and instead, wrote
only music for the church. Salieri was friends
with Haydn and gave music composition
lessons to Ludwig van Beethoven.
5. Muzio Clementi (1752-1832)

As the "Father of the Pianoforte,"
Clementi was a strong and vocal promoter of
the piano. Clementi was a master of many
musical trades including a performer,
composer, publisher, teacher, arranger, and
even instrument maker.
Clementi's most notable body of work
are his compositions for piano: Gradus ad
Parnassum and three piano sonatas (op. 50).

47
Application
Venn Diagram:
Compare and Contrast the four important periods of music. After

completing the diagram, explain the implication of understanding
historical perspective to the development of Music.
MEDIEVAL CLASSICAL
RENAISSANCE BAROQUE
Well-done! So, you have successfully completed the activities and tasks for
lesson 1. Now, you are already prepared to move to lesson 2 of this module.
So? Enjoy and keep working!

48
Lesson Fundamental Elements

2 of Music

• identify the fundamental elements of music;
• compose music of own style with the presence of all fundamental
elements; and
• draw out inferences of the fundamental elements of music.
Welcome to Lesson 2: Keep up the good work!
Introduction:
Good day learners! Think of this, you don't need to be a musician to understand
the basic elements of music. Anyone who appreciates music will benefit from learning
how to identify music's building blocks. Music may be soft or loud, slow or fast, and
regular or irregular in tempo—all of these are evidence of a performer interpreting a
composition's elements or parameters.
Activity
Elements Definition Characteristics
Beat
Meter
Activating Prior Dynamics

Knowledge
Harmony
Melody
Fill in the boxes with the
desired information based Pitch
on your prior knowledge. Rhythm
Tempo
Texture
Timbre

49
Analysis
Thinking Creatively!
Pause for a while. Examine your own answers in the table and
answer the following questions below.
1. Which element do you think is the most important element in the field of music?
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Do you think music could still be considered as music with the absence of one
element? Why you say so?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Abstraction
1. Beat and Meter
A beat is what gives music its

rhythmic pattern; it can be regular or
irregular. Beats are grouped together
in a measure; the notes and rests
correspond to a certain number of
beats.
Meter refers to rhythmic

patterns produced by grouping
together strong and weak beats. A
meter may be in duple (two beats in a
measure), triple (three beats in a
measure), quadruple (four beats in a
(Source: http://abitoftheory.blogspot.com/)
measure), and so on.

50
2. Dynamics
Dynamics refers to the

volume of a performance. In
written compositions,
dynamics are indicated by
abbreviations or symbols that
signify the intensity at which a
note or passage should be
played or sung. They can be
used like punctuation in a
sentence to indicate precise
moments of emphasis.
Dynamics are derived

from Italian. Read a score and
you'll see words
like pianissimo used to
indicate a very soft passage
and fortissimo to indicate a
very loud section, for instance.
(Source: http://www.freedeliciousmusic.org/)
3. Harmony
Harmony is what you

hear when two or more notes or
chords are played at the same
time. Harmony supports the
melody and gives
it texture. Harmonic chords may
be described as major, minor,
augmented, or diminished,
depending on the notes being
played together.
In a barbershop quartet,
for example, one person will sing
the melody. The harmony is
provided by three others—a
tenor, a bass, and a baritone, all
singing complimentary note
combinations—in perfect pitch
(Source: www.dummies.com/art-center/music/getting-two-
dimensional-in-classical-music-piece-and-harmony//) with one another.

51
4. Melody
Melody is the
overarching tune created by
playing a succession or series of
notes, and it is affected by pitch
and rhythm. A composition may
have a single melody that runs
through once, or there may be
multiple melodies arranged in a
verse-chorus form, as you'd find
in rock 'n' roll.
In classical music, the

melody is usually repeated as a
recurring musical theme that
varies as the composition
progresses.
(Source: http://www.compendiamedia.com/learning-the-
different-types-of-melody//)
5. Pitch
The pitch of a sound
is based on the frequency of
vibration and the size of the
vibrating object. The slower
the vibration and the bigger
the vibrating object, the
lower the pitch; the faster the
vibration and the smaller the
vibrating object, the higher
the pitch.
For example, the
pitch of a double bass is
lower than that of the violin
because the double bass has
longer strings. Pitch may be
definite, easily identifiable
(as with the piano, where
there is a key for each note),
or indefinite, meaning pitch
is difficult to discern (as with
a percussion instrument, such
as the cymbals).
(Source: https://enterarena.blogspot.com/2016/02/pitch-
scientific-pitch-notation.html?m=1)

52
6. Rhythm
Rhythm may be defined

as the pattern or placement of
sounds in time and beats in
music. Roger Kamien in his
book "Music: An
Appreciation" defines rhythm
as "the particular arrangement
of note lengths in a piece of
music." Rhythm is shaped by
meter; it has certain elements
such as beat and tempo.
(Source: https://enterarena.blogspot.com/2016/02/pitch-
scientific-pitch-notation.html?m=1)
7. Tempo
Tempo refers to the

speed at which a piece of
music is played. In
compositions, a work's
tempo is indicated by an
Italian word at the beginning
of a score.
Largo describes a
very slow, languid pace
(think of a placid lake),
while moderato indicates a
moderate pace, and presto a
very fast one. Tempo can
also be used to indicate
emphasis. Ritenuto, for
instance, tells the musicians
to slow down suddenly.
(Source:https://www.musictheoryacademy.com/how-to-read-
sheet-music/tempo/)

53
8. Texture
Musical texture refers to

the number and type of layers
used in a composition and how
these layers are related.
A texture may be
monophonic (single melodic
line), polyphonic (two or more
melodic lines) and
homophonic (the main melody
accompanied by chords).
(Source: https://slideplayer.com/slide/8709299/)
9. Timbre
Also known as tone

color, timbre refers to the
quality of sound that
distinguishes
one voice or instrument from
another. It may range from
dull to lush and from dark to
bright, depending on
technique.
For example, a clarinet
playing an up-tempo melody
in the mid to upper register
could be described as having a
bright timbre. That same
instrument slowly playing a
monotone in its lowest register
could be described as having a
dull timbre.
(Source: https://www.musicindustryhowto.com/what-is-
timbre-in-music/)

54
Application
Being an Artist!
Compose an original song with at least 2 to 3 verse. You may

choose the theme of the song (College Journey, Teenage Life, and My
Dreams). Record it and submit it through email or messenger but for those
offline students, submit your recorded song on a tape and drop it on the
drop-off box. Write your composition in the box below.
Well-done! So, you have successfully completed the activities

and tasks for lesson It is expected that you have gained insights and
meaningful experience in lesson 2. Now, you are already prepared to move
to lesson 3 of this module. So? Enjoy and keep working!

55
Lesson Rudiments and Salient

3 Features of a Good Music

• identify the rudiments and salient features of good music; and
• discuss the elements and salient features of Music.
Welcome to Lesson 3; Keep reading and keep learning!
Introduction:
Good day learners! I want to ask how is it possible to identify principles that
speak to the quality of song melodies? When every melody that you write needs to be
unique, never heard before? It’s chiefly by looking at the thousands of great songs from
the past several decades of pop songwriting, and identifying those melodies that seem
to make a strong connection to audiences.
So, what are the characteristics that all songs seem to have in common, no
matter what the genre? So, you might wonder what could it be?
ACTIVITY
Activating My Thoughts
Activate your thoughts by comparing and contrasting the three singers

below. All you need to do is to determine the similarities and differences of the
3 artists (Justin Bieber, Celine Dion, Bob Marley) by filling in the desired
information in the table.
For your point of reference, please listen to this music.

Justin Bieber: https://www.youtube.com/watch?v=kffacxfA7G4
Celine Dion: https://www.youtube.com/watch?v=Y8HOfcYWZoo
Bob Marley: https://www.youtube.com/watch?v=IT8XvzIfi4U

56
How are the artist similar?
Artist Justin Bieber Celine Dion Bob Marley
Justin Bieber XXXXX
Celine Dion XXXXX
Bob Marley XXXXX
How are the artist different?
Artist Justin Bieber Celine Dion Bob Marley
Justin Bieber XXXXX
Celine Dion XXXXX
Bob Marley XXXXX
Analysis
Based on the table above, consider the questions that
follow:
• What do you think is the main similarities of these

three artists?
• What do you think is the main differences of these
three artists?
• Among the three artists, which type of music do you
connect the most? Why so?
• What do you think would be the main factors to
consider for a good music? Give three factors and
explain briefly.

57
Abstraction
1. Complexity / Variety
Good music has a high degree of complexity and internal variety. Minimalist or
overly simple music can't do much at all for you. In general (and other things being
equal) the amount of enjoyment you can get out of a piece of music is proportional to
its complexity. The ideal of "variety" should apply to your universe of music as a whole,
not just to individual pieces. The wider the range of stuff you like, the better will be
your musical life.
2. Unity / Coherence / Integrity

Variety without unity means noise! In good music, all the bits and pieces cohere
to make a satisfying "whole". A good piece of music is like a vibrant, happy society -
it consists of all sorts of folk but they all depend on one another and they all get along
just fine.
3. Originality / Style
The best composers have an original, individual style and all the musical pieces
they create offer something new, both inspired and inspiring. (With the vast amount of
music around now, this is getting increasingly difficult.) “Original” doesn’t mean
“outlandish”. If a musical piece is too far out, it becomes inaccessible.
4. Organization / Balance / Flow / Direction

A good piece of music is well balanced and interestingly organized, the melody
flows and the whole thing has a sense of direction – it sounds like it’s going somewhere.
“Balance” means a lot of things, including orchestral or voice balance which, these
days, is often achieved electronically.
5. Sublimity / Transportation
Great music takes you somewhere else! It’s mind-blowing, it consumes you,
elevates you or whatever. Different kinds of music take you to different places. Some
people reckon there are good and bad places, and that’s what makes music good or bad.

58
6. Climax / Tension / Resolution

“Too many pieces of music finish too long after the end” (Stravinski)
A good musical piece has points of tension followed by a release. In particular
the piece as a whole usually has a climax and ends with a dispersal of remaining
tensions. Harmony (and dissonance) is usually the main element involved in this.
Pop songs often fade out instead of ending properly, while classical pieces often
stamp home the final resolution with repetition or fanfare - as Igor Stravinski wittily
pointed out.
7. Spontaneous, Natural feel

The best music sounds spontaneous and natural, not forced or contrived. People
will have their own opinions about this. Einstein once said that while Beethoven created
his music, Mozart's was so pure that it seemed to have been ever-present in the universe,
waiting to be discovered.
Others say listening to Mozart is like collecting shells along the beach. It's easy
to see what they mean, but doubtful whether this puts Mozart in a class above
Beethoven.
8. Inevitability / completeness / non-arbitrariness

Good music leaves you with the feeling that all the notes are right and that even
if you altered a small number of them the whole piece would be spoilt. This
characteristic is more important with some genres than with others. For example, jazz
is largely improvised, so a degree of arbitrariness is to be expected.
The fact is; however, that much composed music does sound like that, and this
is especially true of modern music, which is governed by fewer rules and it really
doesn’t matter much what notes are played! Some kinds of music are just too easy to
construct and require little skill or creativity.
9. Excitement / Passion
"In opera, there is always too much singing" (Claude Debussy)
This is perhaps the most subjective aspect of good music. If a piece of music is
incapable of exciting or impassioning you (or somebody), you'd probably say it's boring
and not worth listening to. It pays to be reasonably objective here, and to realize that
many, if not most, people are excited by stuff that you might find uninspiring. Mood
swings also come into the picture.

59
10. Respect for Tradition

This is partly a concession to the "what is music?" argument and an
acknowledgment that the greatest music comes from the past, but the truth is that the
best and most popular music of today has its roots in traditional harmony and rhythm
and follows most of the same principles that were used by Bach. There appear to be
some absolute values that underly all good music.
11. Accessibility / Attention grabbing

Good music must be accessible, i.e. comprehensible to the usual audience for
that particular style of music. So, it has to be ordinary enough for them to be able to
appreciate it, original enough to grab their attention, and memorable enough for them
to want to return to it again and again. This is usually achieved by showcasing
distinctive melodies, motifs or "hooks".
Application
Concept Mapping
Develop a concept map showing your understanding of the
above- presented concepts of good music. Then, write a two-
paragraph essay discussing the concept map that you have
developed.
Well-done! You have successfully completed the activities and tasks for lesson 3.
Now, you are already prepared to move to lesson 4 of this module which is about
Philippine Music. Enjoy and keep working!

60
Lesson Historical Overview of

4 Philippine Music

• identify the three main divisions of Philippine Music;
• discuss the implications of each division in the field of Philippine
Music; and
• reflect and explain historical overview of Philippine Music.
Welcome to Lesson 4; Great job! Enjoy Learning!
Introduction:
Good day learners! A short trivia, The Philippines is an archipelago of 7,100
islands, is made up of 77 provinces grouped into 16 regions. The main groups include
Luzon, the Visayan islands, and the Mindanao islands. Based on religion, the
population may be grouped into three broad categories: Christian groups, indigenous
religion groups, and Muslim groups. The Christian groups are the largest and are
concentrated in the lowlands of Luzon and the Visayan islands. Indigenous religion
groups are found in upland northern Luzon, Mindanao and Palawan. Muslim groups
are concentrated in Mindanao, the Sulu islands and southern Palawan.
Activity
Concept Map
Philippine
Provide answers in the Music
concept map based on
your understanding of
Philippine Music. You
may add circles if
needed.
.

61
Analysis
Based on concept map above, answer the questions that follows:
• Do you think Philippine Music is directly influenced by religion?
Why or Why not?
__________________________________________________
__________________________________________________
• Do you think culture plays big role in the field of music?

__________________________________________________
__________________________________________________
• Do you think Philippine Music changes over time because of colonialism? Why
so?
______________________________________________________________
______________________________________________________________
• What do you think are the strongest points of Philippine music compared to the
music of the neighboring Southeast Asian Nation?
______________________________________________________________
______________________________________________________________
Abstraction
In discussing Philippine music, three main divisions are
apparent: (1) an old Asian influenced music referred to as the
indigenous; (2) a religious and secular music influenced by Spanish
and European forms; and (3) an American/European inspired classical,
semi-classical, and popular music.
1. The Indigenous Traditions

The indigenous traditions are
practiced by about 10% of the population.
Eight percent of this minority comprises
some 50 language groups of people who
live in the mountains of northern Luzon
and the islands of Mindanao, Sulu,
Palawan, and Mindoro in southern and
western Philippines. The remaining 2% of
these groups are the Muslims from
Mindanao and Sulu.
(source:http://www.ethnicgroupsphilippines.com/ )
For better understanding, listen to this:

https://www.youtube.com/watch?v=SZI8Q3ZXeek

62
While there is no written

information about the music in the
Philippines before the arrival of
Magellan in 1521, subsequent reports
made by friars, civil servants and
travelers include descriptions of
instrumental and vocal music–
sometimes mentioned in passing, other
times in greater detail. From these
documents, various kinds of interments
made of bronze, bamboo, or wood are
(source:http://www.ethnicgroupsphilippines.com/ ) cited. These include gongs of various
kinds of size and shapes, drums, flutes of
different types, zithers, lutes, clappers, and buzzers. Vocal genres include epics relating
genealogies and exploits of heroes and gods; work songs related to planting, harvesting,
fishing; ritual songs to drive away evil spirits or to invoke blessings from the good
spirits; songs to celebrate festive occasions particularly marriage, birth, victory at war,
or the settling of tribal disputes; mourning songs for the dead; courting songs; and
children’s game songs. It is this type of music that is still practiced today by the
indigenous groups.
2. The Spanish-European Influenced Traditions
With the coming of the Spaniards the Filipino’s music underwent a

transformation with the influx of western influences, particularly the Spanish-
European culture prevalent during the 17th to the 19th centuries. The Hispanization
during the succeeding three centuries after 1521 was tied up with religious conversion.
It effected a change in the people’s musical thinking and what emerged was a hybrid
expression tinged with Hispanic flavor. It produced a religious music connected to and
outside the Catholic liturgy and a European-inspired secular music adapted by the
Filipinos and reflected in their folk songs and instrumental music.
Spanish Influences
Paseo de Iloilo
This is one of the most

sophisticated courtship and flirtation
dances of the Spanish era. The
gentlemen compete among each other
to win the heart of the dalaga, or young
lady, by exemplifying chivalry, grace,
and confidence. One of the most
sophisticated courtship and flirtation
dances of the Spanish era. The
gentlemen compete among each other
to win the heart of the dalaga, or young
lady, by exemplifying chivalry, grace,
and confidence.
(source:http://www.ecddancecompany.com/portfoli
o-view/paseo-de-andaluz/ )

63
Jota Manileña
A dance that originated in the

capital city around the 19th
century. Like the other Jotas in
Philippine folk dances, this is an
adaptation of the Castillian Jota,
but the castanets are made of
bamboo and are only held, not
(source:http://www.seasite.niu.edu/Tagalog/Cynthia/dance
fastened, to the fingers. It is
s/jota_manilena.htm) recognizably Iberian in flavor.

https://www.youtube.com/watch?v=NCpddpjHqXs 4
3. The American Influenced Traditions
The American regime lasted from 1898 to 1946 during which time
Philippine music underwent another process of transformation. In the newly
established public-school system, music was included in the curriculum at the
elementary and later at the high school levels. Music conservatories and colleges were
established at the tertiary level. Graduates from these institutions included the first
generation of Filipino composers whose works were written in western idioms and
forms. Their works and those of the succeeding generations of Filipino composers
represent the classical art music tradition which continues to flourish today.
Side by side with this classical art music tradition was a lighter type of
music. This semi-classical repertoire includes stylized folk songs, theater music, and
instrumental music.
(source: lakadpilipinas.com/2014/09/tres-patrimonio-vigan-zarzuela.html)

https://www.youtube.com/watch?v=n2_eOzkjP1A

64
The strong band tradition in the Philippines, which began during the previous
Spanish period and which continues to this day, produced outstanding musicians,
composers and performers. Another popular instrumental ensemble was
the rondalla which superseded an earlier type of ensemble called the cumparsa. The
latter was an adaptation of similar instrumental groups, the murza of Mexico and the
estudiantina of Spain.
American lifestyle and pop culture gave rise to music created by Filipinos
using western pop forms. Referred to as Pinoy pop it includes a wide range of forms:
folk songs, dance tunes, ballads, Broadway type songs, rock’ n’ roll, disco, jazz, and
rap. These three main streams of Philippine music– indigenous, Spanish influenced
religious and secular music, American/European influenced classical, semi-classical,
and popular music comprise what we refer to today as Philippine music.
Application
Self-Reflect
After discussing this lesson, reflect on the following questions.
1. Identify which among the streams of Philippine music must be preserved well to
continue the culture for the next generation of music and why?
_______________________________________________________________
_______________________________________________________________
2. How does the three streams of music influence your understanding of the Philippine
Music?
_______________________________________________________________
_______________________________________________________________
3. Which steams of Music directly influences religion? Why you say so?
_______________________________________________________________
_______________________________________________________________
4. Do you think music changes over time? Provide examples.

_______________________________________________________________
_______________________________________________________________

65
In the course of history, music is the greatest creation of mankind. Creativity in

the pure and undiluted form is the true definition of Music. Music is an important part
of our life as it is a way of expressing our feelings as well as emotions.
Some people consider music as a way to escape from the pain of life. It gives
you relief and allows you to reduce the stress. Music is a powerful therapy that will
make you calm down and in the moment of joy, it will make you cheerful.
Furthermore, it develops the mind and boosts your self-confidence. Music plays a
more important role in our life than just being a source of entertainment.
Module 2 Highlights:
• There are five Periods of Music History; Medieval, Renaissance, Baroque,

Classical and Romantic.
• The Fundamental Elements of Music; Beat, Meter, Dynamics, Harmony,

Melody, Pitch, Rhythm, Tempo, Texture, and Timbre.
• The Salient features of good music; Complexity / Variety, Unity /

Coherence / Integrity, Originality / Style, Organization / Balance / Flow /
Direction, Sublimity / Transportation, Climax / Tension / Resolution,
Spontaneous/Natural feel, Inevitability / completeness / non-arbitrariness,
Excitement / Passion, Respect for Tradition, and Accessibility / Attention
grabbing
• Three main divisions of Philippine Music: (1) an old Asian influenced

music referred to as the indigenous; (2) a religious and secular music
influenced by Spanish and European forms; and (3) an American/European
inspired classical, semi-classical, and popular music.
Congratulations! You have successfully completed Module 2. Indeed, you have

just taken a meaningful learning journey in having your knowledge and skills in
teaching.

66

other related task.
your task.
Format
Submit your output in pdf format, either written or encoded. Submission
of Microsoft word format is discouraged as it may alter your set format. Use
Arial 12 and all 1 margin with single line spacing. Copy and Answer. Strict
compliance is advised.
Date of Submission
passed not later than October 9, 2020.
Mode of submission
The task shall be emailed on my personal email provided that each task
is properly labelled and organized according to its lesson.
[email protected]
Warning

67
Module 2
Assessment
Name: Date:
Course/Section
Instruction: Read each statement carefully. Write TRUE if the statement is correct and
FALSE if the statement is wrong. If False, change the underlined word or phrase to
make the statement correct. Write your modified answer in the space provided.
_____________1. Harmony is what you hear when two or more notes or chords are
played at the same time.
_____________2. Carinosa is one of the most sophisticated courtship and flirtation

dances of the Spanish era.
_____________3. Musical texture refers to the number and type of layers used in a
composition and how these layers are related.
_____________4. Baroque Period was generally agreed that the span of this musical
period is from around 500AD up until the mid-fifteenth century.
_____________5. Jota Manileña is a dance that originated in the capital city around
the 19th century.
_____________6. Melody is shaped by meter; it has certain elements such as beat and
tempo.
_____________7. Josquin des Prez is considered to be one of the early Renaissance

composers to be a great master of the polyphonic style.
_____________8. Birth, victory at war, or the settling of tribal disputes; mourning

songs for the dead; courting songs; and children’s game songs are
the type of music that is still practiced today by the indigenous
groups.
_____________9. The Indigenous era saw huge developments in the quality and range
of many instruments that naturally encouraged ever more expressive
and diverse music from the composers.
_____________10. Pinoy Pop includes a wide range of forms: folk songs, dance
tunes, ballads, Broadway type songs, rock’ n’ roll, disco, jazz, and
rap.

68
Well-done! You have successfully completed the activities and tasks for module
2. It is expected and hoped that you have learned meaningful insights upon learning this
module. Now, you are already prepared to move to module 3. Enjoy and keep working.
CONGRATULATIONS!
Module 2.
https://ncca.gov.ph/about-ncca-
3/subcommissions/subcommission-on-the-arts-
sca/music/philippine-music-a-historical-overview/
https://www.cmuse.org/history-of-music/
http://accounts.smccd.edu/mecklerd/mus250/elements.htm
https://daverobinson.id.au/goodmusic.html
https://www.musictheoryacademy.com/periods-of-
music/medieval-music/

69
Module 3
“Arts is not what you see, but what you make others to see”
- Edgar Degas

• Elements of Arts
• Principles of Arts and Design
• Arts and Its Classification
Module Overview
Art has always been around in one form or another, helping mankind in the
development of diverse activities and their outcomes. Art is as vast as an ocean,
embodying a wide range of activities, such as sculpting, painting, photography and
architecture, etc. If we take a look at our past, we can see that the earliest form of art
that mankind learnt, was painting, presented on ancient walls. With the advancement
of time, newer forms of art arose, such as music, theatre and photography, etc., which
are nowadays considered the most beautiful types of performing arts.
Art is a way of expression, a way of joy, a way of making people understand

things which can’t be done verbally. In fact, we can say that everything that is beautiful
is art. Art provides mankind with a diverse range of necessities and comforts. The use
of art in various political and social issues to organize campaigns and create awareness
is indispensable. The importance of art in education for kids, as well as adults, is
undeniable. Art is everywhere around us.
Are you ready? Then start the lesson 1 now.

70
Lesson Elements of Arts

1
• identify the fundamental elements of arts;
• differentiate each element from one another; and
• discuss personal understanding about arts.
Introduction
Good day learners! Think of this, upon understanding any field, it’s important
to have a solid foundation from which to grow. In the field of art, this means
understanding the elements of art. These creative building blocks are essential and
having a grasp on how they work is important both for artists and for lovers of art. By
gaining a deeper understanding of the elements of art, it’s easier to analyze, unravel,
and create any type of artwork from painting and photography to sculpture and
architecture.
.
Activity
Starbust
Perform the activity at the
right side of this box.
Follow the instructions
below carefully.
1. Draw a group of circles forming the shape of a flower on the space provided.
2. Find a space in the box where you can put the name of the flower above in artistic
manner.
3. Color your flower depending of your choice, be creative.
4. Share your output with your classmates.

71
Analysis
• What flower did you formed from the group of circles?

_________________________________________________
• Can you identify the elements of arts present in your output?

__________________________________________________
__________________________________________________
• Do you think with the absence of one element it would still be called as an art? Why?
__________________________________________________________________
__________________________________________________________________
Abstraction
Line, color, shape, form, value, space, and texture are the seven
core elements of art and they often overlap and inform one another.
Whether talking about drawing, painting, sculpture, or design,
these components of art all need to be taken into consideration. Once you have a handle
on these seven visual elements, it’s even easier to create your own art.
1. Line
Line is the path of a dot, point etc. through space and that is always has more length
than thickness. Lines are not all the same, especially in art.
5 Types of Lines in Art: Meaning and Examples
1. Vertical lines are straight up and down lines that are moving in space without any
slant and are perpendicular to horizontal lines. They suggest height and strength
because they extend towards the sky and seem unshakeable.

72
2. Horizontal lines are straight lines parallel to the horizon that move from left to
right. They suggest width, distance, calmness, and stability.
3. Diagonal lines are straight lines that slant in any direction except horizontal or
vertical. When in use, they suggest movement or lack of stability.
4. Zigzag lines are a series of diagonal lines joined at ends. They can convey action
and excitement, as well as restlessness and anxiety.
5. Curved lines are lines that bend and change direction gradually. They can be
simply wavy or spiral. Such lines convey the feelings of comfort and ease, as well as
sensual quality as they remind us of the human body.

73
2. Color
Color is the element of art that is produced when light, striking an object, is
reflected back to the eye. Below is the color wheel chart.
(source:https://www.realmenrealstyle.com/color-wheel-menswear/)
What is a Color Scheme: Definitions, Types, and Examples?
A. Monochromatic Color Scheme
Monochromatic color
schemes focus on a single color,
often using variations of that hue
by incorporating tints, tones, and
shades. By adding hints of white,
grey, or black, that single color
expands into an entire palette with
varying amounts of value.
Those tints, tones, and

shades provide highlights and
shadows to spruce up an otherwise
flat color palette.
(source: https://www.shutterstock.com/blog/color-
scheme-definitions-types-examples)

74
B. Complementary Color Scheme
Complementary colors exist on

opposite sides of the color wheel; one
color is usually a primary color and the
other a secondary color.
The main complementary

colors art that match typically blue and
orange, red and green and yellow and
purple.
Colors opposite each other on

the color wheel typically provide high
contrast when paired together. At full
saturation, complementary hues can be
too intense for the viewer.
(source:https://www.pinterest.ph/pin/508695720400552205 /)
C. Triadic Color Scheme
A triad consists of three colors that

are placed equidistant from each other on
the color wheel, forming a triangle as seen
below.
Triadic color schemes can include
three primary, secondary, or tertiary
colors. Common triadic palettes consist of
blue, red, and yellow or violet, green, and
orange.
Most triadic palettes are vibrant
and can be difficult to balance. Assign one
base hue, then use the remaining hues as
accent colors. When all colors in a triadic
scheme are being used equally, each hue
often fights for the spotlight. A good way
to prevent a clash of colors is to establish
color hierarchy within the composition.
(source:https://www.pinterest.ph/pin/542613455090504677/)

75
D. Analogous Color Scheme
Analogous colors consist of a

group of three colors that border each
other within the color wheel. This color
scheme starts off with a base hue and is
extended with two neighboring hues. The
word “analogous” means closely related,
so the combination of these hues has a
harmonious appeal similar to that of
monochromatic color schemes.
(source:https://www.pinterest.ph/pin/4195385
21510198155/)
E. Neutral Color Scheme
Neutral color palettes have recently

gained momentum across all design
disciplines. The popular color scheme
typically consists of achromatic hues (white,
grey, and black) along with near neutrals
(beige, tan, brown, and other dark hues). All
neutral colors have one thing in common:
they are typically desaturated with the help
of tints, tones, and shades.
(source: https://attireclub.org/2018/11/15/what-
are-neutral-colors/)
3. Shapes
The result of closed lines,

shapes are two-dimensional, flat, and
only have height and width. Geometric
shapes like circles and squares are
mathematical and precise, while
organic shapes take cues from nature
and tend to be curved and abstract.
Shapes can be used to control
how we perceive a composition. For
instance, triangles can help draw the eye
to a particular point, while circles
represent continuity.
(source:https://fineartamerica.com/art/paintings/ge
ometric+shapes)

76
4. Form
When a shape acquires

depth and becomes three-
dimensional, then it takes on
form. Cylinders, pyramids, and
spheres are some of the more
common forms, though they can
also be amorphous. In sculpture,
form is of the utmost importance,
though it can easily be
introduced into drawing and
painting using 3D
art techniques. Baroque sculptor
Bernini was a master of form,
carving his sculptures in a way
that gave enjoyment from any
perspective.
(source:https://www.pinterest.ph/pin/231020655861326918/)
5. Value
Related to color, value is the

lightness and darkness of a color. The
lightest value is white and the darkest
value is black, with the difference
between them defined as the contrast.
Playing with value can not only change
certain forms, but also influence the
mood of the artwork. Value is so
important that the Italians created a
term—chiaroscuro—that specifically
refers to the use of light and dark in a
piece of art. Baroque painter Caravaggio
was a master of using chiaroscuro in his
moody oil paintings.
Photographer Ansel Adams is

another example of an artist who
expertly used value to his advantage by
using areas of contrast to create interest
in his landscape photography. (source: https://artstudiolife.com/tonal-value-drawing//)

77
6. Space
This element of art can be
manipulated based on how an
artist places lines, shapes, forms,
and color. The placement of these
other elements creates space.
Space can be either positive or
negative. Positive space is an area
occupied by an object or form,
while negative space is an area
that runs between, through,
around, or within objects. Artists
often think about the foreground,
middle ground, and background of
their artwork, purposefully placing
shapes and lines throughout the
space to achieve the perfect
composition.
(source:http://teresabernardart.com/basic-art-element-space/s)
A sense of depth in two-
dimensional works is often achieved by perspective, which itself can rely on lines or
colors.
7. Texture
Texture is an element of art that also plays

to our sense of touch. It’s defined as a description
of the way something feels or looks like it would
feel. Other times, the texture is an implied visual
texture that is two-dimensional. Smooth, rough,
hard, soft, furry, fluffy, and bumpy are just some
different textures that evoke different responses.
For instance, an artist looks for a hyper (textures in arts)

realistic result would want clouds to appear
fluffy, while another artist wishing to subvert
conventions might play with texture to create a
surreal experience for the viewer. 19th-century
sculptor Antonio Canova was a master of this, as
exemplified by his portrait of Napoleon’s sister
where she’s resting on a cushion that seems so
soft and touchable, it’s hard to believe that it’s
marble.
(source:https://www.pinterest.ph/bishop14
82/art-texture/)

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Application
Reflective Journal
Read and reflect on the quotation below, write an essay

regarding to your views about it. Write your answer in the box.
Well-done! You have successfully completed the activities and tasks

for lesson 2 on the elements of arts. Now, you are already prepared to move
to lesson 3. Enjoy and keep working

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Lesson Principles of Art and

2 Design
• identify the seven principles of arts and design;

• differentiate each principle from another;
• differentiate views of arts from traditional to contemporary; and
• explain understanding about the principles of design.
Welcome to Lesson 2; Continue learning and enjoy!
Introduction
Good day learners! Do you know that the principles of design are the rules a
designer must follow to create an effective and attractive composition? Design differs
from art in that it has to have a purpose. Visually, this functionality is interpreted by
making sure an image has a center of attention,
a point of focus.
Picture A
Activity
(source: https://www.thespruce.com/living-
Speak the Pic!
room-lighting-ideas-4134256)
Look at the two Living room

in the pictures at the right
side. What does the picture A
show and what about picture
B?
Picture B
(source:https://www.flickr.com/photos/ryochijii
wa/417062984)

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Analysis
Which picture is properly designed? Picture A or Picture B? Which

living room would you like to live? Why?
Give reason from choosing picture A:
Give reason for choosing picture B:
Abstraction
The 7 principles of art and design
1. Balance
Balance refers to the visual weight of the elements of the composition. It is a

sense that the painting feels stable and "feels right." Imbalance causes a feeling of
discomfort in the viewer. Balance can be achieved in 3 different ways:
(source:http://oer2go.org/mods/enboundless/www.boundless.com)
Symmetry - in which both sides of a composition have the same elements in the same
position, as in a mirror-image, or the two sides of a face.
Asymmetry - in which the composition is balanced due to the contrast of any of the
elements of art. For example, a large circle on one side of a composition
might be balanced by a small square on the other side.
Radial symmetry - in which elements are equally spaced around a central point, as in
the spokes coming out of the hub of a bicycle tire.

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2. Contrast
Contrast is the difference between elements of art in a composition, such that

each element is made stronger in relation to the other. When placed next to each other,
contrasting elements command the viewer's attention. Areas of contrast are among the
first places that a viewer's eye is drawn.
Contrast can be achieved by juxtapositions of any of the elements of

art. Negative/Positive space is an example of contrast. Complementary colors placed
side by side is an example of contrast.
(source: https://libdiz.com/en/books/the-art-of-color/7-seven-types-of-color-contrasts/)
3. Emphasis
Emphasis is when the artist creates an area of the composition that is visually
dominant and com mands the viewer's attention. This is often achieved by contrast.
(source: https://in.pinterest.com/pin/397301998360864840/)

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4. Movement
Movement is the result of using the elements of art such that they move the
viewer's eye around and within the image. A sense of movement can be created by
diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by
repetition, by energetic mark-making.
(source: http://hongshiminb1101991haa102.blogspot.com/2013/03/tutorial-art-
movement.html/)
5. Pattern
Pattern is the uniform repetition of any of the elements of art or any

combination thereof. Anything can be turned into a pattern through repetition. Some
classic patterns are spirals, grids, weaves. For examples of different pattern types
see the Artlandia Glossary of Pattern Design. A popular drawing practice
is Zentangles, in which an abstract or representational outline is divided into different
areas, each of which contains a unique pattern.
(source: https://www.dreamstime.com/stock-illustration-abstract-hair-girl-beautiful-
face-long-zentangle-technique-image44185168 )

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6. Rhythm
Rhythm is created by movement implied through the repetition of elements of

art in a non-uniform but organized way. It is related to rhythm in music. Unlike pattern,
which demands consistency, rhythm relies on variety.
(source: https://artclasscurator.com/rhythm-in-art-examples/)
7. Unity/Variety
Unity/Variety You want your painting to feel unified such that all the elements
fit together comfortably. Too much unity creates monotony, too much variety creates
chaos. You need both. Ideally, you want areas of interest in your composition along
with places for your eye to rest.
(source: https://www.pinterest.ph/pin/371265563022858213/ )

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Application
Reflective journal:
Fill-in the chart below with your honest and sincere responses. Then,
answer the questions that follows:
Before, I designed my artworks based Now, I designed my artworks based on?

on…?
Does the lesson help you improved your knowledge about designing artworks?
Well-done! You have successfully completed the activities and tasks for lesson
3. Now, you are already prepared to move to lesson 4. Enjoy and keep working!

85
Lesson Arts and its

3 Classifications
• develop a personal definition of art;

• identify the various classifications of arts; and
• draw and explain own definition of self using pencil drawing as
one of the various classification of arts.
Introduction
Good day learners! Do you know that the arts refer to the theory, human
application and physical expression of creativity found in human cultures and societies
through skills and imagination in order to produce objects, environments and
experiences? Major constituents of the arts include visual arts (including architecture,
ceramics, drawing, filmmaking, painting, photography, and sculpting), literature
(including fiction, drama, poetry, and prose), performing arts (including dance, music,
and theatre), and culinary arts (including cooking, chocolate making and winemaking).
Activity
1. P A _N T _ N _
2. S _ U L _ T U _ E
3. PH _ T _ G R _ P H _
Fill in the blanks
4. C O N _ E _ P _ R A _ Y
Complete the words by 5. A _ I M _ T I _ N

filling in the correct
letters in the blanks. 6. C A L _ I G _ P H _
7. D _ A W _ N _
8. R O _ O T _ C _

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Analysis
• What words have you assembled above?
• What do you think are these words all about?
• Do these words have something in common? What could it be?
• Among the words above, which are you most familiar and Why?
• What is your own definition of arts?
Abstraction
The various classifications of art include: fine art, visual art, plastic art,
performance art, applied art and decorative art.
1. Fine Art
This category includes works of art that are created primarily for
aesthetic reasons. Fine arts include:
a. Drawing – charcoal, chalk, crayon, pastel, pencil, or pen and ink
(source: https://htdraw.com/tag/pencil-drawing/ )

87
b. Painting – oils, watercolor, gouache, acrylics, ink and wash, tempera, or

encaustic paints
(source: https://www.tallengestore.com/products/abstract-expressionism )
c. Printmaking – woodcuts, stencils, engraving, etching and lithography, or

screen-printing, foil imaging, or giclee prints
(source: https://www.youtube.com/watch?v=oOQcfp36LDo )
d. Sculpture – bronze, stone, marble, wood, or clay.
(source: https://gillythomas-sculpture.com/product/efay/ )

88
e. Calligraphy – beautiful and stylized handwriting
2. Visual Art
The visual arts include all the fine arts, in addition to the following:
a. New media – digital art, computer graphics, computer animation,

virtual art, Internet art, interactive art, video games,
computer robotics, 3D printing, and art as biotechnology
(digital art)
b. Photography art

89
c. Environmental art
(source:https://conceptartempire.com/jungle-environment-art-gallery/ /)
d. Contemporary forms of expression – assemblage, collage, conceptual,

installation.
(source: http://dailypaintersabstract.blogspot.com/ )
e. Plastic Art - The term plastic art includes art works that are molded and not
necessarily plastic objects. This category consists of three-
dimensional works like clay, plaster, stone, metals, wood and,
paper (origami).
(source: https://www.dreamstime.com/background-plastic-colorful-bottle-caps )

90
3. Performance Art
This classification consists of an art form that refers to public

performance events which occur mostly in the theater.
Performance arts includes:
• Traditional performance art

• Contemporary performance art
• Hyper-modern performance art
a. Traditional performance art – theatre, opera, music, and ballet
(Buchaechum, the beautiful Korean Traditional Dance)

(source: https://seulee.wordpress.com// )
b. Contemporary performance art – mime
(source: http://marktompkinssec1.altervista.org/ )
c. Hyper-modern performance art – happenings
(source: https://pngio.com/images/png-a529024.html )

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4. Applied Art
This category encompasses the application of aesthetic designs to everyday

functional objects. Applied arts are intended for the use of a career. It includes
architecture, computer art, photography, industrial design, graphic design, fashion
design, and interior design.
(Budapest Museum of Applied Arts)

(source:https://commons.wikimedia.org/wiki/File:Budapest_Museum_of_Applied_Arts
_(4625180243).jpg )
5. Decorative Art
This classification refers to functional but ornamental art forms, such as

jewelry, ceramics, mosaic art and other items that are embellished by ornaments and
other designs. It also includes works in glass, clay, wood, metal, textile
fabric, furniture, furnishings, stained glass and tapestry art.
(source: https://en.wikipedia.org/wiki/Decorative_arts )

92
Application
Show your art!
Among the different classification of art, choose one and show

your art that will describe your definition of self, incorporate the
elements and principles of art and design in your output. Write a
short note why you come up to that artwork.
Note:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Well-done! You have successfully completed the activities and tasks for lesson
1. It is expected that you have gained insights and meaningful experiences. Now, you
are already prepared to move to lesson 2 of this module. Enjoy and keep working.

93
Art is a part of our culture. It should be given importance by the people. It is the
expression of our creative ideas and imagination. It has different forms such as the
visual arts, sculpture, music, literature, theater, films, and other ways that artists choose
as a medium for their craft.
Art transcends time. It transcends the artist who was responsible in its creation.
It shatters barriers and goes beyond them to be able to share its message and speak of
its meaning. Art rises above language, class, religion, gender, and other factors that
seem to divide the world. Art brings people together.
Module 3 Highlights
• The various classifications of art include: fine art, visual art, plastic
art, performance art, applied art and decorative art.
• The seven core elements of arts are Line, color, shape, form, value,
space, and texture. These elements often overlap and inform one
another.
• The seven principles of arts and designs are balance, emphasis,

contrast, movement, pattern, rhythm, and unity/variety.

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other task.
your task.
Format
Date of Submission
passed not later than November 13, 2020.
Mode of submission
[email protected]
Warning

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Module 3
Assessment
Name: Date:
Couse/Section:
Instruction: For item 1-5 Identify what classification of arts are utilized in the
following situations and descriptions below. Write your answer in the space provided
before the number.
__________1. Ben together with his classmates are scheduled to render a dance
presentation during the MAPEH-day culmination.
__________2. In section A, Mr. Cubero told his advisory to bring pictures and
magazines to be used on their collage making.
__________3. During the regional journalism competition, Mark placed 1 st in the

photo-journalism category.
__________4. As a signed of love to his partner, Joel created an artistic drawing of his
wife using charcoal pencil.
__________5. Due to waste pollution, the barangay encourages people to recycle

plastics and used it in purposeful manner such as flower pots, garden
decoration, and etc.
Instruction: For item 6-10, Identify what element of arts are utilized in the following
descriptions below. Write your answer in the space provided before the number.
__________6. These marks the span of distance between two points either curved or
straight.
__________7. This element has something to do with our sense of touch.
__________8. These are the results of closed lines; two dimensional with height and
weight.
__________9. These is used to illustrate abstract painting or to highlight masterpieces.
__________10. This element evolves on the lightness and darkness of color.

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Instruction: For item 11-15, Identify what principles of arts and designed are utilized
in the following descriptions below. Write your answer in the space provided before
the number.
____________11. In their field-demo dance, Coach Teresita ensures that the large
number of dancers would fit together and would have synchronized
steps in the field.
____________12. In every event, the Philippine flag should be placed in front where it
would be visually dominant to all viewers.
____________13. In table setting, one rule is “symmetrical view” it means that what
you put on the other side should be present on the other side.
____________14. Clyde uses non-uniformed yet organized way in his painting to make
it livelier.
____________15. In making his abstract painting, Ana make sure that the other element
is stronger and would elaborate and highlight its message.
CONGRATULATIONS!
Module 3.

http://teresabernardart.com/what-are-the-classifications-of-art/
https://www.shutterstock.com/blog/color-scheme-definitions-
types-examples
https://mymodernmet.com/elements-of-art-visual-culture/
https://www.liveabout.com/principles-of-art-and-design-2578740

97
Module 4
He who has health has hope;

and he who has hope has
everything.”
-Arabian Proverb

• Health and Wellness
• Components of Wellness
• Good Personal Hygiene
Module Overview
The World Health Organization (WHO) defines health as a state of complete

physical, mental, and social well-being, and not merely the absence of disease or
infirmity.
To be healthy should be everyone’s goal. As the old cliché goes, “Health is

Wealth.” However, many people think that when a person is not sick, the person is
already healthy. Being healthy means a lot more than that. Health is the complete
soundness of the body and mind.
This module focuses on the need for regular health examinations, on achieving
a healthy mind, on identifying common preventive measures against mental disorders,
and on discussing the many changes brought by aging.
Are you ready? Then start the lesson 1 now.

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Lesson Health and Wellness

1
Objectives: At the end of this lesson, you are expected to:
• reflect on the importance of mental and physical health;

• identify the factors of good health and preserving health; and
• explain your personal understanding of health and wellness.
Introduction
Good day learners? How are you? Great.
What is health? “Health is a state of complete physical, mental, and social well-
being and not merely the absence of disease or infirmity.” This means that health is a
resource to support an individual’s function in wider society, rather than an end in itself.
A healthful lifestyle provides the means to lead a full life with meaning and purpose.
Activity Topic: HEALTH AND WELLNESS
MUST Know SHOULD know COULD know
Must, Should and Could

Know Chart
1. 1. 1.
Fill in the box at the right side
according to the given topic 2. 2. 2.
“health and wellness”; provide
5 factors as to what people must 3. 3. 3.
know, should know and could
know about health.
4. 4. 4.
5. 5. 5.

99
Analysis
After doing the activity, what do you think is in need as of today in

times of pandemic?
Abstraction
Mental and physical health are probably the two most

frequently discussed types of health. Spiritual, emotional, and
financial health also contribute to overall health. Medical experts have
linked these to lower stress levels and improved mental and physical
well-being.
People with better financial health, for example, may worry less about finances
and have the means to buy fresh food more regularly. Those with good spiritual health
may feel a sense of calm and purpose that fuels good mental health.
Physical health
A person who has good physical health is likely to have bodily functions and
processes working at their peak. This is not only due not only to an absence of disease.
Regular exercise, balanced nutrition, and adequate rest all contribute to good health.
People receive medical treatment to maintain the balance, when necessary.
Physical well-being involves pursuing a healthful lifestyle to decrease the risk

of disease. Maintaining physical fitness, for example, can protect and develop the
endurance of a person’s breathing and heart function, muscular strength, flexibility, and
body composition.
Looking after physical health and well-being also involves reducing the risk of
an injury or health issue, such as:
• minimizing hazards in the workplace

• using contraception when having sex
• practicing effective hygiene
• avoiding the use of tobacco, alcohol, or illegal drugs
• taking the recommended vaccines for a specific condition or
country when traveling
Good physical health can work in tandem with mental health to improve a
person’s overall quality of life.

100
Mental Health
According to the U.S. Department of Health & Human Services, mental health
refers to a person’s emotional, social, and psychological well-being. Mental health is
as important as physical health as part of a full, active lifestyle.
It is harder to define mental health than physical health because many

psychological diagnoses depend on an individual’s perception of their experience.
With improvements in testing, however, doctors are now able to identify some physical
signs of some types of mental illness in CT scans and genetic tests.
Good mental health is not only categorized by the absence

of depression, anxiety, or another disorder. It also depends on a person’s ability to:
• enjoy life
• bounce back after difficult experiences and adapt to adversity
• balance different elements of life, such as family and finances
• feel safe and secure
• achieve their full potential
Physical and mental health have strong connections. For example, if a chronic
illness affects a person’s ability to complete their regular tasks, it may lead to depression
and stress. These feelings could be due to financial problems or mobility issues. A
mental illness, such as depression or anorexia, can affect body weight and overall
function.
It is important to approach “health” as a whole, rather than as a series of separate
factors. All types of health are linked, and people should aim for overall well-being and
balance as the keys to good health.
Factors for good health
Good health depends on a wide range of factors.
1. Genetic factors
A person is born with a variety of genes. In some people, an unusual genetic

pattern or change can lead to a less-than-optimum level of health. People may inherit
genes from their parents that increase their risk for certain health conditions.
2. Environmental factors
Environmental factors play a role in health. Sometimes, the environment alone

is enough to impact health. Other times, an environmental trigger can cause illness in a
person who has an increased genetic risk of a particular disease.

101
Access to healthcare plays a role, but the WHO suggest that the following
factors may have a more significant impact on health than this:
• where a person lives
• the state of the surrounding environment
• genetics
• their income
• their level of education
• employment status
It is possible to categorize these as follows:
• The social and economic environment: This may include the financial status
of a family or community, as well as the social culture and quality of
relationships.
• The physical environment: This includes which germs exist in an area, as well
as pollution levels.
• A person’s characteristics and behaviors: A person’s genetic makeup and
lifestyle choices can affect their overall health.
Preserving Health
The best way to maintain health is to preserve it through a healthful lifestyle

rather than waiting until sickness or infirmity to address health problems. People use
the name wellness to describe this continuous state of enhanced well-being.
The WHO define wellness as follows:
“Wellness is the optimal state of health of individuals and groups. There are
two focal concerns: the realization of the fullest potential of an individual physically,
psychologically, socially, spiritually, and economically, and the fulfillment of one’s
roles and expectations in the family, community, place of worship, and other settings.”
Wellness promotes active awareness of and participating in measures that preserve
health, both as an individual and in the community. Maintaining wellness and optimal
health is a lifelong, daily commitment.
Steps that can help people attain wellness include:
• eating a balanced, nutritious diet from as many natural sources as possible

• engaging in at least 150 minutes of moderate to high-intensity exercise every
week, according to the American Heart Association
• screening for diseases that may present a risk
• learning to manage stress effectively
• engaging in activities that provide purpose
• connecting with and caring for other people
• maintaining a positive outlook on life
• defining a value system and putting it into action

102
The definition of peak health is highly individual, as are the steps a person may take
to get there. Every person has different health goals and a variety of ways to achieve
them. It may not be possible to avoid disease altogether. However, a person should do
as much as they can to develop resilience and prepare the body and mind to deal with
illnesses as they arise.
Application
KWL Chart
Complete the KWL chart showing your understanding about Health

and Wellness. Provide a short essay to each box referring to what you
know, what you want to know, and what you have learned.
Topic: My Health
What I know? What I want to know? What I learned?
Congratulations you have just finished the Lesson 1. It is expected that you have
gained insights on health and wellness!

103
Lesson Components of
2 Wellness

• identify the components of wellness;
• justify personal views about wellness; and
• be critical on identified proper ways to maintain wellness
Welcome to Lesson 2; Keep reading and keep learning.
Introduction
Wellness includes aspects of physical, mental, emotional, environmental,
occupational, social, intellectual, and spiritual health. Wellness is not just the absence
of illness; it’s engaging in everyday life and living each day to its fullest as it pertains
to you. Wellness is unique to everyone, but it consists of some aspect of balance
between these components.
Daily Activities My Healthy My Unhealthy

Routine/s Routine/s
What I do when….
Activity
1. I wake up in the
morning.
2. I eat my
Listing my breakfast.
Daily Routine
3. I take a bath.
Fill in the bow at the right
side about your daily
routines based on the
given situation/activity.
4. I go to sleep.
Provide the healthy and
unhealthy routines you do
every day.
. 5. I take my
medicine.

104
Analysis
Answer the following questions based on the activity above.
1. What are the positive effects of having healthy lifestyle?
2. What would you do to lessen or eliminate your unhealthy

habits?
3. Would you recommend to others your healthy routines?
4. What must be done to avoid illnesses or any type of diseases?
Abstraction
Wellness is an active process, and you are in the driver’s seat. Let’s
break down some components of wellness…
1. Physical Wellness:
This is probably the first thing you think of when you think of health and
wellness. But physical health is much more than “losing a few pounds”. Physical
wellness is taking the necessary steps to maintain optimal health and functioning. This
includes participating in physical activity and maintaining proper nutrition by eating a
well-balanced diet.
Some ideas to achieve physical wellness:
• participate in physical activity every day for 30 minutes

• take the stairs instead of the elevator
• learn how to read nutrition labels
• eat a variety of foods and understand portion sizes
• maintain a regular sleep schedule.
2. Emotional Wellness:
This includes stress management, self-care, relaxation, and

understanding/managing your emotions. It allows you to recognize and understand your
emotions, cope with them, and express them.
• Take time for yourself to process, unwind, rejuvenate by finding a few

minutes to be alone each day.

105
• Stay positive! write notes to yourself, stick post-it’s around the house/office
to remind yourself.
• Maintain a gratitude practice.
• Explore and practice mindfulness.
• Give yourself grace, see all opportunities as experiences for learning and
growth.
3. Spiritual Wellness:
This can refer to religion, values, faith, ethics, morals, etc. It allows you to be
in touch with yourself and what you believe in. In this aspect you are likely to find
meaning, purpose, appreciation, and your guiding compass.
• If you identify with a specific religion, continue to explore that. If you don’t,
be open to exploring different belief systems.
• Meditate
• Take time for self-inquiry, get curious about knowing yourself and what you
align with.
• Maintain your spiritual or religious practices.
4. Social Wellness:
This has to do with the relationships you have and interaction with others, how
you relate and connect with others. Having strong and positive relationships provides
you with support as well as self-esteem, joy, and connection.
• Join a club or organization that interests you

• Take the time to call an old friend to catch up
• Keep in touch with supportive friends and family, distance yourself from
toxic individuals
• Identify what you look for in social relationships, what you need, and what
you can give
5. Environmental Wellness:
This refers to your relationship with your environment, living in harmony with
the Earth, and taking care of the surroundings. Just like plants, we need sunlight, fresh
air, and fresh water to thrive.
• Recycle, conserve energy, reduce your footprint

• Spend time outside
• Try earthing

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6. Occupational Wellness:
This refers to how we interact with our job, our achievements at work, and our
outlook of the work we do. Our attitude toward our work directly influences our overall
health.
• Explore different career options, if you’re not doing what you love investigate
alternative jobs.
• If a career switch isn’t in your cards (and even if it is) look into non-
paid/volunteer work that interests and motivates you.
• Set realistic career goals, and work toward them.
7. Intellectual Wellness:
This refers to participation in new and creative activities, learning and exploring
new skills.
• Try something new, explore new hobbies
• Be open-minded
• Travel
• Find new ways to be creative
Application:
Completing the Fragments
Write an essay by completing the fragments inside the box. Justify your
own views about wellness.
I realize that wellness is…
People should know that wellness is…
Congratulations! You have successfully completed lesson 2. Indeed, you have

just taken a meaningful learning journey in having your knowledge and skills.

107
Lesson Good Personal

3 Hygiene
• reflect on the different types of personal hygiene;
• develop personal plan for maintaining hygiene; and
• be critical on identified personal hygiene.
Welcome to Lesson 3; Great job! Continue learning.
Introduction
Good day learners! Have you wonder that every day, you come into contact
with millions of outside germs and viruses? They can linger on your body, and in some
cases, they may make you sick. Personal hygiene practices can help you and the people
around you prevent illnesses. They can also help you feel good about your appearance.
Learn more about why hygiene is so important, the best ways to practice it, and
how you can change your habits to make yourself feel and look better.
Activity
Concept Map My
Personal
Hygiene
Fill in the circles in the
concept map about your
personal hygiene. Identify 4
hygiene that you always do
every day.
.

108
Analysis
After completing the concept map, answer the following
questions.
• Why is good personal hygiene important?

• Do you think having good hygiene improves self-esteem
in one’s social life?
Why or Why not?
• Do you think your current ways of hygiene are already
enough? Or there’s a need to changed and learned?
Abstraction
Categories of Personal Hygiene
Each person’s idea of personal hygiene differs. These main categories

are a useful place to start for building good hygiene habits:
Toilet hygiene
Wash your hands after you use the restroom. Scrub with soap for 20 to 30
seconds, and be sure to clean between your fingers, on the back of your hands, and
under your nails. Rinse with warm water, and dry with a clean towel.
If you don’t have running water or soap, an alcohol-based hand sanitizer will also work.
Use one that’s at least 60 percent alcohol.
Shower hygiene
Personal preference may dictate how often you wish to shower, but most people
will benefit from a rinse at least every other day. Showering with soap helps rinse away
dead skin cells, bacteria, and oils.
You should also wash your hair at least twice a week. Shampooing your hair
and scalp helps remove skin buildup and protects against oily residues that can irritate
your skin.
Nail hygiene
Trim your nails regularly to keep them short and clean. Brush under them with
a nail brush or washcloth to rinse away buildup, dirt, and germs.
Tidying your nails helps you prevent spreading germs into your mouth and other
body openings. You should also avoid biting your nails.

109
Teeth hygiene
Good dental hygiene is about more than just pearly white teeth. Caring for your
teeth and gums is a smart way to prevent gum diseases and cavities.
Brush at least twice a day for 2 minutes. Aim to brush after you wake up and
before bed. If you can, brush after every meal, too. Floss between your teeth daily, and
ask your dentist about using an antibacterial mouthwash.
These two steps can help prevent tooth decay and eliminate pockets where
bacteria and germs can build up.
Sickness hygiene
If you’re not feeling well, you should take steps to keep from spreading germs
to others. This includes covering your mouth and nose when sneezing, wiping down
shared surfaces with an antibacterial wipe, and not sharing any utensils or electronics.
Also, immediately throw away any soiled tissues.
Hands hygiene
Germs on your hands can easily enter your body through your mouth, nose,
eyes, or ears. Wash your hands:
• when you handle food

• before you eat
• if you handle garbage
• when you sneeze
• any time you touch an animal
Likewise, wash your hands after changing a baby’s diaper, helping someone
clean themselves, or when cleaning a cut or wound.
Side Effects of Poor Personal Hygiene
Good personal hygiene habits are directly related to less illnesses and better
health. Poor personal hygiene habits, however, can lead to some minor side effects,
like body odor and greasy skin. They can also lead to more troublesome or even serious
issues.
For example, if you don’t wash your hands frequently, you can easily transfer
germs and bacteria to your mouth or eyes. This can lead to any number of issues,
from stomach viruses to pink eye. Not brushing your teeth can lead to teeth issues and

110
plaque buildup. Poor dental care is also a risk factor for several serious health issues,
including heart disease.
Poor hygiene habits can also affect your self-esteem. Looking and feeling
presentable can give you a confidence boost and a sense of pride in your appearance.
Other conditions may be prevented or the risk minimized by practicing good

personal hygiene. These are some examples:
• scabies pubic lice, head lice, body lice, diarrhea, athlete’s foot, ringworm,
pinworms, swimmer’s ear, hot tub rash.
Creating a Personal Hygiene Routine
If you want to improve your personal hygiene or help a child develop better
habits, these strategies might be helpful:
Set reminders
If you can’t remember to do things like shower, wash your hair, clip your nails,
or brush your teeth, set a reminder on your phone. The cue will push you to the activity,
and over time, you’ll begin to do it yourself.
Use signs
Hang a reminder in the bathroom to wash your hands after using the toilet. Put
a little sign by the plates or bowls in the kitchen to cue yourself to wash your hands
before eating. These signs can help jog your memory and improve your habits. They
can help both you and your children.
Practice makes perfect
It takes time to learn a new habit. Start with a new habit at the beginning of the
week and make it your priority. Practice it for a week or two. When you feel
comfortable with it, add a new one. Overtime, you’ll establish the habits you wish to
have.

111
Application
List ten daily personal hygiene routines in the ladder below (you may
include your COVID-19 risk awareness routines), start from waking up in the
morning as your step 1 and sleeping at night as your last step.
10
Congratulations! You have successfully completed lesson 3. Indeed, you have

just taken a meaningful learning journey in having your knowledge and skills in
teaching.

112
Health is a state of complete physical, mental and social well-being and not
merely the absence of disease or infirmity. The enjoyment of the highest attainable
standard of health is one of the fundamental rights of every human being without
distinction of race, religion, political belief, economic or social conditions in life.
The health of all peoples is fundamental to the attainment of peace and security
and is dependent on the fullest co-operation of individuals and States. The achievement
of any State in the promotion and protection of health is of value to all.
Module 4 Highlights
• Physical well-being involves pursuing a healthful lifestyle to

decrease the risk of disease. Maintaining physical fitness, for
example, can protect and develop the endurance of a person’s
breathing and heart function, muscular strength, flexibility, and body
composition.
• Wellness promotes active awareness of and participating in

measures that preserve health, both as an individual and in the
community. Maintaining wellness and optimal health is a lifelong,
daily commitment.
• Types of personal hygiene: Toilet hygiene, Shower hygiene, Nail

hygiene, Teeth hygiene, Sickness hygiene, and Hands hygiene.

113

other related task.
your task.
Format
Date of Submission
passed not later than November 13, 2020.
Mode of submission
[email protected]
Warning

114
Module 4
Assessment
Instruction: Create your own weekly plan for your personal hygiene. List all your activities
doing your daily hygiene per box (include your covid-19 risk awareness routines). After
listing, provide a brief comments/explanation about your listed personal hygiene activities.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Comments:
Congratulations you have successfully finished the last module of this course.
It is hoped that after finishing this module you will be more aware about your health.

115
CONGRATULATIONS!
Module 4
https://www.medicalnewstoday.com/articles/150999
https://www.healthline.com/health/personal-hygiene#types
https://www1.health.gov.au/internet/publications/publishing.nsf/Content/
ohp-enhealth-manual-atsi-cnt-l~ohp-enhealth-manual-atsi-cnt-l-ch3~ohp-
enhealth-manual-atsi-cnt-l-ch3.7
https://www.namasteupbeet.com/2018/02/13/7-components-of-wellness/

116
RUBRICS

117
Rubric for Module 1 across all lessons.

118
Rubric for Module 2: Lesson 1.
5 4 3 1
Each section Each section

Each section Each section
of the diagram of the diagram
of the diagram of the diagram
Concept contains two contains very
contains four contains three
Arrangement facts that are few facts that
facts easily facts easily
somewhat are not easily
identified. identified.
identified. identified.
Student
Student
Student illustrates a
displays a Student shows
exhibits firmer
limited little or no
Primary mastery of the understanding
understanding understanding
Source material as of most of the
with some of topic. There
Content evidenced by similarities
details are few
attention to and
pertinent to the details.
detail. differences
subject matter.
brainstormed.
Reflects Most of the Contains non

Reflects some
factual information is factual
factual
information factual and information
information
Linking that seemingly that does not
and attempts to
Content corresponds corresponds correspond to
put it in
together with with the
corresponding
appropriate appropriate appropriate
section of
section of section of section of
diagram.
diagram. diagram. diagram

119
Rubric for Module 2: Lesson 2

120

121

122
2 4 5

123
(Teachers Discretion)

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1

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

Good day learners!

This module highlights the core of the four

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

• Apply the theories and philosophies in the teaching of physical education.

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

Module 1: Physical Education

Module Overview ……………………………………………………. 97

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

The following are the lessons of this module:

Physical Education makes every

Physical education is an integral part of people's education. As a result of

This module will focus on the history and philosophical development of

At the completion of this module, you should be able to:

• Appreciate historical development of physical education;

Are you ready? Then start the lessons now.

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

Lesson The History of Physical

Objectives: At the end of the lesson, you are expected to:

Welcome to Lesson 1, Have a fun learning experience!

Activity 1. What physical activities have you experienced on

THINK-PAIR-AND- 2. Do you remember some important events in the field

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

• What could have been the reason why it happened?

Development of Physical Education

The first teacher of physical education to appear in America was a German

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

Physical Education in college

College athletics received a major stimulus when a National Collegiate Athletic

Decline in Physical Education

The modern age

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

Purpose and Objective of

Welcome to Lesson 2; Learn, Unlearn, and Relearn!

Analyze the diagram

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

• Foremost objective & related with physical development.

• Concern with better co-ordination between nervous system and muscular

3. Intellectual or Cognitive Development:

• Participants are required to follow the rules and regulations of a specific

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

• Physical Education provides ample opportunities to its participants to interact

6. Health Knowledge Development:

• Health knowledge is a part and parcel of P.E. Program.

7. Development of Right Attitude towards Physical Activities:

• By participating in physical activities and solving several tasks in the playfield,

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

Lesson The Philosophy of PE

• identify the philosophical theories of physical education; and

Welcome to Lesson 3; Keep reading and keep learning.

Clearly, good physical education affects the health and economics of

Poster Slogan Analysis

Analyze the poster slogan

FOUNDATION OF MUSIC, ARTS, PHYSICAL EDUCATION, and HEALTH

• What did you understand about the poster slogan above?