SELF-LEARNING MODULE

GRADE 9
QUARTER 3

MODULE
1
WRITER/S JAPHET S. CARNICE ARNEL C. ASIS
MARK DAVE SORIANO JOCELYN G. SEMINIANO

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

1. Follow carefully all the contents and instructions indicated on every page
of this module.
2. Write in your notebook the concept about the lessons. Writing enhances
learning, which is important to develop and keep in mind.
3. Perform all the provided activities in the module, use a separate sheet of
paper in answering the exercises.
4. Finish the task at hand before proceeding to the next page.
5. Analyze conceptually the posttest and apply what you have learned.
6. If you encounter any difficulty in answering the tasks in this module, do not
hesitate to ask for help from your teacher. Enjoy studying!

HONESTY IS THE BEST POLICY!

EXPECTATION
At the end of module 1, you are expected to:

a. Listen perceptively to selected Romantic period music.

b. Describe musical elements of given Romantic period pieces.
c. Analyze art elements and principles in the production of work fol-
lowing a specific art style from the Neoclassic and Romantic peri-
ods.
d. Identify representative artists from the Neoclassic and Romantic pe-
riods.
e. Undertake physical activity and physical fitness assessment.
f. Perform appropriate first aid for injuries and emergencies in physical
activities and dance settings (cramps, sprain, and heat exhaustion).
g. Analyze the procedures in conducting primary and secondary sur-
veys of the victim.
h. Explain the importance of assessing an emergency.

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 LOOKING BACK
Direction: Recall the activities, insights, and reflection that you have learned in
the 2nd quarter.

MUSIC ARTS
Music of the Classical Period (Vocal and Instru- Matching Type: Match the artworks in col-
mental) umn A with the artists in column B. Write the
Identify the term being described. Write your letter of your answer on a separate sheet of
answer on a separate sheet of paper. paper.
B A
1. It is called the “The Age of Reason.”
2. The general texture of Classical music. __ 1. Pieta A. Bernini
3. The term for Italian opera. __ 2. Monalisa B. Donatello
4. It is a multi-movement work for solo instru- __ 3. Sistine Madonna C. Leonardo da Vinci
ments. __ 4. The Last Supper D. Michaelangelo
5. A musical composition designed to be played __ 5. Transfiguration E. Raphael
by the full orchestra. F. Velasque

PHYSICAL EDUCATION HEALTH

Social Dance and Dance Mixers Prevention of Substance Drug Use and
Identify the following and write your answer on a Abuse
separate sheet of paper. Supply the missing words!
____1. It refers to dances primarily intended to
get to know other people on a certain formal or  __________________ (1) are any
semi-formal occasion. substances or chemicals which
____2. It is a lively dance full of passion and ener- when taken into the body have
gy. The classic “Cuban Hip motion” gives its psychological, emotional, and
unique style. behavioral effects on a person.
____3. It is the general term referring to the DOs  Commonly abused drugs in the
and DON’Ts in social dancing. Philippines are __________________
____4. It is a sensual dance that originated in (2) __________________ (3)
South America in the early twentieth century. __________________ (4)
____5. A Latin dance that never slows down and __________________ (5)
is referred to as the “marching with style.

BRIEF INTRODUCTION
MUSIC: MUSIC OF THE ROMANTIC PERIOD
The Romantic period started around 1830 and ended around 1900, as composi-
tions became increasingly expressive and inventive. At its core, composers of the Roman-
tic Era saw music as a means of individual and emotional expression. Indeed, they consid-
ered music the art form most capable of expressing the full range of human emotion.
Program music became the main form of instrumental compositions which is evi-
dent in concert, overtures, program symphonies, symphonic poems, and incidental music.
Program music is a form that portrays an idea or relays a story to the audience.
Nationalism was also incorporated into the music of the Romantic Period. In the
previous historical periods, composers borrowed musical styles from Germany, Italy, and
France. However, composers of the Romantic period began incorporating their country’s
native folk songs and musical styles into their compositions.
Most of the compositions of the era portray literature, history, emotions, and
nature.

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 MUSIC ACTIVITY
You are embarking on an adventure through musical time, and this journey will
be more pleasurable if you will recall some of the basic musical concepts. Listen
carefully for these aspects in the music you hear, and in time, you will attain a
heightened understanding that will open your ears, mind, and soul to the deep-
er levels of musical thought.

Activity 1: “Exploring the Elements of Music”

Directions: Listen carefully to the selected recordings of Romantic music. De-
scribe the music according to its elements and write your answer in the given
chart below.

Title Tempo Dynamics Texture Instruments used

Liebestraume
“Love Dream”
https://www.youtube.com/watch?v=MBOa
-2b4uQQ
“Revolutionary Etude”
https://www.youtube.com/watch?v=g1uLr
Hq9TDg

“The Swan” from “Carnival of the Animals”

https://www.youtube.com/watch?v=b44-
5M4e9nI

BRIEF INTRODUCTION

ARTS: ARTS OF THE NEOCLASSIC AND ROMANTIC PERIODS

In the middle of the 18th century, Neoclassicism was born out of the rejection of the Rococo and
late Baroque styles. Romanticism began in the same era, but its approach had to do with the modern
or new rather than the traditional.
In this unit, you will learn about Neoclassical and Romantic artworks. Their influences today were
highly visible through the style of paintings, sculptures, and other artworks adapted by the well-known
artists internationally and by some of our National Artists. Some of the existing architectural structures
convey the traits and characteristics of such periods.
You are going to trace the art history and characteristics of Neoclassicism and Romanticism along
with various artists that made names for each period.
Painting, sculpting, and architectures are the processes and products that you will make for this Unit.

ART ACTIVITY
ACTIVITY: No.1“ARTWORK ON THE GO!”
Direction: Recall the elements and principles of arts. Analyze the different artworks be-
low and write the elements and principles of art applied in each artwork. Note: (you
can give more than one Elements and Principles of Art)

Example:

Elements of Arts Principles of Arts

1. Lines 1. Movement
2. Color 2. Contrast

http://bit.ly/3tbNNeD
Artwork: Napoleon Crossing the Alps
Period: Neoclassical Painting

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A.

Elements of Arts Principles of Arts

1._____________ 1._____________
2._____________ 2._____________
3._____________ 3._____________

https://kids.kiddle.co/British_Museum
Artwork: British Museum
Period: Neoclassical Architecture
B.

Elements of Arts Principles of Arts

1._____________ 1._____________
2._____________ 2._____________
3._____________ 3._____________

http://bit.ly/2MAI9S4
Artwork: Liberty Leading the People
Period: Romantic Painting
C.

Elements of Arts Principles of Arts

1._____________ 1._____________
2._____________ 2._____________
3._____________ 3._____________

http://bit.ly/3omamtn
Artwork: Pauline Bonaparte as Venus Victrix
Period: Romantic Sculpture

Activity 2: “YOUR FACE LOOKS FAMILIAR”

Direction: Below are the names and pictures of artists. Write the Timeline (year of
birth and death), Artwork (choose only one), and Period (either Neoclassical or
Romantic) of the following artists.
EXAMPLE:

Artist: Antoine-Louis Barye

Timeline: 1795 – 1875
Artwork: Theseus Slaying Minotaur
Period: Neoclassical https://en.wikipedia.org/wiki/Antoine-Louis_Barye

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 A. B.

Timeline: __________ Timeline: ________

Artworks: __________ Artwork: _________
Period: ____________ Period: __________

Antonio Canova Berthel Thorvaldsen

http://bit.ly/3adEIsO http://bit.ly/3ckIGma

C. D.

Timeline: _______ Timeline: _______

Artwork: ________ Artwork: ________
Period: _________ Period: _________

Jacques-Louis David Theodore Gericault

http://bit.ly/3qYF5hF http://bit.ly/3iTlBIo

E.

Timeline: ________
Artworks: _______
Period: __________

Eugene Delacroix
http://bit.ly/3cmY6Gv

BRIEF INTRODUCTION

PHYSICAL EDUCATION: Festival Dances (PPFT and First Aid)

Fitness is a universal concern of all. Whatever endeavors we are in, whatever activities
we do, our fitness should always be considered if we are to perform them with effective-
ness and efficiency. Fitness is not just for athletes, sportsmen, and Physical Education
teachers and fitness instructors. It is also a concern of students, parents, and other mem-
bers of the community. If we are to become strong and productive members of our
community, we must address the very basic requirement of such a goal, the sustaining
base of any endeavor we undertake, fitness.
Dance is a movement of the whole body in a rhythmic way, usually to music and with-
in a given space or area, for the intention of conveying an idea or emotion, releasing
energy, or simply taking delight in the movement itself. Dance is also a form of exercise
for an individual to avoid a sedentary lifestyle, maintain a healthy body, and the emo-
tional aspect.

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 P.E. ACTIVITY
Direction: Recall the components of physical fitness and read the basic first aid for inju-
ries and answer the activities below. You can open this link for additional infor-
mation.:https://slideplayer.com/slide/8825386/ https://www.slideshare.net/jbubser/physical-fitness-components

COMMON INJURIES ENCOUNTERED BY FESTIVALS DANCERS

SPRAINS HEAT EXHAUSTION
sprain is caused by torn fibers in a ligament. Heat exhaustion is a response to heat characterized by
Swelling and bruising are some signs and symp- fatigue, weakness and collapse due to inadequate intake
toms. of water to compensate for loss of fluid during sweating.
FIRST AID

>Have the victim lie down with his/her feet ele- FIRST AID
vated.
>Keep the victim cool. >Have the victim lie down with his/her feet elevated.
>Give him/her electrolyte beverages to sip or >Keep the victim cool.
make a salted drink. >Give him/her electrolyte beverages to sip or make a
>Monitor the victim for signs of shock. salted drink.
>If the victim starts having seizures, protect >Monitor the victim for signs of shock.
him/her from injury and give first aid for convul- >If the victim starts having seizures, protect him/her
sion. from injury and give first aid for convulsion.
>If the victim loses consciousness, give first aid >If the victim loses consciousness, give first aid for un-
consciousness.
MUSCLE CRAMPS

a strong, painful contraction or tightening of a mus-

cle that comes on suddenly and lasts from a few seconds
to several minutes.
FIRST AID

>Have the victim lie down with his/her feet elevated.

>Keep the victim cool.
>Give him/her electrolyte beverages to sip or make a
salted drink.
>Monitor the victim for signs of shock.
>If the victim starts having seizures, protect him/her
from injury and give first aid for convulsion.
>If the victim loses consciousness, give first aid for un-
consciousness.

Activity 1: Move it! Groove It!

HEART RATE PER MINUTE

BEFORE THE ACTIVITY AFTER THE ACTIVITY

Note: Get your pulse rate before and after the activity. In get-
ting your pulse put your index and middle finger on your wrist
and then count your pulse within 6 seconds and then multiply
by 10 to get your pulse rate. Record your it thru video on your
mobile phone and send it to your teacher messenger or any
online platform.
Procedure:
https://myhealth.alberta.ca/Health/Pag
1. Watch the 2021
es/conditions.aspx?hwid=hw201445&lan
wellness dancersice (Video: https://www.
g=en-ca
youtube.com/watch?v=RQ8NK_3jrtk )

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 2. As you watch the dance video clip, follow the dance steps of the per-
former.
3. Record your performance and send it to your teacher via messenger or
any online platform.
4. You can encourage your family members to join in your activity.
5. Observe safety in doing the activity.

NOTE: IF NO DATA CONNECTION FOR YOUTUBE THE TEACHER WILL POST THE DANCE VIDEO
CLIPS THRU FACEBOOK MESSENGER.

Activity 2: Treat me well!

In this activity, you will arrange the proper procedure in giving First Aid by putting
letters (A-E) for Sprain Injury and letters (A-F) for Heat Exhaustion. Write your an-
swer on a separate sheet of paper.

A. Sprain Injury
______ 1. Immediately stop the activity that caused the injury, sit down, and rest
the ankle/joint.
______ 2. Remove any clothing or jewelry around the ankle/joint.
______ 3. Apply pressure with compression support or compression bandage to
the affected part.
______ 4. Apply cold compress at once.
______ 5. Elevate and support the ankle/joint higher than the hip to prevent
swelling and make sure to rest the affected part.
B. Heat Exhaustion
______ 1. Give him/her electrolyte beverages to sip or make a salted drink.
______ 2. Have the victim lie down with his/her feet elevated.
______ 3. Keep the victim cool.
______ 4. If the victim starts having seizures, protect him/her from injury and give
first aid for convulsions.
______ 5. Monitor the victim for signs of shock.
______ 6. If the victim loses consciousness, give first aid for unconsciousness.

BRIEF INTRODUCTION
HEALTH: First Aid Guidelines and Procedures
First aid is an immediate and temporary care given to a person who suddenly gets ill
or injured. It includes self-helped and home care if medical assistance is not available or
delayed. It can mean the difference between life and death in extreme cases. However,
we must know the limits of the first aid we can give because improper first aid can do
more harm than good in some instances. Anyone who can give first aid is a first aider.
Unintentional injuries refer to injuries that are unplanned [1] and typically preventa-
ble when proper safety precautions are followed [2]. The Center for Disease Control and
Prevention (CDC) defines unintentional injury as “the physical damage that results when
a human body is suddenly subjected to energy in amounts that exceed the threshold of
physiologic tolerance-or else the result of a lack of one or more vital elements, such as
oxygen [2].” Due to their size, development, inexperience, and natural curiosity, children
and teenagers are especially vulnerable to unintentional injury [2]. Some of the most
common types of unintentional injuries in the Philippines include motor vehicle accidents,
suffocation, drowning, poisoning, fire/burns, falls, and sports and creation.

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 HEALTH ACTIVITY
Direction: Read the emergency action principles answer the activities below.
You can open this link for additional information:
https://www.youtube.com/watch?v=RCoYjRAOORk&t=939s
https://www.youtube.com/watch?v=aQws-29Yl-8

EMERGENCY ACTION PRINCIPLES

Source: Red Cross Manual
STEP
1
 Is the scene safe? If yes, proceed to the next steps. If no, do not attempt to go to the accident.
Call Emergency Medical Services Instead

STEP 2  Make sure the victim is lying on his back. If not, roll the victim.

STEP  Check for responsiveness by gently tapping the shoulder of the victim saying:
3 “Hey, hey, hey are you okay?

STEP
 If there is no response, call for help immediately.
4

 Do the primary survey of the victim.

 Airway – check if there is a blockage in the airway (if yes, take it out using your pinky finger
STEP in a scooping motion.
5  Breathing – use the maximum head-tilt-chin-lift method and look-listen-feel (if
negative, perform rescue breathing)
 Circulation – Use carotid pulse (if negative, go to Step 6)

STEP  While applying the maximum head-tilt-chin-lift method, pinch the nose and give 2
6 initial full breaths to the victims.

STEP  Take off the clothes of the victim that can block the compression area.
7

STEP
8  Perform CPR on the victim.
 Do 5 cycles of 30 compressions and 2 breaths.

STEP
9  If the victim is revived, do the secondary survey of the victim. If not, contin-
ue performing CPR while waiting for the rescue team.

Do the secondary survey. Record all the data and surrender to the rescue.
Interview:
S – ymptoms A – llergy M – edication P – ast medical history L – ast oral intake E – vents before
the accident
 Vital signs – Carefully check the following vital signs:
Eyes: dilated – shock; constricted – stroke or drug abuse; pupils are unequal –
stroke or head injuries
Nose – watery – fracture or skulls injury;
Bluish skin color – lacking oxygen (cyanosis)
Body temperature
Blood pressure
 Head-to-Toe Examination-Check for the following

D – eformity C – ontusions A – brasions P – unctures B – urns T – enderness L – aceration

S – welling

Activity 1: Help! Help! What will I do?”

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 Activity 1: Help! Help! What will I do?”
Direction: Analyze the pictures below. Arrange the sequence of actions on the
proper procedures in assessing emergencies for unintentional injuries and in do-
ing the primary survey of the victim. Write letters A-H on the space provided.

1. __________ 2. __________ 3. __________ 4. __________

6. _________ 6. __________ 7. __________ 8. __________

Activity 2: Tell Me!

1. Why is it important to assess the situation first before proceeding to the

primary and secondary survey of the victim?
________________________________________________________________________
2. When should a primary survey of the victim be used?
________________________________________________________________________

3. When should a secondary survey of the victim be applied?

________________________________________________________________________

REMEMBER
MUSIC
 The Romantic Period witnessed an explosion of flamboyance, nationalism, the
rise of “superstar” performers, and concerts aimed at middle-class “paying”
audiences. Orchestral, theatrical, and soloistic music grew to a spectacular
height of personal expression.
 Program music is an instrumental composition that conveys images or scenes
to tell a short story without text or lyrics.
 Tempo- the rate of speed of a musical piece.
 Texture-refers to the number of musical lines and the relationship these lines
have to one another.
 Dynamics- all musical aspects relating to the relative loudness or quietness of
music.
 Rhythm-the element of “Time” in music.
 Melody-used to describe the highness or lowness of a musical sound.

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 ARTS
 Classicism is the period in which Greek and Roman principles and style were
reflected in society.
 Romanticism 1800s – 1810s was a movement in which the artist of the Neo-
classical period sought to break new ground in the expression of emotion, both
subtle and stormy. It embraced several distinctive themes, such as longing for
history, supernatural elements, social injustice, and nature.
 Painting – is the practice of applying paint, pigment, color, or another medium
to a solid surface.
 Sculpture – an artistic form in which hard or plastic materials are worked into
three-dimensional art objects.
 Architecture – is the art and science of designing buildings and other physical
structures.
PHYSICAL EDUCATION
 Physical fitness - is a state of health and well-being and, more specifically, the
ability to perform aspects of sports, dance, occupations, and daily activities.
● Health-related fitness- has 5 components (flexibility, muscular strength, muscu-
lar endurance, cardiovascular endurance, body composition).
● Skill related fitness- has 6 components (agility, balance, coordination, power,
speed, reaction time).
● Dance- is a movement of the whole body in a rhythmic way, usually to music
and within a given space or area, for the intention of conveying an idea or
emotion, releasing energy, or simply taking delight in the movement itself.

HEALTH
 First Aid – an initial treatment given to an injured person before the arrival of a
medical practitioner.
 First aider – a person giving first aid.
 Unintentional injuries – injuries that are not expected; also known as accidents.
 Survey – an act of investigating or examining something.
 Cardiopulmonary resuscitation (CPR) is a lifesaving technique useful in many
emergencies, including a heart attack or near drowning, in which someone's
breathing or heartbeat has stopped.
 Emergency - a sudden, urgent, usually unexpected occurrence or occasion
requiring immediate action.
 A primary survey of the victim is used when the victim is unconscious and to
find out and immediately treat life-threatening conditions.
 A secondary survey is used when the victim is conscious or has revived. It aims
to detect everything about the patient’s condition.

CHECK YOUR UNDERSTANDING

Before I move on to the next module, I will assure that…

I understand…
______________________________________________________________________________

I will apply the lesson in…

______________________________________________________________________________

I will practice…

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