Mapeh 2 Module
Mapeh 2 Module
Mapeh 2 Module
Unit 2
MELODY
The succession of tones that may move in different directions are called melody.
The do, re, mi, fa, so, la, ti, do tones are called so-fa syllables. As the tones move up
the tone ladder, the pitches go up. As the tones go down the ladder, the pitches go down. When you sing
or play an instrument, the pitches may go high or low, higher or lower.
ACTIVITY 1
Read and analyze the following sentences. Choose the correct answer in the Word Bank
below. Write the letter of the correct answer on the space before each number.
WORD BANK
A. Melody C. Musical Sounds or Tones E. Pitch
B. So-fa
________1. It issyllables D.do
the do, re, mi, fa so, la, ti, Tone Ladder
tones.
________2. It shows the pitches of the different tones.
________3. It is the succession of tones that may move in different directions.
________4. It is the high or low tone in music.
________5. It is the high and low sounds in music.
ACTIVITY 2
Learn the song “Leron Leron Sinta” While singing do the following body movements to
demonstrate the high and low pitches
1. Pitches going high or higher – Sway your arms upward, right to left direction.
2. Pitches going low or lower – Sway your hands downward, right to left direction.
RATE YOURSELF
SKILLS VERY GOOD NEEDS
GOOD IMPROVEMEN
T
1. Identifies the pitch of tones in the tone ladder.
ACTIVITY 1
Have fun singing it with the accompaniment of your toy instruments or anything inside your
house that can be use as musical instruments.
ACTIVITY 2
Enjoy singing this song while acting the song.
RATE YOURSELF
Check () the appropriate box to rate your performance.
SKILLS VERY GOOD NEEDS
GOOD IMPROVEME
NT
1. Pronounces the lyrics of the song clearly and
correctly.
2. Sings the songs with correct pitch and melody.
You can use your hands and body to show the movement of tones in a melody.
You call this body staff. The upward and downward movement of the tones and the repeated tones give
shape to the melody.
RATE YOURSELF
Check () the appropriate box to rate your performance.
SKILLS VERY GOOD NEEDS
GOOD IMPROVEME
NT
1. Identifies the movement of tones in a song
Unit 2
Lesson 1- CONTRASTING
I CAN PAINT
Contrast is the difference in color, value, size, and texture of materials.
Complementary colors are colors that are located directly across each other on the color wheel.
Value is the darkness or lightness of color.
SHOWING TEXTURE IN ARTWORK
Materials: Clean sheet of paper, salt, paintbrushes, water cup, and watercolor paints.
Procedure:
1. Dip a clean paint brush into a cup of water and spread a layer of water all over the piece of white paper
to wet it, before starting to paint.
2. Dip the paintbrush into the watercolor paint, and start painting a seascape onto the wet paper.
3. While the paint is still wet, sprinkle seasalt lightly onto the picture. Watch the texture of the painting
change, as the sea salt absorbs the water around it- leaving the color behind.
4. Allow the painting to dry completely
5. Finally, brush the salt off gently from the dry painting.
RATE YOURSELF
Using the assessment scale presented below, rate your learning and performance by putting a check
mark () under the corresponding column for each task or activity.
SKILLS EXCELLEN VERY FAIR NEEDS
T GOOD 3 2 IMPROVEMEN
4 T1
1. Tells what color contrast is
Lesson 2- RHYTHM
Activity 1
Make a design for the pictures below. Use rhythm to
make your artwork attractive.
Activity 2
Draw a beautiful scenery, design it using different
pattern of colors, shapes, and lines.
(The teacher will present an example)
RATE YOURSELF
Using the assessment scale presented
below, rate your learning and performance by
putting a check mark () under the corresponding
column for each task or activity.
SKILLS EXCELLEN VERY FAIR NEEDS
T GOOD 3 2 IMPROVEMEN
4 T1
1. Creates designs on a clothes and pillow
using two or more lines, shapes, and color
with repetition, contrast, and rhythm.
2. Creates a design showing unity, variety of
lines, shpaes, and colors.
3. Describes the style
Lesson 3- TEXTURE
Texture is used to describe the way a three-dimensional work feels when touched,
or how a two-dimensional work feels while watching it.
ACTIVITY 1
DESCRIBING ANIMAL COVERINGS.
Identify the body coverings of the following animals. Choose your answer in the box below.
SCALES FUR/HAIRY
FEATHERS
SHELL
______________1. Fish _____________6. Crocodile
______________2. Dog _____________7. Eagle
______________3. Snake _____________8. Turtle
______________4. Chicken _____________9. Snail
______________5. Cat ____________10. Parrot
ACTIVITY 2
SEA CREATURES AND WILD FOREST ANIMALS’ SKIN COVERINGS
Choose one animal it could be a sea creature or a wild forest animal.
Materials: bond paper or oslo paper, crayons, watercolor, glue, crumpled paper, marker.
Procedure:
1. Make a large sketch of an animal of your choice.
2. Use a marker to outline the shapes clearly.
3. Put a glue over its entire body and place the crumpled paper.
4. Color it with watercolor.
5. Talk about your work in class.
RATE YOURSELF
Using the assessment scale presented below, rate your learning and performance by putting a check
mark () under the corresponding column for each task or activity.
SKILLS EXCELLE VERY FAIR NEEDS
NT GOOD 2 IMPROVEMEN
4 3 T1
1. Draws a sea or forest animals in
their habitat showing their unique
shapes and features.
2. Paints animals to show variety
of colors and textures.
3. Uses lines and shapes to show
repetition, contrast, and rhythm.
PHYSICAL
EDUCATION
Unit 2
ACTIVITY 1
Look and analyze the pictures. Identify the movements in each picture to complete each sentence. Write
forward, backward or sideward.
_______________ _______________
________________ ______________
________________ ______________
ACTIVITY 3
Supply the missing words or phrase to complete the sentence. Choose your answer on the box below.
Pull Backward
Unit 2
ACTIVITY 1
Name five ways that you should do to take care of your teeth. Write your short answer inside each tooth.
ACTIVITY 2
Put a () if the following statements show care for the teeth, and () if not.
__________1. Eat a lot of sweets.
__________2. Brush your teeth after every meal.
__________3. Visit a dentist every six months.
__________4. A pea-sized amount of toothpaste is enough to clean the teeth.
__________5. Milk and cheese are good sources of calcium that is good for our teeth.
ACTIVITY 3 (Assignment)
Brush out all the things that can be harmful to your teeth. Color the entire figure.