9

MAPEH
QUARTER 4 – Module 2

AIRs - LM
MAPEH 9
Quarter No 4 - Module 2
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any

form without written permission from the copyright owners.

Development Team of the Module

Writers
Music : Marittess Rafael Padilla
Arts : Beverly Joyce M. Dangca
P.E : Mark Jordan M. Julaton
Health : Norlie Juna P. Llarenas

Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Delia P. Hufalar, Ph.D, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 MUSIC

Lesson Vocal Music of the Romantic

2 Period

Target

Romantic vocal forms like the art song and operas were about
fantasy, supernatural, romance and the nature as mirror of human heart.
Virtuoso performers are not only instrumentalists but also singers. One
singer sometimes sounds like several characters by use of different vocal
register. To fully understand and appreciate vocal music of Romantic Period,
this lesson will let you experience the cultural developments and artistic
forms of expression of the period. By understanding the past, we learn to
appreciate the things we enjoyed today.
In this lesson, you are going to understand the basic concept,
processes and characteristic features of vocal music of the Romantic Period
through appreciation, analysis and performance for self-development.

Most Essential Learning Competency

 Explains the plot, musical and theatrical elements of an opera after

watching video samples; (MU9OP-IVa-g-1)

Learning Objectives:
1. Define the meaning of an opera.
2. Explain the components of an Opera.

Jumpstart
True or False: Write T if the statement is correct and F if it is not correct on the
space provided for.
_____1. An opera is a story told by the composers through music.
_____2. In an opera, dialogues are sung, or in recitative style.
_____3. It is performed in an open auditorium.
_____4. During each act, the story unfolds through the music that the singers sing.
_____5. Each role requires different types of singers with the same voice range.
_____6. Opera is increasingly popular during the Romantic period.
_____7. The composer and the librettist work closely together to tell the story.
_____8. Some dialogues are sung or in a recitative style.
_____9. Sometimes there is spoken dialogue with music.
_____10. Different roles in opera are created taking into account different types

1
 Discover

Romantic Opera
Opera became increasingly popular during the Romantic period. It is a story
(libretto) told by the composers through music while using the words of the
librettist. They work closely together to tell the story. The book that the
composer and librettist put together is called a score. The score has all the
musical notes, words and ideas to help the performers tell the story. Often
there are operas with overtures, preludes, prologues, several acts, finales
and postludes. During each act, the story unfolds through the music that
the singers sing.
Sometimes there is spoken dialogue without music. Different roles in Operas
are created taking into account different types of voices. Each role requires a
different type of singer, not only able to sing a given vocal range but also
with certain voice characteristics, color and power. Most dialogues are sung
or in recitative style. Certain Aria or solo singing part is what the public will
remember best when leaving the opera house. Properly and well sung, a
beautiful aria can bring an audience to its feet and decide the fate of an
entire opera.
Components of an Opera
 Libretto – the text of an opera. Librettist and the composer work
closely together to tell the story.
 Score – the book that the composer and librettist put together. The
score has the musical notes, words and ideas to help the performers
tell the story. Often, there are operas overtures, preludes, prologues,
several acts, finales and postludes.
 Recitative – declamatory singing, used in the pros parts and dialogue
of opera. Different roles in operas are created taking into account
different types of voices. Each role requires a different type of singer,
not only able to sing a given vocal range but also with certain voice
characteristics, color and power.
 Aria – an air or solo singing part sung by a principal character. This is
what the public will remember best when leaving the opera house.
Properly and well sung, a beautiful aria can bring an audience to its
feet and decide the fate of entire opera.

Voice Classification
It is also important to know the types of voices of singers. This will serve as
a guide for singers on their choice of song and vocal quality expected of a
singer or opera character.
For the Male Voice:
 Tenor – highest male voice
 Baritone – Middle male voice, lies between Bass and tenor voices. Itis
the Common male voice.
 Bass – lowest male voice

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For the Female Voice:
 Soprano – highest female voice
 Coloratura – highest soprano voice
 Lyric – bright and full sound
 Dramatic – darker full sound
 Mezzo-Soprano – most common female voice; strong middle voice,
tone is darker or deeper than the soprano
 Contralto – lowest female voice and most unique among female
Additional information;
 Duet – composition of two voices/performers
 Chorus – the part of a drama sung or spoken/company of singers
 Orchestra – the main floor of a theater
 Acts – one of the principal divisions of an opera
 Scene – setting or place/ division of a play
 Trio – composition of three voices/instruments
 Aisle – passage through setting
 Amphitheater – circular or oval open-air theater with large raked
seating area sloping down to the stage
 Prelude – an introductory performance, action or event preceding
and preparing for the principal or a more important matter.
 Overture – the orchestra introduction to a musical dramatic work
 Prologues – a speech often in verse addressed to the audience by an
actor at the beginning of a play
 Postludes – a closing piece of music

Explore
Your Voice Sounds Familiar!
Look for famous opera and popular singers today and try to identify their
voice classification. Don’t limit your knowledge on foreign artists but also
our local singers.

Name of Artists Voice Classification

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

3
 Deepen

Count Me In!
Give and describe the voice classification used in opera. Write your answers
in the chart.
Male Voice classification
1.
2.
3.
Female
4.
5.
6.
7.
8.
9.

Gauge

Choose Me!
Encircle the letter of the correct answer.
1. A declamatory singing, used in the prose parts and dialogue of an opera.
A. Aria B. Libretto C. Recitative D. Score
2. The text of an opera where the librettist and the composer work closely
together.
A. Aria B. Libretto C. Recitative D. Score
3. The book that the composer and librettist put together.
A. Dynamics B. Lyrics C. Libretto D. Score
4. An air or solo singing part sung by a principal character.
A. Aria B. A capella C. Dramatic D. Recitative
5. In singing, this classification of voice is the highest male voice.
A. Bass B. Contralto C. Soprano D. Tenor
6. It is the lowest male voice.
A. Bass B. Contralto C. Soprano D. Tenor
7. It is the lowest female voice and most unique among female.
A. Baritone B. Coloratura C. Contralto D. Tenor

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8. The main floor of a theater.
A. Aisle B. Amphitheater C. Carpet D. Orchestra
9. Most common female voice; strong middle voice
A. Coloratura B. Dramatic C. Mezzo-soprano D. Soprano
10. A passagee through seating.
A. Aisle B. Amphitheater C. Carpet D. Orchestra

5
 ARTS

Western Classical Plays and

Lesson Operas
2 (Medieval, Renaissance, Baroque,
Neo-Classical and Romantic Arts)

Target

Are you ready to learn the different Theater Arts of the Western Countries?

This module was designed and written with you in mind. This will help you
understand the Theater arts of the Western Countries produced and performed in
the different periods and that had great influence from the Medieval, Renaissance,
Baroque, Neo-Classical and Romantic Arts. The scope of this module will involve
you in different learning situations. The language used in the following topics are
appropriate to your vocabulary level as a student.

Most Essential Learning Competency:

 Defines what makes selected western classical plays and operas unique
through visual representation (A9PL-IV-c-1)

Learning Objectives:

• Identify selected theatrical forms from the different art periods;

• Research on the history of the theatrical forms and their evolution;
• Identify the elements and principles of arts as manifested in Western
Classical plays and opera;
• Define what makes some selected Western Classical plays and opera
visually unique;

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 Jumpstart

Activity 1
I MULTIPLE CHOICE
DIRECTION: Choose the letter of the BEST answer. Write your answers on
the blank provided for.

_____1. Tragedy is a Greek word meaning “tragos”, tragos is a combination of

what words?
A. Goat and song C Three and ghost .
B. . Good and bad D True and false
_____2. Drama performances started, in what period of theater?
A. Baroque theatre C. Renaissance theatre
B. Medieval theatre D. Roman theatre
_____3.WILLIAM SHAKESPEARE is a very popular playwright, in what period
of theatre did he became famous?
A. Baroque theatre C. Renaissance theatre
B. Medieval theatre D. Roman theatre
____4. During the romantic period, melodrama has been the most popular
theatrical form,, what is a melodrama?
A..musical score C. PERFORM + music
B.. music + WORK D. spotlight
____5. In the neoclassical theatre the first “spotlight” was used, it is first
called?
A. dim light C. Lime light
B. Light wave D. Neon light

Discover

Medieval Theater
500 C.E.-1400

During the Medieval era, theater performances were not allowed

throughout Europe. To keep the theater alive, minstrels, though denounced
by the Church, performed in markets, public places and festivals. They
travelled from one town to another as puppeteers, jugglers, story tellers,
dancers, singers, and other theatrical acts. These minstrels were viewed as
dangerous and pagan.

7
 Churches in Europe started staging their own theater performances
during Easter Sundays with biblical stories and events. Eventually, some
plays were brought outside the church due to their portrayal of the devil
and hell. An example of this kind of play is the ―Mystére d‟Adam” or "The
Mystery of Adam.‖ The story revolves around Adam and Eve and ends with
the devil capturing and bringing them to hell.

Over the centuries, the plays revolved around biblical themes from the
Story of the Creation to the Last Judgment.

Image from :Wikipedia -USA PD Tag “-Book of Days” by Robert Chamber (died 1871)
http://en.wikipedia.org/wiki/File:ChesterMysteryPlay_300dpi.jpg

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 Renaissance Theater: 1400-1600
Renaissance theater arts were characterized by a return of Classical
Greek and Roman arts and culture.
Commedia dell'arte Knight Masque

https://educalingo.com/en/dic-en/commedia-dellarte https://en.wikipedia.org/wiki/Masque

During Middle Ages, mystery plays formed a part of religious festivals in

England and other parts of Europe during the Renaissance period. Morality
plays (in which the protagonist was met by personifications of various moral
attributes who try to choose a Godly life over the evil) and the University
drama were formed to recreate Athenian tragedy. Public theatres were
developed like, the Commedia dell'arte (Italian comedy and a humorous
theatrical presentation performed by professional players who traveled in
troupes) and the elaborate masques (a dramatic entertainment consisting
of pantomime, dancing, dialogue, and song and sometimes players wore
masks) that were usually presented in court.
One of the most prominent supporters of the theater was Queen
Elizabeth I. The companies of players (companies of actors) were organized
by the aristocrats and performed seasonally in many places. They were
called professional players that performed on the Elizabethan stage. The
tours of these players gradually replaced the performances of the mystery
and morality plays by local players. Gorboduc (authors were Thomas Norton
and Thomas Sackville), also known as Ferrex and Porrex, was an English
play and first performed at the Christmas celebration in 1561, and
performed before Queen Elizabeth I on 18 January 1562, by the Gentlemen
of the Inner Temple ( was one of the four Inns of Court -professional
associations for barristers and judges in London).

The famous actor and poet who emerged in this

period was William Shakespeare. He was
baptized on April 26, 1564 and died on April 23,
1616. He was an English poet, playwright and
actor and regarded as the greatest writer and
dramatist in the whole world. Shakespeare was
often called
England's national poet and the "Bard of
http://en.wikipedia.org/wiki/File:Shakespeare.jpg Avon". His works consist of about 38 plays.
image is in the public domain; PD-ART; This image
Some of these plays were well-loved Romeo

9
and Juliet, Hamlet, Midsummer Night’s Dream, Cleopatra, Julius Caesar,
Much Ado about Nothing. The four tragedies considered to be Shakespeare's
greatest works were Hamlet, Othello, King Lear, and Macbeth. Other
contemporary playwrights like Christopher Marlowe (tragedies such as Dr.
Faustus and The Jew of Malta), and Thomas Kyd (The Spanish Tragedy).
The history plays depicted English or European history. Shakespeare's
plays were about the lives of kings, such as Richard III and Henry V,
Christopher Marlowe's Edward II and George Peele's Famous Chronicle of King
Edward the First.
Comedies were common, too. These dealt with life in London after the
fashion of Roman New Comedy. Some of comedy plays were ―The
Shoemaker's Holiday‖ by Thomas Dekker and ―A Chaste Maid in
Cheapside‖ by Thomas Middleton.

Innovations of the Stage:

1. Proscenium was developed. This is the area of a theater surrounding

the stage opening. Arches frame and divide the stage from the
audience.
2. Backdrops for scenery were popularized by the art of painting clothes.
3. Commedia dell‟arte or ―Comedy of the Profession‖ was developed. It
was quick-witted performance of the characters/players

Baroque Theater
1600-1750

―The Teatro Regio in Turin‖, oil on canvas

http://en.wikipedia.org/wiki/File:Pietro_Domenico_Oliviero_-_

The theater of the Baroque period is marked by the use of technology

in current Broadways or commercial plays. The theater crew uses machines
for special effects and scene changes which may be changed in a matter of
seconds with the use of ropes and pulleys.

10
 This technology affected the content of the performed pieces, practicing
at its best the Deus ex Machina(a Latin word meaning "god from the machine)
solution.

The_Royal_Theater_in_Turin.jpg Giovanni Michele Graneri (Torino,

1708-1762),,Painting in the P.D. for its age in which the character gods were
finally able to come down from the heavens and rescue the hero in dangerous
situations.

As a result, the theater was richly decorated, the multiplicity of plot

turns and a variety of situations characteristic of Mannerism (a variety of
approaches or intellectual sophistication as well as using artificial qualities of
the play) were succeeded by opera.

The use of theatrical technologies in the Baroque period may be seen

in the films Vatel (2000), Farinelli (1999) and in the different stage
productions of ―Orpheus‖ by Claudio Monteverdi.

FRANCISCO VATEL

https://www.cooksinfo.com/francois-vatel

Neoclassical Theater

1800-1900

The Neoclassical period was a movement where the styles of Roman

and Greek societies influenced the theater arts.

During the Neoclassical period, the theater was characterized by its

grandiosity. Costumes and sceneries were highly elaborate. The main
concepts of the plays were to entertain and to teach lessons. Stages were
restyled with dramatic arches to highlight the scenes. Multiple entry points
on the stage were evident in many plays. Lighting and sound effects
intensified the mood and message of each scene, enhancing the dramatic
experience. The idea of changing scenery and backdrops become more
noticeable, particularly with the invention of pulley systems that allowed
parts to move more quickly across the stage.

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 The concept of decorum (meaning right and proper audience behavior)
was applied in this period which means classical concepts and appropriate
social behavior must be observed.

An 18th
-century Neoclassical theatre in
Ostankino, Moscow
Image from Wikimedian Commons, by Shakko, 2004

This period officially established just two types of plays, tragedy and
comedy. They never mixed these together, and the restriction led to the use
of the now well-known pair of happy and sad masks that symbolize the
theatrical arts. Tragedies portrayed the complex and fateful lives of the
upper classes and royals, while comedies, which were either public
discourse or comedies of manners, tended to focus on the lower ranks of
society, Observance to these genres was critical to a play's success.

Three playwrights achieved a significant amount of success. Pierre

Cornielle (1606 – 1684) was often called the father of the French tragedy,
writing scripts for more than four decades. One of these was “The Cid‖.
JeanBaptiste Poquelin, better known as Molière (1622 – 1673) was known
for his comedies, “Tartuffe and The Missanthrope‖ was one of his works.
Jean Racine (1639 – 1699) was a tragedian beloved for his simple approach
to action and the linguistic rhythms and effects he achieved. ―Andromache
and Phaedra” was one of his scripts. These men were able to take elements
from classical Greek and Roman literature and transform them into plays.

Romantic Theater

During Romantic period, melodrama and ―operas‖ became the

most popular theatrical forms. Melodrama originated from the French word
“melodrame”, which is derived from Greek ―melos”, music, and French‖
drame”, which is derived from Greek ―dran” to peform. Melodrama can be
also be described as a dramatic work that puts characters in a lot of danger
in order to appeal to the emotions and in which orchestral music or song
was used to accompany the action. Opera, in the other hand, is an art form
in which singers and musicians perform a dramatic work combining text
(called a libretto) and musical score. Such as acting, scenery, and costumes
and dance were important elements of theater. It is usually performed in an
opera house, accompanied by an orchestra or smaller musical ensemble.

12
 http://en.wikipedia.org/wiki/File:Victor_Hugo_by_%C3%89tienne_Carjat_187
-_full.jp

Victor Marie Hugo was born on February 26, 1802 and died on May 22,
1885. He is considered one of the greatest and best known French writers.
He was a poet, novelist, and dramatist of the Romantic movement. Hugo's
literary fame comes from his poetry, novels and his dramatic achievements.
Among his works that stand out all over the world are “Les Contemplations ,
La Légende des siècles, Les Misérables, and Notre-Dame de Paris” which is
known as the Hunchback of Notre-Dame. Quasimodo, a deformed
hunchback, the bell-ringer of Notre Dame had a good heart of helped
Esmeralda, a beautiful Gypsy street dancer with a kind and generous own
her.

Explore
Activity 2: FILL IN THE BLANKS
DIRECTION: Complete the sentence below by writing the correct answer on
the blank.

1.A French opera composer and a pianist, ,one of his most popular
Compositions is entitled “CARMEN”. He is non-other than
___________________.
2..”Oedipus Rex” is a play written by ____________.
3.One of William Shakespeare’s most popular play is entitled
“_________________”..
4.George Biset world’s popular opera is entitled “ ________”.
5..One of the outstanding composition of Victor Hugo is
entitled ”______________”(QUASIMODO).

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 Deepen

Activity 3: COMICSTRIPS

Direction: Make a comic strips on one of your favorite scene in the story of
“ROMEO AND JULIET”. Write a conversation of the characters with drawing
(if possible). Write your answers in a separate sheet of paper.

Gauge

Activity 4: Multiple choice

DIRECTION: Encircle the letter of the BEST answer from the choices below
1.During the Renaissance, who is the famous poet and actor that emerge in
this period?
A.George Biset C. Victor Hugo
B.Sophocles D. William Shakespeare
2. Who is considered the “greatest and best” known French writer of
romantic theater during the Romantic period?
A.George Biset C. Victor Hugo
B.Sophocles D. William Shakespeare
3. In the Western classical period, who is the ancient Greek tragedian who
wrote 123 plays?
A.George Biset C. Victor Hugo
B.Sophocles D. William Shakespeare
4. A French romantic composer that is known pianist and an opera writer,
who is he?
A.George Biset C. Victor Hugo
B.Sophocles D. William Shakespeare
5. Among the following composers and play wrights, which of them has been
baptized having a first name of “Alexander”?
A.George Biset C. Victor Hugo
B.Sophocles D. William Shakespeare

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 PHYSICAL EDUCATION

Lesson
Indoor Recreational Activities
2

Target

In this time of COVID-19 Pandemic, it is very important to be both physically

and emotionally fit. Living a sedentary lifestyle does not help you strengthen your
immune system that defends your body against diseases like COVID-19. In the
second module, you have assessed yourself with the health-related fitness test that
helped you identify your strengths and weaknesses thus giving you essential
information in observing a healthy lifestyle or selecting the appropriate exercise.

This module will help you to become aware on the different Indoor
Recreational Activities. Everything that you will learn from this module can be a
great help in equipping yourselves in our current battle against COVID-19

Most Essential Learning Competency

1. Discusses the nature and background of Indoor and Outdoor

recreational activities; (PE9GS-Iva-6)

"We do better together, not alone. We need to play together to feel alive. We need to
share together to feel whole. At any age, we need to feel, recreate, and breathe!"

Patricia Miller, Rec. T.

15
 Jumpstart

Direction: Write TRUE if the statement is correct, otherwise FALSE if it’s

not.
___________1. Zumba improves mood. It releases feel good hormones called
“endorphin” that improves self-esteem, self- confidence and
self -image.
___________2. Volleyball game was first called “MINTONETTE”
___________3. Badminton is believed to have originated from the game
“poona” that was played by English Army officers stationed in
India during the 18th century.
___________4. The physical dimension is seen when players build good
relationships. Trusting your teammate builds camaraderie and
teamwork.
___________5. Playing with strategies and tactics involves the intellectual
dimension.

Discover

Readings: Indoor Recreational Activities

BADMINTON

Badminton is believed to have originated from the game “POONA” that was
played by English Army officers stationed in India during the 17th century.
It was later brought to England in 1870‟s when the Duke of Beaufort held a
lawn party in his country place, Badminton. It was only in 1992 Barcelona
Olympics when the game became an Olympic sport with singles and doubles
events.

Games are held inside the gym to avoid the effect of air in the flight of the
shuttle. Players need a racket and a shuttle cock to enjoy the game in a
court.

The game requires the skills in service, strokes in hitting the shuttle such as
smash, drop, lob or clear and net shorts, and power of the leg in footwork.

The game is played by singles, doubles and mixed doubles. A game is won
when a player/s reach a score of 21 points. In case of a deuce (20-all), one

16
has to gain a two-point advantage over the other. But in case of a 29-all
score, the first to reach 30 will win the set. A match is won by winning two
out of three sets.

VOLLEYBALL

The beginning of volleyball can be traced from the ingenuity of William J.

Morgan in 1895 at Holyoke Massachusetts. Initially, the game was called
“MINTONETTE” but in its first exhibition game demonstration, Alfred
Halstead suggested the name “Volley Ball” due to the volleying characteristic
of the game.. In 1910, the game was brought to the Philippines by Elwood S
Brown. The Filipinos are credited in the changes of the game with the
addition of the skill called “spike or kill”. In 1964, volleyball had its first
summer Olympics exposure as a medal sport.

Volleyball is a team sports with six players in each side of the court with a
9x18 meters dimension. The object of the game is to send the ball over the
net and avoid it from grounding into your own court. A ball, net and a court
are needed to play the game. Scoring follows a rally point system. A game is
won in a two out of three sets. A set is won by reaching a score of 25. In
case of a deuce, a team should have a two-point advantage over the other.
Players need skills like service, volleying, setting, spiking and blocking to
enjoy much of the game and gain its fitness benefits.

BENEFITS OF SPORTS

Badminton and volleyball are good recreation activities that involve the
physical dimension. It enhances the metabolism of the body which in turn is
a factor in losing weight. While playing badminton, the constant racket
swings in receiving birdies, leg stretches in saving net and drop shots, and
power jumps for smashing burns more calories. Volleyball on the other hand
strengthens the upper body, arms and the lower extremities when you serve,
pass, set, spike and block when in play. Participation in both badminton
and volleyball helps you to manage your weight appropriate for your age and
height. However, religious indulgence in the two games can lead you to
attaining your desired weight by losing extra fat deposits. This can be
achieved better when combined with proper diet.

Aside from the physical dimension, the games also have claims on affecting
the different dimensions of health of a person. When players control their
feelings during games, the emotional dimension is involved. Since a sport is
fun, the emotional wellbeing is improved. Playing with strategies and tactics
involves the intellectual dimension. Thinking of ways on where to direct the
shuttle and the ball gives you an advantage of winning and enjoying the

17
game. The social dimensions are seen when players build good relationships.
Trusting your teammate builds camaraderie and teamwork.

DANCE

Dance is another indoor alternative recreation for those who enjoy the beat
of rhythm and movement. It is a fantastic and fun form of exercise that
gradually raises heart rate. That‟s why dance is a very good cardio work out.
Regular participation in dance activities tightens and tones muscle groups
and burns more calories.

ZUMBAFITNESS DANCE –

Zumba dance is an alternative indoor recreational activity with fitness

benefit claims. It was accidentally discovered by Alberto “Beto” Perez , a
celebrity fitness Trainor of Colombia in the mid 90‟s. The birth of Zumba
came about during one his aerobics class, when he realized that he had
forgotten his aerobics music. Quickly, he grabbed whatever tape he has in
his backpack. It so happened that his tapes are those of Latin music such
as merengue and salsa. With his improvisation skill, he was able to create
an on-the –spot aerobics class using the non-traditional music. That’s the
birth of the dance fitness craze Zumba!

Why should you dance Zumba? Here are some of the benefit claims…

1. It improves cardiovascular health –The combination of cardio intervals

brought about by the fast and slow rhythms makes this dance a great
cardio interval work-out. The fast and upbeat moves of Zumba improve
the delivery of blood which carries oxygen to the different parts of the
body through the veins, arteries and heart.
2. It helps in losing weight – cardio interval effect of Zumba maximizes the
burning of calories. Joining Zumba workout for an hour burns
approximately 600 calories.
3. It relieves stress. It is believed that Zumba dancing releases more altering
endorphins that melts away worries away.
4. It improves mood. It releases feel good hormones called “endorphin” that
improves self-esteem, self- confidence and self -image.
5. It tones the abdominals – the dance moves work on firmer core
abdominal muscles.
BASIC ZUMBA STEPS

Zumba involves a combination of Latin dance steps such as Salsa, Samba,

Raggaeton, Merengue, Cumbia, Cha-cha-cha, mambo rumba, flamenco.
Many steps have been included to make the dance more exciting such as
belly dancing, hip hop and the like

18
 Explore
ACTIVITY 1: DO IT, MOVE IT!
Instructions: Do the physical activities that are indicated in the first column
of the table below; one after each other. While doing the physical activity,
take a photo/video for validation of the tasks and send it to your subject
teacher.
Note: Your safety is our top priority so make sure that you are doing all
necessary safety precautions in doing all the activities.
TASK Sample Pictures
1. Lateral trunk stretch –Stand with
feet shoulder width, stretch both arms
up with the fingers interlocking with
one another. With that position, bend
to the right without bending the knees
for eight seconds. Do it again to the left
side. Do not over stretch! Stretch on
your flexibility level.
2. FBS Jump - stand with your feet
shoulder width apart. Slightly bend
your knees with both hands at the back
of your neck. Jump forward, backward,
sideward Right and left as fast as u can
keeping your weight on the balls of your
feet. One count for every cycle (forward,
backward, sideward R and Left). Make
8 cycles.
3. Chair dips – stand with your back in
front of the chair. Sit on the edge of the
chair and place your hands behind
your hips along the sides of the chair.

4. Burpees – Stand with your feet

shoulder-width apart. Go to squat
position with the hands on the floor in
front of you. Kick your feet back moving
in a push-up position. With that
position, open your legs in a straddle
position then close. Kick your feet
forward back to the original position.
Stand up and jump in the air. Repeat
five times

19
5. Jumping Jacks – stand with feet
together, hands at sides. Jump and
land on both feet open shoulder width
apart with arms moving sideward
upward finishing above the head. Then
go back to the original position. Do this
for 10 times. ImageSource: Physical Education and Health 9:
Learner’s Material, Department of Education

Deepen

DANCE
Activity 2 Let’s Move!
Objectives
 Familiarize yourself with zumba/ aerobics dance steps
 Execute the steps with energy and fun
 Test oneself in the fitness benefits of dance
 Make a simple routine using the basic steps of zumba/
aerobics

Here’s how:
1. Watch an example of videos and be able to perform basic steps of
aerobics/zumba aerobics dance
 fat- burning cardio latin work out by Denise Austin
 Reduce tummy by Zuma Rio
 Sizzling Latin Dance Fitness by Paul Eugene
2. Practice the steps with 3-5 members
3. Combine the steps to create your own routine for 3-5 minutes.
4. Choose a music that will suit your steps.
5. Perform the routine at your own level
6. Send the video of your performance to your subject teacher.

Processing Questions
1. How did you find the dance?
____________________________________________________________________
________________________________________________________
2. How did you feel?
____________________________________________________________________
________________________________________________________

20
 3. Can you feel the effect in your body?
____________________________________________________________________
________________________________________________________
4. What fitness components were tested in your own body?
___________________________________________________________________________
________________________________________________

Gauge

I. Multiple Choices:
A. Directions: Choose the best answer. Write only the letter on a separate
sheet of paper.
1. Badminton had its origin on the game
a. Poona c. Shuttle game
b. Tennis d. Court game
2. In performing a success full smash, a player need ______________.
a. Agility c. Strength
b. Balance d. Power
3. Badminton players execute lunges for a quicker return perform lunge to
its fullest, you need to have
a. Speed c. Flexibility
b. Agility d. Strength
4. Why is footwork important in playing badminton?
a. It brings you to the action
b. It helps burn fats easily
c. It makes the game exciting
d. It helps in the speed of movement
5. Christiane, the libero of the team, is very good in her defensive skill. In
what fitness component can we attribute her skill in quick receive?
a. Speed c. Power
b. Agility d. Coordination

21
B. Directions: Choose the best answer from the box provided.

Passive recreation Dance Physical Activity

Recreation Indoor Recreation Active recreation

6. A type of recreation where there is less energy consumption

7. Activities done during free time which gives enjoyment and satisfaction.
8. Activities done within the confines of a building
9. A type of recreation where there is more energy consumption.
10. Moving with rhythm that expresses emotions

22
 HEALTH

Lesson
Types of Intentional Injuries
2

Target

This module focuses on Intentional injuries different types. You will also
learn about the characteristics and effects of the different violent acts and
behaviors leading to intentional injuries. This module also gives a clearer view
regarding the different types of intentional injuries.

Most Essential Learning Competency

1. Describes the types of intentional injuries. (H9IS-IVa-d32)
Lesson Objectives:
• understand the conceptual framework of intentional injuries
• describe the types of intentional injuries

Jumpstart
Direction: Arrange the jumbled words below to complete the intentional injury
classification.
Example: FAMILY
MESTICDO IOLVNEC Domestic Violence

SELF- INFLECTED
1. IEDUICS ________________
2. ARPA EIUCSID ________________

PEERS
3. YILLBUNG ________________
4. GINTASLK ________________
5. TORTEXION ________________

23
 OTHER GROUPS
6. ANGG ________________
7. TERFRAYTNI ________________
8. NAPPKIDING ________________
9. DUCTIONAB ________________
10.CATS FO RERROT ________________

SEXUAL VICTIMIZATION

11.CSETNI ________________
12.TIONMOELSTA ________________
13.PERA ________________
14.BUSEA XUALSE ________________
15. SEBUA BALVER ________________

Discover

INTENTIONAL INJURIES

SUICIDE AND PARASUICIDE

Suicide is the intentional taking of one’s own life.

Many of those who attempt suicide do not receive
mental and emotional counselling because their
families try to hide the problem because they are
ashamed of it. Because of this, the problem is not
solved and the attempt to commit suicide happens
again. Studies also indicate that other
family members are also at risk of www.helpguide.org/mental/suicide-prevention.html

committing suicide.

On the other hand, a suicide attempt in which a person does not

intend to die is called parasuicide. It is often a cry for help meaning, the
person wants others to know what s/he is feeling. Despite this, parasuicide
should be taken seriously because it may also lead to death.
How will you recognize a person who has suicidal tendencies?
Oftentimes, the person gives clues through his/her behavior and speech.

24
Some of these clues may talking about suicide or death writing farewell
letters or giving away valuable things to their friends and siblings showing
changes in behavior, moods and feelings

A Philippine study conducted for the development of a suicide

prevention strategy showed that commonly used methods by those who
decided to end their lives include hanging, strangulation and suffocation.
For those who tried to kill themselves but ended up with just injuries, the
preferred means ranged from self-poisoning (mainly ingestion of silver
cleaner) to exposure to other chemicals and poisonous substances. Aside
from these methods, there were also cases of drug overdose, using firearms
to kill oneself, jumping from heights, and drowning. And among the youth,
self-cutting has been observed in some of those that suffer from major
depression.

DOMESTIC VIOLENCE
Domestic violence is an act that includes
physical assault (hitting, pushing, shoving, etc.),
sexual abuse (unwanted or forced sexual activity),
and verbal abuse. These are behaviors that are
used by one person in a relationship who tries to
control the other. This may occur to partners
who may be married or not married. They may be
heterosexual or homosexual (i.e. gay or lesbian)
couples and may be living together, separated or
dating. Domestic violence includes abuse and
actions such as:
• name-calling or putdowns
• keeping a partner from contacting www.unicef.org/crc/titles/protection-list.pdf
his/her family or friends
• withholding money/allowance or denying financial support
• stopping a partner from getting or keeping a job actual or threatened
physical harm
• sexual assault
• stalking
• intimidation
Anyone can be a victim, or is at risk of it, especially if his/her partner:
• is very jealous and/or spies on him/her
• will not let him/her break off the relationship
• hurts him/her in any way, is violent, or brags about hurting other
people
• puts him/her down or makes him/her feel bad
• forces him/her to have sex or makes him/her afraid to say no to sex
• abuses drugs or alcohol; pressures him/her to use drugs or alcohol

25
 • has a history of bad relationships and blames it on others.

EFFECTS of domestic violence:

 feel helpless
 scared
 upset
 some blame themselves as they feel like the violence is their fault
 experience different problems as they grow up

BULLYING
Bullying is an unwanted, aggressive
behavior. The behavior is repeated, or can
be repeated, over time. Both kids who are
bullied and who bully others may have
serious, lasting problems. include:
In order to be considered bullying, the
behavior must be aggressive and An
imbalance of power: Kids who bully use
their power—such as physical strength,
access to embarrassing information, or
popularity—to
http://img607.imageshack.us/img607/221
Repetition: Bullying behavior happen 4/alur2.jpg>
more than once or have the control or harm
others.
potential to happen more than once.
There are different classifications of bullying.

These are:
• Verbal bullying – saying or writing mean and nasty things. It includes:
o Teasing o Name-calling o Making inappropriate sexual comments
o Taunting o Threatening to cause harm

• Social bullying, sometimes referred to as relational bullying

– hurting someone’s reputation or relationships. It includes:
o Telling other children not to be friends with someone o Spreading rumors
about someone o Embarrassing someone in public

• Physical bullying – hurting a person’s body or destroying his/her

possessions. It includes:
Hitting/kicking/pinching o Spitting o Tripping/pushing o Taking or
breaking someone’s things o Making mean or rude hand gestures

26
• Cyberbullying – verbal and social bullying done through use of technology
and electronic means. It includes:
o Using social media (i.e. Facebook, Twitter, etc.)
o Using mobile devices (i.e. cellphone) o Using electronic mails (i.e. e-mails)

TALKING

Stalking is a pattern of behavior that

makes you feel afraid, nervous,
harassed, or in danger. It is when
someone repeatedly contacts you,
follows you, sends you things, and
talks to you, even when you don’t
want them to. It is very threatening
to the person being stalked, because
the behaviors and actions of the
stalker often invade his/her privacy. A person unknowingly being stalked
Stalking behaviors involve actions <14source:
http://www.lanazione.it/toscana/cronaca
such as: /2011/11/24/625663/images/758617-21929282
stalking.jpg>
• Knowing your schedule
• Showing up at places you go to
• Sending mail, e-mail, and pictures
• Calling or texting repeatedly
• Contacting you or posting about you on social networking sites (Facebook,
Twitter, etc)
• Writing letters
• Damaging your property
• Creating a Web site about you
• Sending gifts
• Stealing things that belong to you
• Any other actions to contact, harass, track, or frighten you
You can be stalked by someone you know casually, a stranger, or a
past or current friend, boyfriend or girlfriend. Getting notes and gifts at
your home, in your locker, or other places might seem sweet and harmless
to other people, but if you don’t want the gifts, phone calls, messages, letters,
or e-mails it can be scary and frustrating.
Sometimes people stalk their boyfriends or girlfriends while they’re
dating. They check up on them, text or call them all the time and expect
instant responses, follow them, and keep track of them even when they
haven’t made plans to be happening to you or someone you know, there are
people you can talk to about it.

27
together. These stalking behaviors can be part of an abusive relationship. If
this is happening to you or someone you know, there are people you can
talk to about it.
EXTORTION
Extortion is the act of using force or threats
to force people to hand over their money or
properties, on favors. Extortion can happen
outside or near schools wherein children are
victimized to give up their allowances, in exchange
for the promise that they will not be beaten up.
The act is different from robbery. In robbery, there
is a very real and very immediate violence. In
extortion, a person may only suffer from the fear of
harm if he/she gives in to the demand/s of the one
who extorts.

<source:
http://fc02.deviantart.net/fs38/f/2008/337/c/1/Stop_Bull
ying_Poster_by_bmangraphics.jpg>

GANG AND YOUTH VIOLENCE

A gang is defined as a relatively tough,

mostly street-based group of young people who
regard themselves and may be seen by others as a
group that engages in a range of criminal activity
and violence. Oftentimes, they are in conflict
with other similar gangs.

<source: http://www.ferretpress.com/weblog/
uploaded_images/ ko-lours-7772295.jpg

Young people join gangs and groups for lots

of reasons. One of these is their need to be
belong.
A fraternity is a group of people
with similar backgrounds, occupations,
interests, or tastes. In campuses and
universities, fraternities are represented https://zamboanga.com/apo
Greek letters. The youth may think of
several benefits in joining a fraternity. They may see it as a gain in power
and protection, as fraternities have a reputation for being a powerful group.
Others would regard fraternity members, especially the seniors, as
those who will provide the neophytes and Physical hazing and since

28
most fraternities are based in lowerclassmen guidance and assistance.
colleges and universities, some would join fraternities for academic support.
Most youths would also join fraternities because of the sense of
belongingness that these fraternities would provide. Fraternity members
would require an applicant to undergo a series of initiation rites to become
part of the “brotherhood”. One of these is hazing, or activities that involve
harassment, abuse, or humiliation.
Hazing can be very dangerous to applicants, as they will be subjected
to physical and psychological suffering like being beaten with wooden
paddles and may cause them a lot of injuries. Some even die in the process,
which is why hazing and other forms of initiation rites in fraternities,
sororities and organizations are now being regulated under the Republic Act
8049, known as the Anti-Hazing Law. Under this law, physical hazing is
prohibited. Fraternities, sororities and other organizations are required to
inform the school authorities regarding initiation rites that would take place
and the school will send representatives to the actual initiation rites to see
to it that no physical hazing will be done. Aside from the dangers of
physical hazing, fraternities often get involved in
However, it is not easy to join fraternities. To maintain their
exclusiveness, riots or fight with rival groups, which expose them more to
danger. Despite these, fraternities continue to attract applicants.

KIDNAPPING AND ABDUCTION

Kidnapping is taking away or forcefully moving a person against
his/her will and holding him/her in unjust captivity. The act is usually
done for a motive like getting a monetary
reward/ransom or getting some sort of benefit
from the person or their family. The
kidnapper is usually a family acquaintance
who knows about the family’s wealth and
influence, or a stranger who targeted the
victim based on their outward appearance of
wealth or who knows the victim intimately,
source:
such as a information given to the kidnapper http://graveinvestigations.com/wp-
content/uploads/2010/08/kidnap-
from someone household employee or ping_missing_person.jpg>
someone else who suspects that the victim
has a lot of cash. There are soreligion, social status or organizational
affiliation (i.e. employees of a specific cases wherein kidnappers target their
victims based on their nationality, ethnicity,
company or a member of a political party might be targeted). The
kidnappers could be an acquaintance or a stranger who has the information
about a person or family’s wealth and/or influences. Unfortunately, because

29
the primary aim of this type of kidnapping is to attract public attention, be
visible or to make a statement, the percentage of hostages that are killed can
be quite high. Another type of kidnapping is based on gender, wherein the
kidnapper is mentally disturbed and has strange sexual thoughts or
behavior, which he/she has directed towards the victim.
On the other hand, abduction is the use of deceit or force in order to
take a person or a child away from their home or relatives. In abduction, the
victim usually knows or has some sort of relation with the abductor. Most
of the time, the abductor is not holding the victim for profit or any monetary
gain. Abduction usually happens to children with separated parents,
wherein the child will be tricked by one parent to come with him/her and
take the child away from the other parent who has sole custody of the child.

ACTS OF TERROR
Acts of terror, or terrorism, is the use of violence for political goals and
putting the public or a great number of people in fear.
The purpose of these terrorist groups is to produce
terror in their victims through the use of violence, fear
and masses, the government, and the world to their
cause. They plan their attack to get pressure.
Terrorists commit acts of violence that draw the
attention of the local the greatest publicity, choosing
targets that symbolize what they oppose. The
effectiveness of the terrorist act lies not in the act
source: http://www.causes-of-
itself, but in the public’s or Acts of terror may be teror-
categorized into six. These are the following: ism.net/images/street02T.jpg>

• State terrorism – States or governments can use force or the threat of

force, without declaring war, to terrorize their citizens and achieve a political
goal. Bioterrorism – refers to the intentional release of toxic biological
agents to harm and terrorize civilians, in the name of a political or other
cause. It includes viruses, bacteria and toxins that could be used in an
attack, such as Anthrax (Bacillus anthracis), Botulism (Clostridium
botulinum toxin), The Plague (Yersinia pestis), Smallpox (Variola major),
Tularemia (Francisella tularensis), and Hemorrhagic fever, due to Ebola
Virus or Marburg Virus.
• Cyberterrorism – is the use of information technology to attack
civilians and draw attention to the terrorists’ cause. This may mean that
they use computer systems or telecommunications as a tool to carry out a
traditional attack. More often, cyberterrorism refers to an attack on
information technology itself in a way that would drastically disturb network

30
 services. For example, cyberterrorists could disable networked emergency
systems or hack into networks housing important financial information.
• Ecoterrorism – the use of violence in the interests of environmentalism.
In general, environmental extremist destroy property to inflict economic
environment. These have included fur companies, logging companies and
damage on industries or actors they see as harming animals or the natural
animal research laboratories, for example.
• Nuclear terrorism – refers to a number of different ways nuclear
materials might be used as a terrorist tactic. These include attacking
nuclear
facilities, purchasing nuclear weapons, or building nuclear weapons or
otherwise finding ways to diffuse radioactive materials.
• Narcoterrorism – the use of violence by drug traffickers to influence
governments or prevent government’s efforts in stopping the drug trade.
This may involve the assassination of influential persons who are against
drug trafficking, or killing a government official who leads an anti-drug
trafficking agency.

VERBAL ABUSE
Verbal abuse is a form of cruelty that involves the
use of words. These words are used to attack, control,
and cause harm on another person. It includes behaviors
such as angry outburst, screaming rage, and name-
calling, which tends to blame, and brainwashes and
threatens a person. This is done because the goal of the
verbal abuser is to control and sway the victim. To better
understand verbal abuse, it is better to look at its
characteristics:
• Verbal abuse is hurtful and usually attacks the nature
and abilities of the person.
• Verbal abuse may be obvious (through angry
<source:
outbursts and name-calling) or hidden (involving http://www.guystuffcounseling.com/
Portals/31983/images//bigstockphot
Verbal abuse is controlling. Even judgmental o_Angry_Fighting_Couple_2350563-
comments may be voiced in a very sincere and

Verbal abuse is dangerous. It causes a gradual fading of the self

concerned way. confidence of persons without them realizing it. They may
try to change their behavior so as not to upset the abuser.
 Verbal abuse is fickle. A person is stunned, shocked, and thrown off
balance by the abuser’s mockery, angry punch, critical remark, or
hurtful comment.

31
  Verbal abuse usually worsens, increase of strength, regularity, and
assortment. The verbal abuse may begin with put-downs disguised as
jokes. Later, other forms might surface. Sometimes the verbal abuse
may rise into physical abuse, starting with "accidental" shoves,
pushes, and bumps.

Sexual Abuse (Incest, Molestation and Rape)

Incest is sexual contact between persons who are so closely related
that a marriage between them is considered illegal (e.g., parents and
children, uncles/aunts and nieces/nephews, etc.). Usually, incest takes the
form of an older family member having sexual relations or sexually abusing
a child or an adolescent.
Although an abuse, there are many reasons why the victims might not
report this. One reason is that the victims might be told that what is
happening is normal or happens in every family, and don’t realize that it is a
form of abuse. Also, the victims may not know that help is available or they
do not know who they can talk to. The victims may also be afraid of what
will happen to them if they tell someone, especially if the abuser threatened
them. They may also be worried about the abuser and be afraid of what will
happen to the abuser if they tell. Lastly, the victims may scared that people
will accuse them of having done something wrong, or that no one also be
afraid of how the people may react if they hear about the abuse. They are
will believe them.
Molestation is the sexual abuse of a person (whether a child or adult)
by an individual as a sexual object and uses this idea to satisfy his/her
sexual urges and adult for sexual pleasure or for profit. It occurs when an
individual sees another
fantasies, usually by subjecting their victim to unwanted or improper sexual
advances or activity. It may include any of the following:
• Fondling – to handle, stroke or caress lovingly or erotically
• Mutual masturbation – two people touching each other’s sexual organs for
pleasure
• Sodomy – sexual intercourse that involves inserting of the penis of one
person into the anus of another person
• Coitus – sexual intercourse between a male and a female involving the
insertion of the penis into the vagina
• Child pornography – explicit portrayal of children as sexual subject matter
for purpose of sexual arousal. It may be in a variety of media, like books,
magazines, films, photos and etc.
• child prostitution- refers to children who get paid to have sex
Rape is forced sexual intercourse, including vaginal, anal, or oral
penetration.

32
 Penetration may be by a body part or an object.
The sexual act may also be considered rape if it satisfies any of the following
criteria:
• One or both people are not old enough to consent, which means one or both
of them are below 18 years old
• One of them does not have the capacity to consent, which means one of
them may not be in his/her right mental and legal capacity to consent (i.e.
with mental disability, people who have been drugged or unconscious, etc.)
• One of them did not agree to take part, which means the rapist might use
him/her
physical force or threat to force the victim to have intercourse with
If these three considerations are met, the sexual act falls under the
category of rape, which is a criminal offense and it is punishable by law.

Explore
Direction: Choose two (2) intentional injuries and answer the following:
Write your answers on the box below.

Intentional injuries Unintentional

injuries
1. What is its
meaning/definition?

2. What are its

category/classification/types?

3. How will you recognize this

kind of injury? What are the
indicators?
4. What are its effects to the
victim

33
 Deepen

Direction: Read the situation below. Determine what kind of intentional injury
being describe and what category it belongs.
Example: Jacob is always beaten by his classmates every time he refuses to give his
homework
Answer: Physical Bullying: Peers
1. Beta sigma, a group of young people started their initiation rites for their
new members. It includes hazing and physical challenges.
Ans: ______________: _________________

2. Justin is not coping with what happen after his break-up, he thinks that he
is not loved anymore. One time he decided to end his life using blade.
Ans: _______________: ___________________

3. The prince of Cuba was taken by terrorist for ransom.

Ans: _________: _________

4. Jessica is very scared every time she goes home and being alone, she felt
that someone is following her and taking photos of her.
Ans: ________________: _____________________
5. Name calling and hurtful words are being shouted to Clarissa every time she
enters the room. She always saw her classmates talking behind her back.
Ans: _________________: ____________________

6. The country was in chaos after the simultaneously bombing of national land
marks caused by the anti-government groups.
Ans: __________________: ___________________

7. Jacob is crying every night because he is beaten by his father every time he
is drunk.
Answer: ________________: __________________

8. Carmela wanted attention from her busy parents. One time she cuts her
wrist using blade and let the blood flows until she is half-dead.
Answer : ________________ : _________________

34
 Gauge
Direction: Match the definitions of intentional injuries from column A to B.
Write your answer on the box before the number. Letters only.
A B
1. One’s intention to take his/her life. A. Rape
2. Hurting person’s body or destroying his/her
B. Gang
possession.
3. Name calling and hurtful words that could
lead to low self-esteem and decreasing C. Molestation
confidence.
4. A group of people with similar backgrounds,
D. Incest
occupation, interest or tastes.
5. This is an act of using force or threats to force
E. Verbal
people to hand over their money or properties,
Abuse
on favors.
6. This is defined as relatively tough, mostly
street-based group of young people who
regard themselves and many be seen by the F. Kidnapping
others as a group that engages in a range of
criminal activities.
7. A forced sexual intercourse. G. Fraternity
8. A form of cruelty that involves the use of
words, these was used to attack, control and H. Suicide
cause harm on another person.
9. Sexual contacts between persons who are
I. Domestic
closely relate that a marriage between them is
Violence
considered illegal.
10. The sexual abuse of a person by an adult for J. Verbal
a sexual pleasure or for profit. Bullying
11. The use of violence for political goals and
K. Physical
putting the public or a great number of people
Bullying
in fear.
12. Taking away forcefully moving a person
against his/her will. This act is usually done L. Para
for a motive like getting monetary reward or suicide
ransom.
13. This is when someone repeatedly contacts
you, follows you, sends you things, and talks M. Stalking
to you, even when you don’t want them.
14. A suicide attempt in which a person does not
N. Extortion
intended to die.
15. These are the violence’s that are used by one
person in a relationship who tries to control O. Terrorism
the other.

35
 Answer Key

MUSIC

ARTS

36
PHYSICAL EDUCATION

HEALTH

37
References
 Learner’s Materials Music and arts 9 – DepEd
 Google Scrbd
 The 12 Dramatic Elements
Google.com/search?q=12+dramatic+elements&oq=
MAPEH BOOK (MUSIC and ARTS)
BY: DEPARTMENT OF EDUCATION
REPUBLIC OF THE PHILIPPINES

Activity sheets of :
EUGENE D. SAMONTE TEACHER-1
SAN JUAN NATIONAL HIGH SCHOOL
SAN JUAN CLUSTER

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-and-style%2Farts-and-culture%2Ftheater%2F41453-trumpets-bluebird-of-
happiness-theater-
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