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BURGOS ST., PANIQUI, TARLAC

Project PALM (Parent – Assisted Learning Module)

Subject: MAPEH 9 – MUSIC Time Frame: Week 1

Topic/s: Music of the Romantic Period
Learning Competencies: At the end of this module, each learner should be able to:
1. Describe musical elements of given Romantic period pieces
Values Integration: to appreciate the importance of musical elements of Romantic Period

INTRODUCTION
Romantic music refers to Western music composed in the late 18 th century to the 19th century.
Composers and artists believed in letting their imagination and passion be seen through their works.

As the century progressed, music became increasingly available and popular among the middle class.
Concert halls provided venues for musical performances and instrumental music was available to a
wide audience.

PRE-ASSESSMENT

Read the questions carefully and encircle the correct answer.

1. Frederic Chopin wrote most of his music for the following instrument.
a. Violin b. Flute c. Piano d. Orchestra
2. What does the term “Nationalism” means?
a. being patriotic
b. having a strong feeling for one’s nation
c. pride in one’s own composition
d. pride for another country or culture
3. Name the composer who bridged the Classical Period to the Romantic Period.
a. Bach b. Bruckner c. Berlioz d. Beethoven
4. Which of these is not a characteristic of the Romantic Period?
a. a freedom in writing and designing an intense personal expression of self-emotion
b. has a rich variety of piece types
c. has a shape and unity of the theme
d. the textures are more expressive
e. none of the above
5. Which one of the following is not a type of Program music?
a. song cycle c. concert overture
b. symphonic poem d. incidental music

READING RESOURCES

Lesson 1 Music of the Romantic Period

Romantic Period is described as a cultural movement that stressed emotion, imagination, individualism,
and freedom of expression. These characteristics are evident in music, art, and literature of the era.

Nationalism was also incorporated in the music of the Romantic Period. An example of a composition
that shows nationalism is the “Polonaise” of Frederic Chopin, which is a dance composition for piano
and is famous in Poland until today.

Ludwig Van Beethoven bridged the music from Classical to Romantic Era by expressing his passion and
emotions through his music. Other composers were inspired by this musical style that they started
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Project PALM (Parent – Assisted Learning Module)

to use music as a means of expressing their emotions and individuality. This change in musical form also
paved the way for expanding the orchestra as the composers explored various instrumentations.

Piano music of the Romantic Period is in free form such as fantasy, rhapsody, ballade, and nocturne.
Program music was expressed in tone poems such as Symphony Fantastique.

Most of the musical compositions of the era portray literature, history, emotions, and nature.

❖ PIANO MUSIC

Piano music of the Romantic period was fulfilled with innovations.

Most of the compositions require a high level of virtuosity. Some
were reinventions of sonatas from the Classical era.

Today, some piano compositions from the Romantic period have been adapted into songs. An
example of this is Chopin’s Etude Op. 10, no. 3 in E Major that was used for the song “No Other Love.”

“No Other Love”

https://www.youtube.com/watch?v=EmQBFLJAIc
Y

Chopin is famous for the following:

• Ballade – a verse form or narrative that is set to music
• Etude – a piece composed for the development of a specific technique
• Mazurka – a Polish dance in triple time signature
• Nocturne – an instrumental composition of a pensive, dreamy mood, for the piano
• Polonaise – a slow Polish dance in triple time that consists of a march or procession
• Prelude – a short piece of music that can be used as a preface, and introduction to another
work or may stand on its own
• Waltz – a German dance in triple meter
• Impromptu – a short free-form musical composition usually for a solo instrument, like the
piano
• Scherzo – a musical movement of playful character, typically in ABA form.
• Sonata – composition for one or more solo instruments usually consisting of three or four
independent movements varying in key, mood, and tempo.

❖ PROGRAM MUSIC

Program music is an instrumental composition that conveys

images and scenes to tell a short story without text or lyrics. It
entices the imagination of the listener.

Musical forms such as the symphonic poem, ballade, suite, overture and some compositions in
freer forms are named as program music since they intended to bring out extra-
musical elements like sights and incidents.

References: MELC, A Journey Through Western Music and Arts – Grade 9, Google images and Internet
Authors: Mary Grace J. Badiola, Mary Ann C. Vecino, et. al.
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BURGOS ST., PANIQUI, TARLAC

Project PALM (Parent – Assisted Learning Module)

LEARNING ASSESSMENT: MUSIC WEEK 1

Name: Grade & Section:

Individual Activity: Musical Elements Analysis (20pts)

Listen carefully to the selected recordings of Romantic music given by your teacher.
Analyze the music according to its elements and write your answer in the given chart
below. Follow the sample activity for musical elements analysis.

Sample musical elements analysis:

INSTRUMENTS
TITLE TEXTURE FORM TEMPO
USED
Liebestraume • Piano • Monophony • Binary (AB) • Fast
Liszt • Orchestral • Homophony • Ternary (ABA) • Slow
instruments • Polyphony • Rondo • Moderate
(ABACA)

INSTRUMENTS
TITLE TEXTURE FORM TEMPO
USED
Liebestraume
“Love Dream”

“Revolutionary
Etude”

“Waltz of the
Flowers” from the
“Nutcracker
Suite”
“The Swan” from
“Carnival of the
Animals”

Nocturne Op. 9
no. 1 in Bb Minor

THESE ARE THE LINKS OF THE SONG

• https://www.youtube.com/watch?v=KpOtuoHL45Y
• https://www.youtube.com/watch?v=ZpuROwy_8mg
• https://www.youtube.com/watch?v=QxHkLdQy5f0
• https://www.youtube.com/watch?v=b44-5M4e9nI
• https://www.youtube.com/watch?v=t-JD2bnNQvY
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Project PALM (Parent – Assisted Learning Module)

Subject: MAPEH 9 – ARTS Time Frame: Week 1

Topic/s: Arts of the Neoclassic and Romantic Periods
Learning Competencies: At the end of this module, each learner should be able to:
1. Analyse art elements and principles in the production of work following a specific art style
from the Neoclassic and Romantic periods.
Values Integration: to know the importance of principles and elements of art in creating artworks

INTRODUCTION
Neoclassicism was a movement in European art and architecture that flourished during the late 18 th
and early 19th centuries. It reflected the desire to return to the forms of Classical art form Ancient
Greece and Rome – a reaction against the ostentation of Baroque art.

Neoclassic themes include mythology, revolutionary themes, folklore, legends, and the clam grandeur
of a bygone era. It is characterized by clarity of form, sober colors, and shallow space, strong horizontal
and vertical lines that render the subject matter timeless, and present contemporary subject matter in
the classical manner.

Romanticism, on the hand, emerged as a response to the disillusionment in the aftermath of the French
Revolution of 1789. It featured terrifying images of nature and the portraits produced during this period
became vehicles for expressing different psychological and emotional states.

READING RESOURCES

NEOCLASSICAL PAINTING
Neoclassical artists embraced the ideals of order and moderation in which artistic interpretations of
classic Greek and Roman history were restored to realistic portrayals. Neoclassical painters gave great
importance to the costumes, settings, and details of classical subject-matter without adding distracting
details but with as much historical accuracy as possible.
NEOCLASSICAL SCULPTURE
The Neoclassical period was one of the great ages of public sculpture. Artists looked to Roman styles
during the time of Alexander the Great for inspiration as well as to mimic their style.
NEOCLASSICAL ARCHITECTURE
Neoclassical architectural styles in the mid-18th century. It turned away from the grandeur of Rococo
style and the Late Baroque. In its purest form, Neoclassical architecture was a style principally derived
from the architecture of Classical Greece and Rome and the architectural designs of the Italian
architect Andrea Palladio.
ROMANTIC PAINTING
Landscape painting depicts the physical world that surrounds us and includes features such as
mountains, valleys, vegetation, and bodies of water. The sky is another important element shaping the
mood of landscape paintings. Landscape art ranges from highly detailed and realistic to
impressionistic, romantic, and idealized.
ROMANTIC SCULPTURE
Romantic sculpture can be divided into works that concern about the human world and those that
concern the natural world. The leading sculptors of each type were Rude and Barye.

References: MELC, Experiencing the World of MAPEH 9, MUSIC & ARTS Grade 9 and Google images
Authors: Fritzimarie R. Muyot, Cielo Zamora, et. al.
Mary Grace J Badiola, Mary Ann C. Vecino, et. al.
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Project PALM (Parent – Assisted Learning Module)

LEARNING ASSESSMENT: ARTS WEEK 1

Name: Grade & Section:

Direction: Describe the following pictures according to the basic elements of arts such as to lines,
colors, shape, and texture.

1. Lion of Lucerne (B. Thorvaldsen)

• Lines:

• Colors:

• Shapes:

• Texture:

2. Insane Woman (T. Gericault)

• Lines:

• Colors:

• Shapes:

• Texture:

3. Theseus Slaying Minotaur (A. Barye)

• Lines:

• Colors:

• Shapes:

• Texture:

4. Siliman University Hall

• Lines:

• Colors:

• Shapes:

• Texture:
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Project PALM (Parent – Assisted Learning Module)

Subject: MAPEH 9 – PHYSICAL EDUCATION Time Frame: Week 1

Topic/s: Festival Dances
Learning Competencies: At the end of this module, each learner should be able to:
2. Describe the nature and background of the dance
Objective: Share knowledge about festival dances
Values Integration: to appreciate the significance of dance in our culture

INTRODUCTION
Welcome to the first part of your lesson in Festival Dances! In this phase, you will be provided with
activities that activate your prior knowledge as regards the lesson. From there, follow-up activities will
be given to elicit your tentative understandings. As you go through the rest of the activities,
misconceptions and alternative conceptions you have in mind will be clarified. Finally your knowledge,
considering its adequacy and relevance, will be assessed at the end of this phase. Viva las Fiestas!

PRE-ASSESSMENT
Below is a matching type activity which assesses your prior knowledge on the festival we have in the
country and their place of origin. In column A are the festivals and in B are the places of origin. Write
the letter of the origin of the festival in each number.
A B
1. Bambanti Festival a. Bacolod City
2. Bangus Festival b. Baguio City
3. Ati-atihan c. Bicol
4. Sinulog Festival d. Cebu City
5. Mango Festival e. Dagupan City
6. Dinagyang Festival f. Davao City
7. Panagbenga Festival g. Iloilo City
8. Pattarradday Festival h. Isabela
9. Masskara Festival i. Kalibo, Aklan
10. T’nalak Festival j. Santiago City, Isabela
k. South Cotabato

READING RESOURCES

Why Festivals?
Festival dances are cultural dances performed to the strong beats of percussion instruments by a
community of people sharing the same culture usually done in honor of a Patron Saint or in thanksgiving
of a bountiful harvest. Festival dances may be religious or secular in nature. But the best thing about
festivals is that they add to the merry-making and festivities where they are celebrated, the reason why
they are called festival dances after all. Festival dances draw the people’s culture by portraying the
people’s ways of life through movements, costumes and implements inherent to their place of origin.
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Project PALM (Parent – Assisted Learning Module)

Some of the famous festivals in the country include Sinulog of Cebu, Dinagyang of Iloilo, Ati-atihan of
Kalibo, Aklan, Buyogan and Lingayan of Leyte, Bangus of Dagupan, T’nalak of South Cotabato,
Masskara of Bacolod City, Bambanti of Isabela, and Kadayawan of Davao. Many others, especially
from Luzon, are now paving their way to join the country’s festival of festivals, the Aliwan Fiesta which
is done in the month of April. Filipinos do festivals primarily to celebrate. There are a multitude of reasons
for this reason. We celebrate our unity amidst the diversity of cultures and we celebrate our industry
bringing about a bountiful harvest. Festivals have been a consistent crowd-producing activity leading
to upliftment of a community’s economy due to its tourism and entertainment value. Basically, festivals
are a form of entertainment that attract foreign and domestic tourists to visit a place eventually leading
to the elevation of the Filipino’s quality of life.
Whatever festival we celebrate, be it done to honor a religious icon or celebrate our industry. Festival
dances are a reflection of the unity of the Filipino community that despite the economic, social,
environmental, cultural and political challenges we face every day, there can be no other race more
resilient than ours.

Religious and Secular Festivals

As a mentioned earlier, festivals may either be religious, in honor of a certain religious icon or secular
or non-religious, in thanksgiving or celebration of peoples industry and bountiful harvest. The following
are some of the said festivals:

RELIGIOUS FESTIVALS
Name of Festivals Place of Origin Religious Figure Month Celebrated
Honoured
Sinulog Festival Cebu City Sto. Niño January
Dinagyang Festival Iloilo City Sto. Niño January
Ati-atihan Festival Kalibo, Aklan Sto. Niño January
Peñafrancia Bicol Virgin Mary September
Higantes Festival Angono, Rizal Saint Clement November
Longganisa Festival Vigan City, Ilocos Sur Saint Paul January
Kinabayo Festival Dapitan City James the Great July
Pintados de Pasi Passi City, Iloilo Sto. Niño March
Pattarradday Santiago City Señor San Tiago May
Sangyaw Festival Tacloban City Sto. Niño July

SECULAR/ NON-RELIGIOUS FESTIVALS

Name of Festivals Place of Origin Industry Month Celebrated
Bangus Festival Dagupan, Pangasinan Milkfish Industry April to May
Bambanti Festival Isabela Scarecrow (farming) January
Mammangui Festival City of Iligan Corn Industry May
Mango Festival Iba, Zambales Mango Industry April
Panagbenga Festival Baguio City Flower Industry February
Ibon Ebon Festival Pampanga Migratory Birds Egg February
Industry
Masskara Bacolod City Mask (Sugar Industry) October
T’nalak South Cotabato Tinalak Cloth Weaving July
Ammungan Festival Nueva Vizcaya Gathering of Tribal May
Industries
Binatbatan Festival Vigan, Ilocos Sur Weaving Industry May
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Project PALM (Parent – Assisted Learning Module)

LEARNING ASSESSMENT: PHYSICAL EDUCATION

Name: Grade/Section:

Answer the following process questions: (5pts each)

1. Why is there a need for festivals? Festival dances?

2. How do you think can festival dances help you in enhancing fitness?

3. What value do festival dances develop in community fitness?

References: MELC, Physical Education & Health Grade 9 Learner’s Material, and Google images
Authors: Jose P. Doria, Madonna C. Gonzales, et. al.
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Project PALM (Parent – Assisted Learning Module)

Subject: MAPEH 9 – HEALTH Time Frame: Week 1

Topic/s: Survey of the Scene and the Victims
Learning Competencies: At the end of this module, each learner should be able to:
3. Demonstrate the conduct of primary and secondary survey of the victim (CAB)
4. Assess emergency situation for unintentional injuries
Values Integration: to help people preventing further injuries

INTRODUCTION
Welcome to your first safety adventure! This will be a very exciting safety adventure because you will
know the proper procedures in assessing emergency situations for unintentional injuries and in doing
the primary and secondary surveys of the victims. It is expected that at the end of this module, you
can confidently and properly demonstrate this procedures, applying the principles of first aid and
displaying characteristics of a first aider which you have learned in the previous lesson.

READING RESOURCES

Lesson 1 Survey of the Scene and the Victims

Vital signs are measures of various physiological statistics taken in order to assess the most
basic body functions. The act of taking vital signs normally entails recording body
temperature, pulse rate or heart rate, blood pressure, and respiratory rate.

Before, Airway, Breathing and Circulation (ABC) are mnemonics for essential steps used by
both medical professionals and lay person such as first aiders when dealing with a patient.

In 2010, the American Heart Association is rearranged the ABCs of cardiopulmonary

resuscitation (CPR) in its American Heart Association Guidelines for Cardiopulmonary
Resuscitation and Emergency Cardiovascular Care, published in Circulation: Journal of the
American Heart Association.

“For more than 40 years, CPR training has emphasized the ABCs of CPR, which instructed
people .to open a victim’s airway by tilting their head back, pinching the nose and breathing
into the victim’s mouth, and only then giving chest compressions,” said Michael Sayre, M.D.,
co-author of the guidelines and chairman of the American Heart Association’s Emergency
Cardiovascular Care (ECC) Committee.” This approach was causing significant delays in
starting chest compressions, which are essential for keeping oxygen-rich blood circulating
through the body. Changing the sequence from A-B-C to C-A-B for adults and children allows
all rescuers to begin chest compressions right away.”

DIFFERENCE BETWEEN SIGNS AND SYMPTOMS

• Signs are details discovered by applying your senses – sight, touch, hearing and smell during
the course of the examination.

Example: Bleeding, Swelling, Deformities

• Symptoms are sensations that the victim feels or experiences and may be able to describe.

Example: Nausea, Vomiting, Heat, Impaired sensations

There are two ways to conduct physical examination when giving first aid:
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Project PALM (Parent – Assisted Learning Module)

1. PRIMARY SURVEY
Primary survey of the victim is used when the victim is unconscious and to find out and
immediately treat life-threatening conditions.
a. Check for Consciousness
1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the victim’s shoulder.
2. When there is no response, not even mumbles or groans, the victim is unconscious and in
need of immediately medical help.
b. Open the Airway
1. The victim’s unconsciousness maybe due to an obstruction in his/her airway. It may also be
caused by a narrowed airway making breathing impossible.
2. Find out if there is loss of muscular control in the throat area which allows the tongue to slip
back and block the throat.
3. Lift the chin and tilt the head of the victim (if the victim is an adult). This way you will be
able to lift the tongue from the back of the throat, leaving the airway clear.
c. Check for Breathing
1. Put your face near the victim’s mouth and look, listen, and feel for breathing. You should
observe for:
• Chest movement, sound of breathing, or feel of breath on your cheek
d. Check for Circulation
1. Locate pulse using your middle and index finger. Pulse indicates blood circulation, which is
essential for the heart and brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin. This is fatal.
3. To revive circulation, perform CPR immediately.

2. SECONDARY SURVEY
Secondary survey is used when the victim is conscious or has revived. It aims to detect
everything about the patient’s condition.

a. History Taking
SAMPLE PAIN is the mnemonic in order to perform the steps more easily.
S-ymptoms (the chief complaint of the patient)
A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking)
P-revious illness (that may be related to the problem)
L-ast meal (only for those subject for operation)
E-vents prior to what happened
P-eriod of pain (How long? What started it?)
A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stoped it?)
b. Checking for Vital Signs
A. Pulse rate
Steps in checking the pulse:
• Use your fingertips in Normal Pulse Rate
getting the pulse. 60-70 Men
Follow the following 70-80 Women
procedure: 80-90 Children over 7 years old
1. Place the finger tip over an artery 80-120 Children over 1-7 years old
where it either crosses a bone or 110-130 Infants
lies close to the skin.
2. Feel the pulsations as the pressure wave of blood causes the vessel wall to expand – that is the
pulse.
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Project PALM (Parent – Assisted Learning Module)

B. Temperature
Guidelines in checking temperature:
• It is important to monitor temperature in the case of stroke and high fever.
• Body temperature is measured by using a thermometer within the:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)

C. Respiration
Guidelines in checking respiration:
• Count the number of breaths per minute.
• A whistle sound or wheeze and difficulty in breathing may mean an asthma attack.
• A gurgling or snoring noise and difficulty in breathing may mean that the tongue,
mucous or something else is stuck in the throat and does not let enough air to get
through.

Between 12-30 breaths per minute are normal for adults and older children; 40 breaths
per minute are normal for babies.
D. Skin color
Guidelines in checking skin color
• Skin color reflects the circulation of blood and the saturation of oxygen in the blood.
• The presence of mucous around the mouth, inner eyelids, and nail beds is a sign of
poor blood circulation.
• A healthy skin is warm and pink because blood flows normally in the blood vessels.

c. Head to Toe Examination

1. Head and neck
• Are there any lacerations or contusions in the area?
• Is there a presence of blood in the victim’s hair? If yes, immediately find out where it
is coming from.
• Is there any fluid in the victim’s nose, and ears? If so, the victim has skull fracture.
2. Eyes
• Pay close attention to the pupils.
Pupil Appearance Assessment
Dilated pupil State of shock
Very small pupils Poison or use of prohibited drugs
Different size Head injury that requires immediate attention
Small and bright Pupils are reactive
No reaction DEATH

3. Chest
• Check for cuts, bruises, penetrations, and other impairments.
• If the victim feels pain while you apply pressure onto his/her chest, there could be a
rib fracture.
4. Abdomen
• Does the victim’s abdomen hurt? Where is the pain coming from?
• Is his/her abdomen tender?
• Did you feel any lumps? If yes, get immediate medical assistance.
5. Back
• Is there movement in the victim’s lower extremities?
• Is there sensation in these parts? If the answer is yes, do not move the victim.
Immobilize him/her
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Project PALM (Parent – Assisted Learning Module)

LEARNING ASSESSMENT: HEALTH WEEK 1

PERFORMANCE TASK – Let’s try this!

Think of an emergency situation that may happen at home or on the road. Create an emergency
scenario and apply the proper procedure to the situation that you’ve learned in this module. Your
performance will be graded according to the following criteria:
Criteria
Correctness of the procedures 50%
Application of basics first aid. 50%
Process questions: (15pts)

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 used?

ACTIVITY. Rate Yourself

How well did you perform in assessing emergency situations and in doing primary and secondary
surveys of the victims? Write your name and reason at the right side of your chosen self-rating.

Advanced

Proficient

Approaching
Proficiency

Developing

Beginning

Why is it important to follow the proper procedures in assessing emergency situations and in doing
basic life support (primary and secondary survey of the victim)?

References: MELC, Physical Education & Health Grade 9 Learner’s Material

Authors: Jose P. Doria, Madonna C. Gonzales, et. al.