Objctives: evaluate the quality of your own and others performances and improvisations of Southeast Asian music

using developed criteria explore ways of producing sounds on a variety of sources that would simulate instruments
being studied improvise simple rhythmic/harmonic accompaniments to selected Southeast Asian music perform
available instruments from Southeast Asia, alone and/or with others. explain the distinguishing characteristics of
representative Southeast Asian music in relation to history and culture of the area relate Southeast Asian music to
the lives of the people analyze examples of Southeast Asian music and describes how the musical elements are
used perform using the music of Southeast Asia analyze the music of Southeast Asia OBJECTIVES At the end
of this module, you as a learner are expected to:
1. 2 INTRODUCTION Its more fun in the Philippines! These words remind us of our wonderful experience in studying
Philippine music in our Grade 7 lessons. Truly we should be proud to be Pinoy for having a very rich culture
especially in music and arts. We will now move on to our friendly neighbors in Southeast Asia. You will notice that our
music is very similar to that or our neighbors. In this module, you will find different activities where you can learn and
show your understanding of the basic concepts and principles of Southeast Asian music. You will also discover how
people from the Southeast Asian countries express their feelings towards each other, towards the environment, and
their history and beliefs through vocal or instrumental music.
2. evaluate the quality of your own and others performances and improvisations of Southeast Asian music using
developed criteria explore ways of producing sounds on a variety of sources that would simulate instruments being
studied improvise simple rhythmic/harmonic accompaniments to selected Southeast Asian music perform
available instruments from Southeast Asia, alone and/or with others. explain the distinguishing characteristics of
representative Southeast Asian music in relation to history and culture of the area relate Southeast Asian music to
the lives of the people analyze examples of Southeast Asian music and describes how the musical elements are
used perform using the music of Southeast Asia analyze the music of Southeast Asia 3 OBJECTIVES At the
end of this module, you as a learner are expected to:
3. 4 PRE-ASSESSMENT Before we formally begin our lesson, lets find out if you know something about the Southeast
Asian countries. Up next are a few activities that will assess what you know, what you can do, and what else you
need to learn to achieve your targets for this module. Are you ready? Lets travel! Now, wouldnt it be fun to visit
different places? In Southeast Asia, there are eleven countries to visit. If you were given a chance to visit these
countries, which one would you visit first? Why? In your notebook, make a list of Southeast Asian countries you want
to visit. Arrange it according to your top priorities down to the least and write the reason why you chose to arrange it
in that way. Use the map to guide you in exploring Southeast Asia.
4. 5
5. 6 A. Vocal / Instrumental music: Can you recall the differences between Vocal music and Instrumental music? Write
their differences in your notebook.
______________________________________________________________________
______________________________________________________________________ When you travel especially
in a foreign country, you need to have an idea about their culture. You need to know what kind of food they have,
their mode of transportation, type of clothes to wear, important sights or places to visit, the religion, music, and so
many other things. Why do you need to know about the countrys culture before travelling? Each country has its
distinct characteristics and knowing about them will help you adapt and cope with their culture. One way of learning
culture is through their music. Are you ready to learn Southeast Asian culture through music? Lets start! We will be
discussing music in two categories: Vocal and Instrumental. It is time to find out if you are familiar with Southeast
Asian music.
6. 7 B. Vocal Music The songs listed below belong to the different countries in Southeast Asia. Check the box beside
the songs that are familiar to you. Burung Kaka Tua Rasa Sayang Chan Mali Chan Ru Con Bahay Kubo Loi Loi
Krathong Can you sing any of these songs? No need to worry if you dont know all of them. We just want to see if you
are familiar with any Southeast Asian songs. Maybe you know some of the instruments on the next page. Lets check
them out! Were you able to identify the differences of Vocal music and Instrumental music? Vocal music is music
made specifically for voices. It may be performed with or without instruments while Instrumental music is made solely
for instruments. In the next activity, you will find out if your answer above is correct.
7. ) beside the instrument to indicate if you think you can play it.08 C. Instrumental Music
1._____________________________ 2._____________________________ 3.__________________________ 4.
______________________________ Are you familiar with the instruments below? Look at each picture and try to
guess its country of origin and identify how it is played. Try to remember the Hornbostel-Sachs classification of
instruments that you learned in Grade 7. Is it an aerophone, chordophone, idiophone, membranophone, or an
electrophone? Put a smiley face (
8. 9 5. ___________________________ 6. ______________________________ 7. ____________________________
8. _____________________________ 9.____________________________ 10. _____________________________
9. 10 LEARNING GOALS AND TARGETS At the end of this module, I would like to know about
__________________________________ I would like to be able to ___________________________________ I
would like to understand __________________________________ I would like to perform
_____________________________________ How many instruments were you able to name? Were you able to
guess how they sound and how they are played? You can check your answers as we go on with the lessons. The
instruments in the previous activity will be discussed later on. Now, based on your answers in the pre-assessment
activities, what do you think you should learn about Southeast Asian music? Write your specific goals in your
notebook following the guide below. Good job! Youre done writing your goals for this quarter. Its time to formally
start our lessons. As we move along, try to look back at your pre-assessment activities and check if you were able to
learn the things that you were not able to answer before. Turn to the next page.
10. 11
11. 14 Gamelan The Gamelan or Gamelan orchestra is the most popular form of music in Indonesia. There are many
types of Gamelan but the famous Javanese and Balinese Gamelan are the most famous. It contains a variety of
instruments such as metallophones, xylophones, kendang and gongs; bamboo flutes, bowed and plucked strings.
Vocal music is used as ornamentation of the Gamelan. It is as important as gamelan. 1. Pesindhen is a female soloist
singer who sings with a Gamelan 2. Gerong refers to the unison male chorus that sings with the gamelan Remember:
Karawitan is the term for every kind of gamelan music in Java. Gamelan orchestras - are used to accompany dances,
songs, and Wayang Kulit - are believed to possess supernatural powers - consider their instruments sacred, therefore
stepping over the instrument is a sign of disrespect - musicians bow before playing the instruments to show respect
12. 15 PARTNER ACTIVITY: After watching/listening to the Javanese and Balinese gamelan, write down your description
of each musical ensemble in a sheet of paper. You may use the guide questions below. As soon as youve finished
answering, compare your answers with your partner. Check if you have the same description. The Gamelan Music of
Indonesia http://www.youtube.com/watch?v=c1AiCTJ9t8g The Balinese Gamelan
http://www.youtube.com/watch?v=BmlAZxha8Pw The Javanese Gamelan
http://www.youtube.com/watch?v=HfrOSJRCsfM QUESTIONS: 1. In 3-5 sentences, describe how the Javanese and
Balinese musicians play their instruments. 2. How many instrument players are needed to form each ensemble? 3.
Are their instruments made of wood or metal? Youre probably wondering how you can distinguish the Javanese
gamelan from the Balinese gamelan. Follow the links below each TV screen icon. Watch and listen to how they play.
13. 19 Malaysia Malaysia is a constitutional monarchy in Southeast Asia. It is divided into two regions: 1. West Malaysia
also known as Peninsular Malaysia 2. East Malaysia consists of thirteen states and three federal territories.
Chinese and Indian cultural influences made their mark when trade began in the country. Trading also increased
when immigrants flocked to Malaysia. The country is multi- ethnic and multi-cultural, which plays a large role in
developing their culture. The constitution declares Islam the state religion while protecting freedom of religion. Multi -
racial groups that influenced Malaysias music genre: 1. Malay 2. Chinese 3. Indian 4. Iban 5. Dayak 6.
Kadazandusun 7. Eurasians Malaysian music is largely based around percussion instruments. It has multi- cultural
influence and is believed to have originated in the Kelantan-Pattani region with a mixture of Indian, Chinese, Thai,
and Indonesian influences. The music of Malaysia may be categorized into two types: 1. Classical and Folk music
emerged during the pre-colonial period and still exists in the form of vocal, dance, and theatrical music. 2. Syncretic
or Acculturated music developed during the post-Portuguese period (16th century). It contains elements from both
local music and foreign elements of Arabian, Persian, Indian, Chinese, and Western musical and theatrical sources.
PAHANG STATE MOSQUE
14. 20 Malaysian Musical Instruments Musical instruments of Malaysia are greatly associated with their culture and roots.
Due to colonization, the stages of development of Malaysian instruments are great. They share some common
features with Indian musical instruments. After the colonization of Malaysia by the British, the musical development
was influenced by Western music. Musical ensembles and types of performances in Malaysia: 1. Agung and
Kulintang This is a gong-based musical ensemble commonly used in funerals and weddings in East Malaysia. This
type of ensemble is similar to the kulintang of the Philippines, Brunei, and Indonesia.
http://www.themalaysiantimes.com.my/?p=53218 2. Kertok This is a musical ensemble from the Malay Peninsula that
consists of xylophones played swiftly and rhythmically in traditional Malay functions. http://pelancongan-
terengganu.blogspot.com/2010/09/perkampungan-budaya.html
15. 21 3. Dikir Barat This is a type of musical form that is important to Malaysias national culture. It is performed by
singing in groups and often in a competitive manner usually with percussion instrumental accompaniment or
sometimes without instruments at all. http://www.agefotostock.com/en/Stock-Images/Rights-Managed/PIL-
M01810764 4. Silat Melayu This is a form of martial art that is similar to tai chi. It originated in the Malay Peninsula
since the Christian Era and is a mixture of martial arts, dance, and music usually accompanied by gongs, drums, and
Indian oboes. http://www.flickr.com/photos/isham/2072688466/
16. 22 Thailand Formerly known as Siam, Thailand is known for being the sole nation in Southeast Asia that has never
been ruled by a Western power. It is for this reason that the country is also called Muang Thai, which means Land
of the Free. History and geography indicates that Thai music is a conglomeration of Asian influences. Its musical
principles and elements are basically derived from Chinese music, while its musical instruments are inspired from the
Indian and Indonesian strings and gong-chimes. The Thais combined and adapted these to their culture and created
their own unique music. Music is theoretically based on the five-tone or seven-tone scale system. It is not only
confined to the royal courts but is also used extensively in dance, theatre, and in ceremonies. Thai folk music
consists of simple songs with simple melodic lines. Its main focus in singing is the articulation of the text rather than
the style or technique of execution. Cambodia, Indonesia, Myanmar, and Malaysia have instrumental ensembles and
vocal music. Have you noticed that these musical performances are used in different manners in their culture? They
have a specific type of music for festivals, religious events, weddings, and funerals. Do you think the other countries
have this too? Do they use instrumental and vocal music for their cultural or religious events? Lets keep on reading.
AYUTTHAYA RUINS
17. 23 Songs of Thailand have inherently poetic lyrics which allow a singer or performer to easily define the melodic lines.
It provides the singer the opportunity to improvise song text to suit the given occasion. The interpretation of a singer
gives meaning to the sacred and spiritual essence of songs with free rhythm while melodies may either be interpreted
or written in the high or low register with long or short durations. Thailand has three primary instrumental ensembles
that are similar to the other ensembles in Southeast Asia. 1. Piphat - It is a mid-sized orchestra that is performed in
either outdoor style with hard mallets or indoor style with padded mallets. This ensemble has different types but the
highly ornate one is traditionally associated with funerals and cremation ceremonies. Other versions of the piphat
ensemble are used to accompany specific forms of traditional Thai drama such as the large shadow puppet theatre
(nang yai) and the khon dance drama. www.pianofortephilia.blogspot.com 2. Khrueang Sai It is an orchestra that
combines some of the percussion and wind instruments of the Piphat with an expanded string section. This group is
primarily used for indoor performances and for the accompaniment of stick- puppet theater. www.tube.7s-b.com
18. 24 3. Mahori This ensemble is traditionally played by women in the courts of Central Thailand and Cambodia.
Because of this, instruments for this ensemble are historically smaller. However, regular-sized instruments are used
today. A vocalist performing with the Mahori is usually accompanied by the so sam sai.
www.thailandmusicproject.weebly.com Laos This country is an independent state of Southeast Asia and officially
known as Lao Peoples Democratic Republic. It is formerly part of the Indochinese Union, also known as French
Indochina. Wat Pha That Luang, Vientiane is one of its famous landmarks. The classical music and dance of Laos is
highly influences by India, Cambodia, and Thailand. Themes are drawn from Hindu mythology, the Buddhist
Jatakatales, and local legends. The royal entourage of Lao kings traditionally included musicians, and a typical
orchestra improvised songs with sets of tuned gongs, xylophones, a bamboo flute, and other wind instruments. The
Lao orchestra can be divided into two categories: 1. Sep Nyai - This is similar to the Piphat of Thailand with
instruments that are strictly percussive but also integrates the use of an oboe. WAT PHA THAT LUANG
19. 25 2. Sep Noi This is also known as the Mahori of Thailand. However, it incorporates the use of several Khene
which is a large bamboo mouth organ and is the most popular folk music instrument of Laos. Traditional music, called
Mor lam, is largely based around the khene. Wow! It looks like most of the countries in Southeast Asia have a lot of
similarities in their musical instruments and types of music performed. Their musical influences are similar to one
another as well. Isnt it amazing? Lets see if the last two countries to be discussed have the same similarities to the
other countries.
20. 26 Vietnam Vietnam is officially known as the Socialist Republic of Vietnam. This country is located on the eastern
coast of the Indochinese Peninsula. Vietnamese music (nhc Vit Nam) refers to the ethnic music that originated
from the "Kinh" people of Vietnam. This term is also used to address the music of any of the numerous ethnic
minorities including the Montagnard, Degar, Tay, Cham, and others. Although Vietnam is geographically part of
Southeast Asia, ten centuries of rule by the Chinese to the north have made the culture much closer to Far East than
to its Southeast Asian neighbors. Thus, early music theory was either based upon or adapted to the prevailing
Chinese theory, and the majority of instruments used in the royal court were of Chinese origin. On the other hand,
other influences can be seen with the ethnic minorities, such as the Chm or Montagnard peoples. This is possibly
due to interaction with the other countries of Southeast Asia. Vietnamese music shows signs of Indian influences,
noticeable in improvisation preludes of chamber music (known as rao in the South and dao in the north) as well as
usage of onomatopoeia in drum playing. Traditional and Folk Music Vietnamese traditional music can be separated
into a few major categories, divided predominantly by the way in which were used in the people's cultural lives.
THIEN MU
21. 27 Categories of Vietnamese Music: 1. Imperial court music The most popular of this kind is the Nha nhac that was
popularly performed during the Tran Dynasty to the Nguyen Dynasty. This form of classical music is also performed
in honour of the gods and scholars in temples. Other classical music falling into this category include the Dai Nhac
(great music) and the Tieu Nhac (small music) which was performed as chamber music for the king.
www.vietnamonline.com 2. Folk music - This category is extremely diverse because it includes music performed both
indoors and outdoors. Performers of this category are also diverse. They may be professional musicians down to the
blind artists in the streets who perform to earn their living. Vietnamese folk music are performed in different occasions
depending on its sub-category. It may be performed in musical theaters, streets, courtship rituals, and ceremonies for
invoking spirits. They are sometimes also influenced by Western elements. Some Vietnamese music only makes use
of female singers and some have both male and female singers. www.tuoitrenews.vn 3. Religious and Ceremonial
music This is music performed in religious rituals or at funerals.
22. 28 Singapore The Republic of Singapore is an independent republic in Southeast Asia, comprised of one main island
and about 50 small adjacent islands off the southern tip of the Malay Peninsula. About three-fourths of the people of
Singapore, known as Singaporeans, are Chinese, but there are significant Malay and Indian minorities. Singapores
cultural life reflects its colonization by the British Empire and its diverse population. Being the melting pot of different
cultures in Asia, folk music of this country reflects the culture and traditions of specific groups. The ethnic groups
which made a prominent place in the musical world of Singapore have been Chinese, Indian Malays, and Tamils.
Other minority Asian ethnic groups which have also made a mark in the folk culture of Singapore are the Cantonese,
Hokkien, and Malay Bangwasan. Through the years, the music industry in Singapore grew having Western-
influenced performances by the Singapore Symphony Orchestra as well as ethnic music performances mainly by the
Singapore Chinese Orchestra. Other performing groups with Malay and Indian influence are still prevalent until today.
MERLION Thats Southeast Asian music! Isnt it amazing how rich their culture is? Arent you proud that our country
is part of this Asian region? It is time to learn how to perform Southeast Asian music! But first, let us see if you can
describe Southeast Asia in your own words. Do the following activities on your own.
23. 29 INDIVIDUAL ACTIVITY 1: In your notebook, write words that describe Southeast Asian music that starts with the
letters spelling out Southeast Asia. S _____________________________________________________________ O
_____________________________________________________________ U
_____________________________________________________________
T_____________________________________________________________
H_____________________________________________________________
E_____________________________________________________________
A_____________________________________________________________
S_____________________________________________________________
T_____________________________________________________________
A_____________________________________________________________
S_____________________________________________________________
I_____________________________________________________________
A_____________________________________________________________ INDIVIDUAL ACTIVITY 2: Direction:
On a sheet of paper, write the country which is associated with the following word. ________________1. Khene
_________________6. Hsaing Waing ________________2. Nha nhac _________________7. Saung Gauk
________________3. Gamelan _________________8. Kulintang ________________4. Pinpeat
_________________9. Mahori ________________5. Piphat _________________10. Orchestra Good job! Youve
finished answering the individual activities. To know more about Southeast Asian performances, you may follow the
online links on the following page.
24. 30 Suggested online materials Resources: http://www.youtube.com/watch?v=1IdleRSML-o Ranad (Traditional Thai
Music Instruments) http://www.youtube.com/watch?NR=1&v=S4rUVL81bZI&feature=endscreen
http://www.youtube.com/watch?v=iGhcbyhBxXo http://www.youtube.com/watch?v=13CPOuYEOK4
http://www.youtube.com/watch?v=I4cVualDqgE http://www.youtube.com/watch?v=lvLt7UaZYZ8
http://www.youtube.com/watch?v=IqDWbNS74Ac Laos Traditional Song Song sung by man of this village. The
description of the song given to me was "December is coming. Should we get married to stay warm? Resources
(Web sites, Software, etc.): International Folk Songs. (1997) Hal Leonard Anderson, William and Patricia Campbell.
(1996). Multicultural Perspectives in Music Education, 2nd ed. Virginia, USA: MENC. Eugenio, Damiana. (1998).
Anthology of Philippine Literature. Manila: Dela Salle University Press. Eugenio, Damiana. (2008). Anthology of
Philippine Literature, 2nd ed. Quezon City: University of the Philippines Press.
http://en.wikipedia.org/wiki/Music_of_Thailand http://en.wikipedia.org/wiki/Music_of_Cambodia
http://en.wikipedia.org/wiki/Music_of_Myanmar http://en.wikipedia.org/wiki/Music_of_Laos Now, it is time to
experience Southeast Asian music! Some musical ensembles in Southeast Asia have singers performing with them.
Remember the songs we asked you about in the Pre-assessment? Let us see if we can sing and perform some of the
songs.
25. 31 PART II: PROCESS TEACHER ASSISTED ACTIVITY: Directions: Watch videos and listen to some songs from
Indonesia and Malaysia. With the guidance of your teacher, learn how to sing the two songs. Burung Kaka Tua:
http://www.youtube.com/watch?v=iTCFS0pgBps&feature=related Burung Kakatua (Bahasa Indonesia) Burung
kakatua Hinggap di jendela Nenek sudah tua Giginya tinggal dua Tredung, tredung, tredung tra la la Tredung,
tredung, tredung tra la la Tredung, tredung, tredung tra la la Tredung, tredung, tredung tra la la Burung kakatua
Giginya tinggal dua Nenek sudah tua Hinggap di jendela Seperti kakatua! Tredung, tredung, tredung tra la la
Tredung, tredung, tredung tra la la Tredung, tredung, tredung tra la la Tredung, tredung, tredung tra la la Burung
kakatua The Cockatoo (English ) The cockatoo Sits on the window sill My grandmother is already old And she only
has two teeth Tredung, tredung, tredung tra la la Tredung, tredung, tredung tra la la Tredung, tredung, tredung tra la
la Tredung, tredung, tredung tra la la Burung kakatua She only has two teeth left Grandma is already old She sits on
the the window sill Like the cockatoo! Tredung, tredung, tredung tra la la Tredung, tredung, tredung tra la la Tredung,
tredung, tredung tra la la Tredung, tredung, tredung tra la la Burung kakatua
26. 32
27. 33 Rasa Sayang: http://www.youtube.com/watch?feature=endscreen&NR=1&v=MQn SM7_kssM Rasa Sayang
(Malay) Rasa sayang hey! Rasa sayang sayang hey! Hey lihat nona jauh Rasa sayang sayang hey! Buah cempedak
di luar pagar Ambil galah tolong jolokkan Saya budak baru belajar Kalau salah tolong tunjukkan Pulau pandan jauh
ke tengah Gunung daik bercabang tiga Hancur badan dikandung tanah Budi yang baik dikenang juga Dua tiga kucing
berlari Mana sama si kucing belang Dua tiga boleh ku cari Mana sama abang seorang Pisang emas dibawa berlayar
Masak sebiji di atas peti Hutang emas boleh dibayar Hutang budi dibawa mati Ive Got That Lovely Feeling (Literal
English translation) Ive got that loving feeling hey! Ive got that loving feeling hey! See that girl in the distance Ive got
that loving feeling hey! The cempedak tree is across the fence Please take a stick and poke it down for me Im just a
new guy trying to learn So if Im wrong then please tell me Pandan island far in midst With the three peaked Daik
mountain While the body decomposes in earth Good deeds remain to be remembered Two or three cats are running
around With the striped one which can vie Two or three men woo I may Which of them with you can vie Pisang emas
brought on a journey One ripens on a box If gold is owed, it can be repaid But if it is gratitude, it is carried to the grave
28. 34
29. 35 GROUP ACTIVITY: 1. Form a rhythmic instrumental ensemble using improvised instruments or any available
musical instruments that sound like instruments from Southeast Asia. You may use metal discs that sound like gongs,
bamboo flutes, guitars, piano keyboards, etc. 2. Perform the songs again using the available instruments in your
group. INDIVIDUAL ACTIVITY: Sing the song Bahay Kubo or accompany it using an improvised musical instrument.
Your accompaniment should imitate the rhythmic patterns heard in the music of Southeast Asia. Part III: REFLECT
AND UNDERSTAND TEACHER-ASSISTED ACTIVITY: Loi Loi Gratong is an example of a folksong from Thailand.
Visit www.youtube.com to watch the video presentation or listen to the sample music provided by your teacher to
answer the question given below. Write your answers in your notebook. 1. Describe the voice quality. 2. How was the
music performed? 3. Is the performance style effective in bringing about the message? 4. How were the varied
musical elements used in bringing about the message of the music? Were you able to sing the two songs just like the
Indonesians and Malaysians? Its time to learn how to accompany the songs. What is easier for you, singing
Southeast Asian songs or playing improvised instruments? In the next part, you will be able to check if you have fully
understood what Southeast Asian music is about. Let us see if you can analyze some of the sample music.
30. 36
31. 37 GROUP/PAIR WORK 1: Using the music sheet and table as your guide, listen to the ways the music was
performed. In a cartolina or manila paper, write down the differences and similarities of the performing styles as
observed by your group or partner. Characteristic http://www.youtu be.com/watch?v= XV1KOwF1pUo Chan Mali
Chan (Lagu Rakyat) http://www.youtube.com/ watch?v=LEEey0G_aC4 &feature=related Chan Mali Chan The Stylers
(1982) http://www.youtube.com/wa tch?v=1q06n7OOdEY Chan Mali Chan Marsiling Chinese Orchestra Background /
Function Tempo Meter Tonality Texture Form
32. 38 GROUP/PAIR WORK 2: Your class will be divided into two groups. Each group will be given five minutes to
discuss and share ideas about the characteristics of Javanese and Balinese Gamelan. Each group will use graphic
organizers as illustrated below or make their own organizer to present ideas effectively.
33. 39 INDIVIDUAL ACTIVITY 1: Listen to the song Ru Con. Analyze the song by answering the questions below. You
may access the music sample through http://www.youtube.com/watch?v=Z2BCBrHE- dw. Draw and sing the scale
used in the song Ru con:
_____________________________________________________________________________________________
_________________________________
_____________________________________________________________________________________________
_________________________________
_____________________________________________________________________________________________
_________________________________
_____________________________________________________________________________________________
_________________________________
_____________________________________________________________________________________________
_________________________________ Guide Questions: 1. What scale is used in this song? 2. What feeling is
being conveyed upon hearing the song? 3. How is it similar to the Filipino song Sa Ugoy ng Duyan?
34. 40 INDIVIDUAL ACTIVITY 2: Gamelan is very popular in Indonesia. It is similar to the Kulintang of the Philippines. On
a sheet of paper, make a Venn Diagram that can describe both musical ensembles. Use the guide below. PART IV.
TRANSFER GROUP ACTIVITY: Sing it! Move it! Your teacher will organize your into five groups. Each group will
sing one Southeast Asian song either learned from class or through research. Enhance your group performance with
the use of improvised musical instruments as accompaniments and incorporate body movements. Please refer to the
criteria given below. Before performing, briefly explain your answers to the questions: 1. Describe how a musical
element reflects the culture of each country. 2. What is the difference between the traditional and contemporary folk
songs of Southeast Asia? Gamelan Functions Tuning System Religious Beliefs Kulintang Functions Tuning System
Religious Beliefs Are you ready to share what you know about Southeast Asian music? You may choose any of the
two activities that would suit you.
35. 41 Criteria 5 4 3 2 1 Correct expression and style Accurate rhythm Appropriateness of accompaniment and
movements Correct pitch Sensitive phrasing Well-defined dynamic level Creativity Rubrics for Designing an
Instrument Substitute Basic Developing Approaching Proficiency Proficient Inappropriate; Messy and incomplete
materials; Sound quality lacks similarity with that of the original instrument. Most materials appropriate; Decorated but
messy; Neat but fragile; Sound quality somewhat similar but not exactly similar to that of the original instrument.
Appropriate materials; decorated, neat; Sound quality almost similar to that of the original instrument Appropriate and
creatively modified materials; Decorated within the context of the instrument; Neat and Durable; Sound quality most
similar to that of the original instrument. INDIVIDUAL/PAIR ACTIVITY: Make a scrapbook of Southeast Asian musical
instruments. Carefully organize the pictures in your scrapbook and include a brief description about each instrument.
Please refer to assessment rubric for the criteria. Criteria: Scrapbook Rubrics Points 4 3 2 1 Earned Assessment
Advanced Approaching Proficiency Developing Beginner Self Teach er Content Information is complete and is
enhanced by accurate and appropriate details Main points are covered but lack some details Some main points and
details are missing. Main points are not complete and are greatly lacking in detail
36. 42 Pictures, photographs, or other similar devices add to overall effectiveness of the scrapbook; captions are relevant
and explanatory. Number and types of visuals are adequate, as are captions. More and better visuals could be used;
captions only identify and label rather than explain. Very little pictorial representati on is present; caption are
incomplete. Space, shapes and colors provide information themselves and add to the overall effectiveness of
scrapbook. Design elements and principles used are adequate. Shows evidence of use of some design elements and
principles. There is no consideratio n of design elements and principles. All sources are properly and thoroughly
cited; the number/types of sources are exceeded. The minimum number/types of sources are present and are cited
properly. Sufficient number/types of sources are lacking; not all citations are formatted properly. The list of sources is
inadequate in number/typ es and format of items. Theme There is wholeness about the scrapbook; the theme is
consistent throughout. The cover clearly identifies the theme. Most of the information relate to the theme of the
scrapbook. The cover is relevant to the contents. Only a portion of the information relates to the theme of the
scrapbook. The cover is unclear in its message. Confusing and/ or inconsistent . Overall effective -ness The
requirements of the assignment have been exceeded. The scrapbook is All the requirements of the assignment have
been fulfilled. The scrapbook is neat and Only some of the assignment requirements are fulfilled. The scrapbook lack
neatness. Few of the assignment requirement s have been met. The presentatio n as a whole lacks
37. 43 very creative and interesting. presentable. neatness. SUMMARY/SYNTHESIS/GENERALIZATION The music of
Southeast Asia has been present since 2nd - 3rd Century BC. Music is an important part of their lives because they
use it for rituals, ceremonies, courting, and entertainment. Instruments in Southeast Asia can be classified according
to the Hornbostel- Sachs classification. Most of the instruments are percussive with an exception of some
aerophones and chordophones. Each countrys musical instruments and even some songs are somewhat similar to
each other due to their history of trading and migration. Songs from Southeast Asia commonly use pentatonic (5-
tone) scales or heptatonic (7-tone) scales. Glossary Aerophone any musical instrument that produces sound primarily
by causing body of air to vibrate Chordophone any musical instrument that makes sound by way of a vibrating string
or strings stretched between two points Form the structure of a musical composition Idiophone any musical
instrument which creates sound primarily by way of the instrument's vibrating by itself. Kulintang an ancient
instrumental form of music composed on a row of small, horizontally-laid gongs that function melodically,
accompanied by larger, suspended gongs and drums. Membranophone any musical instrument which produces
sound primarily by way of a vibrating stretched membrane
38. 44 Meter the pattern of beats that combines to form musical rhythm Rasa Sayang a song literally means "loving
feeling". This Malay folk song is popular in Indonesia, Malaysia and Singapore. Tempo the speed or pace of a given
piece. Texture the effect of the different components of a piece of music such as melody, harmony rhythm, or the use
of different instruments. Timbre the quality or color of tone of an instrument or voice Tonality the relationship between
the notes and chords of a passage or work that tends to establish a central note or harmony as its focal point.
References: http://www.youtube.com/watch?v=iTCFS0pgBps&feature=related
http://www.youtube.com/watch?feature=endscreen&NR=1&v=MQnSM7_kssM
http://cmtk3.webring.org/l/rd?ring=indoring;id=7;url=http%3A%2F%2Fwww%2Emamalis
a%2Ecom%2F%3Fp%3D532%26t%3Dec%26c%3D73 http://en.wikipedia.org/wiki/Rasa_Sayang
http://www.youtube.com/watch?v=c1AiCTJ9t8g http://www.youtube.com/ watch?v=3vezWaMh3M0
http://www.youtube.com/watch?v=BmlAZxha8Pw Encarta Encyclopedia Notation in Vietnamese court music
http://www.vnmusicologyinst.vnn.vn/english/information/bai_HTkyamtrongANCD_7_08.htm Share the Music:
McMillan/McGraw-Hill Publishing Company New York Ru Con:http://www.youtube.com/watch?v=Z2BCBrHE-dw
39. 45
40. the different cultural and musical practices of Japan, China and Korea as expressed through their feelings towards
each other, to the environment, their history, and culture;- how the music of East Asian Countries (Japan, China and
Korea) reflect the different aspects of East Asian culture through its timbre, rhythm, melody, texture and form /style; -
the prominent features of the vocal and instrumental music of East Asian Countries(Japan, China and Korea); -46
INTRODUCTION In this module, you will learn about:
41. Evaluate music and music performances of East Asian Countries applying knowledge of musical elements and
style.- Evaluate the quality of their own performances and others performances and improvisations of East Asian
music using developed criteria. - Perform the improvised musical composition using musical instruments or sound
sources that can be used to produce sounds that are similar to the sound of East Asian music with the awareness of
its musical elements and style. - Play/improvise simple melodic and rhythmic accompaniments to selected East Asian
music. - Sing accurately representative songs from East Asia simulating their singing style. - Compare and classify
the musical instruments. - Analyze representative songs from East Asia and describe how the musical elements are
used. - Describe how the musical elements reflect East Asian Culture. - Identify similarities and differences of the
music of East Asia. - Identify through music listening the characteristics of East Asian (Japan, China and Korea)
Music in relation to their history and culture. -47 OBJECTIVES At the end of this module, you as a learner, are
expected to:
42. 48 PRE- ASSESSMENT Directions: From the pictures of costumes, folk symbols, artworks, scenery and other
aspects of culture of the East Asian countries (Japan, China and Korea), identify the origin of the objects. Write your
answers on the spaces provided at the left side of each picture. 1. 2. 3. 4.
43. 49 5. 6. 7. 8. 9. 10.
44. 50 11. 12. 13. 14. 15.
45. 51 LEARNING GOALS AND TARGETS At the end of this module, I would like to know about
________________________ I would like to be able to ________________________ I would like to understand
__________________________________ I would like to perform _____________________________________
PART I: WHAT TO KNOW Activity 1: Graffiti Wall Directions: Using colorful markers and large poster paper, create
an attractive design of a Graffiti Wall showing what you know about Japan, China and Korea. Throughout the unit,
you may write, draw or add pictures showing additional information gained from the lesson.
46. 52 Activity 2: Music Listening/ Video Presentation Directions: Listen/Watch to examples of traditional instrumental and
vocal music of Japan, China and Korea. For you to understand and enjoy this activity, use the guide questions
provided. Japan - http://www.youtube.com/watch?v=8tj-37nvWMw&feature=related
http://www.youtube.com/watch?v=MC29w9iHJbo&feature=related China -
http://www.youtube.com/watch?v=ssjYy9H7dVM&feature=related
http://www.youtube.com/watch?v=85Fc2amPf34&feature=relmfu Korea-
http://www.youtube.com/watch?v=6km6PeWEncY&feature=related http://www.youtube.com/watch?v=cY1-
qCuTZqY&feature=related Based on the videos, answer the guide questions in your notebook: 1. Share your
impressions about the music you have heard. 2. What instruments are used in the music samples? 3. What mood or
feeling does it express? 4. How do the instruments help express the mood of the piece? 5. Is the song fast, slow or
does the tempo vary?
47. What similarities with other East Asian countries can you identify in these objects?= How do these pictures show
aspects of Japanese culture? = Relate how these aspects of Japanese culture are influenced by history. =53 Activity
3: Picture Web Directions: Form a group and make a picture web on the music and culture of Japan, China, and
Korea. Analyze your output using the guide questions after each section. Music Costumes Arts and Crafts Culture
48. What similarities with other East Asian countries can you identify in these objects?= How do these pictures show
aspects of Chinese culture? = Relate how these aspects of Chinese culture are influenced by history. =54 Music
Costumes Arts and Crafts Culture
49. What similarities with other East Asian countries can you identify in these objects?= How do these pictures show
aspects of Korean culture? = Relate how these aspects of Korean culture are influenced by history. =55 Music
Costumes Art and Crafts Culture
50. Identify similarities and differences of your music and culture with the Philippines? Japan China Korea Philippines
Similarities Differences+ What is the relevance of music in their society?
__________________________________________________________
__________________________________________________________
__________________________________________________________ + How does music reflect the different
aspects of their culture? __________________________________________________________
__________________________________________________________
__________________________________________________________ +56 Activity 4: Getting to Know the Culture
Directions: Divide yourselves into three groups (Japan, China, and Korea). Each group will visit a Chinese school,
Japanese Embassy and a Korean Community. Interview them about their music and culture using the guide
questions below. Present your findings to the class as a group.
51. 57 Lesson 1: Japanese Music Through this lesson, you will discover the traditional music of Japan through their vocal
(folk songs) and instrumental music. Japanese vocal music is quite different from the Western vocal music, and is
based on the intervals of human breathing rather than mathematical timing, and how Japanese musicians show their
spiritual self-mastery in mastering his or her instrument more than simply perfecting a technique of some sort and
how they give value to their performance and composure. Instrumental music of Japan Traditional Japanese music is
basically meditative in character. Its performance is highly ritualized, as much in the music itself, as in the composure
of the musicians when performing it. Japanese chamber and solo music have a slow meditative pace. The
performance of Japanese music has traditionally been of a spiritual character, similarly to martial arts and other forms
of art such as the tea ceremony and calligraphy. It is usually about religious festivals, work, dance, love, and regional
songs. Audiences are looking for this self-mastery in musicians. This is the reason why music has become highly
ritualized. Musicians must show this spiritual self-mastery in their performance and composure. They work on an
inner strength in mastering his or her instrument, more than simply perfecting a technique of some sort and providing
entertainment.
52. 58 Percussion Instruments (Membranophone): 1. Odaiko- (big drum). The physical energy and sheer excitement of
an Odaiko performance is an integral part of many Japanese matsuri (festivals).
http://www.youtube.com/watch?v=gkeqlQeyqK0 2. Tsuzumi (hourglass-shape) There are two varieties, the smaller
kotsuzumi and the larger otsuzumi. They are used in both noh and kabuki performances. The kotsuzumi is held on
the right shoulder and the player alters the tone by squeezing the laces. The otsuzumi is placed on the left thigh. Like
all other traditional arts in Japan, there are several schools of tsuzumimatsuri (festivals).
http://www.youtube.com/watch?v=FDq2y2Jq9PA&feature=related 3. Tsuridaiko a large hanging barrel drum
53. 59 4. Taiko - is a Japanese drum that comes in various sizes and is used to play a variety of musical genres. It has
become particularly popular in recent years as the central instrument of percussion ensembles whose repertory is
based on a variety of folk and festival music of the past. http://www.youtube.com/watch?v=8zSa6Z
z2Zrs&feature=related String Instruments (Chordophone) 1. Koto - is a 13-string zither, about two meters long and
made of Paulownia wood. It is plucked using picks on the thumb and first two fingers of the right hand, while the left
hand can be used to modify pitch and tone. Koto is used in an ensemble in gagaku or as a solo instrument.
http://www.youtube.com/watch?v=L24Nb4CJzV4&feature=rel ated 2. Shamisen- is a plucked stringed instrument. Its
construction follows a model similar to that of a guitar or a banjo, employing a neck, and strings stretched across a
resonating body. The neck of the shamisen is fretless, and is slimmer than that of a guitar or a banjo.
http://www.youtube.com/watch?v=w5rs7pfZuPs
54. 60 3. Biwa - is a Japanese short-necked fretted lute, often used in narrative storytelling. The biwa is the chosen
instrument of Benten, the goddess of music, eloquence, poetry, and education in Japanese Shinto. Wind Instruments
(Aerophone) 1. Shakuhachi- the most famous flute made from bamboo. It has 4 or 5 finger holes on the front face
and a thumbhole on the rear face. As with other instruments above, it was imported from China for gagaku.
http://www.youtube.com/watch?v=f7s-wXZWT5o&feature=related http://www.youtube.com/watch?v=ZE8WTIB4kP0
2. Nokan - a parallel, bamboo flute (fue) is the only melodic instrument used in noh. The melody of the flute has no
specific pitch relationship with the melody of the chanting. http://www.youtube.com/watch?v=1nOATkFsBOQ&f
eature=related 3. Hichiriki - is a double reed Japanese fue (flute) used as one of two main melodic instruments in
Japanese gagaku music, the other being the ryteki. http://www.youtube.com/watch?v=CYdCt9XbA8w
55. 61 4. Sho - is a Japanese free reed musical instrument that was introduced from China during the Nara period.
http://www.youtube.com/watch?v=CYdCt9XbA8w http://www.youtube.com/watch?v=yUpr1F1dZt0&feature=rel ated 5.
Shinobue also called takebue in the context of Japanese traditional arts) is a Japanese transverse flute or fue that
has a high-pitched sound. http://www.youtube.com/watch?v=57jwbZbQDpU 6. Ryteki - literally "dragon flute" is a
Japanese transverse fue made of bamboo. It is used in gagaku. http://www.youtube.com/watch?v=e7lQb4Nx3Sg
Lesson 2: Chinese Music For several thousand years Chinese culture was dominated by the teachings of the
philosopher Confucius, he conceived music in the highest sense as a means of calming the passion of dispelling of
unrest and lust, rather than as a form of amusement.
56. 62 Traditionally the Chinese have believed that sound influences the harmony of the universe. Significantly, one of
the most important duties of the first emperor of each new dynasty was to search out and establish that dynastys
through standard of pitch. A result of this philosophical orientation was that the Chinese theoretically opposed music
performed solely for entertainment. Chinese Musical Instruments Listening/ Film Viewing Directions: Watch and
Listen a musical video clip about the instruments of China. http://www.youtube.com/watch?v=HBeiYrJo9WE 1.
Yueqin - Moon-shaped lute with shorter neck and four strings, played with a spectrum, used for accompanying local
operas. http://www.youtube.com/watch?v=ZrttPkk8f38 2. Pipa - Four-stringed lute with 30 frets and a pear-shaped
body. This instrument has an extremely wide dynamic range and remarkable expressive power.
http://www.youtube.com/watch?v=-ZmAgFyVo48 3. Erhu - Two-stringed fiddle and one of the most popular Chinese
instruments. It is used as a solo instrument as well as in small ensembles or large orchestra, and by various ethnic
groups. http://www.youtube.com/watch?v=Rm7NodUdEks&feature=related
57. 63 4. Yunluo - Literally "cloud gongs" or "cloud of gongs", the yunluo is a set of ten small tuned gongs mounted in a
wooden frame. The yunluo's gongs are generally of equal diameter but different Thicknesses. The thicker gongs
produce a higher pitch. 5. Sheng - Sheng, or Chinese mouth organ, looks like a set of panpipes, with 12 to 36
bamboo pipes. Each pipe is of different length with a brass reed at the bottom and a hole that must be blocked in
order for the note to sound. This makes it possible to sound several notes simultaneously, so chords and melody can
be performed at the same time. Sheng is one of the oldest Chinese musical instruments.
http://www.youtube.com/watch?v=_iR-KrbeFs0&feature=related 6. Dizi - Dizi is the traditional Chinese flute. It can
have a membrane over an extra hole to give the characteristic rattle effect. The player plays the Dizi by blowing
across the mouthpiece and produces the different notes by stopping the six holes found in the rod.
http://www.youtube.com/watch?v=w9LRN5naG4s&featur e=fvwrel 7. Zheng - An ancient Chinese instrument that has
an arched surface and an elongated-trapezoid with 13 to 21 strings stretched over individual bridges. Its playing
range spans three to four octaves. http://www.youtube.com/watch?v=fsCAw- ilf_c&feature=related
58. 64 8. Pengling These are two small bells made of high-tin bronze, without internal clappers, and hemispheric or
bottomless gourd-like in shape. The instrument has a delicate, clarion and melodious tone. It is a coloring rhythmic
instrument, either in ensembles or in theater music, bringing an effect of peaceful dreams.
http://www.youtube.com/watch?v=WeNRwIFoZR0 Lesson 3: Korean Music Korea's folk music tradition, with its
generous use of bright rhythms and melodies, offers a more energetic and capricious contrast to the nation's
collection of classical music works. Folk music represents the soul and sound of traditional Korean villages with an
eclectic array of music forms including numerous folk songs, various forms of instrumental pieces, pansori, and
shaman ritual music. Chong-ak means literally "right (or correct) music", and its tradition includes both instrumental
and vocal music, which were cultivated mainly by the upper-class literati of the Joseon society. Chong-ak also refers
to ensemble music for men of high social status outside of the court. In this category, three important terms are a-ak,
tang-ak, and hyang-ak. Sog-ak or minsogak is a category of Korean music traditionally associated with the lower
classes or for the general public and are vibrant and energetic. It includes genres such as pansori and minyo. Pansori
is a kind of music presented to audiences by skilled vocal singers and drummers. But even the unskilled could sing
these songs. They sang when they worked in the rice paddy or fields, sang when they went off their lover and sang
when their life was troubled and weighing them down.
59. What kind of feeling or mood does it express? Examples: 1. Changgo -
http://www.youtube.com/watch?v=o8wHBwyofLw 2. Haegum- http://www.youtube.com/watch?v=s7ZeSumH004 3.
Komunggo - http://www.youtube.com/watch?v=nZZAsbAzx6M 4. Kayagum - http://www.youtube.com/watch?v=gNR-
_hH_qOM 5. Piri http://www.youtube.com/watch?v=fq8R-SPyHUM= Classify the instrument heard into string,
percussion, or wind. =65 Instrumental music of Korea Korean music especially in South Korea has a rich vocal
tradition, and diverse instruments and music forms. Folk songs, religious works, court music, and shaman rituals all
express the soul of a nation whose history is filled with colorful and fascinating tales. Traditional Korean music
represents a world of captivating rhythms and melodies whose sounds draw listeners in like a breath. Koreans sang
songs when they could not hold their sadness in. Traditional Korean instruments can be broadly divided into three
groups: string, wind, and percussion instruments . http://www.youtube.com/watch?v=AZZtzYD2MK8 Activity 1:
Listening Directions: Find a partner and prepare a pen and a paper for this activity. Listen to recordings of different
instruments of Korea. Each recording should last about 30 seconds to 1 minute. Here are the questions to be
answered: &feature=related
60. 66 String Instruments 1. Kayagum (gayageum) - is a traditional Korean zither-like string instrument, with 12 strings,
although more recently variants have been constructed with 21 or more numbers of strings. It is probably the best-
known traditional Korean musical instrument. http://www.youtube.com/watch?v=tFe8nHQottI 2. Geomungo - Six-
string plucked zither is a traditional Korean stringed musical instrument of the zither family of instruments with both
bridges and frets. Scholars believe that the name refers to Goguryeo and translates to "Goguryeo zither" or that it
refers to the colour and translates to "black crane zither". http://www.youtube.com/watch?v=nZZAsbAzx6M 3.
Haegum (two-string vertical fiddle) It has a rodlike neck, a hollow wooden soundbox, two silk strings, and is held
vertically on the knee of the performer and played with a bow.
http://www.youtube.com/watch?v=ZsyIvJg_Dh8&feature=relat ed
61. 67 4. Wind Instruments Piri - used in both the folk and classical (court) music of Korea. It is made of bamboo. Its large
reed and cylindrical bore gives it a sound mellower than that of many other types of oboe.
http://www.youtube.com/watch?v=5MWuIb_BqXA&feature=related Percussion Instrument Changgo - is the most
widely used drum used in the traditional music of Korea. It is available in most kinds, and consists of an hourglass-
shaped body with two heads made from animal skin. The two heads produce sounds of different pitch and timbre,
which when played together are believed to represent the harmony of man and woman.
http://www.youtube.com/watch?v=iXrcY-tXiv4 PART II: WHAT TO PROCESS After listening and watching videos and
recordings of traditional instrumental and vocal music of Japan, China, and Korea, we can easily say that the different
cultural and musical practices of East Asia are revealed through the musical elements used. Vocal Timbre nasal
and throaty Rhythm duple, triple, quadruple Melody pentatonic scale, diatonic scale Texture monophony (a
capella); homophony (with chordal accompaniment); heterophony (same melody but ornamented by several
instruments) Form Strophic (using the same tune on different verses)
62. 68 Lesson 1: Vocal Music of East Asia The main tone of Japanese music has two modes: The Yo-sen and the In-sen.
Both consist of five primary tones based on a scale with seven tones. The two remaining tones are considered as
auxiliary tones. The ancient melody of Japanese music is commonly based on these modes. However, one melody is
not always in one mode alone. The melody of Japanese music is commonly shifts on both modes. They often give
emphasis on the second or fourth tone of the mode. Yosen mode Insen mode Activity 1: Song Analysis Directions:
Sing the Yosen scale and the song Sakura. Analyze the different musical elements used. Sakura - Cherry Blossoms
is a traditional Japanese folk song depicting
63. 69 spring, the season of cherry blossoms. http://www.youtube.com/watch?v=IKTRnO7SV68 Sakura Sakura sakura
yayoi no sorawa mi-watasukagiri kasumika kumoka nioizo izuru izaya zaya mini yukan Cherry Blossoms Cherry
blossoms, cherry blossoms, Across the Spring sky, As far as you can see. Is it a mist, or clouds? Fragrant in the air.
Come now, come, Lets look, at last
64. 70 Answer the following questions: 1. What is the message and function of the song?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ 2. Describe how the musical
elements reflect Japanese culture. 3. Based upon your answers, what can you conclude from the musical elements in
the song in relation to the characteristics of Japanese music?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________ MUSICAL ELEMENTS TIMBRE
DYNAMICS RHYTHM MELODY FORM
65. http://www.youtube.com/watch?v=za-V_2FBpTU Mo Li Hua Mo Li Hua is a traditional Chinese song with a beautifully
gentle and lyrical melody. The lyrics about the jasmine flower also turn it into a love song. The song describes a
custom of giving Jasmine flowers, popular in the southern Yangtze Delta region of China. Another version describes
the fear of plucking the flower.71 Activity 2: After singing Sakura let us listen to a traditional Chinese song Mo Li
Hua.
66. How did the varied musical elements bring out the message of the song?- Describe the folk song through the use of
its musical elements. Musical Elements Description Timbre Rhythm Meter Melody Harmony Texture Form 72
Translation What a beautiful jasmine flower What a beautiful jasmine flower Sweet-smelling, beautiful, stems full of
buds Fragrant and white, everyone praises Let me pluck you down Give to someone's family Jasmine flower, oh
jasmine flower Melody and tone color are prominent expressive features of Chinese music and great emphasis is
given to the proper articulation and inflection of each musical tone. Most Chinese music is based on the 5 tone or the
pentatonic scale though heptatonic scale is also used. Play the pentatonic scale (do-re-mi-so-la) on the piano
keyboard, lyre or guitar. Hum the pentatonic scale using loo.
67. Describe how the musical elements reflect Chinese culture. Activity 3: Listen to one of Koreas famous folk songs,
Arirang. http://www.youtube.com/watch?v=gkM_LXUCMeA- What is the function and message of the song? -73
&feature=related Arirang is a Korean folk song, sometimes considered the unofficial national anthem of Korea. It is
used as a symbol of Korea and Korean culture. Arirang is in essence a song of farewell. The origin of the word
'Arirang' is the hill. With Koreas land being mountainous, there are also many foothills throughout the country. Most
Koreans had partings on a number of such hills. An emotion of deep regret is imbued in the rhythm of Arirang. The
song evokes the feeling of the tears shed by Koreans and the remembrance of their sad stories. Arirang
68. 74 Arirang,Arirang, Arariyo... Arirang gogaero neommeoganda. Nareul beorigo gasineun nimeun Simrido motgaseo
balbbyeongnanda. English Translation Arirang arirang arariyo Crossing over Arirang Pass Dear who abandoned me
will not even walk even ten Li before his/her feet hurt Guide Questions: Answer the following questions. 1. What is the
message and function of the song? _________________________________________________________________
2. What instruments were used in the music as heard in the song?
_________________________________________________________________ 3. Describe how the musical
elements reflect the culture of Korea?
_________________________________________________________________ 4. Describe the folk songs through
the use of its musical elements. 5. Based upon your answers, what can you conclude above the musical elements in
the songs? ________________________________________________________________ MUSICAL ELEMENTS
TIMBRE DYNAMICS RHYTHM MELODY FORM
69. Correct pitch and correct rhythm Activity 5: Express Yourself Directions: On an oslo paper, draw a creative
illustration on the relationship of man and nature as reflected in three folk songs you have learned. Present and
describe your illustration to the class. Criteria for Critique: Critical, Insi- Correct expression and style - Clear tone
quality -75 Activity 4: Sing these folk songs based on the following criteria: ghtful and Revealing Activity 6: Listening/
Film Viewing Directions: Watch and listen to musical video clips of Instruments of Japan. You can choose from the
sample videos provided. http://www.youtube.com/watch?v=j8AiZgpIGE4
http://www.youtube.com/watch?v=5uO9Mo0WUb4&feature=relmfu
http://www.youtube.com/watch?v=YNmXNc95ncU&feature=related Activity 7: Compare and Classify Directions: From
the video clips you have seen, identify the instruments country of origin of each instrument and classify each using
the Hornbostel-Sachs classification. Musical Instruments Identify-Classify 1.
70. 76 2. 3. 4. 5.
71. 77 Activity 8: Guessing Game Directions: Form a circle and sit down. A box with different pictures of instruments and
other musical terms written in folded papers will be passed around. Each one of you will pick one paper and describe
the picture or term you got. Explain how the different pictures or terms were used to reflect the music of East Asia.
PART III. REFLECT AND UNDERSTAND Activity 1: Sharing Directions: Form a circle and sit down. A box with
different pictures of instruments and other musical terms written in folded papers will be passed around. Each one of
you will pick one paper and discuss the importance of the instrument to the lives of the people from that country?
What do you feel when you hear this instrument? Activity 2: Directions: Group yourselves into three. From the folk
songs that you have heard, create movements that would interpret the message, idea or feeling of the song as
applied to East Asian folk music. Rubrics: 5- Demonstrates well developed ability to interpret ideas and feelings and
translate movement 4 - Demonstrates considerable ability to interpret ideas and translate into movement 3-
Demonstrates some ability to interpret ideas and translate into movement 2- Demonstrates limited ability to interpret
ideas and translate into movement 1- Needs improvement
72. 78 Activity 3: Direction: Group Activity: The teacher will divide the class into three groups (Japan, China, and Korea).
Each group will create or improvise a musical instrument from each country assigned like drums (taiko), metal bells,
pan pipes, cymbals, and chimes, from found objects in the environment such as aluminum containers, strings,
bamboo or plastic pipes. These instruments can be used in the next activity. PART IV: TRANSFER Activity Musical
Composition/ Performance In this activity, you will improvise and perform a musical composition with simple rhythmic
patterns and melody using improvised musical instruments/ instruments that are similar to the sound of instruments of
Japan. This activity will develop your musical awareness and appreciation of East Asian Music. Requirements: 1.
Improvised musical instrument or any instrument that is similar to the sound of the instruments of Japan, China and
Korea. Examples are Bongos (taiko), bamboo flute (shinobue, piri) guitar-played by plucking only (biwa, shamisen,
pipa). 2. blackboard 3. chalk 4. sheets of paper 5. pens Create three groups (Japan, China and Korea). Have each
group use their instruments to produce sounds depicting the music of each country while singing their folk song. The
group will write down their sound as if they were creating a musical score, this could serve as a memory aid. Groups
can do the notation in notes, words, or symbols. Here is an example of what the score might look like if a group has
three instruments and voices.
73. 79 MUSICAL SCORE Rubrics for musicianship 5 = Includes very original idea, unusual or imaginative musical ideas.
Explores and uses at least two musical elements. 4 = Involves some original aspect(s) or manipulation(s) of musical
idea(s). Explores and uses at least one musical element. 3 = Musical idea is neither familiar nor a clich. However,
there is no development, variety, or exploration of musical elements. 2 = Musical idea is familiar or a clich. No
variety or exploration of musical elements (range, timbre, dynamics, tempo, rhythm, melody). 1 = Musicianship could
be improved. Bongos Bamboo flute Guitar Voice oohh Sakura Sakura
74. 80 SYNTHESIS JAPAN Japanese Vocal music is quite different from the Western vocal Music, and is based on the
intervals of human breathing rather than mathematical timing, and how Japanese musicians show their spiritual self-
mastery in mastering his or her instrument more than simply perfecting a technique of some sort and how they give
value to their performance and composure. Traditional Japanese music is basically meditative in character. Its music
and performance are highly ritualized, as is the composure of the musicians when performing it. Japanese chamber
music and solo music have a slow meditative pace and use concrete elements, which serve to represent natural
sounds and the sounds of life. The main tone of Japanese music has two modes: the Yosen and the In-sen. Both
consist of five primary tones based on a scale with seven tones. Japanese music has three general types of
instruments - percussion instruments (odaiko, tsuzumi, shoko, tsuridaiko, taiko), string instruments (koto, shamisen,
biwa), and wind instruments- mostly flutes (shakuhachi, nokan, sho, hichiriki). Compared to our music, Japanese
music is very simple. They sing melodies in unison and they never repeat the same melody in a song. CHINA
Chinese vocal music has traditionally been sung in a thin, non-resonant voice, or in falsetto Chinese vocal music is
usually solo rather than choral. All traditional Chinese music is melodic rather than harmonic. Chinese music uses the
pentatonic scale as can be heard in the song Mo Li Hua. Xiaodiao, or short tunes, are popular music in Chinese
urban areas. Chinese musical instruments are classified according to the materials by which they are made: animal
skins, gourd, bamboo, wood, silk, earth/clay, metal, and stone. Pipa is a four-stringed lute with a pear-shaped body. It
has an extremely wide dynamic range and remarkable expressive power. Erhu is a two-stringed fiddle and one of the
most popular Chinese instruments.
75. 81 Dizi is the traditional Chinese flute. Pengling are two small bells used as a coloring instrument either in ensembles
or in theater music because they produce a peaceful dream effect. Sheng is a Chinese mouth organ, with 12 to 36
bamboo pipes. It produces several notes simultaneously, so chords and melody can be performed at the same time.
It is also one of the oldest Chinese musical instruments. KOREA Korean music has a slow tempo, giving it a very
peaceful and pensive character. Chong-ak has a literal meaning of music for the noble classes. Arirang is a Korean
folk song used as a symbol of Korea and Korean culture. It evokes the feeling of the tears shed by Koreans and the
remembrance of sad stories specifically partings. Sog-ak or minsogak is a category of Korean music traditionally
associated with the lower classes or for the general public and it is vibrant and energetic. Pansori is a kind of music
presented to audiences by skilled vocal singers and drummers. Kayagum is a traditional Korean zither-like string
instrument, with 12 strings, probably the best known traditional Korean musical instrument. Haegum a two-string
vertical fiddle, with a rod-like neck and a hollow wooden sound box. Changgo is the most widely used drum used in
the traditional music of Korea.
76. 82 SUMMATIVE ASSESSMENT I. Choose the correct answer: Write the letters only on the space provided. _____1.
How is Chinese music described? a. It is gentle and lyrical. b. It is slow in tempo and is very peaceful. c. It is
meditative and highly ritualized. d. It is slow and melancholy. _____2. Which of the following is one of Chinas most
popular instruments? a. haegum b. erhu c. koto d. shamisen _____3. What meter is used in the Japanese song
Sakura? a. Quadruple b. Triple c. Duple d. Compound _____4. Which of the following does not belong in the group?
a. tsuzumi b. odaiko c. taiko d. changgo _____5. Which Korean music category is traditionally associated with the
lower class? a. tang-ak b. chong-ak c. sog-ak d. a-ak _____6. How is the Arirang song classified? a. welcome song
b. love song c. song for spring d. parting song
77. 83 _____7. What melody is used in the folk song Mo Li Hua? a. melodic b. pentatonic c. diatonic d. harmonic
_____8. Which Japanese instrument is the counterpart of the kayageum? a. koto b. geomungo c. shamisen d. zheng
_____9. Which Japanese instrument is called the dragon flute? a. shimobue b. hichiriki c. ryuteki d. shakuhachi
_____10. Which of the following statements about the changgo is correct? a. It is a single headed drum whose tone
is altered by squeezing its laces. b. It is a Japanese drum that has become the central instrument of percussion
ensemble c. It is large hanging barrel drum d. An hour glass-shaped double headed drum made from animal skin.
78. 84 II. MATCH THE PICTURES 1. a. haegum 2. b. erhu 3. c. taiko
79. 85 4. d. zheng 5. e. biwa Glossary 1. Arirang is a Korean folk song used as a symbol of Korea and Korean culture. It
evokes the feeling of the tears shed by Koreans and the remembrance of sad stories specifically partings. 2. Biwa- is
a Japanese short-necked fretted lute, often used in narrative storytelling. The biwa is the chosen instrument of
Benten, goddess of music, eloquence, poetry, and education in Japanese Shinto. 3. Changgo- an hourglass-shaped
drum, it is played with two hands - the left hand strikes the left side while the right hand is strikes the other side with a
stick 4. Ching - a huge gong played by means of a padded stick. 5. Chong-ak - has a literal meaning of music for the
noble classes.
80. 86 6. Clarionthe sound of such an instrument or any similar sound; clear and ringing and inspiring 7. Ensembles - a
work for two or more vocalists or instrumentalists. 8. Form- refers to the overall structure or plan of a piece of
music,[1] and it describes the layout of a composition as divided into sections 9. Gagaku ancient imperial court
music and dance is a type of Japanese classical music that has been performed at the Imperial Court in Kyoto for
several centuries. 10.Haegum - a two-stringed plucked instrument made of bamboo 11.Heterophony Is a type of
texture characterized by the simultaneous variation of a single melodic line. 12.Hitchiriki - is a double reed Japanese
fue (flute) used as one of two main melodic instruments in Japanese gagaku music, the other being the ryteki. The
hichiriki is difficult to play, due in part to its double reed configuration 13.Homophony - is a texture in which two or
more parts move together in harmony, the relationship between them creating chords. 14.Idiophone - a percussion
instrument, such as a cymbal or xylophone, made of naturally sonorous material 15.Improvisation- a performance
given extempore without planning or preparation; something improvised, especially a musical passage or a dramatic
skit. 16.Kabuki- is a classical Japanese dance-drama. Kabuki theatre is known for the stylization of its drama and for
the elaborate make-up worn by some of its performers. 17.Kayagum- an instrument with 12 strings which is also
similar to the koto of Japan and the chin of China. 18.Komunggo - a zither that is similar to the koto of Japan. This
serves as the principal instrument for a small group of players 19.Koto- is a 13-string zither, about two meters long
and made of Paulownia wood. It is plucked using picks on the thumb and first two fingers of the right hand, while the
left hand can be used to modify pitch and tone. Koto is used in an ensemble in gagaku or as a solo instrument.
81. 87 20.Lute - a stringed instrument having a body shaped like a pear sliced lengthwise and a neck with a fretted
fingerboard that is usually bent just below the tuning pegs. 21.Membranophone - a musical percussion instrument;
usually consists of a hollow cylinder with a membrane stretched across each end 22.Minyo the folk song of Japan.
23.Monophony a musical texture that consists of a single melodic line 24.Nokan- a parallel, bamboo flute (fue)
which is the only melodic instrument used in noh. The melody of the flute has no specific pitch relationship with the
melody of the chanting. 25.Odaiko (big drum) - the physical energy and sheer excitement of an Odaiko performance
is an integral part of many Japanese matsuri (festivals). 26.Pansori - is a kind of music presented to audiences by
skilled vocal singers and drummers. 27.Pentatonic scale - is a musical scale or mode with five notes per octave in
contrast to a heptatonic (seven note) scale such as the major scale and minor scale. Pentatonic scales are very
common and are found all over the world. 28.Piri - is a Korean double reed instrument, used in both the folk and
classical (court) music of Korea 29.Pentatonic - is a musical scale or mode with five notes per octave 30.Ryteki -
(literally "dragon flute") is a Japanese transverse fue made of bamboo. It is used in gagaku, the Shinto classical
music associated with Japan's imperial court. 31.Sakura - (Cherry Blossoms) is a traditional Japanese folk song
depicting spring, the season of cherry blossoms. 32.Shakuhachi - the most famous flute made from bamboo. It has
four or five finger holes on the front face and a thumb hole on the rear face. As with other instruments above, it was
imported from China for gagaku. 33.Shamisen-is a plucked stringed instrument. Its construction follows a model
similar to that of a guitar or a banjo, employing a neck, and strings stretched across a resonating body. The neck of
the shamisen is fretless, and is slimmer than that of a guitar or banjo.
82. 88 34.Shinobue - is a Japanese transverse flute or fue that has a high-pitched sound. 35.Shinto or Shintoism - is the
indigenous spirituality of Japan and the people of Japan. It is a set of practices, to be carried out diligently, to
establish a connection between present day Japan and its ancient past. 36.Sh- is a Japanese free reed musical
instrument that was introduced from China during the Nara period (AD 710 to 794). It is modeled on the Chinese
sheng, although the sh tends to be smaller in size. It consists of 17 slender bamboo pipes, each of which is fitted in
its base with a metal free reed. 37.Sog-ak or minsogak is a category of Korean music traditionally associated with the
lower classes or for the general public and are vibrant and energetic. 38.Strophic - is the simplest and most durable
of musical forms, elaborating a piece of music by repetition of a single formal section. This may be analyzed as "A
AA". 39.Taiko- is a Japanese drum that comes in various sizes and is used to play a variety of musical genres.
40.Texture - is the way the melodic, rhythmic, and harmonic materials are combined in a composition thus
determining the overall quality of the sound in a piece. 41.Timbre - tone color or tone quality is the quality of a musical
note or sound or tone that distinguishes different types of sound production, such as voices and musical instruments,
string instruments, wind instruments, and percussion instruments. The physical characteristics of sound that
determine the perception of timbre include spectrum and envelope. 42.Tone color - is the timbre of a singing voice or
an instrument. 43.Tsuridaiko - a large hanging barrel drum 44.Tsuzumi- (hourglass-shape). Is of two varieties, the
smaller kotsuzumi and the larger otsuzumi which are used in both noh and kabuki performances. The kotsuzumi is
held on the right shoulder and the player alters the tone by squeezing the laces. The otsuzumi is played resting on
the left thigh. Like all other traditional arts in Japan, there are several schools of tsuzumi. Resources:
http://www.mustrad.org.uk/articles/japan.htm http://www.farsidemusic.com/historyJa.html
83. 89 http://en.wikipedia.org/wiki/File:Taiko_drum.jpg http://kendrik2.wordpress.com/2007/09/27/pre-assessment-
strategies/ http://www.lmu.edu/about/services/academicplanning/assessment/Assessment_Resour
ces/Rubrics/Example_Rubrics/Music_Composition_Example_Rubric.htm
https://owa.ocps.net/exchweb/bin/redir.asp?URL=http://www.saskschools.ca/curr_conte
nt/constructivism/how/preassessment.html http://en.wikipedia.org/wiki/Shinobue References of China
http://www.youtube.com/watch?v=DuHMCFYIC9E&feature=related
http://www.youtube.com/watch?v=vOzG6DWK9vg&feature=related
http://www.youtube.com/watch?v=9M4gca_uLB4&feature=related
http://www.youtube.com/watch?v=y7hdZ5rYd2E&feature=related http://en.wikipedia.org/wiki/Music_of_China
http://worldmusic.nationalgeographic.com/view/page.basic/genre/content.genre/chinese _traditional_709/en_US
http://en.wikipedia.org/wiki/Pentatonic
http://en.wikipedia.org/wiki/File:Phra_Maha_Chedi_Chai_Mongkol_Naga_emerging_ from_mouth_of_Makara.jpg
Resources of Korea http://www.angelfire.com/alt/koreanmusic/index.html
http://english.visitkorea.or.kr/enu/CU/CU_EN_8_1_6_1.jsp http://stereogum.com/983191/the-20-best-k-pop-
videos/franchises/listomania/ http://www.korea.net/AboutKorea/Culture-and-the-Arts/UNESCO-Treasures-in-Korea
Recordings/ Videos: Sakura - http://www.youtube.com/watch?v=chwADnoFDng
http://www.youtube.com/watch?v=IKTRnO7SV68 Taiko-
http://www.youtube.com/watch?v=8zSa6Zz2Zrs&feature=related
84. 90 ODaiko - http://www.youtube.com/watch?v=gkeqlQeyqK0 Tsuzumi-
http://www.youtube.com/watch?v=FDq2y2Jq9PA&feature=related Koto-
http://www.youtube.com/watch?v=L24Nb4CJzV4&feature=related Shamisen-
http://www.youtube.com/watch?v=w5rs7pfZuPs Shakuhachi- http://www.youtube.com/watch?v=f7s-
wXZWT5o&feature=related Shinobue - http://www.youtube.com/watch?v=57jwbZbQDpU Sho and hichiriki -
http://www.youtube.com/watch?v=CYdCt9XbA8w Ryteki-http://www.youtube.com/watch?v=e7lQb4Nx3Sg Nokan-
http://www.youtube.com/watch?v=1nOATkFsBOQ&feature=related Biwa-
http://www.youtube.com/watch?v=ZE8WTIB4kP0 http://www.youtube.com/watch?v=k_UhaSi46NQ kamunggo video
with explanation - http://www.youtube.com/watch?v=ZZzeNjyGs2I Changgo -
http://www.youtube.com/watch?v=iXrcY-tXiv4 Haegum-
http://www.youtube.com/watch?v=ZsyIvJg_Dh8&feature=related Komunggo -
http://www.youtube.com/watch?v=nZZAsbAzx6M Kayagum - http://www.youtube.com/watch?v=tFe8nHQottI
85. 91
86. Evaluate music and music performances applying knowledge of musical elements and styles Time to travel again!
Did you enjoy learning and experiencing the music of East Asia? Then let us experience how music is performed in
South, Central, and West Asian countries. In this module, you will learn things about vocal and instrumental music of
India, Pakistan, Israel, and West Asian countries. You will also get a glimpse of their cultural context, social functions,
and performance styles in their music compositions.- Sing vocal music from Central, South, and West Asian
countries alone and/with others. - Explore ways of producing sounds on a variety of sources that would simulate
instruments being studied. - Improvise simple rhythmic/harmonic accompaniments to music from selected Central,
South, and West Asian countries. - Perform using available instruments from Central Asia, South Asia and West
countries alone and/or with others. - Explain the distinguishing characteristics of representative Central, South Asian
and West countries music in relation to the culture of the area. - Analyze examples of music from Central, South Asia
and West countries and describe how the elements are used. - Relate Central, Southern, and West Asian countries
music in the lives of the people. - Listen to songs from Central Asia, South Asia, and West Asian countries alone
and/or with others. -92 INTRODUCTION OBJECTIVES
87. 93 Before you start the lesson, let us find out what you know about South, Central and West Asia. Here are some
activities prepared for you. Are you ready? PRE-ASSESSMENT Activity : Where in the World is You will need:
blank map and coloring materials Directions: 1. Listen to the different music samples listed below. You may find them
on the internet or let your teacher provide them for you. Match the music with the Asian region it came from. 2. Color
each region with: Central Asia VIOLET South Asia RED West Asia GREEN Carnatic Music Punjabi Music
Hindustani Music Arabic Music
88. 94 Vocal Music Asia is a big continent consisting of several countries. Are we going to study all of them? We cannot,
but we can focus on a few representative ones from each region. ACTIVITY: Countries are written on the concept
map below. On a sheet of paper, share your ideas about their vocal music. Copy the diagram. INDIA __________
PAKISTAN ___________ ISRAEL ____________ CENTRAL ASIA SOUTH ASIA WEST ASIA Were you able to
match the music to its region? How about naming the countries in each region? Can you name them? In your
notebook, make a table similar to the one shown below and write the names of the countries that you know in the
table. Do you remember vocal music and instrumental music? As we have discussed in the previous quarters, Asia is
rich in these two types of music. Answer the following activities to check what you know. Have you been to any of
these countries? If you have, then you are very lucky! Take the time to share about the countries you visited with your
classmates.
89. 95 Instrumental Music It was very nice of you to share your ideas about the vocal music of the countries above. What
about Asian music instruments? Are you familiar with these instruments? Name as many as you can! So do you now
have an idea of the things that we will be learning this quarter? Its time to make your learning goals and specify the
things that you would want to learn about the music of Central Asia, South Asia, and West Asian countries. Write your
goals in your notebook. Follow the guide below.
90. 96 LEARNING GOALS AND TARGETS PART I. WHAT TO KNOW Music has always been viewed as a universal
language. In the vast region of Asia, religious music has been a common ground in uniting people with different
languages, cultures, and norms. Lesson 1: INDIA India is the largest country in South Asia. Its music is as vast as its
geographic location and as large as its demographic population. The music of India reflects different aspects of Asian
culture through its timbre, rhythm, melody, texture, form, and style. In general, Indian music remains fundamental to
the lives of the people of India as a source of spiritual inspiration, cultural expression, and entertainment. Now that
you have written your goals for this quarter, its time for us to officially start the lesson. At the end of this module, a. I
would like to know about __________________________________ b. I would like to be able to do the
following:______________________ c. I would like to understand __________________________________ d. I
would like to perform or produce____________________________
91. 97 Galaxy of Musicians by Raja Ravi Varma VOCAL MUSIC India's classical music tradition, includes Carnatic and
Hindustani music which have developed over many centuries. Music of India also includes several types of folk and
popular music. One aspect of vocal music uses melismatic singing with nasal vocal quality, when compared with the
Philippine music which uses melismatic singing is only used in chanting epics and the pasyon. Singing based on a
set of pitches was popular even during the Vedic times. The Samagana style of singing developed into a strong and
diverse tradition over several centuries, becoming an established part of contemporary tradition in India. The hymns
in Sama Veda, a sacred text, were sung as Samagana and not chanted. Sama Veda is the third of the four Vedas of
Hinduism but ranks next to Rig Veda (Rigveda) in terms of its sanctity and liturgical importance. Rig Veda is also
sung in the Samagana traditional singing style. Because of its liturgical importance, Rigveda is counted as first
among the four canonical sacred texts of Hinduism known as Vedas. Rig Veda is an ancient Indian sacred collection
of Vedic Sanskrit hymns. Some of its verses are still recited as Hindu prayers at religious functions and other
occasions. Have you ever watched a Hindu singing or dancing? What is your impression on their way of singing or
dancing? How important is music to their daily life?
92. Carnatic Flute-Tamboori by Heramba-98 Characteristics of Traditional Music from India: 1. Carnatic music o refers to
music from South India o directed to a Hindu god, which is why it is called temple music o unlike Hindustani music,
Carnatic music is unified where schools are based on the same ragas, the same solo instruments (veena, flute, violin)
and the same rhythm instrument (mridangam and ghatam) o music pieces are mainly set for the voice and with lyrics
o compositions called krti are devotional songs 2. Hindustani music o goes back to Vedic period times around 1000
BC o further developed in the 13th and 14th centuries AD with Persian influences and from existing religious and folk
music o predominantly found in the northern and central regions o influenced by ancient Hindu musical traditions,
historical Vedic religion/Vedic philosophy, native Indian sounds and enriched by the Persian performance practices of
the Mughal era o nasal singing is observed in their vocal music o in North India, the most common style of singing is
called khyal, a word which means imagination Additional Audio/Visual Activity: You may watch the following links
online. & Pt. Bhimsen Joshi-Classical Vocal, www.youtube.com- Hindustani Classical Music, www.wildfilmindia.com
- Carnatic Vocal, www.carnaticsangeetham.com Additional Audio/Visual Activity -Hemantha, www.youtube.com
93. 99 INSTRUMENTAL MUSIC There are many musical instruments in India. Some instruments are used primarily in
North Indian music (Hindustani Sangeet) while many other instruments are used in South Indian music (Carnatic
Sangeet). Instrumental music is often similar to vocal music but sometimes they have distinctive instrumental styles.
There are five known traditional systems for classification of instruments. Classification of Musical Instruments from
India: 1. Ghan described as a non-membranous percussive instrument but with solid resonators. It is one of the
oldest classes of instrument in India. It may also be a melodic instrument or instruments to keep tal. 2. Avanaddh -
described as a membranous percussive instrument. This class of instruments typically comprise the drums. Daf (Duf,
Daphu) Tabla Dhol Ghatam Karta Manjira Nout After learning about the vocal music of India, the next topic will help
you learn the instrumental music of India.
94. 100 3. Sushir also known as blown air. It is characterized by the use of air to excite the various resonators. Bansuri
Shehnai Shankh Surpeti 4. Tat referred to as vina during the old civilization. Instruments in this class are plucked
(stringed instruments). Sitar Ektar Gotuvadyam Gopichand Rabab
95. 101 5. Vitat described as bowed stringed instruments. This is of the oldest classifications of instruments and yet did
not occupy a place in classical Indian music until the last few centuries. banam esraj sarangi chikara Rhythm plays an
important role in Indian music. It is fundamental to the creation of any musical system. Certainly, from a historical
stand point, rhythm existed many centuries ago before the word rag was ever used. Given this historical pre-
eminence, it is not surprising that rhythm occupies an important position in the Indian system of music. Tala - literally
meaning clap; variously transliterated as tal, taal or taala - is a regular, repeating rhythmic phrase, particularly
as rendered on a percussive instrument with an ebb and flow of various intonations represented as a ''theka'' - is the
common Indian system of rhythm Theka - a sequence of drum-syllables or ''bol'' - in Indian classical music, both
Hindustani classical music and Carnatic music use complex rules to create elaborate patterns of rhythm Tabla - most
common instrument for keeping rhythm in Hindustani music Mridangam - most common instrument for keeping
rhythm in Carnatic music - also transliterated as mridang TALA If available, use the interactive listening tools by
William Alves, in his audio-cd recordings: Interactive Music of the World, featuring musical instruments of India.
96. 102 TEACHER-ASSISTED ACTIVITY: Which Is Which? Study the words written in the box. Identify which word fits
the description of Carnatic and Hindustani music. Write your answers on a sheet of Manila Paper INDIVIDUAL
ACTIVITY: Name It! Name the following Indian musical instruments. Write the answers on a separate sheet of paper
or in your notebook. CARNATIC MUSIC HINDUSTANI MUSIC 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Khyal Temple Music Unified
Northern Krti Southern Nasal Singing Lyrical Persian Influence Imagination Lets see how much you have learned.
Can you identify the difference between Carnatic and hindustani music? Can you identify Indian musical instruments?
97. its structural requirements are more strict than those of most poetic forms traditionally w- traditional expressions of
love, separation, and loneliness; It tells about both the pain of loss of the lover and the beauty of love in spite of that
pain. -103 Lesson 2: PAKISTAN Central Asian music encompasses numerous different musical styles originating
from a large number of sources. Though Pakistan is part of South Asia, its western part is considered as an extension
of Central Asia. Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed with multiple
influences not only from various parts of South Asia but it also includes diverse elements from Central Asia, Persia,
Turkey, and the Arab world. VOCAL MUSIC OF PAKISTAN Pakistan is known for its two vocal styles in singing: 1.
Ghazal Pakistani Ghazal-Payam e Mashriqs Ghazal, www.youtube.com If rhythm plays an important role in Indian
music, what could be the distinct characteristic of Pakistani music?- can be sung by both men and women - is
considered by many to be one of the principal poetic forms in the Persian civilization -ritten in English
98. nusrat fateh ali khan-best qawwali, www.youtube.com Are you ready to check what you have learned about the
music of Pakistan? The next activity will help you test if you understood the concepts you have first learned. Good
luck!- rahat fateh ali khan-best qawwali, www.youtube.com - originally performed mainly at Sufi shrines throughout
the subcontinent and gained mainstream popularity INSTRUMENTAL MUSIC Punjabi music strengthens the
importance of musical instruments in Pakistan. Punjab is a region in South Asia which is divided into West Punjab,
Pakistan and East Punjab, India. Bhangra, one of the most recognized forms of Punjab, is based on the drum rhythm
of dhol. Tabla Dholak Harmonium Rubab INSTRUMENTAL MUSIC SIGNIFICANT INSTRUMENTS OF PAKISTAN -
a vibrant musical tradition that stretches back more than 700 years - the devotional music of the Chishti Order -104
2. Qawwali
99. 105 INDIVIDUAL ACTIVITY: Peace, Order and Organize! Compare and contrast the vocal/instrumental music of
Pakistan from the music of India. Draw this diagram on a sheet of paper and fill in the spaces. VOCAL &
INSTRUMENTAL MUSIC SIMILARITIES DIFFERENCES IndiaPakistan
100. very rhythmic and have popular and romantic texts Pakistan acted as a major crossroad for various cultures between
Central Asia, South Asia, and West Asia. This paved the way for the similarities of vocal music throughout the region.
Let us now move on to West Asia. There are several West Asian countries but we will focus our attention on Israeli
and Arab music. Ready? Then, lets start! context lies outside the religious domain played during life passage
events instruments and voice are used shofar is a special call to prayer and repentance; it is sounded on the
High Holidays (the Jewish New Year and Day of Atonement) 2. Secular the art of Hazan (leader of prayer in
synagogue) has always been evident in the culture featured during Sabbath and other holy days almost entirely
vocal Entertainment (Belly Dancing, Folk Dancing) VOCAL MUSIC OF ISRAEL AND ARABIA A. Israeli Music
Israeli singers have a distinctive vocal style. They sing with guttural and throaty enunciation. Two Divisions of Jewish
Music 1. Devotional - Life passage events (Weddings, Bar Mitzvas, Bat Mitzvas, Anniversaries) - Mystic rituals
(Sufis, Hassidic) - Communal worship (in Mosque, Synagogue and Church) -106 Lesson 3: WEST ASIA - ISRAEL In
general, the music of West Asia is modal. Harmony is not emphasized but rather includes salient features such as
melodic complexity and ornamentation, including tones and rigorous rhythmic development. West Asian music is
commonly used during:
101. Michigan Arab Orchestra-Fantasie Nahawand Mona and Ahmed Fekry- Muwashahat, www. youtube.com- Habib
Yammine-Wazn il muallaqat imrual Qays, www.youtube.com - are used in the muwashahat (an Andalusian musical
form) where every syllable of the lyric must fall on a beat - the greatest varieties of iqa (or iqaat as pronounced)
range from two to 48 beats - reputed to be over 100 iqa, but many of them have fallen out of fashion and are rarely
used in performance - the rhythmic pattern in Arabian music - only used in musical genres with a fixed rhythmic-
temporal organization including recurring measures, motifs, and pulse 2. Iqa - performed on the goblet drum, frame
drum, and kettle drum - literally means measure -107 B. Arabic Music Arabic Maqam is distinctively unique to
Arabian music because of its technique of improvisation. It is the system of melodic modes used in traditional Arab
music. Arabian rhythmic pattern or cycle is analyzed by means of rhythmic units. 1. Wazn
102. 108 INSTRUMENTAL MUSIC OF ISRAEL The lute which is similar to the Philippine bandurria and the laud, traces its
origins to the Middle Eastern Oud and Indian sitar. Goblet drum, darbuk, the tambourine and other instruments
associated with Middle Eastern music are used as accompaniment. One of the dances where accompaniment is
used is Hora, a dance that often has strong off beats and asymmetric meters. Jewish Lyre Psalterion (Harp) Shofar
Goblet Toft SIGNIFICANT INSTRUMENTS OF ISRAEL After knowing about the vocal music of West Asia, lets move
on to instrumental music. Do you have any idea of how instruments look like in this part of Asia? OTHER
SIGNIFICANT INSTRUMENTS OF ARAB COUNTRIES
103. 109 TEACHER-ASSISTED: Word Search in the Middle Earth [NOTE: Teacher will provide an enlarged copy of this
word puzzle to be placed on the board.] Search for the terms used in vocal and instrumental music of West Asia.
Encircle/highlight the words that you found. Explain the meaning of these terms in front of the class. Oud (Southern
Mesopotamia) Darbuk O U D J M A G A M Q T Q M B P D M A Q A M S A D W S T Q P D T R T M Z Q A W W A L I
T A I D S L G T E Z R Z L T W A T Z J E W I S A Z G Z E Q L L W I V L V A D R B G O B L E T A T B I U O Z M A L
T S G A O H P I Q A Q M L J O N E F R D K Q R M H O R A Z N W A Z N OTHER SIGNIFICANT MIDDLE
EASTERN INSTRUMENTS Wow! Asia is truly rich in its culture! Its time to see if you remember what you have
learned.
104. 110 PART II. PROCESS GROUP WORK: Three - in - One Work in groups of three members and perform the
following activities. Have fun! Group 1 Lets Do Tala You will need: Any membranophone (percussion instrument)
Directions: 1. Divide yourselves into two groups. 2. Each group will be assigned to perform Tintal and Chautal
selections below. 3. Using any membranophone, perform the following selection. Improvised drums can also be used.
A Tintal or Teental (16 Beats) Did you notice how rhythm plays an important role in the music of South, Central and
West Asia? Most of their music, religious or cultural, is based on rhythm. Its time to experience music from India,
Pakistan, Israel, and Arabia. Do you play drums? If not, nows the time to learn how. Get hold of that rhythmic sense
because youre going to need it for the next activities. This is a compilation of performances meant to enhance your
rhythmic sensense.
105. 111 B Chautal (12 beats) If you want to learn more about the Tintal structure, watch the tabla solo featured in
chandrakantha.com/teental_tintal. Group 2 Qui Iqa! Directions: Make several tof (Jewish tambourine/drum) from
improvised materials and decorate those using Middle Eastern motifs. Perform the different iqas from Anderson and
Campbell, Multicultural Perspectives using the drums you made.
106. Simulate the rhythm by using any improvised percussion instrument. Assessment: Rhythm Rubric 5 pts 4 pts 3 pts 2
pts 1 pt 0 pts Tempo Appropriate Fluctuates slightly Fluctuates often Mostly wrong Not appropria- Listen to the
various sounds and rhythms played. - Watch the West Asian Instrumental by HAIRO. -112 If you want to learn more
about the iqa, watch iqa El Jannah through www.youtube.com Group 3: Watch and Perform! You will need:
Improvised percussion instruments Directions: te Cannot play Steady Beat Consistent Fluctuates slightly Fluctuates
often Mostly wrong Not appropriate Cannot play Rhythmic Pattern No mistakes A few mistakes Many mistakes
Mostly wrong Consistently wrong Cannot play Rest Rhythm No mistakes A few mistakes Many mistakes Mostly
wrong Consistently wrong Cannot play Overall Rhythm Superior Very Good Good Fair Poor Cannot play
107. 113 GROUP WORK: Speed Instrumental Music-cussion You will need: Pictures of musical instruments of India,
Pakistan, Israel, and West Asian countries placed and pasted on cardboard. Procedure/Directions: 1. Paste a picture
of a musical instrument on cardboard with its corresponding number. 2. Sit in a circle with ten members. 3. Pass the
picture you prepared to your right. 4. You will be given 10 seconds to identify the name of the instrument passed to
you. Write down the name of the instrument guided by the indicated number for each instrument. 5. Then, write the
country where that instrument originated. 6. After 10 seconds, pass the picture you are holding to your right. 7.
Repeat the procedure until all 10 musical instruments have been passed. 8. Write your answer on a separate sheet of
paper. If available in your school, watch and participate in The Interactive Listening Tools by William Alves featuring
musical instruments. The music of India, Pakistan, Israel, and West Asia are widely used as an expression of their
way of life and spiritual beliefs. Instruments add texture to any musical performances. See if you can do the activity.
Isnt it fun to play percussion instruments? In the next activities, well be checking if you remember their musical
instruments.
108. 114 GROUP WORK: Name that TERM! You will need: Prepared questions, buzzer, group-symbol, score board
Directions: 1. Divide yourselves into four groups. 2. Each group will prepare a symbol to represent their group. 3. The
host will announce the start of the activity. 4. The first group to buzz will challenge the other group to identify the
terminologies/concepts used in the music of Pakistan and other Middle Eastern countries. 5. The first group will then
declare how many clues they need to identify the musical term. Example: We can name that TERM in five clues! 6.
The challenged group may accept the challenge by posting to name the song with four clues. (The challenges can
continue until a group gives up the chance to name the TERM allowing the other group to Name that TERM. 7. The
host will read the clues (depending on the final agreement as to how many clue/s to be read). 8. The winner during
the challenge round will have the sole privilege of answering. 9. The group that correctly identifies the term will
place their symbol in the first box in the diagram below. 10.Procedure will continue until all boxes have been filled.
11.The group with the most number of symbols placed in the box will be declared the winner. Timbre creates the
uniqueness of a vocal sound. Vocal music provides the main focus in singing and is probably the oldest form of music
because it only needs one instrument, the human voice.
109. 115 Its singing time! Below is a simple but beautiful Israeli folk song. Listen and follow the musical score of the song
Zum Gali Gali. Try to sing the song on your own.
110. 116 GROUP WORK: Do Your Own Indian Style Procedure: 1. Group yourselves together with a maximum of six
members each. 2. Create a four line verse about Philippine tradition and/or culture. 3. Write the lyrics on the
ornamental box surrounding the Maha Lakshmi Devi, the Hindu goddess of wealth, fortune, love, and beauty. 4.
Chant the lines of your group verse similar to Samagana. 5. Place a mnemonic system of India (bol) for your
composition. 6. Perform your song. 7. Observe tala principle in your work. CHECKLIST Criteria Evident Not Evident
1. The song isung similar to Samagana style. 2. The lyrics are a fundamental source of spiritual tradition. 3. Indias
rhythmic system (tala) is observed. 4. Bols are correctly placed on each syllable. Do you still have time? If yes, you
can do the following activity for fun! Otherwise, you can skip the activity and move on to the next phase.
111. 117 PART III. REFLECT and UNDERSTAND TEACHER ASSISTED ACTIVITY: Rig Your Heart with Pasyon! You will
need: A recorded selection of Rig Veda by Sri Suktam and a Pasyon Directions: 1. Watch a music video of Rig Veda
with English subtitles performed by Sri Suktam and a video example of Philippine Pasyon filmed in Bulacan. 2. Listen
to the melody and rhythm of both selections. 3. Describe the musical elements of the vocal and instrumental parts
used in both songs. Rig Veda is enlightening and inspiring to listen to. It is used for religious purposes just like the
Pasyon of the Philippines. Here are some recommended Rig Vedas for you: o Sanskrit Veda o Vedas Universe
Creation Elements of Music Music #1 Rig Veda by Sri Suktam Music #2 Philippine Pasyon in Bulacan Timbre
Dynamics Pitch Rhythm Form Texture Harmony Style Can you relate Philippine music with the music in Central Asia,
South Asia, and West Asia? How are they similar or different from one another?
112. 118 INDIVIDUAL WORK: Love and Ghazal! Assignment: Watch and listen to Pakistani ghazal (Payam e Mashriqs
Ghazal, Urdu and English translation) on www.youtube.com. Look for an English or Filipino composition with
synonymous structure and style. Beginning: ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________ Middle:
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ End: ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________ SONG TITLE Beginning:
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ Middle: ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________ End:
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ SONG TITLE Did you know that Pakistanis are also emotional people
like us, Filipinos? Listen how emotions are expressed the Pakistani way!

1. Perform any modern renditions of vocal or instrumental folk music from India, Pakistan, Israel, or the Arab Nations I
hope you enjoyed the lessons! We are almost done. Now its time to share what you have learned. To get the feeling
of the culminating activity, the whole class is encouraged to wear the traditional clothes/costumes of South Asia,
Central Asia and West Asia.- Showcase an improvised group of music instruments of a Middle Eastern country in
accompanying a secular song - Sing and act as Hazan - Sing or Interpret the Zum Gali Gali of Israel - Perform the
Israeli Hora, Belly Dance and Bhangra -119 PART IV. TRANSFER GROUP PERFORMANCE: Heres what you need
to do: 1. Form five (5) groups with a maximum of eight members. 2. A program committee will take charge of the
program flow. 3. Each group will be assigned one of the following:
2. Punjabi music strengthens the importance of musical instruments in Punjab regions. GLOSSARY Bar Mitzvah - a
ceremonial event for a Jewish boy of 13 years of age, when he becomes a full-fledged member of the religious
community. Bat Mitzvah - the same as Bar Mitzvah, but for a girl, and occurring at the age of 12 rather than 13.
Chautal - variously referred to as Chartal, Chowtal, and even occasionally as Dhrupad tal, was a very common tal in
the past. It means "four claps"; in reference to the four claps of its vibhag structure. Guttural- characterized by harsh
and grating speech sounds made in the throat or toward the back of the mouth Hassidic -Jewish devotional tradition,
the central idea being that simple faith and a prayer that comes from the heart is more important than intellectual
brilliance. Hazan -the leader of prayer, traditionally, only men lead the prayers, but today, in many denominations,
women also perform this function. The Hazan must have a good clear voice and know how to recite the prayers
utilizing the traditional modes of prayer.- Pakistan is known for its two styles of vocal singing, Ghazals and Qawwali. -
Musical instruments are used in accompanying Israeli Hora and other rhythmic dances. - Arabic Maqam is
distinctively unique because of its technique of improvisation. - There are two divisions of Jewish music - devotional
and secular. - Middle Eastern music is generally modal. Harmony is not emphasized. - There are five known
traditional system for classification of instruments. These are Ghan, Avanaddh, Sushir, Tat, and Vitat. - Tala
(variously transliterated as tal, taal or taala ) is the Indian system of rhythm. - Rig Veda is an ancient Indian
sacred collection of Vedic Sanskrit hymns. It is counted among the four canonical sacred texts of Hinduism known as
Vedas. Some of its verses are still recited as Hindu prayers at religious functions and other occasions. - The two
main traditions of classical Indian music are Carnatic music (southern) and Hindustani music (northern). -120
SUMMARY/SYNTHESIS/GENERALIZATION
3. www.tabla.sr- www.sscnet.ucla.edu/southasia - www.soastrings.org/Perform - www.makingmusicfun.net -
www.knowyourraga.com - www.jewishvirtuallibrary.org - www.wikipedia.org/wiki/Rigveda - http://chandrakantha.com
- goindia.about.com - Galaxy of Musicians.jpg -121 High Holidays -the holiest days of the year in Judaism; they
include Rosh Hashana (the Jewish New Year) and Yom Kippur (the Day of Atonement). These days fall around
September/ October time - the variability is due to the fact that the Jewish calendar is tied to the lunar rather than the
solar cycle. Hinduism -the predominant religion of the Indian subcontinent and one of its indigenous religions. Matra
refers to the beat in Indian music. Pasyon commonly sung during Holy Week in the Philippines. It is a verse
narrative about the life and suffering of Jesus Christ. Raga also termed as rag, may be thought of as an acoustic
method of coloring the mind of the listener with an emotion. Musically, it is not a tune, melody, scale, mode, or any
concept for which an English word exists. It is instead a combination of different characteristics. Sabbath -a Jewish
holy day of rest, occurring once a week, beginning at sundown on Friday and ending Saturday at nightfall. On this
day Jews refrain from work and go to the Synagogue, where special prayers are recited and special rituals are
performed. Samagana also known as Sm, is composition of words in Rigvedic hymns from notes. Smagn is not
merely a name given to singing hymns of Veda but represents the philosophy and science of uniting thought, sound
and music. a Sanskrit term saman which means melody and veda which means knowledge Refers to as the
third of the four Vedas in the ancient core of Hindu scriptures Sangeet-Indian term referring to music Hindu
scriptures. Shofar - a musical instrument made of a ram's horn, utilized in Synagogue ritual on Rosh Hashana and
Yom Kippur. Synagogue - Jewish house of prayer. Tintal -referred to as the most common tal in the Hindustani
music. It is variously referred to as teental or trital. Vedic Sanskrit referred to as the language of the Vedas. It has
predated the advent of alphabet writing in India which has been orally preserved as a part of the tradition of Vedic
chanting RESOURCES Illustrations/Readings:
4. Interactive Music of the World by William Alves- www.makingmusicfun.net - www.youtube.com - Teaching Guide:
Music South and Central (UBD) Recordings: - Middle Eastern Music. Wikipedia: The Free Encyclopedia. Wikimedia
Foundation, Inc. 29 October 2012 - Music of India. Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc.
27 November 2012 - Music of Pakistan. Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 27
November 2012 - Music of Israel. Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 22 October 2012
-122
5. 123
6. Evaluate the performance of each group with regards to cultural relevance, music performance, and movement.
Have you experienced watching a stage play or a theater play? How was it? Did you enjoy watching? In this module,
you are about to discover the traditional Asian Theater art. You will have a unique experience on how this traditional
theater music is performed. Theater arts is one of the ancient traditions of the people in Asia particularly in Japan and
China. This theater art form was transmitted from generation to generation. It mirrors or reflects life. Its key principle
of theater is selectivity. Through the various forms of theater art, a specific form can achieve clarity, order, and beauty
rarely fo- Analyze how elements of sound, gesture movement and costume affect the creation and communication of
meaning in an Asian musical and popular theater. - Identify the varied art forms used in Asian musical theater to
communicate tales of everyday social and cultural relevance and interests. -124 INTRODUCTION OBJECTIVES At
the end of this module, you, as a learner, are expected to und in ordinary life. You will also learn to demonstrate
understanding about theater, skills on how to perform in stage, including the use of music as an important part of the
performance.
7. 125 PRE-ASSESSMENT Say something about the pictures below. Write your comments inside the box.
http://filipinofestival.files.wordpress.com/2012/03/kabuki2.jpg
http://www.ebeijing.gov.cn/BeijingInformation/BeijingsHistory/t1137406.htm
http://3.bp.blogspot.com/ebRBApm97dE/T1mupumi9ZI/AAAAAAAAAFs/ppmWaNJnHa4/s1600/wayang _kulit.jpg
LEARNING GOALS AND TARGETS
8. 126 At the end of this module, I would like to know about __________________________________ I would like to be
able to ___________________________________ I would like to understand
__________________________________ I would like to perform _____________________________________
PART I. WHAT TO KNOW Lets Discover! Japanese Theater The traditional form of popular theater began at the end
of the 16th century and soon became the most successful theater entertainment in the red light districts of the great
cities. Together with Nh, it is considered the most important Japanese contribution to World Theater. Both Nh and
kabuki are unique and genuine expressions of the Japanese spirit and culture. They mirror, however, taste and ideals
of different social classes, in profoundly different environments and epochs. Vocal Pattern and Techniques: 1)
Ipponchshi or the continuous pattern used in speeches building up to an explosive climax in the aragoto(oversize,
supernatural, rough hero) style, it requires an extraordinary breath control that only few experts succeed in achieving
2) Nori technique adapted from the chanting of jruri, implies a very sensitive capacity of riding the rhythms of the
shamisen (string instrument), declaiming each accompaniment 3) Yakuharai technique - the subtle delivery of
poetical text written in the Japanese metrical form of alternating seven and five syllables. Vocal and Instrumental
Features Dances and movements are accompanied by shamisen music which collected and popularized a number of
aspects from all previous forms of Japanese music, from gagaku (classic court music imported from China during the
18th century), kagura (performed in Shinto shrines), n (chant derives from shmy, the sophisticated and rich
tradition of Buddhist chanting), down to the folk songs and fashionable songs of the day. The most popular shamisen
music was called nagauta (long song) which reached a golden age in the first half of the 19th century as dance music
for the henge mono or quick change pieces. Naugata music is very flexible, can be performed by one shamisen or by
an entire orchestra of twenty musicians , of which ten are shamisen players, while other play flutes (fue taken from
the n) and drums (small drum-kotsuzumi; waist drum-tsuzumi; stick drum-taiko). Chinese Theater
9. 127 Peking opera is a form of traditional Chinese theater which combines music, vocal performance, mime, dance
and acrobatics. It arose in the late 18th century and became fully developed and recognized by the mid-19th
century.The form was extremely popular in the Qing Dynasty court and has come to be regarded as one of the
cultural treasures of China. Peking opera is not actually a monolithic form, but rather a coalescence of many older
forms. However, the new form also introduced its own innovations. The vocal requirements for all of the major roles
were greatly reduced for Peking opera. The Chou, in particular, rarely has a singing part in Peking opera, unlike the
equivalent role in Kunqu style. The melodies that accompany each play were also simplified, and are played with
different traditional instruments than in earlier forms. Perhaps most noticeably, true acrobatic elements were
introduced with Peking opera. The popularity of Peking opera has been attributed to the simplicity of the form, with
only a few voices and singing patterns. This allowed anyone to sing the arias themselves. Beijing opera follows other
traditional Chinese arts in emphasizing meaning, rather than accuracy. The highest aim of performers is to put beauty
into every motion. Indeed, performers are strictly criticized for lacking beauty during training. Additionally, performers
are taught to create a synthesis between the different aspects of Beijing opera. The four skills of Beijing opera are not
separate, but rather should be combined in a single performance. One skill may take precedence at certain moments
during a play, but this does not mean that other actions should cease. Much attention is paid to tradition in the art
form, and gestures, settings, music, and character types are determined by long-held convention. This includes
conventions of movement, which are used to signal particular actions to the audience. Vocal and Instrumental
Features Performances are accompanied by music - usually played on three types of instrument: wind, string, and
percussion. The main instruments are Chinese in origin: the jinghu, a two- stringed instrument played with a bow, the
yueqin, a four-stringed instrument that is plucked, a sanxian, a three-stringed instrument which is also plucked, the
suona horn, Chinese flutes, and a variety of gongs and cymbals. The melodies are rhythmic and graceful. The
melodies played by the accompaniment mainly fall into three broad categories. The first is the aria. The arias of
Beijing opera can be further divided into those of the Erhuang and Xipi varieties. An example of an aria is wawadiao,
an aria in the Xipi style that is sung by a young Sheng to indicate heightened emotion. The second type of melody
heard in Beijing opera is the fixed-tune melody, or qupai. These are instrumental tunes that serve a wider range of
purposes than arias. Examples include the "Water Dragon Tune" (shui long yin), which generally denotes the arrival
of an important person, and "Triple Thrust" (ji san qiang), which may signal a feast or banquet. The final type of
musical accompaniment is the percussion pattern. Such patterns provide context to the music in ways similar to the
fixed-tune melodies. For example, there are as many as 48 different percussion patterns that accompany stage
entrances. Each one identifies the entering character by his or her individual rank and personality.
10. 128 Traditionally, the musicians view throughout the performance and are dressed in the same style as the stage
assistants. They come and go freely and are never considered part of the stage picture. In contemporary China, the
musicians are often seated in an orchestra pit and kept offstage. Music is an integral part of every performance. It
provides an atmospheric background, accompanies the many sung passages, controls the timing of movements and
welds the performance into a rhythmical whole. Theater musicians learn their parts by rote since Chinese musical
notation is very imprecise. Most music used in the Peking Opera has been worked out collaboratively between actors
and musicians; most is borrowed from already existing sources and recombined according to the requirements of a
particular play. Although they may be classified as string, wind, and percussion, the instruments of the Chinese
orchestra have no counterparts in the West. The leader of the orchestra plays a drum which establishes the time and
accentuates the rhythm. Gongs, cymbals, brass cups, flutes, stringed instruments, and more exotic items complete
the orchestra. Songs are accompanied only by flute and strings, but entrances and exits are signalled by deafening
percussion passages. Much of the onstage action is performed to a musical background. The actors delivery of lines
is rigidly controlled by conventions. Each role has its prescribed vocal timbre and pitch, and syllables are often drawn
out regard for conversational usage in order to maintain the appropriate rhythm. Even spoken passages are governed
by strict rhythms and tempos. Chanted and sung passages are freely inserted into spoken monologues or dialogues.
Thus lines are rendered in an extremely stylized manner. Indonesian Theater Wayang kulit shadow puppets are
prevalent in Java and Bali in Indonesia, and Kelantan and Terengganu in Malaysia are without a doubt the best
known of the Indonesian wayang. Kulit means skin and refers to the leather construction of the puppets that are
carefully chiseled with very fine tools and supported with carefully shaped buffalo horn handles and control rods.
Wayang is an Indonesian and Malay word for theater. When the term is used to refer to kinds of puppet theater,
sometimes the puppet itself is referred to as wayang. "Bayang", the Javanese word for shadow or imagination, also
connotes "spirit." Performances of shadow puppet theater are accompanied by gamelan in Java, and by "gender
wayang" in Bali. Dalang as a source of recreation, of humor and of popular philosophy (essential communication
between the artist and the audience). Shadow play is an invention of man which reflects his experience of nature and
of his thought. Puppets are projected by the lamp on a white screen. Non-jointed puppets were manipulated by the
chief performer, the dalang, who told a story to the accompaniment of several instruments, including some that are
part of the present- day gamelan ensemble.
11. 129 Wayang kulit was performed in royal court and widely performed in public on religious occasions so that
knowledge of wayang became widespread among all classes in Java. Vocal and Instrumental Features Gamelan
ensemble is comprised mainly by bronze percussion instruments, augmented by other percussion instruments,
strings, and flute. A full Javanese gamelan ensemble consists of: a. saron - xylophone of heavy bronze bars b.
gender - bronze xylophone with resonance chambers beneath c. bonang - set of bronze bowls d. gong and kempul
hanging gongs e. kenong and ketuk single inverted bronze bowl f. gambang wooden xylophone g. rebab two-
stringed fiddle h. suling flute i. kendang horizontal drum beat with the fingers on both ends j. tjelempung a zither
of thirteen double strings The preponderance of bronze instruments gives gamelan music a bright, lingering sound,
ranging from the slow, majestic melodies of the Javanese gamelan to the clangorous vibrancy of the Balinese
gamelan. Fiddle and flute add a delicate counterpoint to a four-square pattern of percussive melody In addition to
setting the mood or atmosphere of a play, music has two major dramatic functions in the theatre. It accompanies the
singing/chanting and it accompanies stage actions including dance. The importance of each function varies from area
to area and from theater form to theater form. The Dalang sings the mood songs (suluk) at regular intervals during
performance; in a nine- hour wayangkulit, he may sing fifty or sixty. Nevertheless they are considered relatively
unimportant except as mood pieces. The same generalized lyrics may be used in play after play. Suluk are never
accompanied by the full gamelan ensemble. Often a single instrument accompanies the singer, never more than
three or four. The major dramatic function of gamelan music is to accompany stage action. Entrances, exits, and fight
scenes are executed in time to gamelan music. Activity: Table top discussion
12. 130 Group yourselves into three, watch a video clip of kabuki performances and discuss your observation on each
presentation. After the discussion within your small group, leaders from different small groups will share the
information with the whole class. Activity: Carousel Brainstorming: Form a group of four. Given cue words posted on
the four corners of the classroom, each group will go around and discuss with the other group what they know about
Chinese Peking Opera. Activity: VIDEO CLIP 1 Kabuki Theater http://www.youtube.com/watch ?v=67-
bgSFJiKc&feature=related VIDEO CLIP 2 Japanese Theater 3: Kabuki http://www.youtube.com/watch
?v=F3IHdm2Tf8g&feature=relate d VIDEO CLIP 3 Kabuki Miyabiya Lemon http://www.youtube.com/watch
?v=Wh3gPZzEgDQ&feature=relat ed Group 1 Group 2 Group 3 CAROUSEL BRAINSTORMING Historical
Background Distinct Theater Elements and Features Vocal and Instrumental music Costume
13. 131 Video Clip 2 Japanese Theater 3: Kabuki http://www.youtube.com/watch ?v=F3IHdm2Tf8g&feature=relate d Hit
the Gongs! Form groups of threes, watch a video clip of a Wayang Kulit performance. Draw a gong using paper
plates and write your observations on the following topics listed below. Share your consolidated ideas with the whole
class. Group 1 Group 2 Group 3 Wayang Kulit Puppet Manipulation Gamelan Ensemble PART II. PROCESS Activity:
Improvise your own rhythmic pattern with woodblocks: Lets watch again video clip number 2 and observe how the
musicians play the woodblocks as musical background in the kabuki. After watching the video clip, form a group of
five students. Some may choose to play the woodblocks, sticks or tap body parts. Others may act like the main
characters in kabuki. Performance Rubrics: Excellent No rhythmic errors. Consistent while learning and in 5
http://www.youtube.com/ watch?v=LIpn3Jp0y04 http://www.youtube.com/w atch?v=rlRnF0KDzI0&feat ure=related
http://www.youtube.com/ watch?v=JeVn1tNVmgg
14. Choose a representative to report what your group has discussed. Peking Opera video clip:
http://www.youtube.com/watch?v=zHPegoquV5I Music Performance Gesture Movement Costume- Write your
observations and reactions in the table. - Each group must have one topic to report. You may add your own ideas to
your report. Feel free to give your impressions and insights about the topic. - Group yourselves into four with eight to
ten members each and discuss the topics listed in the table below. -132 performance. Good Usually maintains
consistency in learning and performing rhythms. 4 Fair Sometimes maintains consistency in learning and performing
rhythms. 3 Needs Improvement Have frequent rhythmic errors. Has trouble being consistent while learning and in
performance. 2 Poor Most rhythmic errors. Inconsistent while learning and in performance. 1 Activity: 1. Group
Reporting Now, you will watch a video clip about Chinese Peking Opera. After watching the video clip, you will
15. 133 Activity: Imitate me! Form five groups. Watch again the same video clip.
(http://www.youtube.com/watch?v=zHPegoquV5I) Have each member/s of the group imitate the performance of
characters in the Peking Opera. Rubrics for presentation Excellent Always demonstrates understanding of
appropriate physical appearance for performing and connecting with the audience to convey the message. 4 Good
Usually demonstrates understanding of appropriate physical appearance for performing and connecting with the
audience to convey the message. 3 Fair Sometimes demonstrates understanding of appropriate physical appearance
for performing and connecting with the audience to convey message. 2 Needs Improvement Rarely demonstrates
understanding of appropriate physical appearance for performing and connecting with the audience to convey
message. 1
16. 134 Activity: Watch and analyze: Now, you will watch a video clip about WayangKulit but focus your attention on the
gamelan ensemble. Write your observations and reactions with regards to the following elements of music listed in
the table below. Wayang Kulit http://www.youtube.com/watch?v=JeVn1tNVmgg Tempo Melody Texture Timbre PART
III. REFLECT AND UNDERSTAND Journal Entry: Make your own journal by answering the questions below. Write
the answers in your journal notebook. 1. Why is Kabuki theater relevant to the social, cultural, and spiritual
background of Japan? 2. What is the significance of a kabuki performance to spectators? 3. How does Peking opera
influence theater art forms in the East Asian region? 4. What is the importance of Chinese musical theater in Asian
theater art forms? 5. How does WayangKulit communicate tales of everyday social and cultural relevance and
interest? 6. Compare each Traditional Asian Theater to each other. 7. What did you learn from our traditional Asian
theater music activities?
17. 135 PART IV. TRANSFER Kabuki Time! In this next activity, your class will be divided into four groups. Each group is
required to bring materials such as plastic bottles, bamboo sticks, spoon/fork and an empty soda can. By using
common materials gathered, each group will present a rhythmic accompaniment to a kabuki presentation following
the rhythm patterns given. Materials Rhythm patterns for a Kabuki accompaniment Plastic bottles Bamboo sticks
Spoon and fork Empty soda can Performance Rubrics Excellent Always demonstrates understanding of appropriate
physical appearance for performing and connecting with the audience to convey the message 4 Good Usually
demonstrates understanding of appropriate physical appearance for performing and connecting with the audience to
convey the message 3 Fair Sometimes demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey message 2 Needs Improvement Rarely demonstrates
understanding of appropriate physical appearance for performing and connecting with the audience to convey
message 1
18. 136 Peking Opera Adaptation In this phase you and your group mates will perform an adaptation of Chinese Peking
Opera. Compose a poem with a minimum of eight lines telling a story on any of the given subjects listed below.
Create a melody or chant adapting the Chinese singing style (high pitch) following the 5 tone pentatonic scale. 1.
Love 2. Freedom 3. Philippine culture 4. Respect __________TITLE__________ Rubrics for presentation Excellent
Always demonstrates understanding of appropriate physical appearance for performing and connecting with the
audience to convey the message 4 Good Usually demonstrates understanding of appropriate physical appearance
for performing and connecting with the audience to convey the message 3 Fair Sometimes demonstrates
understanding of appropriate physical appearance for performing and connecting with the audience to convey
message 2 Needs Improvement Rarely demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey message 1
19. 137 Making Music You will be divided into four groups. Each group is required to bring materials such as spoon and
fork, tambourine, cauldron cover/lid, and glass soda bottles. By using common materials gathered, each group will
present a rhythmic accompaniment to a WayangKulit presentation following the rhythm patterns given. Materials
Rhythm patterns for a WayangKulit accompaniment Spoon and fork Tambourine Cauldron cover Glasssoda bottles
Performance Rubrics Excellent Always demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey the message 4 Good Usually demonstrates understanding of
appropriate physical appearance for performing and connecting with the audience to convey the message 3 Fair
Sometimes demonstrates understanding of appropriate physical appearance for performing and connecting with the
audience to convey message 2 Needs Improvement Rarely demonstrates understanding of appropriate physical
appearance for performing and connecting with the audience to convey message 1
20. The first is the aria. The arias of Beijing opera can be further divided into those of the Erhuang and Xipi varieties. An
example of an aria is wawadiao, an aria in the Xipi style that is sung by a young Sheng to indicate heightened
emotion.- percussion instruments The main instruments are Chinese in origin: 1. jinghu - a two-stringed instrument
played with a bow 2. yueqin - a four-stringed instrument that is plucked 3. sanxian - a three-stringed instrument which
isalso plucked 4. variety of gongs and cymbals creates rhythmic and graceful melodies The melodies played by the
accompaniment fall mainly into three broad categories. - string instruments - wind instruments -138 SUMMARY
KABUKI (JAPAN) Kabuki is a Japanese traditional theatre art that is performed in a stylized manner which combines
acting, singing and dancing. This rich blend of music, mime, dance, costume, and props and has been in existence
for almost four centuries. The term Kabuki in modern Japanese means: ka, song; bu, dance; and ki, skill. It is a
highly play that actors show their wide range of skills in visual and vocal performance. Kabuki was founded in 1603
by Okuni, a Shinto priestess. She and her troupe of mostly women performed dances and comic sketches on a
temporary stage set up in the dry riverbed of the Komagawa River in Kyoto. Her troupe gained national recognition
and their plays evolved into kabuki that would later become one of the three major classical theater of Japan.
PEKING OPERA (CHINA) Peking opera also known as the Beijing opera still follows traditional Chinese arts in
stressing meaning, rather than precise actions. The opera artists goal is to make every performance exceptionally
beautiful in every movement they will make. The performers vocal techniques as well as rhythms and melodies vary
depending on his or her thoughts and feelings adhering to basic, strict conventions that are based on real life
experiences presented in an artistic and symbolic manner. Performances are accompanied by music - usually played
on three types of instruments:
21. Gamelan Music Ensemble - Background accompaniment in every performance of- Erhuang - Used to express the
lyric mood, such as mild, placid and gentle - Dalang - Puppeteer and narrator of wayangkulit - Bu- Dance - Bonang -
Set of bronze bowls - Aria - Self-contained expressive melody for one voice, usually with orchestral accompaniment -
The final type of musical accompaniment is the percussion pattern. Such patterns provide context to the music in
ways similar to the fixed-tune melodies. For example, there are as many as 48 different percussion patterns that
accompany stage entrances. Each one identifies the entering character by his or her individual rank and personality.
WAYANG KULIT (INDONESIA) In wayangkulit the dalang sings the mood songs (suluk) at regular intervals during
performance. Suluk are never accompanied by the full gamelan ensemble. Often a single instrument accompanies
the singer, never more than three or four. The major dramatic function of gamelan music is to accompany stage
action. Entrances, exits, and fight scenes are executed in time to gamelan music. Gamelan ensemble is composed
mainly of bronze percussion instruments, augmented by other percussion instruments, strings, and flute. GLOSSARY
- The second type of melody heard in Beijing opera is the fixed-tune melody, or qupai. These are instrumental tunes
that serve a wider range of purposes than arias. Examples include the "Water Dragon Tune" (shui long yin), which
generally denotes the arrival of an important person, and "Triple Thrust"(ji san qiang), which may signal a feast or
banquet. -139 Kenong and Ketuk -Single inverted bronze bowl- Kendang - Horizontal drum beat with the fingers on
both ends - Kata - Japanese word describing detailed choreographed patterns of movements practised either solo or
in pairs - Kabuki - Combination of acting, dancing and music which includes the manifestation of form, color and
sound - Ka Song - Gong and Kempul - Hanging gongs - Gender - Bronze xylophone with resonance chambers
beneath -wayangkulit
22. Wayangkulit - Araditional theatre art of Indonesia RESOURCES http://fellowshipofminds.wordpress.com
http://thestorybehindthefaces.com http://www.iis-db.stanford.edu http://www.beijingimpression.cn
http://www.ebeijing.gov.cn http://www.cultural-china.com http://cmusic.ntua.edu.tw
http://sigitekoyulianto.wordpress.com http://www.youtube.com/ http://famoustourisms.com/- Tjelempung - A zither of
thirteen double strings - Suluk - Mood songs - Suling Flute - Sheng - A mouth-blown free reed instrument
consisting of vertical pipes - Saron - Xylophone of heavy bronze bars - Rebab - Two-stringed fiddle - Qupai - Fixed-
tune melody - Peking Opera - Combination of music, vocal, mime, dance and acrobats - Mie - Making a pose and
standing still during acting, to express the rising of feelings. This has the effect of having a close-up on that person -
Ki Skill -140
ARTS
23. How the distinct characteristics of their art works are reflected in the wide array of exquisite textiles, crafts,
architecture, ceramics, wood-carving, and leatherwork. http://hwebb.freeservers.com/slideshow/south_east_asia.gif
Let us visit and enjoy the beauty of the different countries of Southeast Asia and experience their exquisite and
fascinating art works by engaging in different activities.- How the context of their fascinating art works influenced the
historical and cultural phenomena in the world of art -142 INTRODUCTION In this module you will learn about the
folk arts of Southeast Asia (Thailand, Cambodia, Laos, Vietnam, Indonesia, Malaysia, Singapore, and Brunei.)
24. appreciate the contribution of Southeast Asian art and culture PRE- ASSESSMENT Activity 1: Find Me Match the
picture with its country of origin: Were you able to match the pictures correctly? How? Philippines Brunei Malaysia
Indonesia Singapore Vietnam After reading the objectives, you are now going to do the activities below to check your
prior knowledge about the lesson.- put up a mini-Southeast Asian art exhibit using their own artworks - create
examples of Southeast Asian indigenous and folk arts showing understanding of the elements and principles of art -
compare and appreciate the similarities, differences, and uniqueness of Southeast Asian Art - analyze how the
elements of art and principles of design are applied in Southeast Asian folk arts - understand the nature of Southeast
Asian arts and crafts and how they affect the life and culture of the people - name the countries in Southeast Asia
-143 OBJECTIVES At the end of this module, you, as a learner are expected to:
25. 144 Activity 2: Loop Relay Directions: 1. Choose 5 boys and 5 girls to represent the class. 2. The first player will read
and analyze the written letters to form word/s related to the art of Southeast Asia. 3. Use chalk or any writing
instrument to loop the word either horizontally, vertically or diagonally. 4. Go back to your group and tag the next
player to loop the next word. Do this until all the members of the group have identified the words. 5. The first group to
finish wins. W A U L S O N G K O K E F A S E W B C O R U I R Q U I E R Z A G Y I A E E R U N H W E O L F I O N
I K T Y T N I O N N L X O Z E Y O G C I F A G T E C K H I G S A I T H E K T U N V I K A T E G E X O A W D A L A
N G A N I R E N G M E R L I O N U K Q K C G O S A E Z T K H O T K S I M P U R I X Y L I Q Y U B R E L I E F Y L
F S A H T D O A M Y J I K R X E N I I W D I O L F S K Y L A N T E R N T E
26. 145 LEARNING GOALS AND TARGET At the end of this module: I would like to know about
________________________________ I would like to learn how to ________________________________ I would
like to understand _________________________________ I would like to produce or make
_____________________________ PART I: WHAT TO KNOW LESSON 1: FABRIC/FABRIC DESIGN Thailand Thai
silk is produced from the cocoons of Thai silkworms. It is mainly produced in Khorat which is the center of the silk
industry in Thailand. Thai weavers from this region raise the caterpillars on a steady diet of mulberry leaves. Today,
Thai silk making is considered to be one of the finest arts in the world, a product of a unique manufacturing process
and bearing unique patterns and colors. Cambodia Silk weaving in Cambodia dates to as early as the first century
since textiles were used for trading. Modern textiles have traces of motifs imitating clothing details on ancient stone
sculptures. Thai Silk Do not worry if you were not able to look for some words related to the art of Southeast Asia.
You will learn more about them as we go on. Now based on the results of your pre-assessment activities, write your
learning goals and targets for this quarter in your notebook.
27. 146 There are two main types of Cambodian weaving: 1. ikat technique (Khmer term: chongkiet) - To create patterns,
weavers tie and dye portions of weft yarn before weaving begins. Patterns are diverse and vary by region; common
motifs include lattice, stars, and spots. 2. uneven twill - It yields single or two-color fabrics, which are produced by
weaving three threads so that the "color of one thread dominates on one side of the fabric, while the two others
determine the color on the reverse side." Traditionally, Cambodian textiles have employed natural dyes coming from:
a. insect nests - Red dye b. indigo - Blue dye c. prohut bark- Yellow and Green dye d. ebony bark- Black dye
Cambodia's modern silk-weaving centers are Takeo, Battambang, BeanteayMeanchey, Siem Reap, and Kampot
provinces. Silk-weaving has been revived in the past ten years and now provides employment for many rural women.
Cambodian silk is generally sold domestically, where it is used in sampot (wrap skirts), furnishings, and pidan
(pictoral tapestries). Now, it has seen an increase in export viability. Cotton textiles have also played a significant role
in Cambodian culture. Though today, Cambodia imports most of its cotton, traditionally woven cotton remains
popular. Rural women often weave homemade cotton fabric, which is used in garments and for household purposes.
Krama, the traditional check scarves worn almost universally by Cambodians, are made of cotton. Laos According to
Lao tradition, stories of their history were not passed on orally nor was it written, they were woven. Strand by strand,
Lao stories wereweaved in the intricate dense patterns and motifs of textiles. Unfortunately some are elaborately
fantastic, and the motifs so cryptic, that in many cases only the weaver can accurately interpret the story.
28. 147 Most diverse of these stories are the ones woven into a sihnthe Lao womens ankle-long skirt whose form is
undeniable but whose patterns are unique to each skirt. Though the skirt looks simple and elegant, it is traditional that
every woman in Laos weaves all the sihns she would wear throughout her lifetime.She uses folk icons to express
personal views. This is often accomplished by symbolist totems from the inanimate or animate worldcrabs for
resourcefulness, snakes for fertility, butterflies for beauty, birds for success, and so on. Vietnam Golden Thread Silks
were born in Vietnam. Many of our Vietnamese fabrics originated from Ha Dong, the center of weaving and
sericulture (silk worm production) for centuries. Old jacquard looms are still used, weaving patterns containing
centuries-old symbols and characters. Some popular Vietnamese fabric ranges are: 1. Shantung taffeta 2. Bengaline
weave 3. Ebony satin - an all-natural lustrous silk hand-woven in southern Vietnam and naturally dyed using ebony
fruit pods. The fabric dates back over a century, but was only recently revitalized by the designer Vo Viet Chung.
29. 148 Indonesia, Malaysia& Singapore The fabric most common to both countries is the Batik. The term batik is an
Indonesian- Malay word, believed to be related to the Malay word titik, which means point, dot or drop. The
drop action refers to the process of dyeing the fabric by making use of a resist technique: covering areas of cloth
with a dye-resistant substance (usually hot wax) to prevent them from absorbing colors. This technique is has been
taught for over a thousand years. There are two categories of batik designs: 1. geometric motifs 2. free form designs
Modern batik designs depend on the creativity of their designers. Naturalistic motifs like leaves, flowers and birds
have been utilized to create elaborate and intricate designs. Modern designs also include more colors, courtesy of
chemical dyes, as artists are not bounded by the strict guidelines of traditional practices, when craftsmen were
dependent on natural dyes. In Malaysia, the states of Kelantan and Terengganu are considered the cradle where
batik first flourished, reaching even Singapores shores. There are two main types of batik that are produced there: 1.
Handpainted- the artist uses the canting, a small copper container with one or more different-sized pipes 2.
Blockprinted- done by welding together strips of metal to form a metal block. The metal block is then dipped into
molten wax and pressed against the fabric in order to make a pattern Malaysian Batik
30. 149 Leaves and flowers in Malaysian batiks are incorporated to avoid the interpretation of human and animal images
as idolatry, in accordance with local Islamic doctrine. This makes their batik look similar to that of Indonesia.
However, the Malaysian batik is famous for its geometrical designs or spirals. The method of Malaysian batik making
is also different from those of Indonesian Javanese batik. Their patterns are larger and simpler. More brush painting
is applied to be able to put lighter and more vibrant colors than deep colored Javanese batik. In Singapore, the
existence and use of batik has been recorded since the 12th century but has receded in popularity through the years.
Nowadays, batik is featured in as the uniform of flight attendants for the official flag carrier airlines of Singapore,
Indonesia, and Malaysia. Brunei Brunei's traditional textile is also called batik but it is uniquely different from
Indonesia, Malaysia, and Singapore. Its designs have their national flower simpur, sumboi-sumboi (pitcher plant), and
Brunei's traditional design of air muleh. Different techniques are used in Bruneis batik like airbrushing, cracking,
bubble, rainbow, sprinkle, geometry, and marble. These techniques are applied on the fabrics like cotton, chiffon,
linen, and brocade. Hand-made batik designs are created through the art of layering and mixing of colors injected
with creativity. Batik can be done in four different ways: 1. hand-drawn 2. using metal blocks 3. screen printing 4.
digital printing Bruneis Batik polo shirt Flight attendants in Singapore wearing Batik dress.
31. 150 Lesson 2: ARTS AND CRAFTS Thailand (Sky Lantern) Flying lanterns are made out of rice paper with a bamboo
frame, which contain a fuel cell or small candle. When the fuel cell is lit, the flame heats the air inside the lantern,
causing the lantern to rise. Once airborne the sky lantern will rise until the fuel cell or candle stays alight. When the
candle burns out the sky lantern floats back to ground. In Thailand, flying lanterns are used during the year and for
festivals with the most popular being Loy Krathong Festival. This festival is held on the night of the 12th full moon,
usually in November, with Chang Mai believed to have the brightest and most spectacular celebrations. All of
Phuket's major west coast beaches take part in Loy Krathong festivities, with a mix of locals and tourists. Patong
beach and Nai Harn around the lake usually have the most activity with locals visiting beaches like Karon and Kata.
Sky lanterns or wish lanterns as they are also commonly known have become popular on the main tourist beaches of
Phuket. Wander down to the beach on most nights and you will find locals selling wish lanterns for a small cost. Light
your candle, make your wish, and once your wish lantern is floating skyward, sit back and enjoy. Do you think there
are more types of artworks in Southeast Asia? Lets continue our lessons.
32. 151 Cambodia Indigenous people represent 1.4 percent of the total population in Cambodia, and the majority of them
live in remote rural areas within the country. Often referred to as highlanders, their ways of life are different from the
lowlanders, both from the cultural and economic perspective. Handicrafts are part of their traditional culture and their
livelihood as they produce textiles, baskets, jars, pottery, and other tools for their daily use. Many indigenous groups
have established small enterprises and produce traditional products to generate supplementary income in order to
support their livelihood. The handicraft sector provides vital employment opportunities to most indigenous artisans
and disadvantaged people, especially women who are struggling for survival. Laos In this country, they make paper
by hand in the wider region for over 700 years using the bark of the local sa or mulberry tree. The bark is crushed and
soaked in water until it dissolves into a paste. The liquid is then scooped out, poured through a bamboo sieve and
finally placed in a thin layer on a bamboo bed and dried in the sun. Traditionally sa paper was used for calligraphy
and for making festive temple decorations, umbrellas, fans, and kites. In former times it was also used as a filter in
the manufacture of lacquerware.
33. 152 In recent years the art of sa paper handicraft has been revived, particularly in Luang Prabang, Northern Laos,
where it is now used to create lampshades, writing paper, greetings cards, and bookmarks. Vietnam Vietnamese silk
painting is one of the most popular forms of art in Vietnam, favored for the mystical atmosphere that can be achieved
with the medium. During the 19th and 20th centuries, French influence was absorbed into Vietnamese art and the
liberal and modern use of color especially began to differentiate Vietnamese silk paintings from their Chinese or
Japanese counterparts. Vietnamese silk paintings typically showcase the countryside, landscapes, pagodas,
historical events, or scenes of daily life. Indonesia Shadow Puppetry is famous in Indonesia. Wayang, in modern
Indonesian language means "show" or "perform". Kulit means "skin", a reference to the leather material that the
figures are carved out of. Others say that wayang is also attributed to the Indonesian word bayang which means
"shadow". Wayang Kulitis a type of puppet shadow play performed around the Indo-Malayan archipelago, tracing its
origins to India. It is derived from a Javanese Hindu-Buddhist tradition, where hand-crafted leather puppets depict
epic stories of the gods in shadow play. A traditional Gamelan orchestra would accompany the story-telling. The
puppets come in all sizes, ranging from 25 cm to 75 cm. The puppets are usually made out of buffalo and goat hide
and mounted on bamboo sticks. The characters are usually represented by several versions in a set. The best
puppets are made from young female water buffalo parchment and the curing can take up to ten years. Silk Painting
Wayang Kulit
34. 153 The Show The puppets are moved behind a cotton or linen screen by a Dalang, or a "puppetmaster"in a shadow
puppet play. The Dalang tells the story, interprets and voices each character, producing sound effects with speech
and movement and manipulates all the figures between the lamp and the screen to bring the shadows to life. Most
shadow play is based on two epic stories from India - the Mahabharata and the Ramayana. The Balinese and
Javanese have combined the Hindu stories with Buddhist and Muslim ideas mixed with their own folklore. Malaysia
(Wau Kite) Wau Kite in Malay is a uniquely designed Malaysian kite called 'Wau'. Its wings are similar to an Arabic
letter (pronounced "wow"). This kite-making tradition comes naturally to Malaysian people, especially in the Eastern
States of the Malayan Peninsula. Farmers used kites as scarecrows in the fields and as a means to lull their children
to sleep, so they could work with little interruption. Now, kite flying has become a popular sport not just in Malaysia
but also internationally. Malaysia has been celebrating kite festivals annually like the PasirGudang International Kite
Festival. These kite festivals encourage more tourists to visit their country. Brunei (Songkok) The songkok or peci or
kopiah is a cap widely worn in Indonesia, Brunei, Malaysia, Singapore, the southern Philippines and southern
Thailand, mostly among Muslim males in formal situations such as wedding feasts, funerals, or festive occasions
such as the Muslim Eidul-Fitr and Eid al-Adha. Wau Kite Songkok
35. 154 Songkok came to be associated with Islam in Malaysia, while in Indonesia peci is also associated with the
nationalist secular movement. In Brunei Darussalam, mens headgears are categorized into three: a) dastar which is
a piece of cloth tied around the head; b) songkok or kopiah, a type of cap made from velvet; c) tangkolok or serban,
which resembles a turban and is a typical headdress in the Middle East. After a period of time the wearing of songkok
became a tradition and synonymous with being a Malay. Gradually it replaced the dastar as part of the Malay's
national dress on most formal occasions. Today, like other gears, the songkok comes in many colorful variations to
suit individual tastes and styles. Some men like to have their songkoks made to measure - even if it means that they
have to pay a little bit more - so that they can incorporate their own innovations as well as select the type and color of
the velvet to mirror their individuality. Others, who are more economical, prefer to choose from the wide variety of
ready- made songkoks available in many of the shops in town. The value of songkok-wearing is taught to the young
both at home and at school. An adult may not want to wear the songkok all the time but he will certainly wear it on
various important occasions. Naturally there are people who habitually wear the songkok most of their waking hours.
However, in former times, the act of not wearing it was usually associated with piety. Nowadays people have the
option to wear the songkok to fulfill traditional religious requirements or not at all. Some government servants are
given songkoks with the appropriate decorations as part of their uniforms.
36. 155 Lesson 3: SCULPTURE Cambodia For many thousands of years, the art of stone carving has flourished in
Cambodia. From small statues to the breathtaking carvings found at Angkor Wat, this art medium has become one of
the country's most cherished art forms. Stone carving has been both a passion and a livelihood for many Cambodian
sculptors. The art of stone carving in Cambodia has a very long, fascinating history which goes back to the foundation
of the Khmer nation. Thailand Thailand is world-famous for its sculpture that dates back 4,000 years. The most
commonly used materials are wood, stone, ivory, clay, and various metals. The most notable sculptures are the Thai
bronzes famous for their originality and grace. This famous sculpture in Wat Pho in Bangkok is 46 meters long and 15
meters high. It is made of plaster on a brick core and finished in gold leaf. The feet are inlaid with mother of pearl.
Southeast Asian people show their artwork through fabrics and exhibit other artworks through festivals. Do you think
Southeast Asia can offer more kinds of artworks? Lets read on WAT PHO (Bangkok, Thailand) Stone Carvings
(Cambodia)
37. 156 Laos If Cambodia has stone carvings, Lao artisans use a variety of media in their sculptural creations. Typically,
the precious metals such as bronze, silver, and gold are used. The most famous statue made of gold is the Phra Say
of the sixteenth century, which the Siamese carried home as loot in the late eighteenth century. Another famous
sculpture in Laos is the Phra Bang which is also cast in gold. Unfortunately, its craftsmanship is said to be of
Sinhalese, rather than Lao, origin. It is traditionally believed that relics of the Buddha are contained in the image.
Vietnam Vietnamese sculpture has been heavily influenced by the three traditional religions Taoism, Confucianism,
and Buddhism, which come from neighboring countries China and India. Among the famous sculptures is the 10,000-
year- old carvings which can be seen on the Dong Noi cave. The Dong Son culture is famous for its kettledrums,
small carvings, and home utensils, which have handles sculpted in the shape of men, elephants, toads, and tortoises.
Five provinces: Gia Lai, Kon Tum, DakLak, DakNong, and Lam Dong are suited in the highlands of south- west
Vietnam. Mourning houses erected to honor the death of the Gia Rai and Ba Na ethnic groups are symbolized by
statues placed in front of the graves. These statues include couples embracing, pregnant women, people in
mourning, elephants, and birds Indonesia Indonesia is known for its stone, bronze, and iron-aged arts. The sculptures
can be found in numerous archaeological sites in Sumatra, Java to Sulawesi. The native Indonesian tribes usually
create sculptures that depict ancestors, deities, and animals. This is evident in the pre-Hindu-Buddhist and pre-
Islamic sculptures from the tribes.
38. 157 The most amazing sculptures are the Asmat wooden sculpture of Papua, the Dayak wooden mask and sculpture,
the ancestral wooden statue of Toraja, and also the totem-like sculpture of Batak and Nias tribe. From the classical
Hindu-Buddhist era of Indonesia, the most prominent sculptures are the hundreds of meters of relief and hundreds of
stone Buddha at the temple of Borobudur in central Java. Today in Indonesia, the richest, most elaborate and vivid
wooden sculpture and wood carving traditions can be found in Bali and Jepara, Central Java. Balinese handicrafts
such as sculptures, masks, and other carving artworks are popular souvenir items for tourists.The Jepara wood
carvings are famous for their elaborately carved wooden furnitures, folding screens, and also pelaminangebyok
(wedding throne with carved background). Malaysia Most of Malaysias sculptures are relief. These are partially
carved into or out of another surface. These sculptures rely on a base or plane to support them and are a
combination of both three- dimensional and two-dimensional art forms. This is very popular along the walls and stone
columns of the ancient Greek and Roman buildings and can still be seen today on many famous buildings, including
the Colosseum. Relief sculpture is practiced today by artists and architects, done with stone, marble, bronze, and
many other substances. There are three main types of relief sculptures: 1. Alto form- is almost completely carved
from its surface - highly shaped, with very little of the structure touching the base or plane - could possibly stand
alone if the base or plane were removed - these are similar to the Egyptians alto-relief sculptures of gods or
Pharaohs attached to their temples - common among Greeks and Romans 2. Bas form- is a relief that barely extends
past the base - common as wall decorations on Greek or Roman buildings and are the type mostly seen on the
Colosseum Bas-relief carving onPorta de Santiago. Malacca City, Malaysia.
39. 158 3. Sunken relief sculpture - an image that is carved into the surface, rather than out of it. Relief wood carvings
frequently adorn the doors, walls, and windows of traditional Malay houses. Popular motifs of such relief carvings are
the various kinds of Malaysian flowers and plants. These carvings require a high degree of skill, patience, and
determination. The best Malay woodcarving is from Terengganu and Kelantan. Passed down from one generation to
another, the craft is divided into ukiranhalus (fine carving) and ukirankasar (literally meaning rough carving).
UkiranHalus involves the carving of relief patterns, hilts of keris (short Malay dagger), bed heads, and cupboard tops.
UkiranKasar, refers to the carvings on larger objects like furniture, pillars, windows, room portions, and eaves of
roofs. Cengal is the preferred wood for building houses and boats. Being expensive, other woods such as balau or
perah (which is slightly softer than cengal) might be used for the rafters, or floorboards of a house or for the prow of a
boat. Examples of wood carving in Malaysia
40. 159 Singapore The Sri Mariammam Hindu temple with sculptures of different images is almost as old as Singapore
itself. This was constructed and dedicated to the goddess Mariamman who is worshipped for her power to cure
disease (early Singapore was mostly jungle, so disease was rampant). Its most interesting feature is its impressive
gopuram (tower) over the main entrance, which is decorated with numerous Hindu deities. The Merlion was
conceived because the Singapore Tourism Board (STB) felt the country lacked a distinct image representing the
nation and its history. They set out to fabricate an icon, which could tap into the particular myths and folklore of the
area, many of which feature sea-beasts and magical fish- creatures. The Merlion is also partly inspired by the story of
how Singapore got its name, or The Singapura Story. The Sentosa Merlion is the biggest replica, standing at 37
meters and made from glass- reinforced concrete. Sri Mariammam Hindu temple with sculptures
41. 160 Brunei Sculpture in Brunei takes on a more utilitarian role than an aesthetic one. The people of Brunei have a
long tradition as excellent craftsmen using bronze and silver to create adornments and functional items such as
bowls, tools, and the like. Sculpting is one art form that is not yet widely practiced in Brunei Darussalam. There are a
number of artists who can make sculptures like any other. Examples of their creations can be seen at the ASEAN
Squares in the ASEAN member countries. To help preserve this heritage of metalwork, the Brunei Arts and
Handicraft Training Center was established in 1975 to revive and promote the nations dying tradition of crafts,
including metalwork. The opening of this center is still considered a landmark in the history of development of
Bruneis arts and handicrafts. In addition to training youths in the art of sculpting, the center also helps facilitate the
sale of their crafts. The World of ASEAN in Brunei THE WORLD OF ASEAN Are you ready to check what you have
learned? What kind of artworks is Southeast Asia famous for? Lets do the activity below.
42. 1. Research on the different arts and crafts, fabric design, cultural icon, sculpture based on their groupings. Students
will bring visual or drawing representations. Students may use multimedia technology for their presentations and are
encouraged to exhibit creativity. 2. Use the rubrics to check the presentation of your group. Use the diagram below
for your presentation: CRITERIA 4 3 2 1 Content All topics are relevant Some topics are not relevant Only a couple of
relevant topics Only 1 relevant topic Visual Aids All topics have illustrations or samples Some topics had illustrations
or samples Only a couple of illustrations or samples Only 1 illustration or sample Cooperation All members presented
1 member did not present A couple of members did not present Only 1 member presented TOTAL Mainland
Southeast Asia Countries: 1. 2. 3. 4. 5. Art and crafts Fabric Design Cultural Icons Sculpture Archipelagic Southeast
Asia Countries: 1. 2. 3. 4. Art and crafts Fabric Design Cultural Icons Sculpture 161 ACTIVITY: RESEARCH and
REPORT Your class will be divided into 4 groups. Research on the different folk arts and cultural symbols assigned
to your group. Group 1 and 3: Folk Arts in Mainland Southeast Asia Group 2 and 4: Folk Arts in Archipelagic
Southeast Asia
43. Plastic wrap or plastic placemat Procedures: Prepare your fabric by following the steps carefully: 1. Cut canvas or
cotton fabric into the desired size. Now its time for you to learn how to make Southeast Asian Artworks. Do the
activities below and have fun creating the artworks. Follow the procedures carefully to produce fabulous artworks! -
Paint brushes - Washable white glue or Elmer's washable blue gel glue - Fabric paint or acrylic paint (Latex) -
Canvas or old cotton fabric -162 PART II: PROCESS Activity 1:BatikMaking MATERIALS:
44. 163 2. Sketch a design (optional) If you are planning on making a detailed picture, you can lightly sketch your design
onto the fabric. Another option you can do is to cut out a picture or template and trace its outline on the fabric. 3.
Make a batik design with glue Place plastic wrap or a plastic placemat under your fabric in case the glue seeps
through. Squeeze the glue to make lines and designs on your fabric. You can make simple designs like flowers or
geometric shapes, or do a complete picture. If you will use a sketch, you simply have to apply glue along the lines of
your drawing. 4. Allow the glue to dry Once you are satisfied with your design, allow the glue to dry. This will take
around six hours or more, depending on the weight of your fabric and the thickness of the glue lines. When
completely dry, the glue lines will turn transparent.
45. 164 5. Prepare your paint Prepare the colors of fabric paint or acrylic paint on your palette. Watering down the paint
can create a nice watercolor-like wash. Be careful with adding too much water because your batik might look old and
too washed-out. On the other hand, adding just a little bit of water can give beautiful deep hues but thick acrylic paint
sometimes chips off from the fabric. The best way to find the right balance is to try it out for yourself on a spare
swatch of fabric. 6. Paint the fabric Classic batik usually makes use of one or two colors. This puts emphasis on the
lines rather than on the colors, although multiple colors are not uncommon. When using two or more colors, you can
paint random splotches of color or paint an ordered pattern (e.g. stripes).
46. 165 7. Allow the paint to dry When you have covered the entire fabric with colors, let the paint dry completely. *To
find out if the glue has effectively resisted the paint, check the flip side of your fabric. The areas with glue should not
absorb any of the colors. A variation you can do is to use the glue lines as the borders for the colors, quite similar to
painting any picture.
47. 166 8. Remove the glue Soak the fabric in warm water for 15 to 30 minutes. You can do this in a basin or directly
inside a sink or bathtub. The glue will soften as it soaks longer. You can speed up the process by rubbing on the
areas with glue. After all the glue has been removed, hang the fabric to dry. Another method that does not involve
soaking in water is to peel off the dry glue lines directly from the fabric. This does not work for certain types of fabric.
However, it works well with canvas batik but not on cotton tank top. 9. Finishing touches Once your batik has dried,
iron it and it is ready to be framed or displayed as an artwork You may also hem the edges to turn it into a placemat,
napkin or bandana. If you worked on a large piece of batik, you can sew and transform it into a bag, pillowcase,
tablecloth, and other projects.
48. gold or silver doilies- clear gloss (optional) - string - wooden sticks or wooden skewers - paper fasteners - single
hole punch or press punch - cutter - watercolor - old cardstock - pattern or template -167 Rubric CATEGORY
Excellent Good Fair Poor Following Directions Student the directions correctly. Student followed most of the
directions. Student followed some of the directions. The student did not follow instructions. Creativity and
Workmanship Student output is very creative and tidy. Student output is good and tidy. Student output is fair and has
few errors. Student output is dull with lots of errors Pattern Pattern of Southeast Asian culture is well- defined and
used from beginning to end. Pattern of Southeast Asian culture is visible but not clearly defined. Pattern of Southeast
Asian culture is somewhat visible but not continuous. There is no visible pattern of Southeast Asian culture. Activity 2:
Making of Wayang Kulit Puppet Materials you need
49. 168 PROCEDURE: 1. Draw or trace the pattern of a character (Bima) on cardstock or illustration board. 2. You can
enlarge the pattern if you wish and then photocopy it directly onto cardstock or you may also print off the pattern and
then glue this down to your cardstock or illustration board. 3. Cut out all the pieces of your puppet. 4. Using a single-
hole puncher, or even the tip of a knitting needle, punch a hole in all the little circles on the pattern. You can also add
some extra holes for decoration as these look good in the shadow. These are your joints so you can have some
movement in your puppet. Attach some paper fasteners. If the ends from a large fastener are too long, just fold it
back on itself or you can trim them off with scissors.
50. 169 5. Attach the main part of your puppet to a stick using adhesive tape. 6. The best way to attach the wooden
sticks to the arms is by a string so that you can get better movement for your puppet. Attach a piece of string to the
stick using adhesive tape. Wrap the string around the wrist of the puppet .This enables the stick to move sideways
from the arm which makes the puppet easier to manipulate. 7. You can add a coat of clear gloss varnish to your
puppet so it will last through many performances. 8. This is how the finished product should look. Bima is one of the
five sons of King Pandu. Research and you can find many images of Wayang Kulit characters as well as some of the
traditional plays and you can build your own little puppet troupe.
51. Old newspaper Procedure: 1. Choose a bar of soap. Any soap will work, however, a larger bar is easier to hold and
gives more material to work with. Make sure you have a well-covered area to do your soap carving on. 2. Choose a
knife to use. Soap is fairly soft, so a sharp knife is not absolutely necessary. Plastic knives, spoons, or Popsicle sticks
would also work. This is especially important to note if you are doing this project, to prevent any accidents from using
sharp knives.- Pencil - Cutter - Knife - Soap -170 Rubric CATEGORY Excellent Good Fair Poor Following Directions
Student the directions correctly. Student followed most of the directions. Student followed some of the directions. The
student did not follow instructions. Creativity and Workmanship Student output is very creative and tidy. Student
output is good and tidy. Student output is fair and has few errors. Student output is dull with lots of errors Pattern
Pattern of Southeast Asian culture is well- defined and used from beginning to end. Pattern of Southeast Asian
culture is visible but not clearly defined. Pattern of Southeast Asian culture is somewhat visible but not continuous.
There is no visible pattern of Southeast Asian culture. Activity 3: Making of Merlion Statue Model Materials you need
52. o|The Finished Producto_171 3. Draw an outline of your carving on one side of the soap. You can either draw the
outline first using a pencil, or directly use a knife, orange wood stick, or toothpick to scrape the outline into the soap.
4. Remove the soap outside the outline using small slivers or chips. Make sure to scrape away only small portions at
a time, as it would be easier to remove than to put back an over scraped portion. Cutting off too much would cause
the soap to break off into chunks. 5. Add detail to the inside of your outline to refine the design further. When the
carving is finished, wet your finger and rub the surface of the soap to create a smooth finish. Allow it to dry and
harden for a day.
53. Fireproofing spray (paper fireproofin- Protective clothing - Plastic or canvas drop cloth - 16-20 sheets of kitchen
paper towel or 8-10 sheets tissue paper - Non-flammable tape - Razor blade or utility knife - Bamboo skewers - 18"
(45.7cm) piece of florist's wire - Aluminum foil - Plate or tray - Lighter or flame source - Household candle - Fabric
from an unused rag or towel -172 Rubric CATEGORY Excellent Good Fair Poor Following Directions Student the
directions correctly. Student followed most of the directions. Student followed some of the directions. The student did
not follow instructions. Creativity and Workmanship Student output is very creative and tidy. Student output is good
and tidy. Student output is fair and has few errors. Student output is dull with lots of errors Pattern Pattern of
Southeast Asian culture is well- defined and used from beginning to end. Pattern of Southeast Asian culture is visible
but not clearly defined. Pattern of Southeast Asian culture is somewhat visible but not continuous. There is no visible
pattern of Southeast Asian culture. Activity 4: Sky Lantern (Video Presentation)
http://www.youtube.com/watch?v=N9Ko-yvJzHU Video: (Floating Lanterns Festival - Yi Peng / Loy Krathong
ChiangMai, Thailand) (Note: After watching the video, you will make a Sky Lantern together with your group.) Sky
Lantern Making Materials you need Lighter or match- White school glue - Ruler or tape measure - Pencil - 1 large
piece of brown craft paper -g spray can be purchased at a local hardware supplier )
54. 173 Procedure: Create the Candle 1. Tie the fabric into a tight knot. Trim the end pieces so they are approximately 1"
(2.5cm) on each side. The end pieces will become the wicks of the candle that will propel your sky lantern much as a
flame propels a hot air balloon.2 2. Center the two 24" (60cm) pieces of florist's wire over the knot. The two pieces
should be perpendicular to each other with their midpoints overlapping on top of the knot. 3. Wrap the wires around
the knot, and twist them tightly to make them secure. The four wire ends should be approximately 9" to 10" (23 to
25cm) long on each side so that they are long enough to reach the lantern's bamboo frame. Set the wire-wrapped
knot aside. 4. Place the candle over a lighter or other open flame until the wax melts down into a liquid state. You
should also place a plate or a tray beneath the candle to catch the wax as it melts.
55. 174 4. Place the knot into the hot, melted wax and let it soak for three to five minutes 5. Remove the newly created
wick from the wax. As it cools, the wax will harden. 6. Wrap the aluminum-foil strip around the knot in the center of
the wick. Twist the ends of the foil strip around the metal wire so that they cover the wire completely. Construct the
Bamboo Frame and Add the Candle 1 1. Cut three bamboo skewers in half lengthwise using either a razor blade or a
utility knife. Run the split bamboo through the flame of a candle while subtly bending it; this will make the bending job
easier and you should be able to form a full circle in less than 5 minutes. 2 2. Line the split bamboo up end to end on
a table to make a single long strip. The bottom end of one skewer should overlap with the top end of another skewer
to create a 1" (2.5cm) overlapping connection point. 3
56. 175 3. Secure the overlapping connection points together with non-flammable tape. 4. Bring the right and left tips of
the long strip together. Again, create a 1" (2.5cm) overlap with the tips. Secure the tips together with tape to make a
circle. 5. Tape the ends of the foil-wrapped wires that protrude from the wick to opposite sides of the bamboo frame.
o The wires should cross the exact center of the circle so that the circle is divided into four equal quarters. The candle
should be in the middle of the circle and supported by the wires that are attached to the bamboo frame. o Twist the
wires around the frame. Wrap the wire connections with tape to make them more secure. Fireproof the Paper 1. Hang
16-20 pieces of kitchen paper towel (or about half that of tissue paper) on a clothesline using clothespins (pegs). 2.
Place a plastic or canvas drop cloth under the paper to catch any drippings. 3. Spray both sides of each piece of
paper thoroughly with the fireproofing spray. Avoid spraying the points where the clothespins are holding the paper.
Otherwise, the paper will tear. Allow the pieces to dry before you continue working with them.
57. 176 Create a Pattern for the Balloon 1. Draw a vertical line 40" (about 1 meter) long down the center of the brown
craft paper. Use a tape measure or a ruler to measure your line precisely. 2. Draw a horizontal line 12" (30cm) long at
the base of the vertical line. The line should be perpendicular to the vertical line, and the base of the vertical line
should touch the midpoint of the horizontal line so that you have 6" (15cm) on either side of the vertical line. 6. Draw a
second horizontal line that is 22" (1/2 meter) long approximately two thirds of the way up the vertical line. The second
horizontal line should be parallel to the first, and the vertical line should also cross through the midpoint of the
horizontal line so that you have 11" (28cm) on either side of the vertical line. 7. Connect the two horizontal lines by
sketching a line that curves gently inward before meeting the vertical line. The line should extend from the right end of
the bottom horizontal line, curve inward and then stretch out to meet the right end of the second horizontal line.
58. 177 8. Draw a second line mirroring the line that you just drew to connect the left tips of the two horizontal lines. 9.
Sketch mirroring lines that connect each end of the upper horizontal line to the top of the vertical line. This will finish
the shape of your pattern, which should look like the pointed blade of a tropical ceiling fan. 10. Cut the shape that
you've drawn out of the brown craft paper using scissors. This shape will serve as the pattern for creating your
balloon. Finish the Balloon 1. Lay the 16-20 fireproofed paper pieces on a flat surface. Set out two rows consisting of
16-20 pieces of kitchen paper towel (or 8-10 pieces of tissue).
59. 178 2. The top, shorter width of one row of papers should touch the bottom, shorter width of the other piece of row
papers. o 3. Overlap the connected ends of the papers by about 1" (2.5cm) so that you can glue them together. 2. 3.
4. 2 4. Use a non-flammable glue to seal the overlapped ends of the papers together. Allow the overlapped seams to
dry while they lay on the flat surface. When gluing the paper, gently spread it outdo not blotthis way, you can
avoid glue marks in the paper (and blotting can cause weakening in the balloon body's adhesion). 5. Lay one 2-piece
panel of paper towel/tissue paper over the brown craft paper pattern. Center the pattern piece beneath the paper
towel/tissue paper and cut the paper towel/tissue paper with scissors so that it matches the exact size and shape of
the pattern that you've placed beneath it.
60. 179 5. 4 6. Repeat this step with the remaining 2- piece paper panels.5 7. Connect the pointed tips of the paper
towel/tissue paper panels together. Glue the tips together so that they are secure, leaving the base open to create a
large bag. Complete the Sky Lantern 1. 1 1. Attach the opening of the paper bag to the bamboo frame. Tuck the
frame about 1" (2.5cm) inside the opening of the bag. 2. Fold the end of the paper bag upward to cover the frame.
Glue the folded end to the inside of the balloon to secure the frame to the balloon. Allow the glue to dry completely
before attempting to launch the lantern. 2. 3
61. 180 3. Take your lantern outside at night or at dusk. Light the wicks, which are the ends that protrude from the wax-
dipped knot, and hold the lantern for a few seconds until the wicks catch fire completely. o Make your wish. Then, let
go of the lantern. Sky lanterns can cause flames. There is the danger that can cause fire when landing on flammable
ground or on any materials that can be burnt. Be sure that the wind is not strong to achieve great height. Launch the
lantern in an open air or in a safe place like a field. Rubric CATEGORY Excellent Good Fair Poor Following
Directions Student the directions correctly. Student followed most of the directions. Student followed some of the
directions. The student did not follow instructions. Creativity and Workmanship Student output is very creative and
tidy. Student output is good and tidy. Student output is fair and has few errors. Student output is dull with lots of errors
Pattern Pattern of Southeast Asian culture is well- defined and used from beginning to end. Pattern of Southeast
Asian culture is visible but not clearly defined. Pattern of Southeast Asian culture is somewhat visible but not
continuous. There is no visible pattern of Southeast Asian culture. Activity 6: Songkok Making Video :Our reflections
as he made the Songkok Source: http://www.youtube.com/watch?v=QJRemUxTwJ8& cutter- decorative recycled
materials - sewing machine - needle - scissors - thread - old cloth - pattern or template -feature=related (Note: After
watching the video, you will make a Songkok ) Materials you need
62. Water (Pattern in Making Wau or Malay kite)- Yarn - Cutter - Bamboo sticks - Water colors - Paint brushes - White
glue - Any thin paper -181 Rubric CATEGORY Excellent Good Fair Poor Following Directions Student the directions
correctly. Student followed most of the directions. Student followed some of the directions. The student did not follow
instructions. Creativity and Workmanship Student output is very creative and tidy. Student output is good and tidy.
Student output is fair and has few errors. Student output is dull with lots of errors Pattern Pattern of Southeast Asian
culture is well- defined and used from beginning to end. Pattern of Southeast Asian culture is visible but not clearly
defined. Pattern of Southeast Asian culture is somewhat visible but not continuous. There is no visible pattern of
Southeast Asian culture. Activity 7: Kite Making Materials you need
63. 182 Procedure: Step #1 Use one stick as the center of the kite. Take two sticks and tie both ends together tightly with
string. Pull the two sticks apart into an oval shape. Tie it to the upper part of the main stick. Take another two sticks
and tie both ends together tightly. Bend the two sticks into a crescent shape. Tie it to the lower part of the spine stick.
Tie more string to support the kite frame. Step#2 Place the completed kite frame on colored paper and trace the
outline of the oval and crescent. Draw a 1cm border edge around the outline. Cut out the two shapes. Trace the two
shapes again on the metallic paper and cut them out. Step #3 Fold the two metallic papers into equal parts. Cut out
some swirly patterns. Remove the cutouts and paste the metallic papers onto the color papers. Attach the papers
onto the kite frame by gluing the 1cm border edge to the back of the shaped frame. YOURE DONE! Decorate your
kite by gluing gold dust or shiny stickers onto it. Cut thin strips of colored paper and paste them on as kite tails.
64. 183 Rubric CATEGORY Excellent Good Fair Poor Following Directions Student the directions correctly. Student
followed most of the directions. Student followed some of the directions. The student did not follow instructions.
Creativity and Workmanship Student output is very creative and tidy. Student output is good and tidy. Student output
is fair and has few errors. Student output is dull with lots of errors Pattern Pattern of Southeast Asian culture is well-
defined and used from beginning to end. Pattern of Southeast Asian culture is visible but not clearly defined. Pattern
of Southeast Asian culture is somewhat visible but not continuous. There is no visible pattern of Southeast Asian
culture. PART III: REFLECT AND UNDERSTAND Teacher-Assisted Activity: On a sheet of paper, answer the
following questions: 1. What Philippine artwork/s have similar characteristics with the artworks discussed in this
quarter? 2. Is Philippine art as marketable as those of our Southeast Asian neighbors? GROUP ACTIVITY: Based on
the lessons, how would you compare the sculptures in Southeast Asia? What characteristics are different or
common? Write your answer on the box provided for each item. Write your answers on a Manila paper. 1. Merlion 2.
Sri Mariammam 3. Borobudur 4. The World of Asean 5. Phra Bang 6. Angkor Wat 7. Wat Pho Good job! Did you
have fun creating artworks from Southeast Asia? Do you think these types of artworks can be used for business
opportunities?
65. 184 PART IV: PERFORMANCE 1. Create an art exhibit focusing on Southeast Asian Arts using your own artworks.
2. You need to prepare the exhibit area for your audience. 3. Answer questions from your audience regarding your
artworks. 4. The exhibit should be documented. ASSESSMENT: CRITERIA VERY GOOD (10 Points) GOOD (6
Points) AVERAGE (4 Points) NEEDS IMPROVEMENT (2 Points) ORDER Exhibit was arranged properly Some parts
of the exhibit were out of place Several exhibited artworks were out of place Artworks were placed disorderly
COOPERATION All group members have artworks in the exhibit Some group members did not exhibit their artworks
Most of the group members did not exhibit their artworks Only 1 member exhibited his/her artworks.
RESOURCEFULNESS All members used recycled materials Most of the members used recycled materials Some of
the members used recycled materials Only 1 member used recycled materials. Total Points Highest Possible Score:
30 pts. Equivalent Rating: Very Good: 25-30=100 pts. Good: 21-25=90 pts Average: 16-20=80 pts Needs
Improvement :6-15= 70 pts. Score Rating Art has been part of Southeast Asian culture through the centuries. Do you
still have the artworks you have made? Its time to show your artworks. Turn to the next page.
66. Merlion is a mythical creature with the head of a lion and the body of a fish, used as a mascot and national
personification of Singapore. Its name combines "mer" meaning the sea and "lion".- The songkok or peci or kopiah is
a cap widely worn in Indonesia, Brunei, Malaysia, Singapore, the southern Philippines and southern Thailand, mostly
among Muslim males - There are three main types of relief sculptures: alto (high),bas, (low),and sunken. - Relief
sculptures were done with stone, marble, bronze, and many other substances. - The term batik is an Indonesian-
Malay word, believed to be related to the Malay word titik, which means point, dot or drop. - Kulit means "skin", a
reference to the leather material that the figures are carved out of. - Wayang, in modern Indonesian language, is
loosely translated to mean "show" or "performance". - Indonesian dance-dramas in the form of puppets are the
Wayang Topeng, Wayang Orang, Wayang Kulit, and Wayang Golek. - Archipelagic Southeast Asia (ASEA) is
comprised of tens of thousands of islands and a small part of mainland Southeast Asia; it encompasses the countries
of the Philippines, Timor-Leste, Indonesia, Brunei, Malaysia, and Singapore. -185 SUMMARY
67. 186 GLOSSARY Angkor-A substance mixed with paint to soften the gold so it adheres more smoothly Artisan - A
skilled manual worker; a craftsperson Alto-A form of relief sculpture almost completely carved from its surface. It is
highly shaped, with very little of the structure touching the base or plane Batik-An art medium and methodology for
creating design, usually on cloth, by applying wax to portions of the material and then dyeing it, then removing the
wax. This can be done to make vibrant colors and incredible designs Bima-The second son of King Pandu in
WayangKulit Canting-To tilt or turn Dhalang- A puppet master, a shadow master, a literary and linguistics master, and
a leader Dye - A substance used to color materials, also called dyestuff Folk Art - Art originating among the common
people of a nation or region and usually reflecting their traditional culture and history Gamelan- An integral part of all
cultural activities in Java such as Wayang Kulit (leather puppets) performance, court dance, uyon-uyon (symphony
orchestra performance), etc. Hol - Khmer clothing, defined by its myriad of designs in a single piece of fabric Ikat-A
method of printing woven fabric by tie-dyeing the warp yarns (warp ikat) the weft yarns (weft ikat) or both (double ikat)
before weaving Indochina -A peninsula of South Eastern Asia that includes Myanmar, Cambodia, Laos, Malaysia,
Thailand, and Vietnam King Pandu- The younger brother of King Drutharashtra who rules Hasthinapur Loy Krathong-
Festival in Thailand Mahabharata An epic that tells of Ancient India Menkuang- is a huge pandan-like plant that
grows along the back mangroves and is also found in Malaysia Merlion-is a mythical creature with the head of a lion
and the body of a fish, used as a mascot and national personification of Singapore. Its name combines "mer"
meaning the sea and "lion" Papier Mache - A material, made from paper pulp or shreds of paper mixed with glue or
paste, that can be molded into various shapes when wet and becomes hard and suitable for painting and varnishing
when dry Ramayana - One of the two great Indian epics that tells about life in India around 1000 BCE
68. 187 Relief- the projection of forms or figures from a flat ground, so that they are partly or wholly free of it Sihn - The
simple elegant ankle-length skirt worn by Lao women Silapin Thailand Artist Sky lantern- A small hot-air balloon
made of paper with an opening at the bottom where a small candle or fire is placed. It is used for some Southeast
Asian events. Songkok- A cap widely worn in Indonesia, Brunei, Malaysia, Singapore, the southern Philippines and
southern Thailand, mostly among Muslim males Wayang Kulit- A type of puppet shadow play performed around the
Indo-Malayan archipelago, tracing its origins to India. It is derived from a Javanese Hindu-Buddhist tradition, where
hand-crafted leather puppets depict epic stories of the gods in shadow play. A traditional Gamelan orchestra can
accompany the story-telling. Wau- A traditional kite that is especially popular in the state of Kelantan, on the East
Coast of Malaysia Wayang Golek- are wooden doll puppets that are operated from below by rods connected to the
hands. REFERENCES: http://Wikipedia.com http://www.illustrationsof.com/royalty-free-asian-woman-clipart-
illustration-213065.jpg http://www.google.com.ph/imgres?q=wayang+kulit&num=10&um=1&hl=en&biw=1366&
bih=667&tbm http://www.sparklebox.co.uk/gallery/gal341-345/_wp_generated/ppcae09667_0f.jpg
http://talk.onevietnam.org/ao-dai-history-and-significance-in-vietnamese-culture/ http://www.gotlaos.com/silskma.html
http://www.thefolkartgallery.com/blog/?cat=82 http://www.marlamallett.com/indochina-2.htm
http://www.illustrationsof.com/royalty-free-asian-woman-clipart-illustration-213065.jpg
http://www.google.com.ph/imgres?q=wayang+kulit&num=10&um=1&hl=en&biw=1366& bih=667&tbm
http://blog.pantone.com/wp-content/uploads/2012/06/photo.jpg
http://www.google.com.ph/imgres?q=southeast+asian+arts&um=1&hl=en&sa=X&biw=1 366&bih=667&
http://farm4.staticflickr.com/3574/3432688735_9cf75d3532_z.jpg
http://www.curriculum.edu.au/verve/_resources/A_Thai_folk_story.pdf
http://practicalthaidotcom.files.wordpress.com/2011/04/msv-30-e1304107598294.jpg http://www.asia-
art.net/manual_arts_in_thai_tradition.htm http://www.asiatranspacific.com/travel-destinations/myanmar#!/group-
trip/burma-land- of-the-golden-pagoda http://www.ehow.com/how_8608016_make-pagoda-out-clay.html
http://www.ehow.com/how_12142749_build-pagoda-school-project.html
http://www.library.umaine.edu/theses/pdf/KiriwatAX2001.pdf
http://www.masksoftheworld.com/Orient/Thai%20Khon%20Mask%202.htm
http://www.ehow.com/how_4886553_create-childs-art-portfolio.html http://www.thefreedictionary.com
http://thajonboard.wordpress.com/culture-heritage/games-pastimes/
Wayang_kulit_(Javanese_shadow_puppetry)_characters
69. 188 http://www.britishmuseum.org/explore/highlights/highlight_objects/asia/s/shadow_puppet_of_bi ma.aspx
http://www.sbg.org.sg/index.asp http://www.theatlanticcities.com/arts-and-lifestyle/2012/07/singapore-airport-unveils-
worlds- largest-kinetic-art-sculpture/2546 http://www.123rf.com/photo_4989337_sculptures-in-sri-mariamman-temple-
the-oldest-hindu- temple-in-singapore-built-in-1827-along-telok-ay.htm http://www.sbg.org.sg/index.asp
http://www.orientalarchitecture.com/singapore/singapore/srimariamman.php
http://www.rtb.gov.bn/NewsUpdate/2003/July03/230703/main7.htm http://museum.bu.ac.th/newsletter3.pdf
70. 189
71. 190 INTRODUCTION In this module, you will learn about East Asian countries specifically China, Japan and Korea.
These countries have been noted for their numerous similarities and commonalities in their art production, artistic
traditions and principles of arts as influenced by their history, beliefs, religion, location, culture and dynasty. This
quarter will introduce you to the arts and crafts of China, Japan and Korea such as painting, calligraphy, pottery,
paper kites, knot tying, woodblock printing, ukiyo- e and paper cutting. You will learn that these countries focus on
nature as their subjects or themes in their arts and crafts. Learning the art concepts of China, Japan and Korea will
be helpful in making your tasks and projects through varied activities provided for you to enhance your skill and
deepen your understanding and appreciation about the arts of East Asia. www.gotterdammerung.org You are about
to embark on a new venture to other East Asian countries after you have travelled from the Southeast.
72. trace the external (foreign) and internal (indigenous) influences that are reflected in the artworks and crafts from
China, Korea and Japan through research and video clip viewing.- determine and evaluate the effectiveness of
mood, idea, or message as shown by the visual image in the arts and crafts of Japan, China and Korea. - reflect on
and derive the mood, idea, or message emanating from paintings, paper artworks, pottery, ikebana, face painting and
architecture, etc. of China, Japan and Korea by comparing their similarities and differences. - analyze art elements
(color, line, shape, etc.) and principles (texture, proportion, emphasis, harmony etc.) in the production of art in China,
Japan and Korea. - identify the characteristics of arts and crafts found in China, Japan and Korea like painting,
pottery, paper arts . -191 OBJECTIVES At the end of this module, you, as a learner are expected to
73. 192 PRE- ASSESSMENT: Activity I: Travel to East Asia As you move around the countries written below, group each
picture according to the country they belong to by writing its number under the correct heading.
http://upload.wikimedia.org/wikipedia/commons/f/fd/Origami-crane.jpg CHINA JAPAN KOREA
http://www.travlang.com/blog/wp- 1content/uploads/2010/04/great-wall-of- china_aa.jpg
http://blog.asiahotels.com/wp- content/uploads/2009/10/mt-fuji.jpg http://upload.wikimedia.org/wikipedia/comm
ons/e/ef/Kitagawa_Utamaro_ukiyo- e_woodblock_print.jpg http://ancientweb.org/images/explore/Korea_Ch
osen_Pottery.jpg ww.orientaldiscovery.com/UploadFiles/2006102 6235712411.gif
http://i00.i.aliimg.com/photo/v0/337826686/Chinese_pape r_cut.jpg http://image.shutterstock.com/display_pic_with
_logo/53073/53073,1131527726,1/stock-photo- korean-traditional-masks-706763.jpg
http://www.timeoffun.com/pics/Chinese- Painting/Chinese-Paintings-1.jpg You will visit three of the East Asian
countries Fasten your seatbelt! 1 2 3 4 5 6 7 8 9
74. 193 SCORE REMARKS COMMENT! 9 Excellent You know the artworks, art forms, and landmarks of China, Japan
and Korea well. 7-8 Very Good You know some of the artworks and landmarks of China, Japan and Korea. 4-6 Good
You have the basic knowledge of the artworks and landmarks of China, Japan and Korea. 0-3 Poor You still need to
double your effort in learning about the artworks and landmarks of China, Japan and Korea. Activity 2: Match and Fill
Written below are descriptions of the arts of China, Korea and Japan. A WORD POOL is given on the next page
which contains the arts and crafts that match the descriptions. Write your answers in the boxes before each number.
Read and share your answers with your partner then discuss your answers. 1. The art that is considered as one of
the oldest and most highly refined among the arts of Japan 2. It is regarded as the highest form of Chinese painting 3.
The art of beautiful handwriting 4. Arts and crafts flourished during this period in Korean history 5. A technique for
printing text, images or patterns used widely throughout East Asia and originating in China in antiquity as a method of
printing on textiles and paper 6. The best known type of Japanese woodblock art print 7. The era in Korean paintings
that offers the richest variety and are the styles most imitated today 8. The art of paper folding in Japan 1. 2. 3. 4. 5.
6. 7. 8. You'll find out your score later in the module. Now, gauge your knowledge of Chinese, Japanese and Korean
art and culture based on how well you answered the activity in the previous page. Was it difficult or quite easy for
you? Rate yourself. You are really smart! I am sure you will enjoy your tour of China, Japan and Korea as you move
on to another pre-assessment activity. Good Luck!
75. 194 9. The three concepts of art reflected mostly in the artworks and crafts in China, Japan and Korea 10.It is also
known as Jingju Lianpu that is done with different colors in accordance with the performing characters personality
and historical assessment 10 points You have an excellent knowledge about East Asian arts. 8-9 Points You have
very good knowledge about East Asian arts. 4-7 Points You have good information about East Asian arts. 0-3 Points
You have poor information about East Asian arts.
http://isearch.babylon.com/?s=img&babsrc=HP_ss&q=smiley%20faces WORD POOL Origami Woodblock Printing
Heaven, Earth, Mankind Calligraphy Painting Landscape painting Peking Face-Paint Chosun Period Ukiyo-e Four
Gracious Plants Kabuki Face-Paint Koryo Period 9. 10. CONGRATULATIONS! I can feel that you are eager to know
your score but look at the smiley pictures below to evaluate your answers. Are you ready?
76. 195 My dear Students, I am sure you are looking forward to your exciting and interesting learning experiences in this
module. By now, you must have an idea of what to expect to learn about Chinese, Japanese and Korean art. Please
write your expected learning goals and targets in the box below. Sincerely yours, Part I. KNOW Lesson 1: PAINTING
IN CHINA, JAPAN and KOREA Time Allotment: 5 sessions If you were asked to make a painting, what would you
paint? Why would you choose that? I will paint.____________________________________ because
________________________________________. LEARNING GOALS AND TARGETS In the first quarter I have
learned about Southeast Asian countries. Now, at the end of this module: I want to know about
__________________________________ I want to learn how to _________________________________ I want to
understand __________________________________ I want to make or produce
_____________________________ Get ready to visit and learn about the characteristics of the arts of China, Japan
and Korea.
77. 196 Activity 3: Identify the subjects of the paintings below. Write the answers in your notebook.
http://www.lhchinesepaintings.com/Images/I MG_0119_B.jpg http://www.art-
virtue.com/painting/history/yuan/LeeKan/bamboo- rock-1.jpg http://www.cognitiative.com/chineseart/goin
g_to_temple.jpg http://www.the-gallery-of-china.com/chinese- painting-figures-F0014.jpg
http://japantourist.jp/photo/sbj-a-famous-japanese- painting-made-from-old-kimono-silk/800/a-famous- japanese-
painting-made-from-old-kimono-silk.jpg http://www.the-gallery-of-china.com/chinese- landscape-painting-L6020.jpg
http://2.bp.blogspot.com/- Md7VLMcbylA/T336yfvpnaI/AAAAAAAADPA/sfee
mCBtygw/s400/Katsushika+Hokusai+The+Great+ Wave+off+Kanagawa+1832+Thirty-
six+Views+of+Mount+Fuji+Japan+oki http://www.ukiyotile.com/wp- content/uploads/2010/03/chikuu_landscape.jpg
http://en.wikipedia.org/wiki/File:Hwangmyo.j pg After checking your answers, continue to the next page to learn more
about East Asian arts. What do you call the things you are going to paint? In East Asia, the objects or items that are
usually put into paintings are called subjects, themes or motifs. These may be about animals, people, landscapes,
and anything about the environment.
78. 197 To start with, did you know that painting started from pre-historic man? He used red ochre and black pigment.
Early paintings often showed hunting scenes of man chasing various animals, such as: horses, rhinoceros, lions,
buffaloes, mammoths. These prehistoric paintings were drawn on the walls of caves, blocks of stone, etc.and found
all over the world, including China! http://en.wikipedia.org/wiki/File:Lascaux_painting.jpg Reading Source:
http://en.wikipedia.org/wiki/History_of_painting The history of Eastern painting is as old as the civilization of China.It is
historically comparable to Western painting. Eastern countries continued to influence each others production of arts
over the centuries. http://upload.wikimedia.org/wikipedia/commons/1/1a/Spring_Outing_of_the_Tang_Court.jpg
79. Landscape painting was regarded as the highest form of Chinese painting. They also consider the three concepts of
their arts: Nature, Heaven and Humankind (Yin- Yang). Chinese society, basically agricultural, has always laid great
stress on understanding the pattern of nature and living in accordance with it. Oriental artists often created
landscapes rather than paintings with the human figure as subjects. What other important information do you need to
remember in East Asian Arts? In Activity 3, you were asked to identify and list down the subjects in the given
paintings. Now, verify your answers with the information below.-198 COUNTRY PAINTING SUBJECTS OR THEMES
CHINA 1. Flowers and birds 4. Human Figures 2. Landscapes 5. Animals 3. Palaces and Temples 6. Bamboos and
Stones JAPAN 1. Scenes from everyday life 2. Narrative scenes crowded with figures and details SOUTH KOREA
NORTH KOREA Subjects are divided into five categories: 1. landscape paintings 2. Minhwa (the traditional folk
painting) 3. Four Gracious Plants (plum blossoms, orchids or wild orchids, chrysanthemums) 4. bamboo 5. portraits
Important aspects in East Asian Painting:
80. Silk was often used as the medium to paint upon, but it was quite expensive. When the Han court eunuch, Cai Lun,
invented the paper in the 1st Century AD it provided not only a cheap and widespread medium for writing but painting
became more economical. Reading Source: http://en.wikipedia.org/wiki/History_of_painting www.metmuseum.org
toah-199
81. Chinese art expresses the human understanding of the relationship betwee- The ideologies of Confucianism,
Daoism, and Buddhism played important roles in East Asian art. -200 Shutousansui-zu (winter landscape) Sesshu
Poetonmountain Mountain and Water are important features in Korean landscape painting because it is a site for
building temples and buildings. To make make your painting interesting and realistic apply these Six Principles of
Chinese Painting established by Xie He, a writer, art historian and critic in 5th century China. 1. Observe rhythm and
movements . 2. Leave spaces for the eyes to rest 3. Use brush in calligraphy 4. Use colors correctly 5. Live up to
tradition by copying the masters artwork. 6. Copy the correct proportion of the objects and nature.- The history of
Korean painting dates to 108 C.E., when it first appears as an independent form. It is said that until the Joseon
dynasty the primary influence of Korean paintings were Chinese paintings. However, Korean paintings have subjects
such as landscapes, facial features, Buddhist topics, and an emphasis on celestial observation in keeping with the
rapid development of Korean astronomy. -n nature and human. This is evident in the form of painting of landscapes,
bamboo, birds, and flowers, etc. This might be called the metaphysical, Daoist aspect of Chinese painting.
http://en.wikipedia.org/wiki/Chinesepainting
82. Landscape painting represents both a portrayal of nature itself and a codified illustration of the human view of nature
and the world. http://www.metmuseum.org/toah/hd/mowa/hd_mowa.htm Activity 4: Painting Analysis Excellent You
have a wide understanding and knowledge about the meanings and symbols of East Asian artworks. Very Good You
have knowledge about the meanings and symbols of East Asian artworks. Good You have some knowledge about
the meanings and symbols of East Asian artworks. Poor You have little knowledge about the meanings and symbols
of East Asian artworks. Your beautiful handwriting is considered calligraphy. So, keep on writing not only beautifully
but also artistically. To the Chinese, calligraphy is the art of beautiful handwriting. Traditional painting involves
essentially the same techniques as calligraphy and is done with a brush dipped in black or colored ink; oils are not
used. In calligraphy, the popular materials which paintings are made of are paper and silk. Poets write their
calligraphy on their paintings. (Write your interpretation in your Arts notebook) I can see.
________________________________________________ What daily activities are seen in the painting below?
(http://en.wikipedia.org/wiki/File:Iwasa_Matabei_002.jpg) The class will be divided into four groups. Evaluate your
answers within your group. Painting is closely related to calligraphy among the Chinese people. What is
calligraphy?-201
83. 202 Your paintings can be mounted on scrolls, such as hanging scrolls or hand scrolls, album sheets, walls,
lacquerware, folding screens, and other media. Vertical Scroll Lacquerware Album- leaf Horizontal Scroll
http://www.newchinesepaintings.com/blog/wp-content/uploads/2012/08/Chinese-Painting-and-Calligraphy.png
http://hiddenconnections.files.wordpress.com/2012/01/nizan-05x.jpg Enrich your knowledge about Chinese
calligraphy: Did you know that the earliest known Chinese logographs (ancient writing symbols) are engraved on the
shoulder bones of large animals and on tortoise shells? For this reason, the script found on these objects is
commonly called jiaguwen, or shell-and-bone script. It was said that Cangjie, the legendary inventor of Chinese
writing, got his ideas from observing animals footprints and birds claw marks on the sand as well as other natural
phenomena. He then started to work out simple images from what he conceived as representing different objects
such as .
84. 203 Activity 5: Roofs Hidden Meaning In your notebook, complete this sentence: THUMBS UP if you answered it
right! THUMBS DOWN if you did not try to answer East Asian temples have sweeping roofs
because____________________ Look at the roofs of the painted temple or building. It sweeps away right? This is
an aspect that you need to remember when painting or drawing East Asian temples. Read on. Temples are the usual
subjects in East Asian painting. Now, observe the roofs of the temples and buildings in China, Japan and Korea. Do
you notice their sweeping roofs? Why do they have this unique type of roof?
85. 204 East Asian temples and houses have sweeping roofs because they believe that it will protect them from the
elements of water, wind and fire. Buddhists believed that it helped ward off evil spirits which were deemed to be
straight lines. The figures at the tips are called roof guards. What else should you remember about painting roofs?
86. 205 There are three main types of roofs in traditional Chinese architecture that influenced other Asian architecture: 1.
Straight inclined - more economical for common Chinese architecture 2. Multi-inclined - Roofs with two or more
sections of incline. These roofs are used for residences of wealthy Chinese.
87. 206 3. Sweeping has curves that rise at the corners of the roof. These are usually reserved for temples and palaces
although it may also be found in the homes of the wealthy. Originally, the ridges of the roofs are usually highly
decorated with ceramic figurines. Activity 6: Painting or Not? View of Mount Fuji from Harajuku, part of the Fifty-three
Stations of the Tkaid series by Hiroshige, published 185 Look at the artwork below and answer the following on a
sheet of paper. 1. Identify the country that is depicted in the picture. 2. How was this picture produced? Painting,
drawing, etc? 3. Describe the people in the picture. 4. Can this picture be on paper, fabric, board, etc? What material
was used? 5. What is the technique for printing text, images or patterns on textiles or paper?
88. 207 RATING INDICATORS You have answered six of the questions in the activity 7 correctly. You have answered 4-
5 of the questions in activity 7 correctly. You have answered 2-3 of the questions in activity 7 correctly. You have 1
correct answer of the questions in activity 7.
89. 208 www.google images Woodblock printing is a technique for printing text, images or patterns used widely
throughout East Asia. It originated in China as a method of printing on textiles but eventually became a method for
printing on paper. This method was adapted in Japan during the Edo period (1603-1867) and became one of their
oldest and most highly developed visual arts. The most common theme in Japan for printmaking describes scenes
from everyday life. It narrates the scene and is often packed with figures and detail. Japanese Ukiyo-e
http://en.wikipedia.org/wiki/Ukiyo-e The best known and most popular style of Japanese art is Ukiyo-e, which is
Japanese for "pictures of the floating world and it is related to the style of woodblock print making that shows scenes
of harmony and carefree everyday living. Ukiyo-e art was produced in a diversity of different media, including painting
and became an art domain of the upper classes and royalty but later was also produced by the common people.
Reading Resources: http://www.thecraftyclassroom.com/CraftJapanWoodblockPrinting.html
http://en.wikipedia.org/wiki/Woodblock_printing_in_Japan Did you know that there is a unique artistic expression
related to painting in Japan known as Woodblock printing? What is woodblock printing?
90. 209 http://cache2.allpostersimages.com/p/LRG/16/1655/VIXGD00Z/posters/kabuki-makeup.jpg ( image) Painting is
indeed one of the highest forms of arts in East Asia. Do people from East Asia use other materials as canvas for
painting? Lets find out as we move on to festivals and theater performances in East Asia. Can you describe the
costumes used in East Asian festivals and theatre performances?
91. 210 East Asian countries have theatrical forms like Peking Opera of China and Kabuki of Japan. The performers from
China and Japan usually paint faces depending on the character or personification they are portraying. So aside from
painting on silk, paper and printing on woods, Chinese and Japanese also painted their face and Koreans paint
masks for theatrical and festival performances. Peking opera face-painting or Jingju Lianpu is done with different
colors in accordance with the performing characters personality and historical assessment. The hero type characters
are normally painted in relatively simple colors, whereas enemies, bandits, rebels and others have more complicated
designs on their faces. It is a traditional special way of make-up in Chinese operas in pursuit of the expected effect of
performance. Originally, Lianpu is called the false mask. http://www.chinatouronline.com/china-travel/beijing/beijing-
attractions/Peking-Opera_680.html Reading Source: http://www.absolutechinatours.com/china-travel/Jingju-
Lianpu.html Paintings in East Asia do not only apply on paper, silk and wood. Performers of Kabuki in Japan and
Peking Opera in China use their faces as the canvas for painting while mask painting is done in Korea. We will have
further discussions on face painting in the fourth quarter but in this module you will learn the meaning of colors for
face and mask painting.
92. 211 MEANING OF COLORS FOR FACE PAINTING: Guan Ju - Red indicates devotion, courage, bravery,
uprightness and loyalty. Huang Pang - Yellow signifies fierceness, ambition and cool-headedness. Zhu Wen - A
green face tells the audience that the character is not only impulsive and violent, he also lacks self-restraint. Zhang
Fei - Black symbolizes roughness and fierceness. The black face indicates either a rough and bold character or an
impartial and selfless personality.
93. 212 Note: Gold and silver colors are usually used for gods and spirits. Source:
http://library.thinkquest.org/03oct/01397/ctumface.htm Lian Po - Purple stands for uprightness and cool-headedness.
While a reddish purple face indicates a just and noble character. Cao Cao - white suggests treachery, suspiciousness
and craftiness. It is common to see the white face of the powerful villain on stage. Jiang Gan - The clown or chou in
Chinese Opera has special makeup patterns called xiaohualian (the petty painted face). Sometimes a small patch of
chalk is painted around the nose to show a mean and secretive character. At times, the xiaohualian is also painted on
a young page or jesting to enliven up the performance.
94. purple = nobility Some examples of face painting are the mukimi-guma or suji-guma, where the lines are painted
onto an actors face. These are then smudged to soften them.
http://www.vtcommons.org/sites/default/files/images/kabuki.jpg The makeup and perfume worn throughout
performances were highly significant to the stories that were being told. Source :
http://cache2.allpostersimages.com/p/LRG/16/1655/VIXGD00Z/posters/kabuki- makeup.jpg- black = fear - light green
= calm - pink = youth - dark blue = depression or sadness - dark red = passion or anger -213 Kabuki Make- up of
Japan Kabuki makeup or Kesho is already in itself an interpretation of the actors own role through the medium of the
facial features. On stage, this interpretation becomes a temporalization of makeup in collaboration with the audience.
The result is a decoding of the drama traced out in the graphic designs of the painted face. Masao Yamaguchi
(quoted in The Painted Body, 1984) http://thestorybehindthefaces.com/2012/01/20/kumadori-japanese-kabuki-
theatre-makeup/ Kabuki Makeup is also another way of face painting which has two types: 1. standard makeup -
applied to most actors 2. kumadori makeup - applied to villains and heroes - It is composed of very dramatic lines and
shapes using colors that represent certain qualities.
95. 214 Kumadori The Painted Faces of Japanese Kabuki Theatre
http://thestorybehindthefaces.com/2012/01/20/kumadori-japanese-kabuki-theatre-makeup/ KOREAN MASK Korean
masks, called tal or t'al, originated with religious meaning just like the masks of other countries which also have
religious or artistic origins. Korea has a rich history of masks. They use it in funeral services to help banish evil spirits
and theatre plays dating back to the prehistoric age. http://weyesweb.wordpress.com/category/korean-dance/ Masks
were also used for shamanistic rites and were kept within temples where they were honored with offerings. By the
12th century, the masks became part of elaborate dances and dramas.
http://weyesweb.files.wordpress.com/2012/03/maskschungsungjungetty.jpg
96. 215 The roles of colors in Korean masks: 1. Black, Red and White Bright and vibrant colors that help establish the
age and race of the figure 2. Half Red and Half White mask - symbolize the idea that the wearer has two fathers, Mr.
Red and Mr. White 3. Dark-faced mask - indicates that the character was born of an adulterous mother Some masks
have moving parts like winking or shifting eyes and moving mouths. To further add to the lifelike features of the
masks, black fabric is draped from the top of the mask over the wearer's head to simulate hair. Reading Source:
http://www.ehow.com/about_6569376_korean-masks-history.html Korean Traditional Painted Mask Image 1.
http://www.korean-arts.com/screens_masks/wae-jang-nyo_mask.htm Image 2.
http://www.masksoftheworld.com/Orient/Korea%20Mask%20Black.htm Image 3.
http://www.masksoftheworld.com/Orient/Korea%20Mask%20Red%20White.htm PAPER ARTS and KNOT TYING of
China, Japan and Korea Back when I was a child, ___________________________________. To begin with our
next topics, answer this question and the challenge below. When I was still a child, what objects have you created
using paper?
97. 216 Paper was first invented by Cai Lun of the Eastern Han Dynasty in China. It is indeed one of the greatest
contributions of ancient China in the development of arts. Situation: You are stranded on an island with your little
brother or little sister and the only things you have saved in your bag are: a plastic envelope with two sheets of bond
paper and a roll of sewing thread. Challenge: While waiting for somebody to rescue you, how can you use the two
materials to cheer up your brother? Answer: ____________________________________ What are the paper arts of
China, Japan and Korea? Who invented paper? Paper has a great function in the development of arts not only in
East Asia but all over the world. FOLK ARTS OF CHINA: 1. PAPER CUT 3. CHINESE KNOTS 2. PAPER FOLDING
4. PAPER KITES
98. 217 Chinese folk art is created with materials that are naturally found within the locality. This shows that the Chinese
are nature lovers. Every folk artist has been inspired by the values of simplicity, the ideology of their community and
the emotional and psychological characteristics of their nation throughout major periods in history. The earliest
document showing paper folding is a picture of a small paper boat in an edition of Tractatus de Sphaera Mundi from
1490 by Johannes de Sacrobosco. In China, traditional funerals include burning yuanbao which is a folded paper that
look like gold nuggets or ingots called Sycee. This is also used for other ceremonial practices. This kind of burning is
commonly done at their ancestors graves during the Ghost Festival. .
http://en.wikipedia.org/wiki/File:Chinesischer_Goldbarren.JPG A sycee is a type of silver or gold ingot currency used
in China until the 20th century. The name is derived from the Cantonese words meaning "fine silk.
99. 218 Today, imitation gold sycees are used as a symbol of prosperity by Chinese and are frequently displayed during
the Chinese New Year. Origami The term Origami came from ori meaning "folding", and kami meaning "paper". It
is the traditional Japanese art of paper folding, which started in the 17th century AD and was popularized
internationally in the mid-1900s. It eventually evolved into a modern art form. The goal of this art is to transform a flat
sheet of paper into a finished sculpture through folding and sculpting techniques without cutting as much as possible.
Origami butterflies were used during the celebration of Shinto weddings to represent the bride and groom, so paper
folding had already become a significant aspect of Japanese ceremonies by the Heian period (7941185) in
Japanese history. Flowers, animals, birds, fish, geometric shapes and dolls are the common models used in
Japanese Origami. The Gold Paper folded to look like a Sycee
100. 219 http://daintymom.com/wp- content/uploads/2011/08/paper_cranes.jpg Did you know that the best known
Japanese origami is the paper crane? An ancient Japanese legend promises that anyone who folds a thousand
origami cranes will be granted a wish by a crane. Some stories say you are granted eternal good luck, instead of just
one wish, such as long life or recovery from illness or injury and can be given as a gift to anybody. They believe that
the crane is a mystical or holy creature and is said to live for a thousand years. Source: http://en.wikipedia.org/wik
i/Paper_crane
101. The process of paper cutting is aided by a pair of scissor or knife and other sharp flat cutter. Have seen any paper
artwork that look like these?- Chinese Buddhists believe that hanging Window Flowers or decorative paper cuttings,
like pagodas and other symbols of Good Luck, attract good luck and drive away evil spirits. - The earliest use of
paper was made as a pattern for lacquers, decoration on windows, doors, and walls. - Decorative Chinese paper
cuttings are usually symmetrical in design when unfolded and adapt the 12 animals of the Chinese Zodiac as themes
and motifs and mostly choose the red color. -220 http://en.wikipedia.org/wiki/File:Paper-cut.jpg Jianzhi is the first type
of paper cutting design, since paper was invented by the Chinese. The cut outs are also used to decorate doors and
windows. They are sometimes referred to "chung hu", meaning Window Flower.
102. 221 KITE MAKING A kite is an assembled or joined aircraft that was traditionally made of silk or paper with a bowline
and a resilient bamboo. Today, kites can be made out of plastic. Kites are flown for recreational purposes, display of
ones artistic skills. Chinese Kites originated in WeiFang, Sandong, China was the capital city of kites during the Song
Dynasty (960-1279), and by the Ming Dynasty (1368 1644). Since 1984 the city is hosting the largest international
kite festival on earth. According to Joseph Needham, one of the important contributions of Chinese in science and
technology to Europe is the kite. Chinese kites may be differentiated into four main categories: 1. Centipede 2. Hard-
Winged Kites 3. Soft-Winged Kites 4. Flat Kites http://chinakites.org/htm/fzls-gb.htm Woodcut print of a kite from John
Bate's 1635 book, The Mysteryes of Nature and Art in which the kite is titled How to make fire Drakes. Did you know
that The famous 5th century BC Chinese philosophers Mozi and Lu Ban were said to be the inventor of kites. Later
on, paper kite was used as a message for a rescue mission for measuring distances, testing the wind, lifting men,
signaling, and communication for military operations. The earliest known Chinese kites were flat (not bowed) and
often rectangular. Later, tailless kites incorporated a stabilizing bowline. Kites were decorated with mythological
motifs and legendary figures. http://en.wikipedia.org/wiki/Kite
103. 222 KNOT TYING In Korea, decorative knotwork is known as Maedeup or called Dorae or double connection knot,
often called Korean knot work or Korean knots. Zhongguo is the Chinese decorative handicraft art that began as a
form of Chinese folk art in the Tang and Song Dynasty (960-1279 AD) in China. In Japan, knot tying is called
Hanamusubi. It emphasizes on braids and focuses on individual knots.
104. 223 PART II. PROCESS Activity 1: Print Me A Message! Instruction: Write your selected verse or message in
calligraphy. Add your nickname at the bottom of the page with the use of a Chinese brush and watercolor. Sample:
Now, let us process the things that you have learned about East Asian arts. Remember that there are many ways to
make your own art work. You may select one or two activities from the activities below.
105. Any colorful leaves, vegetables Azuete Gumamela Flower extract ) Charcoal Black/Brown Coffee (Instant)
224 Your artwork will be evaluated using these criteria: Rubric CATEGORY Excellent Good Fair Poor Following
Directions Student the directions correctly. Student followed most of the directions. Student followed some of the
directions. The student did not follow instructions. Creativity and Workmanship Student output is very creative and
tidy. Student output is good and tidy. Student output is fair and has few errors. Student output is dull with lots of errors
Pattern Pattern of Southeast Asian culture is well- defined and used from beginning to end. Pattern of Southeast
Asian culture is visible but not clearly defined. Pattern of Southeast Asian culture is somewhat visible but not
continuous. There is no visible pattern of Southeast Asian culture. Activity 2: Paint Me a Picture! You can use any of
the following medium in painting: & Bricks (different color) or pot paso You can also use the usual theme of
Chinese paintings like nature (landscape, flowers, fishes, plants, flowers) and can use indigenous materials available
in the localityfruits
106. 225 Art Medium 1: COFFEE Materials Procedure Pencil Instant Coffee powder (2 spoonfuls) Canvas board or
watercolor paper Brush Natural varnish Container Tissue or rag http://isearch.babylon.com/?q=instant+coffee+painti
ng&s=images&as=0&babsrc=HP_ss For the 1st container: Mix two spoons of coffee powder with 3 spoons of water.
Mix it well to get a medium color. For the 2nd container: Mix two spoons of coffee powder with 2 spoons of water. Mix
it well to get a dark coffee color. 1. Trace a design on the illustration board or canvas. 2. Apply medium color paint to
be the base of any picture. 3. Apply the dark color paint to do the darker shadings and outlines. Darker shade gives
out a glossy effect for the picture. If you want a lighter shade, just mix few more drops of water. 4. When the whole
painting is done, apply with natural varnish coating.
107. 226 Art Medium 2: EARTHEN POTS OR BRICKS Materials Procedure Pencil Kacha/ illustration board or watercolor
paper Chinese brush (optional) or any paint brush preferably pointed brush) Water 3-4 recycled small container or
caps for mixing the color (different color 1 Brick for each color or pots (Red, green, brown) Small rag cloth/tissue
Natural varnish http://ecx.images-amazon.com/images/I/518Bmm-ly- L._SL500_AA300_.jpg 1. Pound the bricks by
color until powder-like or very fine. 1st container: Add two spoons of brick powder with 3 spoons of water. Mix it well
to get a medium color. 2nd container: Add two spoons of brick powder with 2 spoons of water. Mix it well to get a dark
brick color. 2. Trace a design on the illustration board or canvas. 3. Apply medium color paint to be the base of any
picture. 4. Use the dark color paint to do the darker shadings and outlines. Darker shade gives a glossy effect for the
picture. If you want a lighter shade, just mix a few more drops of water. 5. When the whole painting is done, apply
with natural varnish coating.
108. A pod of French beans (or banana midribs) Watercolor paper or oslo paper Acrylic paint or any paint except
watercolor. Note: For more colorful medium use other vegetables or fruits http://www.wikihow.com/Image:Paint-With-
Fruit-and- Vegetables-Step-6.jpg 1. Set out your card or paper, or any other type of paper you want to paint on. 2.
Prepare your paints. Assemble a color palette. Make a special palette for the paint rather than dipping it directly into
your usual paints to avoid getting pieces of vegetable or fruit stuck in the containers or tubes which will eventually rot.
3. Keep the consistency of the paint fairly thin and fluid without being watery. Don't make it too thick. 4. Create your
first fruit and veggie painting - a flower. The instructions follow in the next few steps. 5. Paint the "flower" section first.
Chop off the okra top portion - breadth-wise. Discard the small cut-off end. Dip the end of the long piece left into your
color palette, choosing the color that you like most. You are trying to create a flower, so think of colors for flowers.
Stamp your okra like a rubber stamp on the desired area of your paper. Try again but be sure not to stamp too hard
or the design might smudge or even disintegrate. 6. Paint the vegetable "leaves" next by cutting a pod of French
beans (Baguio beans) breadth- wise, in a slightly slanted direction. With these, you can make some leaves for the
flower. 7. Dip them into green paint and stamp them below your okra flowers. You can also make French bean petals
and make the center of the flower using the rear end of a pencil.-227 Art Medium 3: Vegetables Note: The use of
soil/mud and azuete may follow similar procedures. However, the azuete should be mashed with small amount of
water first and the soil should be strained using a fine strainer. Materials Procedure Okra- 1 or 2 pieces
109. Try to follow the given steps below- Use Japanese themes and concepts for your design - Use other improvised
recycled materials as your woodblock if Styrofoam trays are not available - Scissors Guidelines: - Art paper - Pen -
Paint brush/soft foam brush - Paint - Styrofoam tray -228 Rubric CATEGORY Excellent Good Fair Poor Following
Directions Student the directions correctly. Student followed most of the directions. Student followed some of the
directions. The student did not follow instructions. Creativity and Workmanship Student output is very creative and
tidy. Student output is good and tidy. Student output is fair and has few errors. Student output is dull with lots of errors
Pattern Pattern of Southeast Asian culture is well- defined and used from beginning to end. Pattern of Southeast
Asian culture is visible but not clearly defined. Pattern of Southeast Asian culture is somewhat visible but not
continuous. There is no visible pattern of Southeast Asian culture. Activity 3: Print me a card! Make your own card
using woodblock printing! Materials needed:
110. 229 Procedures: Step 1. Get these trays from food packs used in the grocery or restaurants. Clean them well. Step 2.
Cut off the sides of your tray and discard. Cut the remaining rectangle into a variety of sizes. Step 3. Use the tip of a
pen or barbecue stick to etch your design when you are ready. Step4. Try to fill up your entire shape. Use different
lines and even poke a few holes if you have the space. Step 5. When your design is finished, paint over it with your
color of acrylic paint or any coloring powder, and a soft foam brush or cloth or rags. Step 6. Color the surface only
and not the etched lines. Step 7. After you've covered the surface with color, turn your foam over and press firmly on
your paper. Gently smooth over the entire shape. Step 8. Very carefully pick the foam off of the paper. You'll see your
print underneath!
111. 230 Step 9. You'll have to do a few trial and error prints until you find the right amount of paint to put on your foam.
Decide which you like better and paint accordingly! All Done! Make yourself lots of different prints. Fold them into
cards to give away as gifts. Experiment with different colors too and you can also use Japanese calligraphy as your
design! We will use the rubrics below to evaluate your work together with your classmates. Criteria for the Individual
Artworks 5 4 3 2 Quality of craftsmanship All instructions were followed correctly 1 - 2 instructions were not followed
correctly 3 4 instructions were not followed correctly Most of the instructions were not followed correctly Punctuality
Artwork was submitted on time Artwork was submitted 1 day late Artwork was submitted 2 days late Artwork was
submitted 3 days late Neatness Artwork presentation was neat and orderly Artwork presentation was mostly neat and
orderly Artwork presentation was somehow neat and orderly Artwork presentation was disorderly. Total Descriptive
Rating Score/points Excellent 14-15 Very Good 11-13 Good 9-10 Fair 7-8 Poor 6
112. Lotus You can use the following motifs: - Paint the pattern you have designed earlier. - Prepare your painting
materials. - Prepare your small jar/y pot for painting by wiping it with a piece of rag. - Applying the Korean patterns
and motifs that you have learned, draw your own design for your pot/jar painting on a clean sheet of coupon bond
using a pencil. - A cup of water * paint * a piece of rag Procedure: - small jar or pot * coupon bond * small paint brush
-231 Activity 4: Paint Me a Pot/Jar Materials Needed: > Dragonwave > Flowertrees > Combcircles > crane,
etc. Criteria for the Individual Artworks 5 4 3 2 Quality of craftsmanship All instructions were followed correctly 1 - 2
instructions were not followed correctly 3 4 instructions were not followed correctly Most of the instructions were not
followed correctly Visual Impact (Use of colors, lines, and shapes, etc.) Artwork has at more than 5 colors Artwork
has only 4 colors Artwork has only 3 colors Artwork has only 2 colors Punctuality Artwork was submitted on time
Artwork was submitted 1 day late Artwork was submitted 2 days late Artwork was submitted 3 days late Neatness
Artwork presentation was neat and orderly Artwork presentation was mostly neat and orderly Artwork presentation
was somehow neat and orderly Artwork presentation was disorderly. Total Descriptive Rating Score/points Excellent
18-20 Very Good 15-17 Good 11-13 Fair 9-10 Poor 8
113. Cutter or pair of scissor s * 1 or 2 white or light colored paper Samples: East Asian countries do not only paint on silk
or on wood. Another way of expressing their painting is through face painting or mask painting. Now, let us watch
videos showing the different ways on how to do the face painting or mask painting. After watching, try to follow any of
the videos. Now that you have tried the painting activities taken in lesson one, let us try to do the paper cutting,
folding and knotting of China, Japan and Korea. Choose at least 2 activities out of the suggested activities that
follow.- 2 Red colored recycled papers * 1 folder -232 Activity 5: Follow that thing! Video 1: Face painting a Beijing
Opera Mask http://www.youtube.com/watch?v=VVJ3Z3irv18 Video 2: Making of Kabuki Face Paint
http://www.youtube.com/watch?v=Wjn6hrJOcuY Video 3: How to make Korean Mask
http://www.youtube.com/watch?v=EYDmBSzbeR8 Instruction: Make an art work out of colored or recycled paper and
make your own design of your paper cutting based on the subjects of Chinese painting or the 12 symbols of the
Chinese Zodiac and Japanese paper folding. Activity 1: The Art of Paper Cutting Materials Needed:
114. 233 Activity 2: Paper Folding Sycee Follow the procedure as stated and demonstrated Things needed: 2 yellow bond
paper
115. 234 Activity 3: Japanese Origami or Water Bomb Youll need any recycled papers just like magazines, newspapers,
and colored papers. Create at least ten water bombs and butterflies with different sizes.
116. 235 RUBRICS Criteria for the Individual Artworks 5 4 3 2 Quality of craftsmanship All instructions were followed
correctly 1 - 2 instructions were not followed correctly 3 4 instructions were not followed correctly Most of the
instructions were not followed correctly Visual Impact (Use of colors, lines, and shapes, etc.) Artwork has at more
than 5 colors Artwork has only 4 colors Artwork has only 3 colors Artwork has only 2 colors Punctuality Artwork was
submitted on time Artwork was submitted 1 day late Artwork was submitted 2 days late Artwork was submitted 3 days
late Neatness Artwork presentation was neat and orderly Artwork presentation was mostly neat and orderly Artwork
presentation was somehow neat and orderly Artwork presentation was disorderly. Total Descriptive Rating
Score/points Excellent 18-20 Very Good 15-17 Good 11-13 Fair 9-10 Poor 8 To expand your understanding about
East Asian paintings, try to do the activities in the following pages.
117. 236 PART III. REFLECT AND UNDERSTAND Activity 1: PAINTING ANALYSIS Use the pictures below to compare
the paintings from Japan, China, and Korea. Identify the similarities in terms of the subjects and elements of arts
(color, space, texture, line) used by each country by writing your observations on a manila paper. Chinese Paintings
Japanese Paintings
118. 237 Korean Paintings Activity 2: My Diary! As if you were to write in a diary, answer the following questions. Write
your answers in your notebook. 1. What did you observe about the arts of East Asian countries (Japan, China, and
Korea)? 2. What did you learn about East Asian arts? 3. What skills did you develop? 4. What did you feel while
doing the activities? Dear Diary, I observed that the arts of Japan, China and Korea are ____________. I learned
that________________________________________________________. Aside from the things I learned, I also
developed my skills in____________________. While doing the activities, I felt
_____________________________________________. Sincerely yours, ____________________________
119. Discuss the research work by groups Group I Painting Group II- Paper Cutting and Folding Group III- Mask Painting
Note: All the research should be kept for the culminating activity that will serve as a source of information/reading
references. So what are the similar characteristics of East Asian arts? The arts of China, Japan, and Korea are
closely similar to one another. They all have paintings both on fabrics, paper, and faces. They also have knot tying,
paper folding, paper cutting and calligraphy. Its time to show what you have learned. Continue to the next part of the
lesson.- To deepen your understanding about the East Asian arts, research on: 1. application of principles and
elements of art, 2. techniques and styles in the production of East Asian Arts 3. brief history of East Asian Arts -238
Activity 3: Group Research The class will be divided into three (3) groups.
120. The layout should be visible from a distance and must have a visual impact related to the country. The exhibit should
be documented (i.e. photos/videos) by the members CRITERIA VERY GOOD (10 Points) GOOD (6 Points)
AVERAGE (4 Points) NEEDS IMPROVEMENT (2 Points) ORDER Exhibit was arranged properly Some parts of the
exhibit were out of place Several exhibited artworks were out of place Artworks were placed disorderly
COOPERATION All group members have artworks in the exhibit Some group members did not exhibit their artworks
Most of the group members did not exhibit their artworks Only 1 member exhibited his/her artworks.
RESOURCEFULNESS All members used recycled materials Most of the members used recycled materials Some of
the members used recycled materials Only 1 member used recycled materials. Total Points Highest Possible Score:
30 pts. Equivalent Rating: Very Good: 25-30=100 pts. Good: 21-25=90 pts Average: 16-20=80 pts Needs
Improvement : 6-15= 70 pts. Score Rating- The individual artworks will also be displayed in the exhibit. - Each group
will prepare the display area based on the theme/concept of the assigned task. - Research should include brief
history, description, and sample pictures. -239 PART IV. TRANSFER Activity: Group Task You will be grouped into
three (3). Each group will create a collection of artworks from Japan, China or Korea and put into an exhibit. Group 1:
Japan- Painting Group 2: China- Paper Cutting and Folding Group 3: Korea- Mask Painting
121. The invention of paper in China led to the development of more economical medium of painting and was
instrumental in the development of an aircraft by the- Weifang, Sandong, China is the capital city of kites during the
Song Dynasty to Ming Dynasty. Since 1984, China is considered to have the largest international kite festival on
earth. - There are six subjects/themes and three concepts (nature, heaven, humankind) in the production of Chinese
art. - The silver or golden sycee were imitated through paper folding for a traditional funeral, for burning in the
Chinese ancestors grave, or as a symbol of prosperity on New Years day. - Paper folding in ancient China
emphasizes more in the making of a hat and boat unlike flowers, animals, birds, fish geometric shapes, dolls and are
the common models used in Japanese origami. - Landscape painting is regarded as the highest form of painting in
China. - Japanese painting, and later printmaking, is the depiction of scenes from everyday life and narrative scenes
that are often crowded with figures and detail. This tradition began in the early medieval period under Chinese
influence. - Nature has always been regarded as an element of utmost importance in East Asian countries. -240
SUMMARY The makeup and perfume worn throughout performances were highly significant to the stories that were
being told in the kabuki play. A sincere artist is not one who makes a faithful attempt to put on to canvas what is in
front of him, but one who tries to create something which is, in itself, a living thing. -William Dobell- Face painting for
theatrical performances are used in Peking Opera in China and Kabuki in Japan, while mask painting is used in
Korea. - Knot tying in Korea is called Maedeup, in China Zhongguo and in Japan it is Hanamusubi -Wright brothers.
122. 241 GLOSSARY Art refers to the visual arts which cover the creation of images or objects in fields including painting,
sculpture, printmaking, photography, and other visual media. Art form is an activity or a piece of artistic work that can
be regarded as a medium of artistic expression. Artwork refers to a work of art in the visual arts and a piece of
conceptual art Calligraphy is the art of beautiful handwriting with pen or brush with the use of ink, pait or watercolor
on paper, silk or any similar material. Crane is a large bird with long legs and a long neck that lives near water which
is the most common model in Japanese origami. materials for purpose. Chinese Character or logograms in
Calligraphy are used in the writing of Chinese (where they may be called hanzi and Japanese (kanji). Such
characters are also used, albeit less frequently, in Korean (hanja), and were formerly used in Vietnamese (hn t),
Chinese theme is the artists subject of painting such as landscape, animals, bamboos,etc. Design an organized
arrangement of one or more visual elements, principles Medium refers to the type of material used to create artwork.
Origami refers to the traditional Japanese art of paper folding. Palette is any material that can be used as a container
for mixing colors in painting. Principles of design are choice and arrangement of elements of art in an artwork.
Shamanism is a practice that involves a practitioner reaching altered states of consciousness in order to encounter
and interact with the Spirit world Sinister suggests threat or suggests malevolence, menace, or harm Smudge is a
path of spread ink or paint blurring what has been painted Treacherous or traitor betrays or ready to betray
somebody's trust, confidence, or faith Ukiyo-e is a style of woodblock printmaking in Japan.
123. 242 Woodblock printing is the process that involves transferring and cutting pictures into wood blocks, inking the
surface of these blocks, and printing Yin-Yang- In Chinese philosophy, the concept of yin-yang, which is often
referred to in the West as "yin and yang", literally meaning "shadow and light", is used to describe how polar
opposites or seemingly contrary forces are interconnected and interdependent in the natural world, and how they give
rise to each other in turn in relation to each other. REFERENCES/SOURCES Sources: TASK 3: PAINTING
ANALYSIS
124. West Asia is a region that encompasses Western Asia and part of North Africa Did you enjoy your travel in
East Asia and gained lots of information and their contributions to world arts? This time lets visit India,
Central Asia and West Asia and know more about their work of arts compared to the arts of East Asia,
Southeast Asia and the Philippines.- what are the five independent republics, that comprises Central Asia -
how they exhibit ornate, very intricate and colorful motifs in their artworks where unusually free expression
may be seen - how strong sense of design can be observed in their modern as well as in their traditional
forms - how it intertwines with the enriching history, religions and philosophies of the subcontinent - how the
visual arts wereproduced and how it can be classified into specific periods, each reflecting particular
religious, political and cultural developments -245 In this module, you will learn:
125. 246 http://images.redstate.com/files/map9-middle-east-and-cent.gif
126. Appreciate their art forms, motifs and themes by using them in an appropriate programs, school activities,
celebrations and in personal hobbies Examples of Visual arts of India- compare the artworks of the
Philippines with the artworks of India, Central Asia and West Asia in terms of forms, motifs, shapes and
designs. - appreciate the ethnic and unique characteristics of art form and style through creating and
viewing similar artworks - compare the development of crafts in specific areas of a country, according to
traditional specialized expertise, functionality, and availability of resources - identify contributions made by
the named countries in the field of arts like architecture, painting, and folk arts - use the different motifs and
designs as manifested in their folk arts - describe the unique lines, forms, shapes and colors found in their
folk arts - understand how art plays a significant role in the daily life and activities of the people - analyze art
elements (color, line, shape, etc.) and principles (texture, proportion, emphasis, harmony etc.) in the
production of arts and crafts -247 OBJECTIVES At the end of this module, you, as a learner, are expected
to:
127. 248 PRE- ASSESSMENT ACTIVITY 1: Indian Crepe (Group Work) You will need the following materials:
Dark-colored crepe paper/or any colored paper Bleach (i.e., Clorox) Plastic cups Cotton buds
PROCEDURE: 1. Draw your design on a piece of paper. 2. Spread out the crepe paper or the colored paper
on a flat surface. 3. Pour a small amount of bleach in a plastic cup. Take care not to spill any on your clothes
or to get any on your skin. 4. Lightly dip the tip of a cotton bud in the bleach. 5. Create designs on the crepe
paper by gently drawing lines with the cotton buds. Be careful not to tear the thin crepe paper. 6. Decide on
the pattern: repeated or alternative motifs, radial, or border design. After reading our objectives, lets
proceed with our activity to test how well versed you are about the arts of India
128. 249 RUBRICS Indicators 5 3 1 1. Considered the suggestions of each member to come up with a
presentable work 2. Followed instructions correctly 3. Shared and applied the skills and talents on the
activity 4. Manifested enjoyment while working with other group members Points Descriptive Equivalent
Grade 16 20 Excellent 95% 11 15 Very Good 90% 6 10 Fair 85% 1 5 Needs Improvement 80%
ACTIVITY 2: Lines and curves Map of life MATERIALS NEEDED: Oslo paper Pen, pencil or colored
pencils DIRECTIONS: 1. Recall some of your remarkable childhood memories. 2. Using the diagram below
sketch or draw the places that have been a part of your life and are of interest to the members of your
family. Example: From your house, church, malls, parks and school. 3. Answer the questions found on the
next page. Im sure you enjoyed your first activity. You were able to show your creativity and skills in
creating designs demonstrating the elements and principles of art. This time, you will apply other elements
of art aside from shapes and designs
129. 250 Write your answers to the following questions in your notebook: 1. Why are those places important to
you and your family? How were you able to reach those places? 2. What features made those places
memorable to you and your family? 3. How did these places affect you and the other members of your
family? 4. What type of lines can you see on your sketch? Let us now proceed with our first lesson on Indian
Art.
130. Islamic Ascendancy (1192-1757) or Transitional Period This was the period of evolution from Vedism into
Hinduism or Brahmanism. The two great Indian epics: the Mahabharata and the Ramayana emerged in this
period.- Ancient Period (3900 BCE-1200 CE) Some evidences of the early civilization are bronze and
copper statuettes and steatite seals, which show vigor and concern for surface texture as constantly
characterized in Indian art. The Ajanta Caves of Maharashtra, India are 30 rock-cut cave monuments that
date back from the 2nd century BCE to the 600 CE, including paintings and sculptures considered to be
masterpieces of Buddhist religious art , as well as frescos that are reminiscent of the Sigiriya paintings in Sri
Lanka. Ajanta Caves of Maharashtra Classical Period ( 5th to 6th centuries) The image of Shiva (as
illustrated in the picture), the destroyer, develops into Shiva the Cosmic-dancer represented by a four-armed
figure, where one hand holds the fire with which he destroys, another holds a drum, which is the first sound
heard in the world during creation, then the third arm points up in a reassuring gesture, and a fourth arm
points down to the dwarf in which he dances to. -251 PART I. KNOW LESSON 1: Periods of Indian Art
131. Mogul period ( 16th Century) Moguls contributed to the enrichment of Indian culture, in painting and in
architecture. The most splendid example is the Taj Majal built in 1632 by Shah Jahan in memory of his wife.
Diwali lamps for sale in the market Diwali is celebrated by Hindus in India and all around the world in
October or November. It is the Hindu New Year and is either a 3-day or 5-day holiday depending on where
you come from. It is a very exciting and colorful holiday, where homes are cleaned to welcome the New
Year and windows are opened so that the Hindu goddess of wealth, Lakshmi, can enter. Hindus believed
that she cannot enter a house which is not lit up, so every household burns special Diwali clay lamps (diyas)
to light the way for the goddess, which is why the holiday is also known as the 'Festival of Lights'. Today you
are going to learn about an Indian art that I know you will enjoy. Keep on reading.-252
132. 253 LESSON 2: RANGOLI Rangoli is one of the most beautiful and most pleasing art forms of India. It is
comprised of two words:'rang' meaning 'color' and 'aavalli' meaning 'colored creepers' or 'row of colors'.
Rangoli, the art of making designs or patterns on the walls or the floor of the house, uses finely ground white
powder along with different colors. Numerous households in the Indian subcontinent make use of Rangoli
designs for decorating the courtyard of their house. http://www.activityvillage.co.uk/rangoli-with-diya.jpg The
traditional form of Rangoli made use of designs and motifs based on nature, such as mangoes, creepers,
flowers, swans, peacocks, etc. Even the colors in the traditional art form were extracted from natural dyes,
like barks of trees, leaves, indigo plant, etc. These days, synthetic dyes have more or less replaced the
natural dyes of the earlier times. http://www.activityvillage.co.uk/peacock-rangoli.jpg The materials used in
the Rangoli patterns of today give either a very flat appearance or a 3-D effect. Rangoli designs include
geometric patterns, the swastika, lotus, trident, fish, conch, creepers, leaves, trees, flowers, animals, etc.
133. Post-Colonial Mohenjo Daro Around the middle of the 3rd millennium BCE, an advanced urban culture
developed for the first time in the region, with large buildings, some of which still survive to this day
likeMohenjo Daro, Harappa,and Kot Diji which areamong the pre-Islamic settlements that are now tourist
attractions. Kot Diji Across Pakistan, brightly colored flamboyant trucks, painted with images of idealized
landscapes, famous personalities, flowers, and trees, turned village lanes, city streets, and long-distance
highways into a gallery without walls; a free-form, kaleidoscopic exhibition in motion. Truck Art of Pakistan-
Colonial - Islamic - Pre-Islamic -254 LESSON 3: PAKISTAN Pakistani architecture is divided into four
recognized periods:
134. 255 Other arts of Pakistan includes painted chests and jars Did you appreciate the truck art of Pakistan? Let
us now tour the other parts of Central Asia. Just keep on reading. LESSON 4: UZBEKISTAN,
KAZAKHSTAN, TAJIKISTAN People who inhabited the region of present Uzbekistan are known for making
printed cloth. Printed table-cloths, curtains, bed-spreads, shawls and various coverlets were utilitarian and
served as a daily-round ornament as well. Uzbekistan ceramics hold a prominent place among the
numerous forms of popular applied art. Applied arts in ancient Kazakhstan were part of lifes daily routine.
Clothing, utility tools, yurts, and horses saddles were always decorated using nomadic patterns and design.
Kazakhstans visual arts are relatively young. In ancient times, nomads used to draw on rocks and, today,
these petroglyphs can be found throughout Kazakhstan. Fine art in Kazakhstan varies in style, direction, and
genre. The most captivating work by Kazakhstan artists in different periods can be seen in museums across
the country.
135. 256 Tajiks have been making fabrics, utensils, musical instruments, carpets, furniture, jewelry, and many
other things for many centuries. The art of decorative carving is very important for local residents. Carving is
mostly present in architectural monuments, household structures and objects, musical instruments, and
souvenirs. When Islam came, Tajiks carving gradually changed to Arabian inscriptions using images of
people and animals while some carvers prefer vegetative, geometrical patterns. In architecture, ornaments
in the form of lotus, tulips, and other flowers are more common.
136. 257 LESSON 5: TURKMENISTAN AND KYRGYSTAN The most unique and beautiful carpets in the world
are produced by Turkmenistan. These vary in shape and purpose. Carpet weaving is an ancient art, and
each tribe developed its own distinctive pattern. The traditional arts include felt manufacture, jewelry making,
woodwork, ceramics, and silverwork. Turkmen carpets have been traditionally woven out of wool, cotton,
and silk by women, using horizontal looms. The method of weaving has been modernized, but the beauty
and quality of the fabrics remain. Turkmenistan is also the source of keteni, a homespun silk that is used for
the beautiful dresses worn by Turkmen women on special occasions. The embroidery uses different patterns
that are as unique as a family seal. "KETENI" CLOTH IS AN OBJECT OF ONE OF THE WONDERFUL
TRADITIONS OF THE TURKMEN PEOPLE Kyrgyz women produce a wide range of textiles, mostly from
the felt of their sheep. Nowadays ancient patterns are adapted to the tourist and export market, but it is still a
living tradition and that all yurts and most houses contain hand-made carpets or rugs called shirdaks. Lets
now visit the neighboring countries of Uzbekistan, Kazakhstan and Tajikistan
137. 258 Large elaborately embroidered wall hangings called Tush kyizare traditionally made in Kyrgyzstan and
Kazakhstan, by elder women to commemorate the marriage of a son or daughter. Colors and designs are
chosen to symbolize Kyrgyz traditions and rural life. Flowers, plants, animals, stylized horns, national
designs, and emblems of Kyrgyz life are often found in these ornate and colorful embroideries. Flat cushions
called xxx are usually made in shadow-pairs. These are seen on every chair, padding the seat. LESSON 6:
ARTS AND CRAFTS OF WEST ASIA West Asia is rich in cultural heritage, and this is clearly evident in the
variety and quality of regional arts and crafts. Arts-Crafts--Middle-East-Design After visiting Central Asia, we
will now fly to West Asia.
138. Although these are some of the most acclaimed art forms contributed by West Asia, their aesthetics can be
seen in almost any product from the region even including such things as handmade soap from Syria or
Lebanon. a Lebanese man sculpting soap blocks- blown glassworks Metalwork craftsman hammering a
design - hammered metalwork - Calligraphy - inlaid wood designs - wood carving - ceramics - embroidery
-259 Typical artistic forms from the region include:
139. 260 PART II. PROCESS ACTIVITY 1: Rangoli Art After learning about Rangoli, I will now let you experience
how to make one. You will need: Glue Plain paper plate Pencil Colored sand (different colors)
DIRECTIONS: 1. Sketch your design lightly in pencil or chalk in illustration board. 2. When you are happy
with your design, finalize the outline with heavier lines. 3. Use glue to outline your design. 4. Roll the paper
plate into a cone and snip a small hole in the narrow end. 5. Fill the larger opening with colored sand. Use
your finger as a stopper on the small hole you made. This is how you will control the flow of the sand. 6. Fill
in your design with sand according to your choice and color combination. This is the most interesting step,
and usually the most fun.
140. 261 7. Apply different design patterns: - Repeated - Radial pattern i. - Alternating - Border pattern 8. Display
your work in class. SELF ASSESSMENT (To be answered in the notebook): 1. Is my work worth emulating?
How was I able to come up with this emulous project? 2. Were the colors and designs applied properly? 3.
In what part of theproject did you enjoy the most?
141. 262 ACTIVITY 2: DIWALI MOBILE Lets imagine that we are from India and are about to take part in the
Diwalicelebration. The place of celebration is fully lighted with diya. Everyone is asked to hold a diya to
make the place look festive and brighter. Here is the procedure for the diya mobile. You will need: Yellow
textured paper or pages of magazine Textured paper in a bright color Gold cord Gold glitter glue String
Scissors Puncher Instructions: 1. Cut out a flame shape from yellow paper and a diya shape from the other
paper. 2. Make a hole at the bottom of the flame and another in the middle of the diya. 3. Tie them together
with the gold cord. 4. Make a hole at the top of the flame and tie on some gold cord for hanging. 5. With
glitter glue or a gold pen, write Happy on the flame and Diwali on the diya.
142. 263 ASSESSMENT: In this lesson, you will further understand how lines, colors, shapes, balance, and
repetition can give more meaning and significance to the art of Central Asia. This will help you: a.
Understand the processes in art b. Determine its impact to you as an individual c. Learn the importance of
appreciating a work of art d. Understand its relationship to other countries around you. Was I able to follow
directions correctly? Did I enjoy working on this praise-worthy project? What Philippine designs look similar
to the designs of India? Is my mobile moving?If not, what can I do to make it move? How did I use recycled
materials in this project? Was I able to follow directions correctly? Did I enjoy working on this project? Was I
able to employ different art elements and principles in making this project? What Philippine designs look
similar to the designs of India? Is my mobile moving? If not, what can I do to make it move?
143. 264 ACTIVITY 3: VIDEO PRESENTATION TRUCK ART Uploaded by journeymanpictures
http://www.youtube.com/watch?v=4EhNAib0b6Q Guide Questions 1. Describe the unique lines, color, forms,
and shapes found in Pakistans truck art. 2. Give your impressions on how Pakistanis use the elements of
arts in their artwork. 3. Compare our Pinoy jeep with their truck art with regard to the color, design, forms,
and shapes. ACTIVITY 4: CANDLE SCULPTURE MATERIALS NEEDED: Old newspaper pencil Candle
2 in diameter Sketch of your chosen design Nail pusher Black permanent marker DIRECTIONS: 1. Spread
out the old newspaper to protect your work area. 2. Sketch your chosen design on the candle using your
pencil. Use geometric shapes and patterns like scrollwork and curved lines. 3. With the nail pusher, carve
the design on the candle. Use the subtractive technique to cut away the unwanted part. 4. Highlight the
design with the use of a black permanent marker. I want you to show your skill in designing and showcasing
the art of Tajikistan. Are you ready? I want you to view a video about the Truck Art of Pakistan. Enjoy!
144. 265 Rubric CATEGORY Excellent - 5 Good 4 Fair 3 Poor - 2 Following Directions Student the directions
correctly. Student followed most of the directions. Student followed some of the directions. The student did
not follow instructions. Creativity and Workmanship Student output is very creative and tidy. Student output
is good and tidy. Student output is fair and has few errors. Student output is dull with lots of errors Pattern
Pattern of Southeast Asian culture is well- defined and used from beginning to end. Pattern of Southeast
Asian culture is visible but not clearly defined. Pattern of Southeast Asian culture is somewhat visible but not
continuous. There is no visible pattern of Southeast Asian culture. Numerical Descriptive Grade Equivalent
11 15 Excellent 95% 8 - 10 Good 85% 6 Need Improvement 75% ACTIVITY 5: Clay Pot Designing
MATERIALS: Old newspaper Black and white acrylic paint Small clay pot Pencil Brushes of different sizes
145. 266 PROCEDURES: Prepare your work place by spreading old newspaper as your placemat. 1. Choose
either the white or black paint as your base. Apply the paint and let it dry. 2. Plan the design you want to be
painted on your pot. Keep in mind the elements and principles of design in Indian art. 3. Using your pencil,
sketch out your design on the pot. 4. Use your paint and brush to create your design. Let it dry. 5. Display
your work for assessment. Rubric CATEGORY Excellent - 5 Good 4 Fair 3 Poor - 2 Following Directions
Student the directions correctly. Student followed most of the directions. Student followed some of the
directions. The student did not follow instructions. Creativity and Workmanship Student output is very
creative and tidy. Student output is good and tidy. Student output is fair and has few errors. Student output is
dull with lots of errors Pattern Pattern of Southeast Asian culture is well- defined and used from beginning to
end. Pattern of Southeast Asian culture is visible but not clearly defined. Pattern of Southeast Asian culture
is somewhat visible but not continuous. There is no visible pattern of Southeast Asian culture. Numerical
Descriptive Grade Equivalent 11 15 Excellent 95% 8 - 10 Good 85% 6 Need Improvement 75%
146. that they have the same religion, beliefs, and customs?- that the countries in Central Asia have the same
flora and fauna? - that the suffix stan means land of? -267 ACTIVITY 6: BORDER DESIGN IT!
MATERIALS: Black cartolina Pair of scissors Stapler Long bond paper Glue Emulsion Paintbrush
DIRECTIONS: 1. Cut out two 5x7rectangles of black cartolina. Set aside one rectangle. 2. On one of the
cartolina rectangles, draw an inside rectangle, measuring 0.5 inchesfrom the outside edges. Cut out and
discard. You will now have a frame. 3. Place the frame on top of the other rectangle. Staple three of the
outer edges together so that a 4" by 6" photo can fit inside. 4. Cut the bond paper into 8 lengthwise strips. 5.
From the sample design above, create your design by cutting the strips of bond paper. 6. Paste the strips of
paper on the frame-shaped cartolina as a border.Trim as needed. 7. Apply emulsion with a brush and let it
dry. 8. Put in your photo after finishing your work. 9. Display your work for critiquing. Did you know?
147. 268 ACTIVITY 7: SOAP SCULPTURE YOU WILL NEED: Soap preferably Ivory or Perla Nail pusher Pencil
Old newspaper Black pentel pen DIRECTIONS: 1. Prepare your working area by spreading out an old
newspaper to gather soap scrapings. 2. Decide on what design you would like to carve on your soap. 3. Use
the nail pusher to scrape out part of the soap you want to remove. 4. Highlight your design with the black
pentel pen. 5. Clean up after work. QUESTIONS TO ANSWER: 1. Which part of the procedure did you find
difficult to do? 2. How did you achieve the design of your work? 3. What technique was applied best for
scraping the design in the soap? 4. How can you make all the parts evenly designed? 5. How did you feel
while doing the activity? Examples of soap carvings After reading the above lesson, I want you to
experience an art work that will bring out the creativity in you. Are you ready?
148. 269 PART III. REFLECT AND UNDERSTAND ACTIVITY: GUESS MY COUNTRY! Identify the country I
came from in Central Asia. Describe the designs, forms, colors and style to signify the country where we
came from. ASSESSMENT: Make caricatures of faces using dots and lines to express how much you
understand the lessons and how can you relate the culture of other countries to our own country. Explain
your drawing. Very Happy Surprised Amazed Sad
149. We can better understand and appreciate a work of beauty and vitality by understanding its place in
historical continuity. TEST YOURSELF A. INDIA Identify what is being described in each number. Choose
the answer from the box. Diwali Rangoli Shiva Lakshmi Diyas ______________1. The art of making designs
or patterns on the walls or floors of houses ______________2. Hindu goddess of wealth ______________3.
A four arm dancing Hindu goddess ______________4. Indias Festival of Lights ______________5. Clay
lamp to light the way of the goddess- The art of India, Central Asia, and West Asia, reflects the dominant
attitudes toward important aspects of life of the period which produce them as mirror of cultural history. -
Resourcefulness and clarity are keys to successful art activities. - Unique lines, forms, shapes, colors ,
motifs, and designs are manifested in the art of India, Central Asia, and West Asia. - Art plays a significant
role in the daily life and activities of the people of India, Central Asia, and West Asia. -270 KEEP IN MIND:
150. 271 B. CENTRAL ASIA AND WEST ASIA Multiple Choice: Read the directions correctly. Choose the best
answer. Write the letters only ______1. Country known for making printed table cloth, curtains, bed spreads
and shawls A. Uzbekistan C. Tajikistan B. Kazakhstan D. Pakistan ______2. Country in Central Asia known
for utensil making, musical instruments, furniture and jewelry A. Pakistan C. Uzbekistan B. Tajikistan D.
Kazakhstan ______3. A homespun silk used for beautiful dresses worn by Turkmen women A. shirdaks C.
keteni B. Tush Kyiz D. Diyas ______4. It is a large elaborately embroidered wall hanging made in Kyrgystan
and Kazakhstan A. keteni C. shirdaks B. frescoes D. tush kyiz ______5. Images created by removing part of
the rock surface by incising, picking and carving A. petroglyphs C. calligraphy B. hieroglyphs D. ochre PART
IV. PERFORMANCE ACTIVITY: 1. Create an art exhibit focusing on the Arts of Central and West Asia using
your own artworks. 2. You need to prepare the exhibit area for your audience. 3. Answer questions from
your audience regarding your artworks. 4. The exhibit should be documented.
151. 272 ASSESSMENT: GLOSSARY Aesthetic - pertaining to, involving or concerned with pure emotion and
sensation as opposed to pure intellectuality Carving - act of fashioning or producing by cutting into or
shaping solid material, such as wood Conch - is a common name that is applied to a number of different
medium to large-sized sea snails or their shells. The term generally applies to large sea snails that have a
high spire and a siphon canal Deity - is a being, natural,supernatural or preternatural, with superhuman
powers or qualities, and who may be thought of as holy, divine, or sacred Distinctive - having a special
quality, style, attractiveness, etc; notable Diwali - a festival celebrated by Hindus in India and all around the
world in October or November. It is the Hindu New Year and is either a 3-day or 5-day holiday depending on
where you come from. CRITERIA VERY GOOD (10 Points) GOOD (6 Points) AVERAGE (4 Points) NEEDS
IMPROVEMENT (2 Points) ORDER Exhibit was arranged properly Some parts of the exhibit were out of
place Several exhibited artworks were out of place Artworks were placed disorderly COOPERATION All
group members have artworks in the exhibit Some group members did not exhibit their artworks Most of the
group members did not exhibit their artworks Only 1 member exhibited his/her artworks.
RESOURCEFULNESS All members used recycled materials Most of the members used recycled materials
Some of the members used recycled materials Only 1 member used recycled materials. Total Points
Highest Possible Score: 30 pts. Equivalent Rating: Very Good: 25-30=100 pts. Good: 21-25=90 pts
Average: 16-20=80 pts Needs Improvement : 6-15= 70 pts. Score Rating
152. 273 Diyas - special Diwali clay lamps Ecological -the branch of sociology concerned with the spacing and
interdependence of people and institutions. Emulating -to strive to equal or excel, especially through
imitation Emulous -eager or ambitious to equal or surpass another Encompass - to enclose; envelop; to
constitute or include Flamboyant - marked by or given to strikingly elaborate or colorful display or behavior
Frescos - a technique of mural painting executed upon laid lime. Water is used as the vehicle for the
pigment and, with the setting of the plaster, the painting becomes an integral part of the wall. Inscriptions -
something inscribed; a historical, religious, or other record cut, impressed, painted or written on stone, brick,
metal or other hard surface Kaleidoscope - is a cylinder with mirrors containing loose, colored objects such
as beads or pebbles and bits of glass. As the viewer looks into one end, light entering the other creates a
colorful pattern, due to the reflection off of the mirrors. Keteni - a homespun silk that is used for the beautiful
dresses worn by Turkmen women on special occasions Lakshmi - the Hindu goddess of wealth Loom - a
hand-operated or power-driven apparatus for weaving fabrics, containing harnesses, lay, reed, shuttles,
treadles, etc. Nomads -a group of people that moves from one place to another Ochre - is the term for both
a golden-yellow or light yellow brown color and for a form of earth pigmentwhich produces the color.
Ornament - an accessory, article, or detail used to beautify the appearance of something to which it is a part.
Ornate - elaborately or sumptuously adorned, often excessively or showily so. Petroglyph - (also called rock
engravings) are pictogram and logo gramimages created by removing part of a rock surface by incising,
picking, carving, and abrading. Pictogram - a picture or symbol for a word or group of words
153. 274 Rangoli - the Indian art of making designs or patterns on the walls or the floor of the house, uses finely
ground white powder along with different colors. Repeated -a duplicate or reproduction of something; a
decorative pattern repeated, usually by printing, on a textile or the like. Shawl - a simple item of clothing,
loosely worn over the shoulders, upper body and arms, and sometimes also over the head. It is usually a
rectangular or square piece of cloth, which is often folded to make a triangle. Sometimes it can also be
triangular in shape. Other shapes include oblong shawls. Shirdaks - hand-made carpets or rugs; flat
cushions made in shadow-pairs, made by Kyrgyz women Shiva -is a major Hindu deity, and is the Destroyer
or Transformer among the Trimurti, the Hindu Trinity of the primary aspects of the divine, represented by a
four-armed figure siphon canal - is an anatomical feature of the shells of certain groups of sea snails
swastika - an equilateral cross with four arms bent at 90 degrees. The word swastika came from the Sanskrit
word svastika, meaning any lucky or auspicious object, and in particular a mark made on persons and things
to denote auspiciousness. Tajiks - an ethnic group originating from Tajikistan, Afghanistan, Uzbekistan, Iran,
Russia and China Trident - a three-pronged spear; the traditional weapon of the Hindu god Shiva used as a
geometric design for Rangoli Utilitarian - having regard for utility or usefulness rather than beauty,
ornamentation, etc. Vegetative - noting the parts of a plant not specialized for reproduction Voluptuous -
focused attention on the female body as a source of aesthetic pleasure, sexual attraction, fertility, and
reproduction, considered an ideal or preferred body shape, both for attractiveness and for health reasons.
Yurt - is a portable, bent wood-framed dwelling structure traditionally used by nomads in the steppes of
Central Asia.
154. 275 REFERENCES: http://images.redstate.com/files/map9-middle-east-and-cent.gif
http://en.wikipedia.org/wiki/India http://en.wikipedia.org/wiki/Central_Asia
http://www.google.com.ph/imgres?q=visual+art+from+india
http://www.britannica.com/EBchecked/topic/102315/history-of-Central-Asia
http://en.wikipedia.org/wiki/India#History
http://www.google.com.ph/search?num=10&hl=en&site=imghp&tbm=isch&source=h
p&biw=1137&bih=538&q=india+map
http://www.google.com.ph/search?hl=en&biw=1137&bih=491&site=imghp&tbm=isch
&sa=1&q=map+of+central+asia&oq=map http://www.hobbycraft.co.uk/Pages/Ideas/Idea.aspx?id=1352
http://t0.gstatic.com/images?q=tbn:ANd9GcSPKTmb84gkTedUb-
80DnxKJ4rz8DsBMDrkWvWwkWfegG7I6tjijA http://en.wikipedia.org/wiki/Bodhisattva
http://www.flickr.com/photos/pedrosz/341500212/ http://en.wikipedia.org/wiki/Ajanta_Caves
http://en.wikipedia.org/wiki/Central_Asia http://www.thepaltrysapien.com/2012/07/pakistani-truck-art-and-
the-art-is-essential- to-life-discussion/
http://www.google.com.ph/search?um=1&hl=en&biw=1137&bih=491&tbm=isch&sa=
1&q=folk+arts+of+kazakhstan&oq=folk+arts
http://www.advantour.com/uzbekistan/culture/handicrafts/dolls.htm
http://en.wikipedia.org/wiki/File:Mohatta_Palace.jpg http://www.central-asia.info/kazakhstan/culture
http://www.google.com.ph/search?um=1&hl=en&biw=1137&bih=491&tbm=isch&sa=
1&q=turkmenistan+SILK&oq=turkmenistan+SILK http://www.ehow.com/list_6703312_india-art-activities.html
http://www.culturalindia.net/indian-history/index.html http://www.culturalindia.net/indian-art/rangoli/index.html
155. 276 http://www.kiddiegardens.com/painting_clay_pots.html http://t0.gstatic.com/images
http://www.orexca.com/centralasia.php http://www.advantour.com/central-asia
http://www.youtube.com/watch?v=4EhNAib0b6Q http://en.wikipedia.org/wiki/Middle_East
http://www.google.com.ph http://t2.gstatic.com/images? http://www.fancy4glass.ca/inventory-images
http://img.artknowledgenews.com/files2011dec/Anselm-Kiefer-West-Eastern- Divan.jpg
http://www.activityvillage.co.uk/
http://t1.gstatic.com/images?q=tbn:ANd9GcQZXxh8ApgWYrYGu_v8ZKI6XhgFYdksj
BbnVwrldWxwrT7f8E1GXA http://www.middleeastcouncilnc.org/home/MECC-artscrafts.php
http://t0.gstatic.com/images?q=tbn:ANd9GcTpNx7dDYIfApNZ_KHx6VbJ-
Wopj_xCzdMXqapGup0xH9b6rhVe
http://t1.gstatic.com/images?q=tbn:ANd9GcSD0d7exUCrNbO_CJsPsl73qL83RqMU wmzrKQYX3XeZvF6-
IfNcSA http://t0.gstatic.com/images?q=tbn:ANd9GcTpNx7dDYIfApNZ_KHx6VbJ-
Wopj_xCzdMXqapGup0xH9b6rhVe
http://t0.gstatic.com/images?q=tbn:ANd9GcSTJiqX4iVVdmz0kkULc7UjQVw_pZm8pr
cTGuyqxrpGl7LO1DHJ http://www.google.com.ph/imgres?q=soap+carving+patterns&num=10&hl=fil&newwi
ndow=1&biw=1137&bih=538&tbm=isch&tbnid=EImg-
J0OPvQSiM:&imgrefurl=http://www.glogster.com/cutiepie225/soap-carving/
http://www.google.com.ph/imgres?q=soap+carving+patterns&num=10&hl=fil&newwi
ndow=1&biw=1137&bih=538&tbm=isch&tbnid=WtH0qu68EshTDM:&imgrefurl
=http://te448spring09.blogspot.com/2009/03/soap http://dictionary.reference.com/browse/
156. 277 INTRODUCTION
157. explain what component contributed in selecting the performing group We are here to accompany and
guide you in working out the activities. Read and understand the information and instructions carefully. You
will surely enjoy and will have a great time as you go along in your learning material! Now lets get started!-
analyze the uniqueness of each group that was given recognition for their performances - design with a
group the visual components of a school drama - define what makes each of the Asian festivals unique by a
visual presentation and report on selected festivals representing the different Asian countries - explain the
history of the festival and theatrical composition and its evolution and describe how the townspeople
participate and contribute to its festivity and gaiety - identify the festivals and theatrical forms celebrated in
China, Japan, Thailand, and Indonesia -278 After you have learned the Asian folk arts from different Asian
countries in previous quarters, it is time for you to study and learn the basic concepts, elements, and
principles of festivals and theater art forms of Asia specifically of China, Japan, Indonesia, and Thailand. In
the 4th quarter, you will discover the people, history, culture, and traditions of China, Japan, Indonesia, and
Thailand by reading, watching, and performing the different Asian festivals and theater art forms.
OBJECTIVES At the end of this quarter, you, as a learner are expected to:
158. 279 PRE-ASSESSMENT A. Tableau: (5 points) Divide yourselves into groups of 5-8 members. Each group
will make tableaus of different images/scenarios you usually see in the surroundings (e.g. playground, street
crossing, market, park etc.). Let other students guess what scenarios were presented in the tableau.
Rubrics: 5 4 3 2 CREATIVITY The group was able to establish the mood and meaning of the tableau. The
group almost established the mood and meaning of the tableau The group somehow established mood and
meaning of the tableau The group tried to establish the mood and meaning of the tableau but was not
successful COOPERATION All members cooperated in creating each scenario almost all members
cooperated to create their choice of scenario some of the members cooperated to create their choice of
scenario most of the members did not cooperate to create their choice of scenario This is a kind of test
called Pre/Diagnostic Assessment in which we want to find out your prior knowledge about the topics. Dont
worry if you do not know some of the answers. Okay, you may now begin. Read the instructions/directions
carefully before you answer. Good luck!
159. 280 B. Picture Presentation (5 points): The pictures in the following pages are different stage and musical
plays. Can you help me name the title of each play? Choose from the titles written inside the box and write
your answers on the blanks provided. 1. 2. PHANTOM OF THE OPERA ROMEO AND JULIET MISS
SAIGON IBONG ADARNA THE KING AND I FLORANTE AT LAURA
160. 281
161. 282 3.
162. 283 4.
163. 284 5.
164. 285 C. Group Dynamics (12 points): Based on the pictures provided, you may choose one theater act from
activity B. Analyze the play according to the theater aspects in the table below. Be prepared to explain your
analysis in front of the class. Title of the Musical/Stage Play Elements of Theater (Audience, Actors and
Actresses, Director, Purpose of Play Piece, Playwright, Visual Effect, Sound Effect) (4 points) Elements of
Artistic Expression (Line, Color, Sound, Shape, Space, Rhythm, Movement, Texture) (4 points) Tools of the
Performers (Body, Voice, Emotion) (4 points) Rubrics: Score: 4 3 2 1 Indicators: Uses 6-8 elements;
Arrangement and organization of ideas are clearly stated and spontaneous Uses 4-5 elements:
Arrangement and organization of ideas are clearly stated and spontaneous Uses 2-3 elements:
Arrangement and organization of ideas are clearly stated and spontaneous Uses only 1 element,
Arrangement of ideas not clearly and illogically stated
165. 286 D. Word Hunt: (13 points) You are going to find words that are related to the principles of composition
and organization in theater art. There are 13 words to look for. 1. variation 2. dynamics 3. proportion 4.
movement 5. logic 6. contrast 7. balance 8. subordination 9. harmony 10.selectivity 11.focus 12.plot 13.unity
E: Matching Type: (9 points) Match column A with column B. Write the letter of the correct answer on the
blanks. Festivals/Theater Art Forms: A. B. ______1. Ati-Atihan- Philippines a. W V Y T I V I T C E L E S X C
P R O P O R T I O N V N P L O G I C Q Z B R S A D L K A W B A L A N C E R Y O S F R C Z F W F M L I
N T D O H I K D X G G I A A L X C O N T R A S T X T M N J U N I T Y Z Q Z F I I D Q S H A R M O N Y Y
O S U B O R D I N A T I O N M O V E M E N T Q K Y E H
166. 287 ______2.Lantern Festival-Thailand b. ______3.Kodo Taiko Drum Festival-Japan c. ______4.Bali Dance
Festival- Indonesia d. ______5. Sarswela-Philippines e.
167. 288 ______6.Kabuki-Japan f. ______7.Wayang Kulit-Indonesia g. ______8.Peking Opera-China h.
______9. Nang Shadow Puppetry-Thailand i.
168. 289 F. Ball Designing: (9 points) Aside from the musical/stage plays or festivals that you have seen in your
previous tasks, are there any other stage plays or festivals that you already know? Make your own ball
design and write your answers on the ball. Below is an example of a ball design. FESTIVALS M USI CA L
PL AY ST AG E PL AY Were you able to find out how much you know about Asian musical theater? If you
happen to miss some answers on the test, it is okay. Take note of those wrong answers you have written
because you can use that in our next task. Let us proceed.
169. 290 LEARNING GOALS After you have learned our objectives and have answered your pre/diagnostic test,
based on the results of your tests you may now create your own goals. You have to set your own goals in
order to achieve our objectives. You may now formulate your own goals by writing a letter in your diary.
Date: ____________________ Dear Diary, Its the last quarter. I have learned so much about the different
Arts and crafts of Asia in the previous quarters. Based on the Pre-assessment activities, we will be learning
about Asian Festivals and Theater Art Forms. In this quarter, I would like to learn about:
________________________________________________________________
________________________________________________________________ I would like to know how
to: ________________________________________________________________
________________________________________________________________ I would like to understand
why or how: ________________________________________________________________
________________________________________________________________
______________________________________________________________ Your friend,
__________________________________ In this module, I would like to learn about...
170. 291 Part 1: What to know? China, Japan, Indonesia, and Thailand Theater Arts and Festival Activity: Name
all the countries mentioned in previous activities. Can you locate the four countries on the map below?
China - Peking Opera - Spring /New Year Festival Japan - Kabuki - Taiko Drum Festival Thailand - Nang -
Lantern Festival Indonesia - Wayang Kulit - Bali Dance Always remember your goals because those are
your guide in mastering your understanding of the topics. You are now ready for the main part of this
material. This time you are going to find out the correct answers by studying the lessons. You have to
concentrate and focus on some readings and activities given in each lesson. You are expected to do your
best in doing each task. Now you are ready to go to the next level.
171. 292 Activity: China, Japan, Indonesia, and Thailand Theater Arts Option: Video Clips Presentation and
Group Reporting: Hello! You are going to watch Chinas Peking Opera, Japans Kabuki, Indonesias Wayang
Kulit and Thailands Nang Puppet show. While you are watching the videos you will be given guide
questions to answer. You may answer this individually or in groups. Refer to linkages on the reference page
if the CD is not available. 1. Tell something about the Chinese Peking Opera. Describe the make-up and
movements done in the play. Make-
up:___________________________________________________________
Movements:_________________________________________________________ 2. Write some
spectacular things that you see on the stage of Japans Kabuki play? How did the costumes in the play
make it more interesting to watch?
___________________________________________________________________ 3. Describe how the
Wayang Kulit puppets are performed in the play. How did the stage set up, sounds, and lights affect the
show? ___________________________________________________________________ 4. Compare
Thailands Nang (shadow puppet show) to Indonesians Wayang Kulit using the chart below. Name of
Puppet Shadow Theater Materials Used Movements Story 1. Wayang Kulit 2. Nang
172. 293 Activity: Video Presentation on Festivals: Now it is time to watch Chinas Spring/New Year, Japans
Taiko Drum, Indonesias Bali Dance, and Thailands Lantern Festivals. While you are watching the videos
you will be given again guide questions to answer. You may create your own group. Refer to linkages at the
reference page if the CD is not available. Chinese Spring/New Year Festival Lunar New Year Celebrations
Begin in China Japans Taiko Drum Kodo 30th Anniversary - One Earth Tour
173. 294 Bali Dance Tari Panyembrama - Balinese Dance Lantern Festival Loy Krathong Festival in Chiang Mai
2009
174. 295 Guide Questions: 1. What are things that amaze you in the Spring festival of China? Write your
impressions. ___________________________________________________________________ 2.
Describe the music and movements of the drummers of Japans Taiko Drum festival.
___________________________________________________________________ 3. What were the facial
expressions, body movements, and costumes of the Bali dancers?
___________________________________________________________________ 4. What is the function
of the Loy Krathong (sky lantern) festival?
___________________________________________________________________ Activity: Group
Reporting: Now you will make a report about the Chinese Peking Opera and Spring Festival. 1. Group
yourselves into 5 and discuss the topics below. 2. Each group must have one topic to report. You may add
your own ideas to your report. Feel free to give your impressions and insights about the topic. 3. Use the
chart below for the analysis and summary of your report. 4. Choose a leader to report and a secretary to
write your work. 5. You have10 minutes to finish this task. 6. There is always a five- item quiz given for you
to answer in every topic. PEKING OPERA
http://www.ebeijing.gov.cn/BeijingInformation/BeijingsHistory/t1137406.htm
175. 296 China is known for their traditional theater art form, the Peking Opera or Beijing Opera which combines
music, vocal performance, pantomime, dance, and acrobatics. It started in the late 18th century and became
fully developed and recognized by the mid-19th century. During the Qing Dynasty court it became extremely
popular and came to be regarded as one of the cultural treasures of China. Peking Opera Training: Pupils
were often handpicked at a young age by a teacher and trained for seven years on contract from the child's
parents. After 1911, training took place in more formally organized schools. Students at these schools rose
as early as five o'clock in the morning for exercises. Daytime was spent learning the skills of acting and
combat, and senior students performed in outside theaters in the evening. Roles and Characters: 1. Sheng-
is the main male role in Peking opera a. Xiaosheng actors are often involved with beautiful women by virtue
of the handsome and young image they project. http://www.newsgd.com/culture/local/content/2009-
10/04/content_5934332.htm b. Wusheng is a martial character for roles involving combat. They are highly
trained in acrobatics, and have a natural voice when singing. http://www.chinaopera.net/english/Chinese-
Opera-Knowledge/Peking-Opera-Wusheng
176. 297 c. Laosheng is a dignified older role, these characters have a gentle and cultivated disposition, and
wear sensible costumes. http://www.gracechinatours.com/china-guide/beijing/beijing-opera.html 2. Dan -
refers to any female role in Peking opera a. Laodan- old woman http://yaymicro.com/stock-image/chinese-
opera---old-woman/816353 b. Wudan- martial woman http://www.chinaodysseytours.com/pictures-of-
china/?level=picture&id=147
177. 298 c. Daomadan are young female warriors http://www.appletravel.cn/holidays/travel_info.php?id=17 d.
Qingyi are virtuous and elite women http://www.mybeijingchina.com/travel-guide/beijing-opera/opera-
roles.htm e. Huadan are vivacious and unmarried women http://www.chinadaily.com.cn/ezine/2007-
05/31/content_884195_2.htm
178. Blue - loyalty, fierceness and sharpness- Reddish purple - just and noble character - Purple - uprightness,
sophistication and cool-headedness - Yellow - fierceness, ambition and cool-headedness - Black -
roughness and fierceness - Red - devotion, courage, bravery, uprightness and loyalty. -299 3. Jing is a
painted face male role who plays either primary or secondary roles. This type of role entails a forceful
character, which means that a Jing actor must have a strong voice and be able to exaggerate gestures. The
red color denotes loyalty and goodness, white denotes evil, and black denotes integrity.
http://blogofaaronf.blogspot.com/2011/09/extract-from-my-theater-blog-beijing.html 4. Chou is a male clown
role. The Chou usually plays secondary roles whose name also means "ugly". It reflects the traditional belief
that the clown's combination of ugliness and laughter could drive away evil spirits.
http://blogofaaronf.blogspot.com/2011/09/extract-from-my-theater-blog-beijing.html Visual Performance
Elements: Peking-opera performers utilize four main skills. 1. Song 2. Speech 3. Dance-acting - This
includes pure dance, pantomime, and all other types of dance. 4. Combat - includes both acrobatics and
fighting with all manner of weaponry. You have learned from the previous quarters about the colors the
Chinese Peking Opera are using in their facial paints, masks and costumes. This is just a review. The
meaning of colors in Peking Opera Masks/Make-ups
179. divided into two parts by an embroidered curtain called a shoujiu.- stages were built above the line of sight
of the viewers, but some modern stages have been constructed with higher audience seating - square
platforms, the action on stage is usually visible from at least three sides - Conventions of movement -
Walking in a large circle always symbolizes traveling a long distance - Character straightening his or her
costume and headdress symbolizes that an important character is about to speak -Pantomimic opening and
closing of doors and mounting and descending of stairs Activity: Video clips Presentation: Go back and
watch the previous video clips again. Observe the movements, songs, dance and acrobatic skills of the
performers. Identify the name of the characters. Apply what you have learned a while ago. And try to
perform simple presentation of your group at the end of this module. Staging and Costumes:
http://www.chinaopera.net/english/catalog.asp?page=9 Stages: - The art form, gestures, settings, music,
and character types are determined by long held conventions - The highest aim of performers in Peking
Opera is to put beauty into every motion. - Green - impulsive and violent and stubbornness Xiaohualian (the
petty painted face) is a small patch of chalk on and around the nose. Clowns of traditional drama who wears
this special make-up show a mean and secretive character. Aesthetic Aims and Principles of Movement: -
White - dangerousness, suspiciousness and craftiness. Commonly seen on the stage is the white face for
the powerful villain -300
180. immediately move to center north upon entering the stage. All characters enter from the east and exit from
the west Understanding Check: Multiple Choice Directions: Choose the letter of the correct answer. Write
your answers on a separate sheet of paper or in your notebook. 1. The Peking Opera costume is
called___________. a. Balinese costumes c. Saya and barong tagalog b. Kimono and obi d. Xingtou 2. The
performance element that includes both acrobatics and fighting with all manner of weaponry in Peking
Opera is ______. a. Combat c. Speech b. Dance-Acting d. Song 3. ______ is the main male role in Peking
opera. a. Dan c. Jing b. Chou d. Sheng 4. Red color on make-ups in Peking Opera means__________. a.
suspicious and craftiness b. roughness and fierceness c. courage, bravery and uprightness d. fierceness,
ambition and cool- headedness- always seated south of the stage, therefore, north is the most important
direction Performers: - are visible to the audience on the front part of the stage Viewers: - a whip is used to
indicate a horse and an oar symbolizes a boat Musicians: - will almost always have a table and at least one
chair, which can be turned through convention into such diverse objects as a city wall, a mountain, or a bed
- utilizes very few props - In contrast, a corrupt official is made to wear a gauze hat with rhomboidal wing
Props: - oblong wings (chizi) attached to a gauze hat indicate a loyal official. - give expression to sharp
distinctions between good and evil or loyal and wicked characters - enable the audience to distinguish a
character's sex and status at first glance if noble or humble, civilian or military, officials or private citizens -
origins of Peking Opera costumes can be traced back to the mid-14th century - popularly known as Xifu in
Chinese -301 Costume: Xingtou
181. 302 5. There are always props of these on stage in Peking Opera. a. Bed and pillows c. Drums and cymbals
b. Chairs and tables d. Wood blocks and sticks Score Descriptions: 5 points 4 points 3 points 2 points 1
point Excellent! Very Good! Good! Study Hard! Read the lessons again! KABUKI OF JAPAN
http://www.asiagrace.com/photos/h/kabuki.jpg
182. 303 Kabuki is a form of traditional Japanese drama with highly stylized song, mime, and dance, now
performed only by male actors. Japanes Hanamicho a walkway that cuts through the audience seating
area to connect the stage with the back of the theater- Suppon -a platform that rises from below the stage -
Mawaro butal -the interior of the theater contains a revolving stage - Kogakudo -kabuki theaters that have
stages both in front of the audience and along the sides help create a bond between the actors and viewers
- Hanamichi a flower path, a walkway which extends into the audience and via which dramatic entrances
and exits are made; Okuni also perform on a hanamichi stage with her entourage. -e, originally as a verb
meaning act dissolutely, later interpreted as: ka song, bu dance and ki art/skill.
http://www.encyclopedia.com/topic/kabuki.aspx Kabuki theater is known for the stylization of its drama and
for the elaborate make-up worn by some of its performers. Kabuki is therefore sometimes translated as "the
art of singing and dancing". Since the word kabuki is believed to derive from the verb kabuku, meaning "to
lean" or "to be out of the ordinary", kabuki can be "bizarre" theater. The expression kabukimono referred
originally to those who were bizarrely dressed and paraded on a street. The Kabuki stage features:
183. Aragoto - male roles.- Onna-gata - female roles and; - Mie - in which the actor holds a picturesque pose to
establish his character and his house name yag, is sometimes heard in a loud shout (kakegoe) from expert
audience member, serving both to express and enhance the audience's appreciation of the actor's
achievement. An even greater compliment can be paid by shouting the name of the actor's father. Kesh
Actors are separated into two main categories: - shosagoto - dance pieces Jidaimono, or history plays, were
set within the context of major events in Japanese history. Strict censorship laws during the Edo period
prohibited the representation of contemporary events and particularly prohibited criticising the shogunate or
casting it in a bad light, although enforcement varied greatly over the years. Sewamono focused primarily
upon commoners (townspeople and peasants). It is generally related to themes of family drama and
romance. Elements of kabuki: - sewa-mono- domestic, or post-Sengoku stories and - jidai-mono- historical,
or pre-Sengoku period stories - Some stages have 17 trapdoors. The three main categories of the kabuki
play are: - Magicians and supernatural beings often make their entrances from trap doors in the hanamichi
-304
184. Red and blue are usually aragoto roles, onna-gata playing young women have very little paint These are
examples of famous Kabuki characters. A character's make-up, like everything else, is decided by tradition.
http://themiddlespaces.blogspot.com/2011/02/kabuki-japanese-theater-ii.html
http://www.magiccarpetjournals.com/kabuki.htm-305 Most main characters in Kabuki plays are aragoto,
because of its super-stylized masculine, heroic style. http://2.bp.blogspot.com http://1.bp.blogspot.com
Onna-gata Role(left) Aragoto Role (right) Kabuki "Hero" character Make-up is also one of the most iconic
parts of Kabuki. Actors apply their own make-up by painting their faces and necks white, then adding
stylized lines in red, black, or blue. The colors and lines that are used tell you what kind of character is being
performed.
185. kyu, is almost always short, providing a quick and satisfying conclusion. Kabuki props are often quite
interesting. Flowing water is usually represented by fluttering roles of linen; and creatures like insects and
foxes. Props often have symbolic meanings. Fans are used to symbolize wind, a sword, a tobacco pipe,
waves or food. Costumes are swung from sticks or manipulated by helpers who come on stage dressed in
black hooded robes so they are invisible to the audience. The female characters generally wear an
elaborate kimono and obi. Pleated hakuma trousers are worn by characters of sexes. Actors playing both
sexes often have a supported midriff because a straight and curveless figure are regarded the essence of
beauty.- tragedy in the third act and possibly a battle in the second and/or fourth acts. - ha, speeding events
up, culminating almost always in a great moment of drama or - jo, an auspicious and slow opening which
introduces the audience to the characters and the plot - purple, for nobility Kabuki is performed in full-day
programs. Audiences escape from the day-to-day world, devoting a full day to entertainment. Though some
individual plays, particularly the historical jidaimono, might last an entire day, most were shorter and
sequenced with other plays in order to produce a full-day program. The play occupies five acts. The first
corresponds to - green, for the supernatural; and - blue or black, for villainy, jealousy, and other negative
traits; - pale green, for peacefulness - light blue, for an even temper; http://blogs.smarter.com/fashion-
beauty - pink, for youthful joy; - red lines are used to indicate passion, heroism, righteousness, and other
positive traits; - The color of the kumadori is an expression of the character's nature: -306 Kabuki make-up,
provides an element of style easily recognizable even by those unfamiliar with the art form. Rice powder is
used to create the white oshiroi base for the characteristic stage make-up, and kumadori enhances or
exaggerates facial lines to produce dramatic animal or supernatural character.
186. 307 Costume changing is considered as an art. There are special teams that take care of complete and
partial costume changes and are done as part of the performances. Wigs are important accessories, with
each costume having its own type. Specialized craftsmen shape the wigs to the head. Wigs are made of
human hair or horse hair or, bear fur or yak-tail hair imported from Tibet. Understanding Check: Multiple
Choice Directions: Read the questions carefully and choose the correct answer. You may write your
answers on a separate sheet of paper or in your notebook. 1. A platform that raises the performers from
below the stage in Japans Kabuki. a. Hanamichi c. Mawaro butal b. Kogakudo d. Suppon 2. It is a Japanese
terminology which means male roles. a. Aragoto b. Suppon b. Onna-gata d. Hanamichi 3. It is the Japanese
traditional drama. a. Kabuki c. Nang b. Peking opera d. Wayang Kulit 4. In Kabuki theater art, fan as props
symbolizes ______. a. Bird c. rain b. insects d. wind 5. The female characters in Kabuki wear an elaborate
a. Balinese costumes c. Saya and Barong Tagalog b. Kimono and obi d. Xingtou Score description: 5 points
4 points 3 points 2 points 1 point Excellent! Very Good! Good! Study Hard! Read the lessons again
187. 308 Wayang Kulit of Indonesia http://en.wikipedia.org/wiki/File:Wayang_Pandawa.jpg Wayang refer to kinds
of puppet theaters, sometimes the puppet itself is referred to as wayang. Performances of shadow puppet
theaters are accompanied by a Gamelan orchestra in Java, and by Gender Wayang in Bali. Wayang Kulit, or
shadow puppets, are without a doubt the best known of the Indonesian Wayang. Kulit means skin, and
refers to the leather construction of the puppets that are carefully shaped with very fine tools and supported
with carefully shaped buffalo horn handles and control rods. ] It was given recognition as a Masterpiece of
Oral and Intangible Heritage of Humanity on November 7, 2003 by UNESCO and required Indonesians to
preserve their heritage. The stories are usually drawn from the Hindu epics: 1. Ramayana 2. Mahabharata 3.
Serat Menak - a story about the heroism of Amir Hamza
188. 309 Ramayana- Bima Mahabarata-Ar Wayang Sandosa has employed spotlights, colored lights and other
innovation The Handwork in Making a Wayang Kulit Figure: 1. They start from master models (typically on
paper) which are traced out onto skin or parchment, providing the figures with an outline and with indications
of any holes that will need to be cut (such as for the mouth or eyes). 2. The figures are then smoothed,
usually with a glass bottle, and primed. The structure is inspected and eventually the details are worked
through. A further smoothing follows before individual painting, which is undertaken by yet another
craftsman. 3. Finally, the movable parts (upper arms, lower arms with hands, and the associated sticks for
manipulation) are mounted on the body, which has a central staff by which it is held.- In Java, most often
used as a light source is a halogen electric light -juna http://www.discover-indo.tierranet.com/wayang2.htm -
http://www.discover-indo.tierranet.com/wayang1c.htm Wayang Kulit Performance consists of shadows cast
on a cotton screen and an oil lamp.
189. a puppet box, kothak Explore Wayang Characters- banana logs, gedebog; the pointed sticks of the wayang
base handle pierce the peeled trunk of a banana tree and the spongy substance holds the puppets in place
- a screen frame and screen, gawang and kelir; the main focus of the performance - female singers and a
male chorus, pesindhen and penggerong - a light source, blencong - shadow puppets, wayang kulit - a
traditional Indonesian orchestra, gamelan - a hammer used by the dhalang to knock on the puppet box,
cempala metal plates that the dhalang hits with his foot, kepyak - the puppeteer, dhalang(Java) /
dalang(Bali) -310 Elements of Performance: The fundamental components of a performance include: &
Stories through the links found at the reference page. Understanding Check: Multiple Choice Directions:
Read the questions carefully and choose the correct answer. Write your answers on a separate sheet of
paper or in your notebook. 1. It is the shadow puppet of Indonesia. a. Kabuki c. Peking Opera b. Nang d.
Wayang Kulit 2. The Indonesian shadow puppet theater shows are based on the stories of _____________.
a. Biag Ni Lam-ang c. Ramayana and Mahabharata b. Nagarakretagama d. The Tale of the Heike 3. The
puppeteer of Java, Indonesia is called ____________. a. Blencong c. Gawang b. Dalang d. Kothak 4. The
performances of shadow puppet theaters are accompanied by the music of ____________. a. Gamelan c.
Piano b. Guitar d. Rondalla 5. Indonesian puppet theaters are performed with shadows that are cast on a
________________. a. cotton screen and an oil lamp c. Tarpaulin and spotlight b. Japanese paper and
lampshade d. Transparent plastic and flashlight Score Description: 5 points 4 points 3 points 2 points 1 point
190. Mr. Suchart Sapsin, he is a man of many talents. He is not only an expert in the craft of making the puppets
but he is also an award - winning writer and poet. He is narrator, speaking or singing all the parts using
different voices, and he is a superb mimic. Nang recites tales of the gods and contemporary people through
stories of love, current events, and tradition. The shadow puppets used in the Nang represent the- there are
hundreds of different characters each with a distinctive shadow, but the show will almost always include a
clown, funny old man, scatter - brained old woman or rather stupid yokel, who are all great favorites with the
fun - loving audiences. - have a religious theme or have an episode from the Ramayana epic which contains
dozens of individual stories. They may also be specially written to include up-to-the minute reflections,
songs, and poems about local events and matters of current interest in the district or country. -311
Excellent! Very Good! Good! Study Hard! Read the lessons again! Nang Shadow Puppets of Thailand
Shadow puppet (Thai: Nang) was one form of public entertainment in the south of Thailand. It is still very
popular at village festivals, temple fairs, and celebrations such as marriages. Its characters are made from
intricately cut out and articulated shapes of leather. They are delicately colored, but this does not show
during a performance as the puppets appear only in shadow against a white sheet, with light shining through
from behind. They are manipulated with rods that control movements of the arms and legs. The puppets are
colorful but really they do not have to be because you only see the black shadows. In the second picture you
can see the people holding the puppets. Normally you can see only the shadows like in the third picture.
Performances:
191. romantic tales, hermits teaching magic to their apprentices, and abandoned children seeking lost loved
ones. The Nang attempts to relay to the audience the importance of Thai values and ideologies in a
changing world, however, the mystical and historical events remain fundamental in all performances. The
association with karma (all actions have equal reactions) and the underlying message of rewards and
punishments act as allegories for Buddhist morality and philosophy. And it is usually performed during the
country's dry season (February to August). Sida, Rama's wife-Nang Talung The Comedians- Nang Yai
http://anthromuseum.missouri.edu/minigalleries/thaipuppets/intro.shtml Two Types of the Nang:- star-
crossed lovers and - fantastic adventures of a wandering hero, - family conflict, -312 norms and mores of
Thai society. Themes commonly seen in Nang performances include
192. comedians. It is the Nai Nang's responsibility to act as an intermediary between the community and the
gods, thus the Nang and its producers are highly respected and greatly entwined into Thailand's cultural
fibers. Option for puppet theater Analysis and Interpretation: Your group will talk about what they will write
inside the chart. Your leader will lead the group and the secretary is the one in-charge of writing your answer
inside the chart. Each one of you will explain about your answers. Give your interpretation about the
information on the chart. Compare and differentiate them.- magical figures, and - kings and queens, - gods
and goddesses, - The rhythm and fluidity of each performance is essential in maintaining audience interest,
thus the Nai Nang must vary their techniques and story lines. Characters such as: - The performances run
from dusk to dawn and incorporate narration, songs, prose, and the performer's improvised dialogue. - They
perform using the puppets on a backlighted white screen, and hide themselves in small wood and bamboo
shelters. - There are over 300 Nai Nang in the southern regions of Thailand. - Nai Nang - the teachers and
presenters of the Nang Talung - Usually consists of five to ten puppeteers and musicians. -313 1. Nang
Talung is played with leather puppets, each representing a separate character, about 50 centimeters high.
They usually possess a movable, jointed arm controlled by a string. 2. Nang Yai is normally made of
cowhide and rattan, a large, decorated scenes and characters measuring around two meters high and a
meter wide. They do not have jointed arms, but the themes and styles remain the same. The Nang's Theater
Troupe These:
193. 314 Understanding Check: Multiple Choice Directions: Read the questions carefully and write the your
answer on a separate sheet of paper or in your notebook. 1. The shadow puppets in Thailand are
_________. a. Leather Monkey Show c. Togalu Gombeyaata b. Nang d. Wayang Kulit 2. The puppet given
is an example of: a. Nang Talung c. Wayang Golek b. Nang Yai d. Wayang Kulit 3. ___________ is played
with leather puppets, each representing a separate character and usually possess a movable, jointed arm
controlled by a string. a. Nang Talung c. Wayang Golek b. Nang Yai d. Wayang Kulit 4. The characters in
Nang are the following, except___________. a. gods and goddesses, c. magical figures b. kings and
queens, d. current events 5. It is the teacher and presenter of Nang Talung. a. Sida c. Nang Yai b.
Ramayana d. Nai Nang Score Description: 5 4 3 2 1 Excellent! Very Good! Good! Study Hard! Repeat Your
Study!
194. 315 Activity: The different important aspects of a theater show are written in the table below. Use these as
your guide for comparing the different theater art forms of Asia. Basic Elements of Theater Art Forms:
Theater Arts Music Performers/ Puppets Stage/ Props Costumes Visual Effects Peking Opera- China
Kabuki- Japan Wayang Kulit- Indonesia Nang - Thailand Which of the theater art forms discussed in this
quarter do you like best? Why?
______________________________________________________________________ Rubrics for Group
Report: 4 points 3 points 2 points 1 point Rating Cooperation All members contributed equally. Worked
together to complete groups goals. Performed all duties of assigned team role. Most members contributed.
Usually helps to complete groups goals. Performed nearly of assigned team role. Occasionally helps to
complete groups goal. Finished individual task but not assisted other members. Performed some duties of
assigned team role Does not work well and show no interest to complete teams goals. Did not performed
duties of assigned team role Presentation Report was presented in an orderly manner. Report was
presented in an almost orderly manner. Report was presented in a somewhat orderly manner. Report was
presented in disorderly manner. Explanation The group explained the topics thoroughly. The group
explained the topics well. The group missed some topics to explain. The group did not explain the topic.
Behavior The students did not display disruptive behavior during group activities. The students rarely display
disruptive behavior during group activities. The students occasionally display disruptive behavior during
group activities. The students displayed disruptive behavior during group activities. Total
195. 316 Activity for Asian Festivals: Group Reporting: Each group will choose one of the festivals to report on.
Again get ready with the chart provided below. As what you have done a while ago, you are going to do the
same thing here. CHINESE FESTIVAL: CHINESE NEW YEAR
http://www.guardian.co.uk/world/gallery/2012/jan/22/chinese-new-year-celebrations-
pictures#/?picture=384838256&index= http://nestinginskyscrapers.blogspot.com/2011/01/chinese-new-year-
crafts.html http://www.lushome.com/feng-shui-home-preparing-chinese-new-year-celebrations/35387#
196. Children greet their parents early in the morning by wishing them a healthy and happy new year, and
receive money in red paper envelopes. The Chinese New Year tradition is to reconcile, forget all hatred, and
sincerely wish peace and happiness for everyone.- The family will end the night with firecrackers. - On the
Eve of Chinese New Year, supper is a feast with families. Food will include such items as pigs, ducks,
chicken, and sweet delicacies. - Windows and doors will be decorated with red color paper-cuts and
couplets with popular themes of good fortune or happiness, wealth, and longevity. - Thoroughly cleanse the
house, in order to sweep away any ill-fortune and to make way for good incoming luck. - People will pour out
their money to buy presents, decoration, material, food, and clothing. - Chinese New Year's Eve, a day
where Chinese families gather for their annual reunion dinner, is known as Chx or "Eve of the Passing
Year." Because the Chinese calendar is lunar-solar, the Chinese New Year is often referred to as the "Lunar
New Year". Chinas customs and traditions concerning the celebration of the Chinese New Year: - The
festival begins on the first day of the first month in the traditional Chinese calendar and ends with the
Lantern Festival which is on the 15th day. - "Spring Festival," the literal translation of the Chinese name
Chnji, since the spring season in Chinese calendar starts with lichun, the first solar term in a Chinese
calendar year. It marks the end of the winter season. - Vietnam. Chinese New Year is known as: -
Philippines, - Mauritius, - Malaysia, - Indonesia, - Thailand, - Singapore, - Taiwan, - Macau, - HongKong, -
Mainland China, -317 Chinese New Year is the longest and most important festivity in the Chinese calendar.
The origin of Chinese New Year is itself centuries old and gains significance because of several myths and
traditions. Chinese New Year is celebrated in countries and territories with significant Chinese populations,
like:
197. 318 Dragon dance is a form of traditional dance and performance in Chinese culture. Like the Lion Dance it
is most often seen in festive celebrations. Many Chinese people often use the term "Descendants of the
Dragon", (lng de chun rn) as a sign of ethnic identity. The Emperor of China usually used the dragon as
a symbol of his imperial power and strength. The dragon dance is a highlight of Chinese New Year
celebrations held worldwide in Chinatowns around the world. The dragon symbolizes power, strength, and
good luck. The dance team mimics the supposed movements of this river spirit in a flowing, rise and fall
manner. The movements in a performance traditionally symbolize historical roles of dragons demonstrating
power and dignity. Dragons are believed to bring good luck to people, which is reflected in their qualities that
include great power, dignity, fertility, wisdom, and http://www.chinapictures.org/photo/chinese-
festivals/chinese-new-year prosperity. The appearance of a dragon is both frightening and bold but it has a
benevolent disposition. The main objective of wearing Chinese costumes is to maintain the sanctity of their
tradition. They get haircuts and makeovers so that they are fully ready to welcome the New Year in a brand
new style. Traditionally women wear the cheongsams and the qipaos while the men wear the mandarin
collared shirts with the Chinese dragon symbols, and traditional kung fu suits and coats. Children wear
dragon costumes and the kung fu suits too.
198. Firecrackers Understanding Check: Multiple Choice Directions: Choose the letter of the correct answer. 1.
Traditional Chinese dance that is usually seen during the Chinese New Year Celebration. This dance is
based on a mythical creature believed by the Chinese people. a. Dragon dance c. Snake dance b. Lion
dance d. Bali dance 2. The dragon dance team _____________ the movements of the river spirit in a
flowing, rise and fall manner. a. Pantomime c. Mimics b. Tableau d. Sings 3. The Chinese people believe
that performing the Lion and Dragon dances ___. a. makes the country more wealthy b. drives the bad luck
and evil spirits away c. tells the people to reconcile d. makes the people more healthy- Tambourines -
Chinese Umbrellas - Chinese Lanterns - Chinese Fans - Dragon and Lion Puppets -319 Props:
199. 320 4. Men and children usually wear _________ every Chinese New year or Spring festival. a. Balinese
Costumes c. Kung Fu Suits b. Kimono d. Saya and Barong Tagalog 5. Which of the following props cannot
be seen in Spring festival? a. Chinese Fans c. Dragon Puppets b. Chinese Lanters d. Wayang Kulit Puppets
Score description: 5 4 3 2 1 Excellent! Very Good! Good! Study Hard! Read the lessons again!
200. Different drums- Uchite is the Taiko drummer -321 TAIKO DRUM FESTIVAL A good example of a
professional taiko drumming troupe is the Kodo. They are based in Sado Island, Japan, and they had a big
role in popularizing taiko drumming, both in Japan and abroad. They regularly tour Japan, Europe, and the
United States. Their name, "Kodo" conveys two meanings: 1. "heartbeat" the primal source of all rhythm
and, read in a different way, 2. "children of the drum," a reflection of Kodo's desire to play their drums
simply, with the heart of a child. The main focus of the performance:
201. Drums lead warriors into battles in order to scare off the enemy.
http://jtex.wordpress.com/category/clothing-and-costume/- Drums were used to pray for rain and other
religious ceremonies. - Peasant events such as the rice harvests or dance festivals were celebrated with
drums. - Drums were used in ancient times to signify the boundaries of a village. - The Kodo's
performances normally last for about one hour and forty minutes. History: - include pieces based on the
traditional rhythms of regional Japan, pieces composed for Kodo by contemporary songwriters, and pieces
written by Kodo members themselves - traditional dance and vocal performance are part of the performance
- other traditional Japanese musical instruments such as fue and shamisen make an appearance on stage
-322
202. http://www.goodsfromjapan.com/black-happi-p-315.html Odaiko - Big Drum Jozuke - Medium Drum
Shime - Small Drum Understanding Check: Multiple Choice Directions: Read the questions carefully before
you answer. Write your answers on a separate sheet of paper or in your notebook. 1. It is the Japanese
drumming festival. a. Chinese New Year Festival c. Dragon Festival b. Kodo Taiko Drum Festival d.
Balinese Dance Festival 2. The Taiko drums with other traditional instruments like _____ are visible in their
performance. a. Erhu c. Koto b. Fue and shamisen d. Shakuhachi 3. Kodo means______. a. Heartbeat c.
Sticks beat b. Drums beat d. Percussion beat 4. Taiko drum festivals usually last for_________. a. 5 hours
and 30 minutes c. 3 hours and 30 minutes b. 4 hours and 40 minutes d. 1 hour and 40 minutes- Tabi, shoes
with big toe separated. - Uchite ,Taiko drummer, can wear loose fitting happi (short coat), with an obi - -
Hachimaki, white headband - happi coats over black with white calligraphy - a baggy-sleeved short cotton
jacket, tied with a sash (obi) around the waist. It is usually a plain color, typically blue or black, with a symbol
printed on the lapels and on the back -323 http://en.wikipedia.org/wiki/Kodo_(taiko_group) Costumes and
Props:
203. Kecak- a form of Balinese dance and music drama, it originated in the 1930s Bali and is performed primarily
by men- Legong- a refined dance form characterized by intricate finger movements, complicated footwork,
and expressive gestures and facial expressions - Barong-lion -324 5. How do you call the Taiko drummer in
Japanese? a. Hachimaki c. Odaiko b. Tabi d. Uchite Score description: 5 4 3 2 1 Excellent! Very Good!
Good! Study Hard! Read it again! Indonesias Balinese Dance Festival Balinese dances are a very ancient
dance tradition that is a part of the religious and artistic expression among the Balinese people. General
description: In Hinduism, dance is an accompaniment to the perpetual dissolving and reforming of the world.
The creative and reproductive balance is often personified as Shiva's wife, Durga, sometimes called Uma,
Parvati, or Kali. This has significance in Balinese Hinduism, since the common figure of Rangda is similar in
many ways to Durga. Variations: In Bali there are various categories of dance, including epic performances
such as the universal Mahabharata and Ramayana. Certain ceremonies at village temples feature a special
performance of a dance-drama, a battle between the mythical characters Rangda, the witch representing
evil, and Barong, the lion or dragon, representing good. Among the dance traditions in Bali, the following
deserve special mention:
204. 325 Training of Bali Dance: Bali dancers learn the craft as children from their mothers as soon as they are
born. In the womb, they are played the Balinese music and are taught to dance with their hands before they
can walk. Official training as a Bali dancer starts as young as seven. In Balinese dance the movement is
closely associated with the rhythms produced by the gamelan, a musical ensemble specific to Java and Bali.
Movements: Multiple levels of articulations in the face, eyes, hands, arms, hips, and feet are coordinated to
reflect layers of percussive sounds. The number of codified hand positions and gestures, the mudras, is
higher in Indiathan in Java or Bali. Hand positions and gestures are nonetheless as important in Javanese
and Balinese dance as in India. Whether in India, Indonesia, or Cambodia, hands have a typically
ornamental role and emphasize the dance's delicate intricacy. http://en.wikipedia.org/wiki/File:Bali-
Danse_0712a.jpg Legong dancer. Balinese dances incorporate eye and facial expressions.
205. 326 http://en.wikipedia.org/wiki/File:Legong_Kraton_Farewell.jpg Two Balinese dancers performing the
farewell scene dance drama. http://en.wikipedia.org/wiki/File:Bali-Danse_0721a.jpg Men dancing the Kecak,
monkey dance
206. they carry a sword on their shoulders- they wear a crown and put on a cloak or many pieces of these
clothes around their body - men wear a mask when they dance topeng dance - men use more red color for
their eyes and cheeks and their eyebrows are colored in to enhance their masculinity - male dancers also
put on make-up - crowns and decorations are made from cowhide Male dancers put on: - wear sarong and
wrap a long sash from their hips to their breasts as well as many gold decorations - put both real and golden
flowers in their hair - wear a crown - various colors of make-up -327 Costumes in Balinese Dancers:
http://travel.nationalgeographic.com/travel/countries/indonesia-photos/#/borododur_6768_600x450.jpg
Costumes (as illustrated above) Most female dancers put on:
207. 328 Understanding Check: Multiple Choice Directions: Choose the letter of the correct answer. Write your
answer on your paper. 1. An ancient dance tradition that comes from Indonesia. a. folk dance c. jazz b. Bali
dance d. modern 2. The two epic dances of Bali dance are _____________. a. ethnic or folk dance c.
Mahabharata and Ramayana b. solo or group dance d. court and ballroom dances 3. Balinese dance
movements are associated with rhythms and produced by _____. a. gamelan c. piano b. guitar d. orchestra
4. _______________are important in Javanese and Balinese dance as in India. a. Feet and legs position c.
Head and shoulder movements b. Hand positions and facial expressionsd. Waist and arms position 5. The
Bali dancers usually wear ______ on their heads. a. Beads c. Hachimaki b. Crowns and masks d. Scarfs
Score description: 5 4 3 2 1 Excellent! Very Good! Good! Study Hard! Read the lesson again!
208. 329 Thailands Sky Lantern (Yi Peng)
http://en.wikipedia.org/wiki/File:Yi_peng_sky_lantern_festival_San_Sai_Thailand.jpg The Sky Lantern
Festival of Thailand is held not just in this country but also in China, Taiwan, and other neighboring
countries. This event is about the launching of lanterns which are actually small hot air balloons. Each
release of a sky lantern is a petition, small prayer or good wishes of the person who released the lantern.
This event is held on the full moon of the 12th month in the traditional Thai lunar calendar. In the Western
calendar this usually falls in November. Here are some samples of different meanings of releasing Sky
Lanterns: 1. It sends a persons bad luck and misfortune away into the air, especially if it disappears from
view before the fire goes out. 2. People say a short prayer before launching the lantern. Sometimes they will
also write their address in the lantern. Anyone who later finds the lantern can then claim money from the
sender. In this way, the good fortune is shared. 3. It is considered good luck to release a sky lantern, and
many Thais believe they are symbols of problems and worries floating away. 4. It is an act of veneration to
Pra Ged Kaew Ju La Mannee (the Crystal Chedi in heaven in which the Buddhas hair is kept) by sending
air- ballooned lanterns into the high sky. The Chiang Mai area has been the scene of mass sky lantern
release.
209. It is a ritual honoring Phra Mae Kongka, the goddess of water. The construction of colorful boats was a way
of not only giving thanks for the abundance of water, but also a way to seek forgiveness for overuse and
pollution. Today, Loy Krathong is a way for people to make a wish and look toward the future.
Understanding Check: Multiple Choice: Directions: Choose the correct answer. Write the letter only. 1. All
are Thailand Lantern Festivals, except ________. a. Chiang Mai c. Loy Krathong b. Khom Fai d. Yi peng 2.
What particular term is used for sky lantern? a. Chiang Mai c. Loy Krathong b. Khom Fai d. Yi peng 3. This
is one of the reasons why Thais launch hot balloon lanterns into the sky. a. for fun c. sends away misfortune
and bad lucks b. for hatred d. for personal purpose 4. It is a Festival in Thailand to honor the goddess of
water. a. Chiang Mai c. Loy Krathong b. Khom Fai d. Yi peng 5. It literally means to float- The tradition is
said to have begun in the 13th century when a young queen made a small boat adorned with candles and
sent it down the river. - The festival is believed to originate in an ancient practice of paying respect to the
spirit of the waters. A krathong will be decorated with elaborately-folded banana leaves, flowers, candles,
and incense sticks. A low value coin is sometimes included as an offering to the river spirits. During the night
of the full moon, Thais will float their krathong on a river, canal or a pond lake. - Loi / Loy literally means 'to
float,' while krathong refers to the lotus- shaped receptacle which can float on the water. Originally, the
krathong was made of banana leaves or the layers of the trunk of a banana tree or a spider lily plant. - This
takes place on the evening of the full moon of the 12th month in the traditional Thai lunar calendar. In the
Western calendar this usually falls in November. -330 Loy Krathong or Loi Krathong
210. 331 a. Loy c. Krathong b. Chaing d. Fai Score Description: 5 4 3 2 1 Excellent! Very Good! Good! Study
Hard! Read the lessons again! Basic Elements of Festival Art Forms: Directions: Fill-in the table below with
the information about each festival based on the readings in the previous pages. Festivals Performers
Stage/ Props Costumes Visual Effects Sound Effects Purpose of the Performance Taiko Drum Performance
Japan Spring Festival / Chinese New Year Bali Dance Festival- Indonesia Lantern Festival Thailand
Following the aspects discussed in the chart above, give your impressions on any festival that you like best.
Explain your choice. ___________________________________________________________________
211. 332 Rubrics for Group Report: 4 points 3 points 2 points 1 point Rating Cooperation All members contributed
equally. Worked together to complete groups goals. Performed all duties of assigned team role. Most
members contributed. Usually helps to complete groups goals. Performed nearly of assigned team role.
Occasionally helps to complete groups goal. Finished individual task but not assisted other members.
Performed some duties of assigned team role Does not work well and show no interest to complete teams
goals. Did not performed duties of assigned team role Presentation Report was presented in an orderly
manner. Report was presented in an almost orderly manner. Report was presented in a somewhat orderly
manner. Report was presented in disorderly manner. Explanation The group explained the topics
thoroughly. The group explained the topics well. The group missed some topics to explain. The group did
not explain the topic. Behavior The students did not display disruptive behavior during group activities. The
students rarely display disruptive behavior during group activities. The students occasionally display
disruptive behavior during group activities. The students displayed disruptive behavior during group
activities. Total Now it is about time to practice the actual skills you need to learn in order to fully understand
the topics you have learned about.
212. 333 PART II. PROCESS The class will be divided into 4 groups. Each group will be given certain tasks.
Activity: Contract Signing A: Now you are challenged to visually create one of these wonderful theater arts.
The leaders will draw lots to determine what theater art form your group will recreate. Peking Opera, Kabuki,
Wayang Kulit Puppet Shadow or Nang Yai Puppet Shadow. Check the square you are assigned to recreate.
Write your names and signatures below and give it to your teacher for documentation and recording
purposes. Contract Signing: Theater Arts Festivals ________________________________ Name of the
group Leader: _________________________ Members: Signatures: _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ Date Signed:
__________________________ Spring/Ne w Year Chinese Festival Taiko Drum Festival Khratong Loy Bali
Dance
213. 334 PART III. REFLECTION / UNDERSTANDING 1. Among the four theater art forms that were discussed
in this quarter, which one do you like best? Why? Answer:
_____________________________________________________________ 2. Have you seen the same
theater art forms/ festivals of China and Japan performed here in the Philippines? Where? Give some
observations. Answer: _____________________________________________________________ 3.
Name and compare the theater arts/festivals of Japan and China to the theater arts/festivals of the
Philippines. Answer: _____________________________________________________________ _ 4. What
values/attitudes/skills of the Chinese, Japanese, Thai and Indonesians do you like to acquire? Why?
Answers: Chinese:____________________________________________________________
Japanese:___________________________________________________________
Thailand:____________________________________________________________
Indonesia:___________________________________________________________ Isnt it amazing that the
other countries in Asia have different Festivals and Theater Art forms just like here in the Philippines? Lets
answer the following questions to further understand the lessons in this quarter. You may write your answers
on a separate sheet of paper or in your notebook.
214. 335 PART IV: PERFORMANCE The rubrics are given below as your guide and references in rating your
group in the following activities. Workshops, Technicalities and Staging: Rubrics for Group Presentation: 4
points 3 points 2 points 1 point Rating Cooperation All members contributed equally. Worked together to
complete groups goals. Performed all duties of assigned team role. Most members contributed. Usually
helps to complete groups goals. Performed nearly of assigned team role. Occasionally helps to complete
groups goal. Finished individual task but not assisted other members. Performed some duties of assigned
team role Does not work well and show no interest to complete teams goals. Did not performed duties of
assigned team role Presentation Report was presented in an orderly manner. Report was presented in an
almost orderly manner. Report was presented in a somewhat orderly manner. Report was presented in
disorderly manner. Creativity The group incorporated all the important aspects of the theater form. The
group incorporated almost all the important aspects of the theater form. The group incorporated some of the
important aspects of the theater form. The group incorporated a few important aspects of the theater form.
Behavior The students did not display disruptive behavior during group activities. The students rarely display
disruptive behavior during group activities. The students occasionally display disruptive behavior during
group activities. The students displayed disruptive behavior during group activities. Total Good work! It is
about time to focus on your acting skills, technicalities, and staging. I know you have experienced role
playing activities before. But still you need several workshops to do to enhance more your acting skills.
Remember, you have to do your best in this part. Practices and rehearsals are essential for effective and
nice presentation. Technicalities and preparation of the stage will be discussed. Dont be shy or be afraid in
doing so. With the help of your teacher and classmates, I know you will be able to do it! (You may choose
from the activities given here).
215. 336 Activity: Workshops You may choose any of the following options to help you practice for your group
performance. The teacher will facilitate any of the optional activities. Option 1: Emotion Orchestra: This
activity is ideal for groups of 8 - 10 students. One student (perhaps the drama instructor or group leader)
serves as the "orchestra conductor. The rest of the performers should stand in rows, as though they were
musicians in an orchestra. However, instead of having a string section or a brass section, the conductor will
create "emotion sections." Each section will create facial expressions, sounds, and simple movements that
are well represented in their respective emotion. When the conductor raises his hands, the volume of the
performers will increase. When the conductor lowers his hands, the volume will decrease. Just as a maestro
performs during an impassioned symphony, the conductor of the emotion orchestra warms the performers
up, pointing to them one at a time at first, and then to more sections at once, eventually building to a
climactic mood. Performers must make certain that they pay attention to the conductor and become silent as
soon as the conductor points to another group. Option 2: Soundscapes: Let the group make a short story
about a Japanese cartoon anime or any Asian film that they have watched over the television. They will
create a sound for each character of the story and every time they are mentioned they will create a sound.
They stop as soon as the narrator continues the story. Option 3: Word Association through Ball Passing 1. In
a circle, explore the different forms of Asian musical and popular theater from Japan and China. Each
theater form/style has different ways of presenting reality on stage. The class will experience how illusions
and drama are created in Kabuki Theater, Beijing/Peking Opera, Kodos Taiko Drum, and Spring Festival. 2.
All of you will stand up in a circle. The teacher will be at the center of the circle, holding a ball (e.g.
volleyball). The teacher will introduce a word, and the group has to think of a word or group of words
associated with the given word. Example: the teacher says book, and the students respond by shouting
plastic cover, page number, reference, new, heavy, knowledge, etc. The teacher will randomly pass
the ball to the group; the person who catches the ball has to quickly shout one related word. Then the
person immediately throws back the ball to the teacher. The group has to refrain from repeating words
already mentioned. The teacher will continue this until he/she is satisfied with the words given by the class.
The teacher can suddenly change the given word at any point of the game so the group will be engaged and
attentive.
216. 337 3. After the game, the teacher will ask the class to recall the different words that surfaced during the
game and analyze the words its connection to the original word. The concepts symbols and metaphor will
be discussed. - Symbol (sign, token, emblem, idea or action that signifies something else) - Metaphor (one
thing is another) 4. Play the game again and introduce a new set of words. Ask the group to give as many
symbols and metaphors for the given word. Example 1: the teacher says symbol of mother, and the group
shouts Mama Mary, spatula, breast milk, etc. Example 2: the teacher says metaphor for mother, and
the group shouts nature, Earth ilaw ng tahanan, etc. The teacher will continue this until he/she is
satisfied with the words given by the class. Give the group a round of applause. 5. End the game by saying
that symbols and metaphors have important functions in theater. It creates illusions which the audience
understands. The group will experience it as they discover the different forms of Asian Musical Theater.
Option: Kumot/Malong at Walis Game 1. The class will sit in one big circle. Place a white blanket (or
malong) and a clean broom stick (walis tambo) in the middle. 2. Explain the mechanics of the game. One
student will enter the circle and assume a character by using the broom stick and the blanket. The character
has to improvise a short scene (Beginning-Middle-End) using only gestures and movement. Refrain from
making any dialogue. After the scene, the rest of the group will try to guess the character portrayed in the
scene. Encourage the students to think of and explore different characters e.g. from their communities, from
literature, newspapers or magazines. After the audience has successfully guessed the character, the
performer will return to his/her place. Another student takes the center and follows the same process. 3.
Begin the game by calling a volunteer. Play it until everybody has explored a character. 4. Process the
experience of the group. How did the group identify the characters in the scene? What can you say about
the improvised costumes and props of the characters? What about the gestures and movement of the
characters? 5. Explain to the class that costumes in Sarswela are colorful versions of contemporary
costumes, since the play is a dramatization of contemporary problems. Costumes also express character.
Thus, heroines and heroes were often dressed in beautiful but conservative costumes, while villains almost
always donned the latest in fashion from the West.
217. 338 6. In comparison to the Sarswela of the Philippines, the costumes in Kabuki Theater are extremely
elegant and very revealing. It is entertaining to see their unique props e.g. long pipes, big swords, oversized
clogs. Kabuki is a typical theatrical expression of the Tokugawa culture as it developed in the urban milieu,
where merchants played the main role in their fluctuating and ambiguous position of energetic economic
leadership in the face of socio-political oppression. Kabuki theater houses became the showplace for their
economic success, their immoral fantasies and daring fashions, as well as for the venting of their veiled
criticism of forbidden topics and of their masked aspirations for social recognition. The teacher may ask the
students to recall their Asian Civilization lesson and review the social class in Japan during the Tokugawa
period. Option: Pass-a-Mask Exercise 1. Sit in a circle. 2. Exercise your facial muscles by creating different
facial expressions e.g. emotions, reactions, etc. The teacher will lead the exercise. Japanese or Chinese
instrumental music may be played during the activity. 3. After the short facial muscle exercise, explain the
mechanics of the game. One person will start the game by making a distinct facial expression this will be
called the mask. The person will pass the mask to the person on his/her right. The task of the receiver is to
imitate/copy the facial expression of the sender as accurately as possible. After passing the mask, the
receiver will create his own facial expression and passes it on to the next person to the right. The passing of
the mask is repeated until everybody has taken a turn. Encourage the students to create simple hand
gestures to accompany their masks. 4. Begin the game by asking a volunteer. The students will explore
different facial expressions or emotions. Make sure that no mask is repeated throughout the round. Give
the group a round of applause. 5. Process the experience of the students. Explain that facial expressions
and masks are very important in Kabuki Theater and Beijing Opera. In both musical theater forms, there are
painted characters or characters with masks. Their faces, along with gestures and movement, convey the
entire range of emotion and experience of the character being portrayed. Option: Gift Giving through Mime
1. In a circle, you will think of an object which you want to receive in your birthday or Christmas. 2. One by
one, you will mime (movement without words) the object as if you are using it. 3. Each of you has to create
clear movements so other people could guess/understand the gift that you want. 4. Tell them that your
objects will be exchanged like gifts during Christmas season. 5. Student will take turns in guessing the
object but will have to make another movement to confirm that he or she has guessed the right object.
218. 339 6. The student who can guess the object will be their gift partner. 7. At the end of the game, each of the
students should have a partner. Give them two minutes to exchange their gifts. 8. Form a circle and reveal
the answers. 9. Process the experience by answering the following questions. a. How did the group
exchange the gifts? b. What can they say about mime/movement in conveying a message? Mime and
movements/gestures are very important in Peking Opera. Although the stage of Beijing/Peking Opera is very
simple, the gestures made with the fingers, hands and feet, and their facial expressions, along with the
categorization of the actors, their costumes and make-up, are symbolic and extremely complicated. Chinese
drama depends much more on its symbolism, costumes and make up. Option: Video Clips Presentation: For
a simple presentation of your group you may watch these video clips or you may choose from the Internet.
Tamasaburo Kabuki Dance : http://youtu.be/ABV86sCZ0FQ 1. Puppet Planet Thailand p2:
http://youtu.be/TeMCG6Jnfxs ( Showing on how to manipulate Thailands Puppets) 5. Lion Dance Tutorial:
http://youtu.be/lVzjlBdbdEI How to Do the Chinese Lion Dance : Lion Dance in Traditional Southern Chinese
New Year Lion Dance: http://youtu.be/DamhUeg6Ra4 Lion Dance Tutorial Part I:
http://youtu.be/1rEIfrXewz8 Lion Dance Tutorial Part II: http://youtu.be/a6Ptj532Nxc 6. Bates College Taiko
Train Mini Tutorial: http://youtu.be/5bU4qO7pddo Taiko Drumming Workshop: http://youtu.be/F3Scu84ucCQ
219. Review the steps of production mechanics. Culminating Activity/Performance Proper: Criteria for
Presentation: Percentage: Rating: Appropriateness of Gestures/Movements 25% Make-ups, costumes,
props(visual design elements) 25% Music( culturally based on Asian Music) 25% Creative(use of Theater
elements- Discuss the different elements needed such as music, props, costume, etc. by asking each group
to enumerate the process they follow in preparing a report or presentation. - Make your own
reaction/comments according to theater principles (e.g. theme of the play or premise) and other related
art/music concepts to clarify each artistic concept. - Have an open forum after each presentation. -340
Activity: Mechanics for the Asian Musical Theater Festival Your class will be divided into subgroup with eight
to ten people each. Explain about the culminating activity of the class. Each group will produce a sample of
Asian Musical and Popular Theater. The visual production will be part of the festival. The groups are free to
choose what form or style to use in their culminating activity. Option: Story Conference and Production
Mechanics 1. Each group will present their story and artistic concept. The group can give samples of their
music or sound. The group can also create character sketches, masks, sample make-up pattern, costume
design, or production design. Lights/Sounds Technicians Stage/Props Designers Make-up/Costumes Artists
Reminders: & Principles 25% Total 100%
220. End the session with a group ritual. Date: __________________ My Friend Module, I learned from Asian
Theater arts that _________________________________________________________________ I learned
from the different Asian Festivals
that______________________________________________________________ Your friend,
________________________ ________ _________________________ After you had finished all the
activities in this module, it is now time to sum up what they had learned through writing to this diary.- The
presentation should be documented through photo taking or video recording for viewing purposes. - Remind
the group to submit their respective production book. - Open the floor for clarification, insights and
recommendations. - Have each group evaluate their performances. Ask each representative to present their
evaluation in the class. -341 Reminders:
221. 342 A. Graph for Understanding: Level of Understanding Score Peking Opera Kabuki Wayang Kulit Nang
Chinese New Year Taiko Drum Bali Dance Lantern A 5 P 4 AP 3 D 2 B 1 Legend: A = Advance P =
Proficiency AP = Approaching Proficiency D = Developing B = Beginning
222. Chinese families gather for the annual reunion dinner known as Eve of Passing Year and end the night
with firecrackers to drive away bad lucks so that good for= It is the most important traditional Chinese
holiday. = Spring festival is known also as Chinese New Year. = Musicians are visible infront of the stage.
Whip, fans, and ore are usually used as props of the play. B. Chinese Spring/New Year Festival: = The
highest aim is to put beauty into every motion, that is why they determined conventions of movement. = The
performers utilize four main skills such as,song,speech, dance-acting and combat. = The characters
performing are Sheng Male role,Dan-female role, Jing-painted face male role, and Chou-male clown. =
The two main melodies used are Xipi and Erhuang. = It is based on Chinese history, folklore and
contemporary life. = Peking Opera is a traditional theater art form of China. =343 SUMMARY Let us now
sum up your understanding by reviewing again the topics that we have discussed. Remember that A.
Chinese Peking Opera: Peasant events such as the rice harvests or dance festivals were celebrated with
drums= Uchite ,Taiko drummer, can wear loose fitting happi (short coat), with an obi = Musical pieces are
based on traditional rhythm of regional Japan = Kodo is a professional taiko drumming troupe = It was
performed in full-day time. D. Japans Taiko Drum Festival: = Kabuki is a traditional Japanese drama with
highly stylized song, mime, and dance and performed only by male actors. = The colored dragon dancing on
the streets accompanied by playing of the drums are also been part of the celebration. C. Japans Kabuki:
=tunes, happiness, wealth and longevity enter their homes.
223. Thailand sky lanterns known as "Yi Peng or Khom Fai is held on a full moon of the 2nd month of the Lanna
calendar. .= Thailand is the only country in Asia that was not conquered by western people. It was formerly
called Siam. = have a religious theme or be an episode from the Ramayana epic H. Thailands Lantern
Festival: (Yi Peng) = The characters, such as: gods and goddesses, kings and queens, magical figures, and
comedians. = The two types of the Nang are Nang Talung and Nang Yai. = Shadow puppet is one form of
public entertainment in the south of Thailand. = Multiple levels of articulations in the face, eyes, hands,
arms, hips, and feet are dominant in Bali dance. G. Thailands Nang Puppet Show: = Balinese dance
movement is accompanied by the gamelan, a musical ensemble = In Bali there are various categories of
dance such as the omnipresent Mahabharata and Ramayana. = Balinese dances are a very ancient dance
tradition that is a part of the religious and artistic expression = Each shadow play figure is made from raw
cowhide that has been dried and then cut into linen F. Indonesias Bali Dance Festival: = The performances
are normally accompanied by a combination of songs and chants. = Shadow theater in Thailand is
sometimes called Nang Yai or Thalung. = The Dalang or shadow artist, manipulates carved leather figures
between the lamp and the screen to bring the shadows to life. = Lacy shadow images are projected on linen
screen with a coconut oil lamp or electric light. = Wayang Kulit is an ancient Indonesian art of Shadow play
= The art of Indonesia is permeated by a strong Hindu- Buddhist tradition due to the migration of Indian
Culture =344 E. Indonesias Wayang Kulit:
224. The festivals is believed to originate in an ancient practice of paying respect to the spirit of the waters.
Glossary: Acrobatics - the performance of extraordinary feats of balance, agility, and motor coordination Aria
- a melodic scheme (motif) or pattern for singing a poetic pattern with accompaniment Auspicious of good
omen, propitious, successful, prosperous, fortunate Avant-garde - from French, "advance guard" or
"vanguard" , a French term used in English as a noun or adjective to refer to people or works that are
experimental or innovative Bali - a province in the country of Indonesia. The island is located in the
westernmost end of the Lesser Sunda Islands, lying between Java to the west and Lombok to the east
Bizzare unusual Buddhism- a world religion or philosophy based on the teaching of the Buddha and
holding that a state of enlightenment can be attained by suppressing worldly desires Convention - an
agreement in international law Couplet - a pair of lines of meter in poetry, usually consists of two lines that
rhyme and have the same meter Cowhide - the natural, unbleached skin and hair of a cow. Dalang/ Dhalang
a puppeteer of Wayang Kulit of Indenesia Epic - poem in elevated language celebrating the adventures
and achievements of a legendary or traditional hero Epitome a typical example= Loi literally means to
float while krathong refers to the lotus-shaped receptacle which can float on water. = It is considered good
luck to release a sky lantern, and many Thais believe they are symbolic of problems and worries floating
away. Loi Krathong = People usually make khom loi from a thin fabric, such as rice paper, to which a candle
or fuel cell is attached. =345
225. 346 Etymology - the study of the history of words, their origins, and how their form and meaning have
changed over time Gamelan - a traditional Indonesian orchestra Hinduism - a major religion and religious
tradition of South Asia, the oldest worldwide religion, characterized by a belief in reincarnation and a large
pantheon of gods and goddesses Java - (Indonesian: Jawa) is an island of Indonesia. With a population of
135 million (excluding the 3.6 million on the island of Madura which is administered as part of the provinces
of Java), Java is the world's most populous island Karma in Hindu and Buddhist philosophy that all actions
have equal reactions Krathong refers to the lotus-shaped receptacle which can float on the water. Loi
means to float Metaphor - a literary figure of speech that describes a subject by asserting that it is, on some
point of comparison, the same as another otherwise unrelated object Midriff the diaphragm Mime
(Pantomime) the acting out a story through body motions without use of speech Mudras a symbolic
position in which the hands are held in Hindu dancing and ritual Myth - a sacred narrative usually explaining
how the world or humankind came to be in its present form Obi - a sash for traditional Japanese dress
Opera- an art form in which singers and musicians perform dramatic work combining text and musical score
Peking- the capital of the Peoples Republic of China Percussion Instrument - a musical instrument that is
sounded by being struck or scraped by a beater , or struck, scraped or rubbed by hand, or struck against
another similar instrument Ramayana and Mahabharata Hindu epics Rattan - the name for the roughly 600
species of palms in the tribe Calameae, native to tropical regions of Africa, Asia and Australasia.
226. 347 Repertoire (/rptwr/ or /rptw/)- refers to a list or set of dramas, operas, musical compositions or
roles which a company or person is prepared to perform Soundscape - a sound or combination of sounds
that forms or arises from an immersive environment Stylization- design in or cause to conform to a particular
style, as of representation or treatment in art Tableau- performers pose and do not move or talk to display a
certain situation or scene Taiko - means "drum" in Japanese ,etymologically "great" or "wide drum" Trousers
-an item of clothing worn from the waist to the ankles, covering both legs separately (pants) Vivacity-
liveliness References: Video Clips: Beijing Opera Performance Clip http://youtu.be/xYWiQ_RnLWE San-
Cha-Ku http://youtu.be/1NH8w3kGaoc Peking Opera http://youtu.be/vtV3iAuYN48 Erhu Playing: Counting
Ducks http://youtu.be/1rVfUIq8A1w Lunar New Year Celebrations Begin in China
http://youtu.be/5Xtp9M5eU1 Lion Dance Final http://youtu.be/sE1ynkYftdw Lion Dance 2013
http://youtu.be/PPz_V3YrzF0 Kabuki Theater http://youtu.be/67-bgSFJiKc Tamasaburo "Wisteria Maiden
part 1 http://youtu.be/sPgtX-ljHi4 Tamasaburo Kabuki Dance : http://youtu.be/ABV86sCZ0FQ Kodo 30th
Anniversary - One Earth Tour http://youtu.be/qyGaK1FR6gU Japanese Theater 3: Kabuki
http://youtu.be/F3IHdm2Tf8g The Wayang Puppet Theater: http://youtu.be/pfydro4X2t0 Wayang Kulit
(Puppet Theater) Bali: http://youtu.be/MNCUMVMygRI Mahabharata Performance: Wayang Kulit Jawa:
Arjuna Slays a Giant:
227. 348 http://youtu.be/Of7ViIM9Wwc Watch Wayang Kulit being made:
http://online.internationalfolkart.org/dancingshadows/making-puppets/watch-wayang- kulit-being-made.html
Traditional Thai Puppet Performance in Phattahlung Thailand: http://yotu.be/5yb_STsV9dY / 2:
http://youtu.be/QtOkXnmfryE Tari Panyembrama - Balinese Dance: http://youtu.be/PIGGWeGYTjI Loy
Krathong Festival in Chiang Mai 2009: http://youtu.be/pf8oPMkZmxg Explore Wayang Characters & Stories:
http://online.internationalfolkart.org/dancingshadows/repetoire/whos-who.html Puppet Planet Thailand p2:
http://youtu.be/TeMCG6Jnfxs Lion Dance Tutorial: http://youtu.be/lVzjlBdbdEI How to Do the Chinese Lion
Dance : Lion Dance in Traditional Southern Chinese New Year Lion Dance: http://youtu.be/DamhUeg6Ra4
Lion Dance Tutorial Part I: http://youtu.be/1rEIfrXewz8 Lion Dance Tutorial Part II:
http://youtu.be/a6Ptj532Nx Bates College Taiko Train Mini Tutorial: http://youtu.be/5bU4qO7pddo Taiko
Drumming Workshop: http://youtu.be/F3Scu84ucCQ Readings:
http://en.wikipedia.org/wiki/Kodo_(taiko_group)
http://en.wikipedia.org/wiki/Peking_opera#Aesthetic_aims_and_principles_of_movemen t http://arts.cultural-
china.com/en/87Arts7309.html http://en.wikipedia.org/wiki/Chinese_New_Year
http://en.wikipedia.org/wiki/Dragon_dance http://www.encyclopedia.com/topic/kabuki.aspx
http://en.wikipedia.org/wiki/Kabuki
228. 349 http://factsanddetails.com/japan.php?itemid=715 http://dictionary.reference.com Webster
Comprehensive Dictionary International Edition, J.G.Ferguson Publishing Compony, Chicago
http://www.ibiblio.org/chineseculture/contents/entr/p-entr-c01s02.html
http://jtex.wordpress.com/2009/10/11/dance-costume-1-taiko-drummers/
http://www.goodsfromjapan.com/clothing-happi-coats-c-247_255_129.html http://www.historylink.org/t-
tac/TAIKO%20DRUMMING.pdf Information from: Thai Studies by Wadee Kheourai.
http://www.thailandlife.com/thai-culture/shadow-puppets.html


HEALTH
1. Sexuality is a vital component of ones personality. Sexuality is the totality of ones attitudes toward ones self and
toward others. Knowledge of gender and human sexuality is significant in enhancing the quality of ones
relationships. Good decisionmaking skill is essential in managing gender and sexuality issues. Understanding
sexuality is essential to family health.- As a final point, education for human sexuality will help you make intelligent
decisions concerning sexual behaviours and will help you grow into a mature man or a mature woman. 2 - - - -Unit I:
Family Health Gender and Human Sexuality Introduction FOCUS As you continue to grow and develop, it is important
that you know how to manage the crucial aspect of your personality, your sexual health. This module will help you
understand the concept of gender and human sexuality. It will also enhance your decision-making skills to help you
manage sexualityrelated concerns. Knowledge of Sexually Transmitted Infections (STIs) like Human
Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) as link to gender and human
sexuality issues is particularly significant for ones sexuality as significant factor to the optimum development of
family health. Prevailing norms and standards of society relative to gender and human sexuality have greatly
influenced the important growing implications for the HIV and AIDS challenge. CONCEPTS TO LEARN
2. Objectives: At the end of the quarter, you should be able to: 1. discuss sexuality as an important component of ones
personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect ones
attitudes and practices related to sexuality. 4. assess personal health attitudes that may influence sexual behaviour.
5. relates the importance of sexuality to family health. 6. discuss the signs, symptoms, and effects of sexually
transmitted infections (STIs), such as Human Immunodeficiency Virus (HIV) Infection and Acquired Immune
Deficiency Syndrome (AIDS). 7. enumerate steps in the prevention and control of STIs. 8. analyze why abstinence is
the most effective method for the prevention of HIV and AIDS and other STIs. 9. follow government policies in the
prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS Prevention and Control Act). 10. explain other
government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality (RA 7719 or
Blood Services Act of 1994). 11. apply decision-making skills in managing sexually-related issues The Learners
Material is composed of two (2) lessons; Lesson 1 is about the importance and dimension of human sexuality. It
discusses personal health, attitudes that may influence sexual behaviours. Lesson 2 comprises the problems and
issues related to sexuality specifically STI, HIV, and AIDS. In every lesson, you will answer the pre-assessment tests
and accomplish the different activities prepared for you in this Learners Material. Are you ready? You may first
consider doing some activities that will brighten you up while expressing your knowledge about sexuality as an
important component of ones personality. 3
3. Pre-Assessment A. How much do you know about gender and human sexuality? Find out by answering the following
questions. Write your answers in your activity notebook. 1. What term defines a man or a woman based on biological
characteristics? a. sex b. gender c. sexuality d. androgyny 2. Which of the following illustrates gender? a. Miguel
loves to cook. b. Marco does not cry in public. c. Hazel has a positive body image. d. Ahmed is attracted to Felicity. 3.
What do you call the sets of activities that society considers as appropriate for men and women? a. gender role b.
gender identity c. gender equality d. gender sensitivity 4. Why is it important to understand human sexuality? a. We
will all be mature adults. b. We have similar sexuality issues. c. There is a specific age for developing ones
sexuality. d. It will help us build a better relationship with ourselves and others. 5. Which characterizes a good
decision? a. Easy to make b. Makes your friends happy c. One that your teacher told you to make d. Arrived at after a
thoughtful consideration of consequence/s Do you think you got the correct answers? When you finish this module,
you will have the opportunity to change your answers based on what you have learned. 4
4. What did you realize from the Activity? C. Before you start studying the next lesson on human sexuality, you are
going to answer the self-inventory test about STI and HIV/AIDS. How familiar are you with STIs HIV AIDS? 1. I have
never heard of them or I have heard of them but don't know what they are. 2. I have some idea what they are, but
don't know why or how they happen. 3. I have a clear idea what they are, but haven't discussed them. 4. I can explain
what they are and how do they occur what they do that may affect family life. Have you made a personal health plan
on how to protect yourself from risky sexual behaviour? 1. 2. 3. 4. I have neither planned nor thought about it. I have
planned but not thought about it. I have planned but not practiced it. I have both planned and practiced it. D. For each
of the following topic, place a check mark in the cell if it describes your experience. 5- Why did you not agree with
some statements? - Why did you agree with some statements? - Did it reflect your views regarding gender and
human sexuality? -B. Read the following statements. Analyze your personal stand on each item. Write a short
explanation why you agree or disagree with it. 1. 2. 3. 4. 5. Teaching is a job for women. Men have no right to cry in
public. Both men and women can be police officers. It is the responsibility of both parents to take care of their
children. Both the father and the mother should share in meeting the financial needs of the family. Check Up! Take a
minute to review your conclusion.
5. Topic/Concept Have read it Have heard it Have seen a Have written TV or movie a report production paper on it STIs
HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion E. Fact or Fiction: Are the following statements true or
false? Write true or false on the space before the number in order to find out your knowledge in sexually transmitted
infections particularly HIV/AIDS. When you finish this module, you will have the opportunity to plan for yourself on
how to avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship with your
family. 1. A person can acquire HIV/AIDS from using intravenous syringe used by the infected person 2. Most
sexually transmitted infections can be treated and cured without medical attention. 3. If an HIV/AIDS woman gives a
normal birth to a child, her child may have a greater chance of being infected too. 4. A person always knows when he
or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of sex
partners. 6. All types of sexually transmitted disease can be cured. 7. Parental consent is needed before you are
treated for a sexually transmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be
infected with a sexually transmitted disease and be able to pass it on to someone else. 9. You can get several
sexually transmitted diseases at one time. 6
6. Lesson 1: Gender and Human Sexuality Objectives: At the end of the lesson, you should be able to do the following:
1. discuss sexuality as an important component of ones personality. 2. explain the importance and dimensions of
human sexuality. 3. analyze the factors that affect ones attitudes and practices related to sexuality. 4. assess
personal health attitudes that may influence sexual behaviour. 5. relates the importance of sexuality to family health.
Learning Goals and Targets Write your targets on what you expect to learn after reading and accomplishing this
learning material. Learners Goal: What do I need/hope to learn? 1. 2. 3. 4. 5. At the end of this quarter, I have to
learn the following: 6. 7. 7
7. Sexuality as an Important Component of Ones Personality Sexuality is a natural and healthy part of life. It is
everything about being a male or female. Its the most important aspect is masculine or feminine identification.
Sexuality involves the name given at birth, the toys played with, the clothes worn, the friends played with, the roles
and responsibilities at home, and it provides a sense of self worth when sexual understanding is positive. What to
Know Sex is a major aspect of personality. It is closely related to emotional and social development and can be best
understood by connecting it to the total adjustment of the individual in the family and society. The process of sexual
development begins from birth to adulthood thus it is a continuous developmental process throughout life. The
purpose of gender and human sexuality education is to promote wholesome family and interpersonal relationships. It
aims to provide you with the knowledge and skills needed to establish and practice healthful behaviours. Finally, it
aimssocial, emotional, and Sexuality involves the physical, mental, to produce students like you who can take
responsibility for sexual health. Effective sexuality education can provide you with culturally relevant and ethical
dimensions of ones personality. scientifically accurate information that includes opportunity to explore attitudes,
values, and life skills to be able to make informed choices about sexuality. 8
8. Sexuality refers to your total self physical self The way you look as a man or a woman mental self The way you think
as a man or a woman social self The way you interact with others emotional self The way you feel about yourself and
others The way you value your relationships ethical self It is important to have a clear outlook of yourself. Then you
will be able to focus on your good points and develop your weaknesses. If you know yourself well, you will know what
you must do to stay healthy. 9
9. Answer the following questions: How do you express yourself? How do you see yourself? How much do you know
yourself? How much do others know you? Write your answers in your Activitynotebook. 10- - - -Activity 1 Here is
someone who wrote about herself in a poem. Read and analyze how the author wanted to express herself. The
Wonder of ME by: Bernadette Borja Rosaroso Look at me in the eyes, Tell me who am I. Think of me just like you
are, As I take you as mine. Gaze into my innermost world, Youll learn who I am. Interact with me, And acquire a little
of myself. Feel my soul And together well discover each others world.
10. Sexuality means you have to be aware of yourself better. As you grow older, you will experience a range of social,
emotional, and physical changes. As these occur, you need an intensive knowledge on how to deal with your
attitudes and behaviour. Sexuality refers to your attitudes and behavior toward yourself how you see yourself how
you feel about yourself sexuality toward yourself how you think of yourself how you love yourself Healthy sexuality
means taking high sense of responsibility for all your actions since this can affect self-esteem, decision-making, and
behaviour. 11
11. Activity 2 Graffiti You! On a half-size cartolina, write quotations, sayings, slogans, and so on that will describe and
reveal your likes, passions, and aspects of your personality. After sharing this in class, you can post it on your
bedroom walls and be inspired! A sample has been done below. I I am beautiful! DANCING! If others can, why cant
I? 12 NEVER GIVE UP! GO FOR IT!!! I can make it!
12. Sexuality can be best understood through the help of the people around you. Sexuality refers to your perceptions,
feelings, and behaviours towards others how you see others how you think of others Sexuality towards others how
you feel about others how you love others The way you see yourself is influenced by many people. It is important to
maintain good relationships with others. They will support you and give you confidence, provide companionship and
will keep you from being lonely. 13
13. Yes, this is very much me! X No, not me at all. o Unsure. Extrovert ____ Selfish ____ Confident ____ Aggressive
____ Shy ____ Attractive ____ Good listener ____ Approachable ____ Liked ____ Fun ____ Sincere ____
Irresponsible ____ Kind ____ Dependable ____ Other/s: ___________ _________________ Listed below are
characteristics which may or may not represent you. Using the icon at the left side, see if you can rate yourself. After
you are done, fold the paper in half and ask a classmate to rate you. Extrovert ____ Selfish ____ Confident ____
Aggressive ____ Shy ____ Attractive ____ Good listener ____ Approachable ____ Liked ____ Fun ____ Sincere
____ Irresponsible ____ Kind ____ Dependable ____ Other/s: _____________ ___________________ Extrovert
____ Selfish ____ Confident ____ Aggressive ____ Shy ____ Attractive ____ Good listener ____ Approachable ____
Liked ____ Fun ____ Sincere ____ Irresponsible ____ Kind ____ Dependable ____ Other/s: ___________
_________________ After accomplishing this task, compare your response with the answers of your classmates
regarding your characteristics. Are they the same? Do your classmates see you as you see yourself? Reflect on this
matter. 14Activity 3 - How I See Myself How Others See Me
14. you have the right to be informed on how to it will help you appreciate how life began. you will experience bodily
changes and you need to learn how to properly manage these changes. you should respect your own and another
persons body. it will help you appreciate your sexual identity. giving and receiving love is a human need.
Healthy sexuality encompasses the following characteristics: SELFLOVE your acceptan ce of yourself
SELFKNOWLED GE your understandin g of your feelings and your character SELFCONFIDE NCE your awareness
of the things that you can do well SELFRESPECT your regard for yourself as a worthwhi le person SELFEXPERESSI
ON your way of showing your individualit y in expressing yourself as a man or as a woman. Bear in mind that learning
human sexuality is important because be disease-free and to live a healthy lifestyle. 15
15. What picture do you see that comprise the individuals personality? What do you think will happen if you lack any of
these pieces? 16- - What figure have you formed? Gender and Human Sexuality Gender is a social concept on how
men and women should think, feel, and act. It refers to femininity or masculinity of a persons role and behaviour as
defined by society. Human sexuality is the quality of being male or female. It is the way in which we experience and
express ourselves as sexual beings. -Activity 4 - Puzzle-Puzzle Fill up the pieces with the words/phrases hat
describe your personality. Afterwards, fix the puzzle. Piece 1 what is your idea of being a man or a woman? Piece 2
how does the link of thinking of a woman differ from that of a man? Piece 3 how do you behave as a man or a
woman? Piece 4 how do you feel about yourself and others? Piece 5 what are your guiding principles about
relationships?
16. Ooopppsss! Before we go further, let us first unlock some words and symbols! Are you familiar with these symbols?
Where do you usually see these? Gender and sexuality are two issues that affect your life as a teenager. These two
concepts have some of the greatest impact on how you view yourself and deal with other people especially with the
opposite sex. Sexual feelings are normal and healthy. As a teen, you will experience a heightened desire to explore
your sexuality. This is completely normal and healthy. Just keep in mind that sexuality encompasses our whole being.
Managing sexuality-related issues should be founded on values particularly self-respect and respect for others. 17
17. Below is a diagram showing health attitudes that can influence sexual behaviour. Which of these do you possess?
SELF appreciates own body takes responsibility for own behaviours knowledgeable about sexuality issues
FAMILY communicates effectively with family able to express love to your family members perform your
duties and responsibilities at home. PEERS express love and intimacy in appropriate ways have the skills to
evaluate readiness for mature relationship interact with both genders in appropriate and respectful ways respect
both gender in all apects Levelling Off SEX gender equality GENDER Gender Role SEXUALITY 18
18. Please read and analyze the following key terms. Sex centred on the biological basis of being a male or female.
Gender is a social concept on how men and women should think, feel, and act. It refers to femininity or masculinity
of a persons role and behaviour. Gender Equality permits man and woman equal enjoyment of human rights.
Gender Role - refers to set of roles, characteristics, and expectations of how a man or woman should feel, think, and
act as influenced by parents, peers, and society. Sexuality is an integral part of what we do and who we are; it is the
way in which we experience and express ourselves as sexual beings. It is the total expression of an individuals self-
concept. Activity 5 - Gender Assumptions In your activity notebook, draw the symbol for the male gender if the phrase
states a usual role for men and draw the symbol for the female gender if it is the usual role for women. 1. 2. 3. 4. 5.
giving birth making a living fixing the broken faucet doing household chores helping the children with their homework
19
19. Activity 6 Write the changes that you expect as you mature from a boy/girl to a man/woman. Copy the example figure
below and write your own figure in your activity notebook. playful responsible boy/girl man/woman Gender Role is
often an outward expression of gender identity. It is manifested within society by observable factors such as
behaviour and appearance. Your gender role demonstrates the typical characteristics of a person in his or her
behaviour. Activity 7 Let us further enrich your vocabulary by undertaking this Activity. Society Says In your activity
notebook, copy the table as shown below and write words or phrases that you associate with the words masculine
and feminine. GENDER ROLES MASCULINE Example: breadwinner FEMININE Example: babysitter 20
20. This table will help you identify the gender roles and sexual behaviour of male and female as well as differentiate the
roles and behaviour of each gender. Sexual Behaviour Standards are behaviours that have come to be accepted by
society. Social and cultural norms are some of the factors which influence gender roles. The aim of education for
human sexuality is to develop in a boy the characteristics of the personality belonging to his sex, and in a girl the
characteristic of her own sex, thus turning a boy into a mature man and a girl into a mature woman, Using Life Skills
to Improve Sexual Health The life skills that are mentioned below will give you the tools to deal with problems both
big and small. LIFE SKILLS Assessing Your Health Making Good Decisions Communicating Effectively Practicing
Wellness Setting Goals Using Refusal Skills Evaluating Media Messages 21
21. Evaluating Media Messages is being able to judge the worth of media messages. It is a big challenge knowing that
most media messages are very convincing Activity 8 Give an example of a situation for each of the life skills learned.
Explain how you will use each skill in these situations? Write you answer in your activity notebook. Which of the life
skills do you feel will be the easiest one for you to use? Which is the most difficult to use? Explain your answer. 22-
Refusal Skill is a way to say no to something that you dont want to do. This skill requires practice. But first, you must
feel strongly about what things you want to avoid. - Setting Goals or aiming for something that will give you a sense
of accomplishment. Just be sure to be realistic with your target goal. - Practicing Wellness can be accomplished
through information about good sexuality. - Communicating Effectively. Communication skills help you avoid
misunderstanding by expressing your feelings in a healthy way. This means if you listen to what people say, they will
want to listen to you as well. - Making Good Decisions means making choices that are healthy and responsible. You
must have the courage to make difficult decisions and stick to them. - Assessing your Health means evaluating your
well-being periodically. This includes your sexuality. Figure out what you can do to improve your health if it is not as
good as it can be. -
22. A decision is a choice you make or act upon. A good decision is a decision in which you have carefully considered
the outcome of each choice. To accept personal responsibility is to accept how your decisions may affect you and
other people. Decision-making skills will help you make decisions based on your needs and desires. At the same
time, it helps you to resist peer pressure Decision-making skills must be practiced and exercised in resolving issues
and concerns about sexuality. At the end, you have to understand gender and human sexuality with a lesson in
decision-making. Take a look at the illustration below. This will guide you in enhancing your decision-making skills. 23
23. The Six Steps of Decision Making Your decisions related to your sexual behaviours affect yourself a Does it show
respect for me and others? Does it follow norms and standards of society 24 Is it healthful? Is it legal? Is it safe?
nd other now or later in your life. These sexual behaviours may be toward yourself, your family, your friends, or other
people. Determine the problem Explore the alternatives Consider the consequences Identify your values Thus, what
you choose to do, and how you behave, should be guided by family, social and spiritual standards, and should be
based on decision-making steps or procedures. Decide Evaluate Activity 9 - Making Good Decisions In your activity
notebook, label the page with the letters D E C I D E vertically. Use the six steps in decision making in going through
this activity. 1. Your classmates are going to a party this weekend, this is the first time that you are asked to attend by
a friend but then you discern that your parents will not approve it. You dont want to make your friends angry by not
going, but you also dont want to get in trouble with your parents. Determine what decision you should make. 2. One
of your closest friends tells his/her problem and asks for your support. He got his girlfriend pregnant / she got
pregnant. How can you show your support and stand firm with the morals that having children should be the choice of
matured individuals under the blessing of marriage? The following guide questions may help you decide.
24. What to Process These activities will help you understand further your own personality and sexuality as we relate it to
family health. Accomplish it with pride! Activity 10 Follow the instructions below to help you complete the poem I Am
and make it a poem about you. Write this in a whole sheet of paper. Post it in the display area of the classroom. . I
Am Line 1: Line 2: Line 3: Line 4: Line 5: Line 6: Line 7: Line 8: Line 9: I am (write your name). I am the child of (write
the full names of your parents). I am the grandchild of (write the full names of your four grandparents). I am the
sibling of (write the first names of your brothers and sisters, if any). I am the friend of (write the names of a few
friends). I am (write three descriptive words that describe you). I am a (write something that you do well for
example, I am a volleyball player). I am a resident of (write the name of the barangay and the city in which you live). I
am (write your citizenship). 25
25. Do you possess any of these personality traits? What will you do to turn each trait positively in order to improve your
personality and sexuality? Discuss it with your classmates. 26- - - You probably spend most of you day interacting
with other people. Having good understanding of your sexual health allows you to get along with the people you meet
every day. Activity 11 - Dealing with People We all encounter people in our lives. Here are some descriptions of
people. In your activity notebook, jot down some positive ways of dealing with each type of personality. 1. Show off
(people who would like to be the center of attraction whenever possible). 2. Worriers (people who worry about
everything). 3. Gossips (people who spread rumors and often exaggerate information). 4. Bullies (people who use
threats, fear, and cruelty to control others). 5. Whiners (people who grumble and complain about everything). - How
did you find the activity? What else did you discover about your family background? How does this Activityhelp you
understand your personality and sexuality? Write your answer in your activity notebook. - - -
26. Activity 12 - How Well Do I Know Myself? On your activity sheet, trace your left and right hand on each side of the
paper. Each finger represents a characteristic of a healthy sexuality. List your specific behaviors on each component.
Thumb Finger: Self-Expression (how do you express your sexuality?) Index Finger : Self-Respect (what do you do to
improve your selfrespect?) Middle Finger: Self-Knowledge (what are the things that make you happy?) Ring Finger:
Self-Love (how do you express your love to yourself?) Little Finger: -Self-Confidence (what do you do best?) List
specific behavior/qualities that you want to improve. Little Finger : Self-Confidence (what else do you want to
accomplish to gain self-confidence?) Ring Finger: Self-Love (how do you want to be loved?) Middle Finger: Self-
Knowledge (how can you achieve happiness?) Index Finger: Self-Respect (how will you gain self-respect?) Thumb
Finger: Self-Expression (how will you develop your sexuality?) By doing this activity, you can reflect on the
things/behaviour that you develop and improve for you to be sexually healthy. Share your answer with your classmate
and learn more about sexuality. 27
27. Activity 13 - Male versus Female In your activity notebook, copy the Venn diagram as shown below. Write the roles
played by male and female in the space provided. In the space where the two circles meet, write the common roles
played by both. Where they dont join, write their specific roles. Choose the specific roles from the box below. MALE
FEMALE kiss mom kiss dad play with doll ride a bike cook sing in public back out of a fight baby-sit play baseball
dance have long-hair wear an earring have tattoo wash dishes cry wear jewelry take ballet lessons join rock band
clean the house invite a person on a date change diaper fixing a broken faucet 28
28. What to Reflect and Understand You can reflect and understand better your personality by accomplishing the activity
below. Activity 14 Read and reflect on the article below. Love in Action Teofilo Guiang Jr. Retired Secretary, Bangko
Sentral ng Pilipinas Philippine Daily Inquirer February 28, 2000 I am now 67 years old. And many times, I find myself
seated on an old bench in front of our sari-sari store where I could have a clear view of schoolchildren and office
workers en route to different places. Im glad I dont have to endure the rigors of rushing things anymore like waking
up early in the morning, fixing myself orderly and neat, having breakfast hurriedly and trying to beat other people
rushing for seat in a passenger jeepney bound for the office. Among the lifetime of things remembered is this one
which occupies my mind when Im lonely. The fourth commandment says: Honor your father and mother. I have no
parents anymore for death had caught up with them some years ago. 29
29. During the remaining days of my mom, she and dad stayed with us at Quezon City. I was then very involved in office
work and Church activities, not fully aware that I was spending little time with mom and dad. Mom was practically
blind for she had been sick of eye disease called glaucoma for 18 long years. Indeed, those were trying times for us
in the family. I can still picture in my mind how dad would wash the face of mom, how he would comb her hair, how
he would tell her an interesting story, how he would give her the prescribed medicines on schedule and how he would
strum his old guitar as he sang a sweet kundiman for her. Dad was the ever patient and competent nurse of mom.
No doubt, he was a model husband and father. Then the unexpected thing came. Mom was hospitalized. She was in
her sick bed and comatose. Surprisingly, there were moments when she would repeatedly utter the words: Ang anak
kong bunso hindi ako mahal. I was somewhat disturbed for she was referring to me. When I went home that night, I
tried to find out why she uttered those words. Perhaps the nice little things Ive done for her like giving her money for
her medicines and talking to her in her room were not enough to make her feel the warmth of my love for her. I should
have spent more quality time with her. I should have talked to her more often. And I should have brought her
somewhere for recreation more often. Later, when mom regained full consciousness, I did exactly what my dad and
two brothers did for her with loving care. I massaged her arms tenderly, fixed her silvery hair in place with my hands
and told her some petty jokes that made her chuckle. From that time on until she expired peacefully, she didnt utter
anymore the words: Ang anak kong bunso hindi ako mahal. Then I came to realize fully that love expressed in
words is not enough. It must also be expressed in action. When I went that night, I tried to find out why she uttered
those words. 30
30. Did you like the story? What lesson/s did you learn from it? Do you know how to express affection to your loved
ones? How do you do it? Express yourself. Write a short essay about this in your Activitynotebook. 31- - - - -
-Surprisingly, there were moments when she would repeatedly utter the words: Ang anak kong bunso hindi ako
mahal. I was somewhat disturbed for she was referring to me. Perhaps the nice little things Ive done for her like
giving her money for her medicines and talking to her in her room were not enough to make her feel the warmth of my
love for her. I should have spent more quality time with her. I should have talked to her more often. And I should have
brought her somewhere for recreation more often. Later, when mom regained full consciousness, I did exactly what
my dad and two brothers did for her with loving care. I massaged her arms tenderly, fixed her silvery hair in place with
my hands and told her some petty jokes that made her chuckle. From that time on until she expired peacefully, she
didnt utter anymore the words: Ang anak kong bunso hindi ako mahal. Then I came to realize fully that love
expressed in words is not enough. It must also be expressed in action.
31. Rate yourselves accordingly using the rubrics in the next page. 32= Answer the following questions. Use them as
your guides. o What are the factors that shape our sexual attitudes? o How do these factors positively or negatively
affect our sexual attitudes? o What can we do to maximize the negative effect of these factors on our sexual
attitudes? = After the presentation, analyze the factors that shape the sexual attitudes of the various characters. =
Each group shall present the skit in two (2) minutes. =Activity 15 - Role Play To better analyze the factors that affect
the attitudes and practices related to human sexuality, you are going to internalize a given character. Gather your
classmates, group yourselves into five (5). Each member of the group will assume the role of any of the following: 1.
one who grew up in a very religious family 2. one who was raised by authoritative parents 3. one who has been
strongly influenced by media 4. one who has good friends from the opposite sex 5. one who has been educated in an
exclusive school You are given ten (10) minutes to prepare a short skit.
32. CRITERIA Work Attitude (cooperati ve with the group) Presentati on of Character Relevanc e of the actions Use of
NonVerbal Cues (voice, gestures, eye contact ) ADVANCE (20) PROFICIENT (15) Always cooperative and focused
on task during group work and presentatio n. Usually cooperative and focused on task during group work and
presentation. Convincing in communicat ing characters feelings, situation and motives. Competent in communicatin
g characters feelings, situations and motives. Actions are clearly established and effectively sustained. Impressive
variety of non-verbal cues is used in an exemplary way. APPROACHING PROFICIENT (10) DEVELOPIN G (5)
Sometimes cooperative and focused on task during group work and presentation. Rarely cooperative and focused on
task during group work and presentatio n. Adequate in communicating characters feelings, situation and motives.
Limited in communicat ing characters feelings, situation and motives. Actions are clearly established and generally
sustained. Actions are established but may not be sustained. Actions are vaguely established and may not be
sustained. Good variety of non-verbal cues is used in a competent way. Satisfactory variety of nonverbal cues is used
in an acceptable way. Limited variety of non-verbal cues is used in a developing way. 33
33. A P AP D B - 81 -100 points 61 80 points 41 60 points 21 40 points 0 -20 points Education for human sexuality
deals with the formation of virtuous habits right attitudes integration of positive values Activity 16 For each factor
listed below, provide examples of how this factor affects your sexual attitudes and behaviors. Write your answer in
your activity notebook. 1. Family. Family values oftentimes determine your own values. Describe how your family
affects your values regarding human sexuality. 1. Culture. Filipinos living in different regions have diverse cultures
and beliefs. Your cultural background can affect your values regarding sexuality, along with the norms and standards
set by society. Describe how your culture affects your human sexuality. 2. Peers. Like your family, your friends can
also have a significant impact on your views on human sexuality. Describe how your friends affect your human
sexuality. 3. Media. The media plays a significant role in our lives as we regularly watch televisions, listen to radio,
search the internet, read newspapers, etc.Describe how media affects your human sexuality. 34- - - = = = =
=Imaginatio n, Creativity, and insight that Choices Choices Demonstrat e enhance role play Choices Demonstrate
thoughtfulnes s that completely enhances role play. powerfully Demonstrate awareness that acceptably enhance role
play. Choices demonstrat e little awareness and do little to enhance role play. Congratulations! You did a great job!
Please refer to the boxed entries for you to assess how you fare in activity 15.
34. Is the information real and accurate? Why or why not? DOUBLE STANDARD OF MORALITY boys and girls are
given the impression of men being superior to women. In as much as we would like to practice gender equality, the
rules for human conduct and human appropriateness are not alike for both sexes as practiced in most areas in the
Philippines. This is likely shown in the examples below: A. Boys and men are permitted to stay out more and up to a
later time than the girls and women. B. A philandering or immoral man is considered as demonstrating his manliness
or pagkalalaki. A philandering or immoral woman is considered as cheap, bad, or masamang babae. C. Women
are expected to remain virginal until they marry, while it is generally acceptable for men to have sexual experience
before marriage. D. Women are socially judged and legally penalized for adultery and for having children out of
wedlock. E. Men who stay at home to do household chores instead of having jobs to earn money for the family are
considered by some as under d saya. 35- What messages were presented about being a man or a woman? -
What is the commercial all about? -Activity 17 - Analyze Media Message Think of a commercial and write how men
and women are being portrayed. Then, respond to the following:
35. Activity 18 In your activity notebook, answer the following questions: 1. What is your stand on double standard of
morality? 2. How can we possibly eliminate the double standard of morality? VIRGINITY - a virgin is a person who
has not had sexual interaction. Staying virgin until marriage keeps you SOCIALLY -free to develop many
relationship s PHYSICALLY -free from EMOTIONALLY pregnancy & venereal diseases -free from exploitation by -
free from having to choose a hurry-up others. -free from guilt, wedding and an illegitimate child doubt,
disappointment, and loss of reputation. VALUE your virginity for your own good and your future spouse KNOW your
attitudes & standards How does one stay Virgin? 36 ACT - choose friends with high standards -stay away from
dangers and temptations -be kind, firm, and proud of your values.
36. Activity 19 - My Abstinence Bag Abstinence is the best decision one can make in safeguarding sexual health. In this
activity, list five items that you value most in life and will help you say no to unhealthful practices. Explain how this
item can encourage you to make right decisions. For example, putting a family picture in my abstinence bag can
remind me of how I value my loved ones and how I would like to make them proud of my achievements. Activity 20 In
your Activitynotebook, answer the following questions: 1. Do you believe that virginity is important for both boys and
girls? Why? 2. What are your attitudes and standards towards virginity? Compare it with the norms and standards set
by society. Does it confirm? 3. How do you value virginity? Now its time to take a comprehensive test based on what
you have learned! Let your teacher lead you in the assessment process! Good luck! 37
37. What to Transfer You are expected to demonstrate the knowledge you have obtained upon learning this module.
Values are strong beliefs held by persons, families and group of people about important issues. It is essential to know
ones own values, beliefs and attitudes, how they influence on the rights of others and how to stand up for them. As
you mature, you develop your own values which may be different from one another. Social norms and standards can
affect your sexual decisionmaking and behaviour as it influences values and behaviour. 38
38. After completing this survey, what observations can you make about your values? Your sex role should not limit your
interests. You can be masculine and feminine and participate in events and professions that are usually chosen by
persons of only one sex. Healthful sexuality is being comfortable and contented with your attitudes about your sex
role. 39-Activity 21 - What Do You Value? Values are qualities or conditions that are important to a person. Complete
this survey by determining what you value in yourself. In your activity notebook, tick on the appropriate box based on
the importance you assign to each attribute. Not Very Important Important Important 1. To be respected by my
parents. 2. To be respected by my friends. 3. To have a positive image of myself. 4. To have lots of friends. 5. To do
well in school. 6. To give and receive love. 7. To stay virgin until marriage. 8. To build healthy relationships with
members of both sexes. 9. To appreciate sexuality as factor of personality. 10. To make intelligent decisions
concerning sexual behaviour.
39. How can you say that a particular gender role conforms to the standard of the society? 40- Which gender takes on
which role in the present day? - Analyze and discuss with your classmates the strengths and weaknesses of the
accepted roles of men and women in the past. -Activity 22 - Visualize and Learn! b. You will be given five minutes to
close your eyes and imagine a scenario in the past where kings and queens once lived. Imagine you are the king (if
male) or queen (if female). The queen is captured and needs recuing from her captors. The king assumes the
conventional role of a brave king who rescues his queen, while the queen takes on the role of a meek and mild queen
who needs looking after. c. Visualize a scenario of a typical Filipino family. Analyze and enumerate the roles being
played by the male members of the family (grandfather, father, male siblings) and the female members of the family
(grandmother, mother, female siblings). Does it conform to the norms set by the society? After going through Activity
22,
40. Write a reflection on why you think the gender role depiction in media must be addressed. 41- Recreate one of the
scenes of the film by submitting a script of your own for this scene. - Extract any gender-biased content. - Choose a
movie or a television show which you believe has gender role labels in it and you must deconstruct and analyze. -
*bullying *RH Bill * sexual harassment *cybercrime law Choose one topic and write your personal views.. Discuss
how it will affect the health of the community as a whole. Suggest ways on how to manage this issue. Write your
answers in your Activitynotebook. Activity 23 - Watch and Relax! This is your opportunity to show your understanding
of gender role in the media. - - - -Activity 23 - Critical Thinking Let us try to connect our lesson to current issues in
our country. Here are some current issues that focus on sexuality, gender equality, and sexual orientation:
41. Activity 24 - K W A Chart In your activity notebook, copy the table as shown. List your top five (5) issues concerning
sexuality regarding what you know, what you want to learn, and what you have learned. Give a brief explanation of
your answer. Sexuality Issue What I Know What I Learned How I Will Apply (the concept/skill learned) 1. 2. 3. 4. 5.
Human sexuality is the totality of being a man or being a woman. It includes everything that makes you a male or a
female your ideas, behavior, feelings and judgments. 42
42. Do I periodically evaluate my sexual health? Am I making good decisions? Am I setting and meeting my goals? Do I
use refusal skills when I need to? Am I communicating my feelings and expectations? Do I compare and evaluate
media messages as to the norms and standards of society Summary Think back on something that you have learned
from this Learners Material. Reflect on the following questions and then write your answers on the box. 1) What did
you learn? 2) How did you go about learning the lesson? 3) Why did you choose to learn it? 4) What/Who helped you
learn it? 5) What hindered your learning? 6) How did you know that you had learned it? 43- - - - - -Activity 25 As you
analyze the significance of sexuality to family health, ask yourself the following questions:
43. Government Policies and Republic Act No. 8504 and 7719 Introduction: After learning about human sexuality and
gender, you will now be introduced to the nature and prevention of sexually-transmitted infections (STIs) like Human
Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS). Sexually-transmitted Infection
(STI) is a communicable disease that is spread from person to person through sexual contact. Despite the efforts of
government and civil society, the incidence of STIs particularly HIV/AIDS continues to increase. Thus, it poses a
serious threat to Filipinos especially to young people like you. According to the Department of Healths Philippine HIV
and AIDS Registry, we had already exceeded the 10 thousand mark in HIV infections since 1984 when the disease
was first documented in the country. More tha- Sexually Transmitted Infections (with emphasis on HIV/AIDS )
-Lesson 2: Issues and Problems Related to Human Sexuality Issues and Problems Related to Human Sexuality n a
thousand of these already developed into full-blown AIDS. Sexually-transmitted infection is preventable. The first step
is to remain sexually abstinent until marriage. Next is to obtain accurate information about these diseases and
recognize inaccurate information. Third is to enhance life skills. By knowing how to make decisions and practice
refusal skills you can never go wrong in safeguarding your health. 44
44. Objectives At the end of this module you will learn to 1. Discuss the signs, symptoms and effects of sexually
transmitted infections (STIs) such as Human Immunodeficiency Virus (HIV) infection and Acquired Immune
Deficiency Syndrome ( AIDS) 2. Identify and analyze steps in the prevention and control of STIs 3. Realize why
abstinence is the only sure way to avoid sexually transmitted infections particularly HIV/AIDS 4. Follow government
policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS prevention and control Act) 5.
Explain other government efforts in ensuring a clean blood supply to prevent issues and problems related to
sexuality. 6. Applies decision-making skills in managing sexuality related issues. This time you will answer the
following pre assessment activity. This is non-graded test. The purpose is to identify your learning needs. It is
important that you answer the items to help you find out what you need to know. Pre-Assessment A. Before you start
studying the next lesson on human sexuality, you are going to answer the self-inventory test about STI and
HIV/AIDS. How familiar are you with STIs HIV/AIDS? 1. I have never heard of them or I have heard of them but don't
know what they are. 2. I have some idea what they are, but don't know why or how they happen. 3. I have a clear
idea what they are, but haven't discussed them. 4. I can explain what they are and how they occur, what they do that
may affect family life. 45
45. Have you made a personal health plan on how to protect yourself from risky sexual behaviour? 1. 2. 3. 4. I have
neither planned nor thought about it. I have planned but not thought about it. I have planned but not practiced it. I
have both planned and practiced it. B. For each of the following topic, place a check mark in the cell if it describes
your experience. Topic/Concept Have Have Have seen Have written a read it heard a TV or report paper on it it
movie production STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion C. Fact or Fiction: Are the
following statements true or false? Write true or false on the space before the number in order to find out your
knowledge in sexually transmitted infections particularly HIV/ AIDS. When you finish this module, you have to plan on
how you can avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship
with your family. 1. A person can acquire HIV/ AIDS from using intravenous syringe used by the infected person 2.
Most sexually transmitted infections can be treated and cured without medical attention. 3. If an HIV/AIDS woman
gives a normal birth to a child, her child may have a greater chance of being infected too. 4. A person always knows
when he or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of
sex partners. 46
46. 6. All types of sexually transmitted disease can be cured. 7. Parental consent is needed before you are treated for a
sexually transmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be infected with a
sexually transmitted disease and be able to pass it on to someone else. 9. You can get several sexually transmitted
diseases at one time. Check if your answers are correct. What you will do! Learning Goals and Targets A. Lets agree
on this You should propose responsible and informed decisions that will demonstrate understanding of issues and
problems related to human sexuality particularly Sexually Transmitted Infections (STIs ) with emphasis on HIV / AIDS
B. What are your goals? Complete the following statements below. Write your answer in your health journal. 1. The
behavior I would like to change or improve to avoid risky sexual behaviours are_________________________ 2. The
steps involved in making this change are_________________________________________ 3. My timetable
is_________________________________ 4. The people I will ask for support or assistance
are___________________________________________ 5. The benefits I will receive
are___________________________________________ 47
47. What other ideas in human sexuality do I have or connections can I make to STIs and HIV/AIDS? 48- How does
knowing about this information change my thinking? - What does it mean to me? - Why is this important? - What
steps are involved to accomplish this healthy sexual behavior? So what: - What behavior I would like to change or
improve to have a healthy sexual behaviour? - What I want to know about the topic? -Read the questions below and
fill out the column in my response column. Write your answers in your activity notebook. What? / So What? / Now
What? Strategy: My response What:
48. What are the implications human sexuality to a healthy family life? What am I going to do or apply to protect and
promote healthy sexuality? What measures will I do to prevent HIV/AIDS? Just enjoy and have fun in learning! Your
teacher will help and guide you as you walk through your learning journey. 49- - -Now what:
49. What to Know u Are you ready? What is STIs? Sexually-transmitted infection or STI, also known as sexually-
transmitted disease (STD) is a communicable disease that is spread by a pathogen (disease-causing organism) from
one person to another person through sexual contact. A person who has a sexual relationship with someone who is
infected can get one or more of these diseases. STIs are transmitted through an exchange of bodily fluids during
sexual intercourse. These infections are commonly caused by bacteria and viruses. Some STIs can be treated
successfully but many STIs such as HIV/AIDS still have no cure. The good news is, all STIs can be prevented.
Symptoms of STIs depend on the type of infections. Common symptoms include discharge from the genitals, warts,
blisters or sores in the genital area, a rash, painful urination, or flu- like symptoms. Some STIs dont have any signs
or symptoms. In fact one of every 10 people can have STIs but be asymptomatic. These people are carriers and are
very dangerous because they can transmit an infection without even knowing it. . The only certain way to prevent/to
keep from catching these diseases is by abstinence. Sexual abstinence is the deliberate choice to refrain from all
sexual activity. 50
50. Lets Review 1. What is a sexually transmitted infection? 2. What is abstinence, and why is abstinence the only
certain way to prevent STIs? Knowing About STIs Teens are the age group most likely to get STIs that is why it is
important for teens to learn about STIs Study the table below and identify sexually transmitted infections. Make a
summary and identify the major ways on how to prevent sexually transmitted infections. COMMON SEXUALLY
TRANSMITTED INFECTIONS Genital herpes Gonorrhe a Pathogen Human Chlamydia Herpes (causative
Immunodeficienc Trachomatis Simplex-2 agent) y Virus (HIV) bacterium Virus Neisseria gonorrhoea bacterium
Trepone ma Pallidum bacteriu m Long term Immune systems effects failure, severe illness leading to death,8-10
years to see signs of infection, infection of infants leading to death Sterility, liver disease, testicular disease, infection
of heart lining, eye infections for newborn leading to blindness If left untreate d, mental illness, heart and kidney
damage, and death may result AIDS Chlamydia In women, pelvic inflammatio n with abdominal pain, fever, menstrual
bleeding, ectopic pregnancy In men, enlarged lymph glands of the groin, infection of the testicles. Infection during
birth 51 If left untreated, it may cause cervical cancer in women and cause deformities in unborn babies Syphilis
51. Preventio Abstinence from n sexual measures intercourse and from use of intravenous drugs can cause blindness or
illness in newborn Abstinence Abstinence Abstinence from sexual from from sexual intercourse sexual intercourse
intercourse and from and from use of use of intravenous intravenou drugs s drugs Abstine nce from sexual intercour
se and from se of intraveno us drugs What are HIV and AIDS? Acquired Immune Deficiency Syndrome (AIDS) is a
fatal communicable disease with no effective treatment or known cure. It is the final stage of infection caused by the
human immunodeficiency virus (HIV). When HIV enters the body it attacks the bodys immune system. Thus, the
body becomes vulnerable to opportunistic infections or diseases that develop when the bodys defense system
becomes weak. Among these infections are Kaposis sarcoma, a rare but deadly type of skin cancer, recurrent
pneumonia, and toxoplasmosis within the brain. Early symptoms of infection with HIV may include a rash, sore throat,
fever, and tiredness. Nearly everyone with HIV develops AIDS. People with AIDS cannot fight off diseases that
healthy people could easily resist. Because AIDS has no cure, people with AIDS eventually die from one of these
diseases. 52
52. Ways of Acquiring HIV Activity 1 - Deal or No Deal Let us deal with how HIV AIDS can be transmitted from one
person to another. The following chart lists ways of acquiring HIV. If the manner is false, put an X on the No Column
meaning no deal, but if the manner is an actual way of acquiring HIV put an X in the Yes Column meaning we need to
deal it. Ways of Acquiring HIV 1. Breastfeeding 2. Handshaking 3. Sharing the eating utensils with someone infected
with HIV. 4. Donating blood with Red Cross 5. Selling blood in blood banks 6. Someone who has HIV who coughs
and sneezes near you 7. Hugging someone with HIV 8. Having unprotected intercourse with someone with HIV 9.
Sharing contaminated syringes, needles or other sharp instruments with someone infected by HIV 10. Receiving
transfusion of blood infected with HIV 11. Sitting in the toilet seat used by the HIV patient 12. Mosquito bites 13.
Tattooing using an infected needle 14. Swimming with an HIV infected person 15. Wearing clothes of an infected
person 16. Ear and Body piercing with an infected needle 53 Yes No
53. HIV must enter into the persons bloodstream to infect the person. HIV has been found in many body fluids including
blood, semen, vaginal fluids, and breast milk of infected person. Which items have you already known and been
informed about how HIV/AIDS can be acquired? Have you heard of other ways AIDs can /cant be transmitted or not
transmitted? How can you correct misconceptions? Check your answer. Your teacher will help you analyze the
responses. Make a generalization on how a person can acquire HIV AIDS. I learned that HIV can be transmitted by
___________ I learned that HIV cannot be transmitted by_____________ 1 1 2 2 3 3 4 4 5 5 Activity 2 - Reducing
the Risk of HIV In small groups, brainstorm on how HIV can be transmitted and then create a chart or web to illustrate
it. For each method of transmission, you and your partners will list at least three ways to reduce ones risk of
exposure to HIV. A sample chart appears below. Groups share their charts/webs and discuss. 54
54. baby during pregnancy) Activity 3 - Good Reasons for Abstinence A. Defining Abstinence How will you define
abstinence? Have you experience giving up one thing in your life in one-week period? Try this with a partner or
classmate. Choose one or two from the activities. 1. You will refrain from any of the following activity- watching
television, not eating a particular food, or not playing a particular game or sport for the entire one-week period. 2.
During that time, you will keep a diary of your feelings and attitudes about being abstinent. 3. After a week is up, you
and some of your classmates will meet in small groups and share your feelings and discoveries. Answer the following
questions in your small group. a. How hard was it to abstain for the entire week? b. Did it get more or less difficult as
the week went by? Explain. c. Did friends or family members try to tempt you during the time period? d. How did you
handle the pressure? Abstinence is ____________________. Now what is sexual abstinence? How can sexual
abstinence keep a person from getting pregnant and protect them from STIs HIV AIDS? Some people choose
abstinence for other reasons as well. Read the article and use the information in the article to complete the chart that
follows. Remember to copy the chart in your activity notebook and fill it with required entries. 55- Maternal
transference (Mother to- -Mode of Transmission Sexual Contact (Infected Body Fluids, Blood. Semen). Injecting drug
and sharing infected needles Ways to prevent and control
55. SOME THOUGHTS ON ABSTINENCE Marta, 15 years old, wants to finish her schooling without delay and give her
full attention to helping her parents in their business. She has a close friend Jonathan, 17 years old, who invited her
to attend a party with their friends. Marta knew that this group of friends has been drinking alcohol and using drugs.
She knows that using drugs and alcohol affects ones ability to make decisions regarding sexual behavior. This
means that when a person uses drugs or gets drunk, his/her ability to think clearly and wisely can be affected. So, he
told Jonathan that in order to avoid getting infected with STIs such as HIV/AIDS they must refrain from doing risky
behavior that may tempt them to have undesirable sexual activities. She was able to convince Jonathan to stay away
from this group of friends who engage in unhealthful practices. Jonathan realized that abstinence is a good way to
avoid getting into trouble. Their classmates, Peter and Joanna, have also chosen abstinence. They promise to
abstain from sexual behavior because they would like to keep their purity until marriage. Instead, they focus on their
studies in order to prepare for their future together. Racquel does not engage in sexual behavior because she would
like to protect her reputation and that of her family. She believes that risky sexual behaviors will only bring her shame
and guilt. Apparently, Noemi wanted to abstain from sex because she chose to obey her parents advice to be
modest and respect her body. All of these young people have different reasons but the end result is the same- they
have chosen abstinence and they are all proud of their decision. There is an increasing number of young people
being infected with Sexually Transmitted Infections (STIs) or for every 10 cases 1 is a child. The most serious of
these diseases is AIDS 56
56. Activity 4 Teens Straight Talk TEENS STRAIGHT TALK Name Reason for choosing abstinence Your name______
(Your thoughts concerning this reason) Marta Jonathan Peter and Joanna Racquel Noemi Reducing the Risks of
Sexually Transmitted I The best way a teenager can prevent sexuality-related problems is through sexual abstinence.
Abstinence is refraining completely from sexual relations with other people. 57- Sexually-transmitted infections could
be completely eradicated if people practice wise decision-making skills and firmly say no to risky sexual behaviors. -
Safeguarding ones sexual health starts from accurate information and awareness of sexuality-related issues.
-nfections KEEPING FIT
57. Government efforts in ensuring a clean blood supply to prevent issues and Problems related to sexuality (RA 7719)
or the Blood Services Act of 1994) 58- Republic Act No. 8504 also known as Philippine AIDS Law -Rubric 4 for your
Activity 2 and 4 3 2 1 Explanati on Complete response with detailed explanation Good Response Explanatio n is not
clear Misses key points Shows complete understandi ng of the question Shows substantial understandin g Response
shows some understan ding Response shoes lack of understan ding Complete response with bright opinion Meets
the sensible opinion Hardly makes sensible opinion Does not meet sensible opinions Demonstrat ed Knowledg e
Sensible opinions With clear explanation Point s Total points YOU ARE PROTECTED!!! Government Policies in the
Prevention and Control of HIV/AIDS and Other STIs
58. The Philippine National AIDS Council (PNAC) shall oversee an integrated and comprehensive approach to HIV/AIDS
prevention and control in the Philippines. Lets Appreciate What is the government doing to protect the health of the
Family in terms of STIs HIV AIDS? How are you protected in case of blood donation and blood transfusion? Heres
more. Have you donated blood? Or received blood transfusion? How does it feel? There is a law that covers the
proper ways to give a nd receive blood services. 59- The State shall provide a mechanism for anonymous HIV testing
and shall guarantee anonymity and medical confidentiality in the conduct of such tests. - The State shall also ensure
safe practices and procedures regarding donation of blood, organ or tissue. - The State shall promote public
awareness about HIV/AIDS through various modalities: integration in the curriculum or development of special
modules in basic education; inclusion in tertiary and vocational curriculum; providing education in the workplace, for
Filipinos going abroad and among community people in general. -Republic Act 8504 also known as the Philippine
Aids Law The Philippine AIDS Prevention and Control Act of 1998 or RA 8504 is the governments response to the
threat of HIV/AIDS in the country. Important provisions of the law include the following:
59. RA 7719 or the Blood Services act of 1994. This law protects and promotes public health through provisions related
to blood donation. The government promotes voluntary blood donation as a humanitarian act. However, there are
requirements that you need to meet if you want to donate blood. This is to ensure a clean and safe blood supply.
Thus, you need to live a healthy lifestyle in order for you to be a voluntary blood donor in the future. To protect you
from blood transfusion transmissible diseases like HIV/AIDS, this law lays down the legal principle that the provision
of blood for transfusion is a professional medical service and not a sale of a commodity. They establish scientific and
professional standards for the operation of blood collection units and blood banks/centers in the Philippines. People
dont have to sell blood as a commodity. To be a responsible voluntary donor you donate the blood for a cause
through medical and scientific care. What to Process Activity 1 - Lets Think Critically Reflect on the following focused
points and write your ideas in your activity notebook 1. Analysis: How can good general health practices be healthful
in preventing STIs. 2. Only two strategies if practiced consistently reduced the risk of STIs to zero. Name the steps in
the prevention and control of STIs particularly HIV/AIDs 3. Analyze why sexual abstinence is the most effective
method for the prevention of HIV/ AIDS and other STIs. 60
60. Activity 2 - Life Skills in Action Common Sense and Good judgment are powerful strategies to prevent and control STI
HIV AIDs. Think about this 1. How does alcohol affect the persons judgment in making responsible sexual behavior?
2. Why do we need to practice saying NO to behaviors that are risky to your sexuality? 3. Explain how you can
practice refusal skills to prevent and control STI HIV/AIDS. Activity 3 - Tracing the Link The drug, the blood, the
alcohol connections to STI HIV AIDS Blood Drugs Alcohol How does it contribute to the transmission of STI HIV
AIDS? Read the article below Dr. Jane Perez is a school physician lecturing about STI HIV AIDS in Bangkalan
National High School asks the students the following questions: How many of you have seen the effects of drinking
alcoholic beverages or have read the effects of taking dangerous l drugs? What is the danger of using shared
syringe in cases of blood transfusion? What are the possible harmful effects to people being tattooed using
needles? Have you donated blood? Or received blood transfusion? 61
61. She received varied responses, and she continued asking them to see a strong links or connection in the prevalence
of STI HIV/AIDS. What are the connections of alcohol, drug abuse, blood donation and transfusion to STI and
HIV/AIDS? Can you give your response? Write your answer on the space provided and discuss your answer with
your classmates. 1. How can drinking alcohol leads to STI HIV ?
_____________________________________________________ 2. What are the dangers of using shared needles
in tattooing, or shared syringe in injecting drugs? _____________________________________________________
_____________________________________________________ 3. Have you donated blood? Or received blood
transfusion?How does it feel? ____________________________________________________
____________________________________________ 4. There is a law that covers the proper ways to give and
receive blood services. It is RA 7719 or the Blood Services act of 1994. What is Blood Services Act of 1994 (RA 7719
)? _____________________________________________________
_____________________________________________________ 5. Why is it important that blood donors be
qualified to donate blood? Can you relate this law to STI and HIV/AIDS protection and prevention?
_____________________________________________________
_____________________________________________________ 62
62. What to Reflect and Understand These are activities you will do to help you acquire adequate and significant
information about this topic. It is important that you clarify ideas about the lesson. You are going to watch an
interactive video and video news episode about HIV AIDS incidence in the Philippines this will help you and be aware
of the Activity 1 - Interactive Video You are going to watch an interactive video entitled Power of You. This video
aims to raise awareness on STI and HIV/ AIDS among young people like you. Would you like to make intelligent and
informed decisions about Human sexuality? This interactive Video was especially made for you by the Dept
Education and the UNICEF. a. Visit the web sites and collect materials and Fact sheets about STI HIV / AIDS. b.
View some video clips on HIV updates in the Philippines like Kapuso mo Jessica Sojo www.you tube.com. c. The
Power of You by the DEP ED UNICEF 63
63. Tell the class what you believe 64- You need to be heard and speak out on the topic HOW can I be safe from HIV /
AIDS. - Be ready to make an advocacy campaign about preventing HIV /AIDS. - After the activity you can make a
compilation of facts and information about HIV / AIDS. - What is HIV? What is AIDS? What are the signs and
symptoms of Human Immunodeficiency Virus ( HIV) and Acquired Immune Deficiency Syndrome (AIDS) How can
HIV/AIDS be spread from one person to another person? What are the effects of HIV/AIDS to our body? How can
HIV and AIDS be prevented? Report the information that you have gathered in class. Compare this with what you
already learned in class. Activity 3 - I Believe + + + + + Interview a health personnel about HIV/AIDS using the
following guide questions: - Visit your school clinic or barangay health center. -Activity 2 - Investigative Reporting
HIV/AIDS
64. Activity 4 - Just Say NO! How to say no and remain friendly to someone you like? Is it difficult for you to refuse? If
somebody ask you to do risky behavior like drinking and smoking or even doing pre-marital sex , how will you refuse?
Throughout life you are likely to meet people who will persuade you to do things you do not want to do. How do you
say no and still remain friendly with someone you like? Is it difficult for you to refuse? If somebody asks you to do
risky behavior like drinking and smoking or even do pre-marital sex, how will you refuse? The ability to say NO to
unhealthful practices is called Refusal Skills. The following are the different ways of saying NO to things that you
dont want to do. Technique of saying NO The Response Maintain eye contact and say NO firmly Be true to yourself
and to your belief. Give reasons for saying NO. Person A: Do you want to be my drinking buddy? Walk away or avoid
the situation If you know that the group are doing risky sexual behavior that you dont want to do or join, then JUST
dont GO Person B: NO! I love my body. I dont want to die young. 65 Whats Your Response?
65. Change the subject Match verbal with non-verbal communication Try suggesting something better to do with your
time, Person B: Lets smoke. Person A: I think it would be better if we eat instead . Shake your head and say NO!
Give your personal Conclusion: Internalize how you will firmly refuse an offer to engage in risky behavior For more
skills on Refusal Skills Visit http://www.thecoolspot.gov/index.asp Activity 5 Role-play the following situation showing
how you can express feeling or thought on resisting pressures using refusal skills. Practice with your friend. 1. A
friend inviting you to drink alcohol after school 2. Ramon told you to cut classes so you can attend a birthday party. 3.
Carmen invited you to try smoking. 66
66. Activity 6 - Check it out 1. Find out what government agencies are responsible for educating the public about HIV/
AIDS in our country. List them in your notebook and write their specific task/s. 2. How does the government protect
the rights of people living with HIV/AIDS? 3. What services are available for people living with HIV/AIDS? How can
they avail of these services? 4. What will be your behavior toward a person with HIV/AIDS? What will you tell
her/him? Summative Assessment Answer the summative test before you proceed. 67
67. What to Transfer Activity 1 Let us apply what have you learn. Design a poster that tells teenager on how to avoid
STIs and HIV/AIDs using Abstinence and Refusal Skill. Activity 2 - Applying Health Knowledge 1. Design a booklet or
a health journal entitled STI and HIV/ AIDS ALERT that summarizes the major points presented in the lesson. 2.
What steps should public health agencies take to further control the spread of STI and HIV/AIDS? 3. As a teenager,
how will you avoid being infected by this disease? 4. You will need parental involvement. Ask your parent or another
adult at home how they learned about blood donation, STIs and AIDS/HIV. Ask them about the accuracy of the
information. Seek advice from your parents on how you can prevent being infected by HIV/ AIDS 5. Community
Involvement. Find out what kind of services are available to help people who have HIV/AIDs in your community. Look
also in your community measures they are doing in relation to Blood donations. Prepare a report to share your
findings with your classmates 68
68. What will I do to protect myself from contacting STI and HIV/ AIDS? 69 What shall we do to decrease the number of
HIVAIDS in our country?-Activity 3 - Thinking Critically 1. Application. Develop a law of your own that you think would
be effective in the prevention and control of STIs HIV/AIDS. Explain your thinking. 2. Application. The only known way
to prevent a kind of STI is to abstain from sexual contact. What strategies can you suggest that would be effective in
telling this concept to teens who are already sexually active? Are you ready to answer the following questions?
Activity 4 - Critical Thinking Imagine that you have a chance making solutions on how to decrease the number of HIV/
AIDS in our country, what are the three things that you will do?
69. 1. Write all your answers in your health journal. 2. Post your decisions in the form of sticker messages on the bulletin
board or in any display board. 3. Suggest activities for you and your class to decide. a. You may want to present a
theater presentation on how you will prevent and protect yourself from contacting STIs and HIV/AIDS. b. Organize a
Parents forum on STI and HIV/AIDS. Invite your teachers, and parents to this information campaign. c. Start a
students advocacy campaign on how teenagers can be protected from HIV AIDS Activity 5 - Independent Study
Check yourself. Reflect and Understand After you complete the guided practice review and answer the questions
below to review what you have learned a. In your own words, can you give the difference between HIV and AIDS. b.
What are the four ways that HIV can be passed from one person to another person? c. If you become HIV positive,
what will you do to prevent AIDS? And what will you do to live longer? d. AIDS is not curable but it is preventable.
What are the best methods of prevention? e. Name two ways teenagers can do to reduce the risk of HIV infection. f.
How can using alcohol and illegal drugs increase a persons risk of having HIV infection? 70
70. Use the chart below in answering the items Summary Think back on something that you learned on this
LearnersModule. Reflect on the following questions and then write your answers on the box. 1) What did you learn?
2) How did you go about learning the lesson? 3) Why did you choose to learn it? 4) What/Who helped you learn it? 5)
What hindered your learning? 6) How did you know that you had learned it? 71
71. LGUs- The Department of Tourism must provide education for tourists and transients. - Employers, working with
DOLE must develop workplace education and safety. - The government must provide education for Filipinos going
abroad. - The DOH must conduct public health education campaigns. - The Government must promote education
and information campaigns. Schools and non-formal education programs must include HIV/ AIDS education.
-Supplemental Readings RA 8504 OR THE PHILIPPINE AIDS LAW OR THE PHILIPPINE AIDS PREVENTION AND
CONTROL ACT. Article 1 The DOH will provide anonymous HIV testing 72- HIV testing can only be done with the
consent of the person tested. - The Government will provide appropriate confidential HIV testing. - The DOH will
provide guidelines on safe surgery and medical procedures. Article 3 - All blood, organs, and tissue for donation will
be tested. If it tests positive, it will be disposed of safely, and not used. - The Government will develop and promote
safe medical practices - It is against the law to give false or intentionally misleading information on HIV/AIDS. Article
2 - Accurate information about prophylactics will be provided. -must develop local HIV prevention and education
efforts.
72. HIV status can be shared by health officials in three circumstances; officials of the AIDSWATCH council, health
workers who are involved in treatment and need to know for their own safety, and a judge if under subpoena for an
official court case. 73- All healthcare workers and anyone handling health records will strictly preserve patient
confidentiality on HIV status, and the identity of people with HIV. - Confidentiality will be protected on HIV status. -
Contract tracing is permitted provided confidentiality is not breached. Article 6 - Reporting procedures will be
developed to track HIV rates, while respecting client confidentiality. - The Government will establish an AIDSWATCH
council. - The Government will monitor HIV/AIDS - The DOH is to make sure that health insurance is available to
people with HIV. Article 5 - The DOH is to do STD prevention and control efforts. - Livelihood efforts will be made
available for people with HIV. - LGUs must provide community-based prevention and care efforts. - Hospitals will
provide adequate care for persons with HIV. - The Government will ensure adequate health and support services for
people with HIV. - The DOH will make adequate and affordable HIV testing available in all of the barangays in the
Philippines. Article 4 - Counseling will be conducted before and after testing -
73. This council will be responsible for implementing the act and conducting all national AIDS performanc 74+ The
government will establish a Philippine National AIDS Council - Legal penalties for discrimination will be enforced.
Article 8 - Decent burials cannot be denied based on HIV status. - Hospitals can health services cannot refuse
treatment or discriminate based on HIV status. - Credit services cannot be denied based on HIV status. Insurance
cannot be refused based on HIV status, provided the person does not lie about their HIV status. - A person with HIV
has every legal right to seek public office. - A person with HIV has the legal right to travel, live, and lodge with the
same freedom as any other citizen. Quarantines and other restrictions are illegal. - Schools are not allowed to refuse
admission, punish students, or deny participation in activities based on real or perceived HIV status. - Employers
cannot discriminate in hiring, firing, promoting, or assigning based on actual or suspected HIV status. - Discrimination
against people with HIV is illegal. - People with HIV must inform spouses and sex partners as soon as reasonably
possible. Article 7 - Legal penalties can be provided for breaching confidentiality. - HIV results may be given to the
person tested, an official of the AIDSWATCH council, and a parent or guardian. It cannot be given to anyone else. -
74. Unit II: Family Life 75
75. Lesson 1 Courtship, Dating, and Marriage Introduction Family is a very important part of our everyday life. It helps
us in improving our personality. It also helps us in shaping our life. It teaches us the value of integrity, love and
honesty and provides us with tools necessary for success. Do you know how your parents met and formed your
family? Were you able to ask them their love story? Family is considered a place where you can be yourself. It is a
place where you are accepted for what you are. This is where you are completely tension free and everyone is there
to help you. Family encourages you when you are surrounded by problems. It helps you survive through tough times
and brings joy and happiness into your life. Today, most people dont realize the importance of family; they prefer to
spend most of their time with their friends. But when they are surrounded by problems, it is their family that helps
solve them. At the time when even our best friends refuse to help us, it is our family that will help us. So it is very
important for each and every individual to give importance to his/her family above anything else and enjoy spending
time with family members. Have you imagined yourself going through a process of dating, courtship, and marriage?
This module is designed for you to identify the importance of planning marriage in having a successful family life in
the future. 76 Objectives At the end of the lesson, you are expected to do the following 1. Recognize the different
factors that contribute to a successful marriage. 2. Discuss the roles and responsibilities of parents in fulfilling the
needs of their children. 3. Analyze the effects of having a big family and problems it may cause to the health of the
nation. 4. Make a plan on how to have a successful marriage and family life.
76. Pre-Assessment LOOP-A-WORD Loop as many words as you can that have something to do with marriage. Use the
words in a sentence or give the meaning of each. P R T G N A N C Y D A T I N G V C T R M A R R I A G E A L C A
R E V U N F G N E W B O R I N F A T U A T I E F R I E N D S H N S Y F X N Y J K T T E U L F A M I E N G A G E
M E N J L C F O O E E E H N O I W L T E N P G Y R R T S H I P Dating Engagement Courtship Love Infatuation
Marriage Friendship Pregnancy Newborn Family You did a good job! Now, think of what you wanted to achieve after
running through this module. 77
77. Learners Goals and Targets You may now write your goals and targets for this lesson in a health notebook/diary: MY
GOALS 1. 2. 3. 4. >>> ARE YOU READY? READ ON. <<< What to Know Activity 1 - Hello Learners! Lets Do
Picture-Connectivity. What words can you form out of these pictures? How do these pictures apply to you? Why is
courtship and dating important in choosing a lifetime partner? 78
78. Activity 2 What comes into your mind seeing the picture below? How does the picture appeal to you? Does it bring
good feeling or bad feeling? Does it spell something? Give your assessment. 1. 2. 3. 4. Love and Infatuation are both
intense emotions that one feels for another person. These feelings are most often confused for each other by many
people. But the two feelings differ in their actuality of love, intensity, and final outcome. Infatuation or crush is the
state of being completely carried away by unreasoning passion or love; addictive love. Infatuation usually occurs at
the beginning of relationships when sexual attraction is central. Love can be described as a feeling of intense
affection for another person. It is most often talked about as an emotion between two persons. Comparison Category
Infatuation Love Definition: Infatuation is the state of being completely carried away by unreasoning desire. A
decision to commit oneself to another and to work through conflicts instead of giving up. A deeper understanding or
care. Associated Selfish uncontrollable Decision to devote 79
79. with: desire yourself to another person for better or worse. SubCategories: Physical desire, crush, or lust , hormonal
activity, addictive chemical reactions in the brain Intimacy, commitment, security Symptoms: Urgency, intensity,
sexual desire, anxiety, high risk choices, reckless abandonment of what was once valued Faithfulness, confidence.
Willingness to make sacrifices for another. Working at settling differences. Able to compromise so that either both win
or at least give the other person's opinion a chance Feels like: All consuming euphoria similar to recreational drug use
(addictive chemical reactions in the brain), stupidity (cupidity); Can risk everything for the next hit of adrenalin A deep
affection, contentment, confidence. Partners communicate and negotiate appropriate expectations. Requires a lot of
selflessness and polite assertiveness. Person to Person: Reckless commitment to satisfy one's all consuming lust
Commitment to another Effect: Being controlled by brain chemistry; loss of ability to make rational evaluations
Steadfast decision to commit yourself to another person. 80
80. of what is true, valuable and worthy of pursuit Comparison Category Infatuation Love Result: Emptiness,
consequences of choices made while under the influence of mind numbing lust; Security, peace, a solid partnership
which can provide the ideal atmosphere to raise confident secure children; a more stable society; radical decrease in
the need for welfare, jails, lawyers and mental health counsellors. Interdependency: Cannot be sustained without
some portion of love and physical attraction, always desire to be close to that person at any cost. Partnership Time
Period: Takes off fast and furious like a spark in dry grass burns out quickly and can leave feelings of emptiness.
Long term offering of companionship and support <source: http://www.diffen.com/difference/Infatuation_vs_Love> 81
81. Attraction is admiration for someone that may include the desire to get to know that person better. Attraction usually
takes place in the form of infatuation or crush. Infatuation is admiration for someone while not recognizing that
persons flaws. Crushes usually last for only a short time, few weeks or maybe a few months. These feelings are
completely normal and are part of becoming a young adult. Most people begin to form romantic relationships based
on love. Love is deep affection for someone and is based on a true desire for the other persons best interests. In a
healthy relationship, the other person shares and responds with the same kind of love. Learning to develop, nurture
and even deal with the loss of these relationships are important ways to prepare for adult relationships. Activity 3:
Here are three boxes which needs your views and to be shared to the class. DEFINITIONS / MEANINGS / WORDS
THAT YOU ASSOCIATE WITH COURTSHIP PRACTICES ASSOCIATED WITH COURTSHIP 82 IMPORTANCE OF
COURTSHIP
82. Did you know? Courtship is the period in a couple's relationship which precedes their engagement and marriage or it
is an establishment of an agreed relationship of a more enduring kind. During courtship a couple gets to know each
other and decide if there will be an engagement or such agreement. A courtship may be an informal and private
matter between two people or may be a public affair or a formal arrangement with family approval. Here are different
traditional practices of courtship in the Philippines <source: http://en.wikipedia.org/wiki/Courtship_in_the_Philippines>
Ilocos and Tagalog regions In Ilocos, serenading is known as tapat, "to be in front of the womans house likely the
same to harana and also to the balagtasan of the Tagalogs. The suitor begins singing a romantic song, then the
courted lady responds by singing too. Rooster courtship, a form of courting in Luzon is done differently. The rooster is
assigned to be the "negotiator", wherein the male chicken is left to stay in the home of the courted to crow every
single morning for the admired lady's family. Bulacan In the province of Bulacan in Central Luzon, the Bulaqueos
have a kind of courtship known as the naninilong which means serenading from the basement. At midnight, the suitor
goes beneath the nipa hut, a house that is elevated by bamboo poles, then prickles the admired woman by using a
pointed object to catch the attention of the sleeping lady, after they converse in whispers. Kalinga The Ifugaos
practice a courtship called ca-i-sing or ebgan to Kalingas and pangisto to Tingguians, where a man and a woman are
separated into "houses". The house for the males is called Ato, while the house for 83
83. females is known as the olog or agamang. The man visits the womans house to sing romantic songs and the
woman reply to these songs also through singing. The courtship ritual is guarded by the elders who inform the
parents of both parties about the progress of the courtship process. Batangas In Batangas a traditional eve of the
wedding procession is done. The purpose is to bring the cooking ingredients for the celebration to the brides home,
where refreshments await. Pangasinan In Pangasinan, folks utilizes the taga-amo, which means "tamer", a form of
love potions or charms which can be rubbed to the skin of the admired. It can also be in the form of drinkable potions.
The suitor may also resort to the use of palabas, meaningshow or drama, wherein the woman succumbs to revealing
her love to her suitor, who on the other hand pretends to commit suicide if the lady does not confess her true feelings.
Apayao The Apayaos has a practice that allows a man and a woman to sleep together during the night. This is known
as mahal-alay. This form of courting assists in assessing the womans feeling for her lover. Palawan In Palawan,
they perform courtship through the use of love riddles or pasaguli. The purpose of the love riddles is to assess the
sentiments of the parents of both suitor and admirer. After this pabalic / pabalik is done to settle the price in a form of
dowry that will be received by the women from the courting man. Visayas When courting, Cebuanos also resort to
serenading, called balak. They also write love letters that are sent through a trusted friend or relative of the woman.
Presents are not only given to the woman, but also to her relatives. They also use love potions to win the affection of
the woman. Man from Leyte performs the pangagad or paninilbihan instead of paying a form of dowry during
courtship. The suitor accomplishes household and farm chores for the family of the woman. The service normally
lasts for approximately a year before the man and woman can get married. It is also referred to as subok - a trial or
test period for the serving suitor. In Bicol, it is called pamianan. 84
84. Mindanao Palabas, sarakahan tupul, or magpasumbahi, is practiced by the Tausugs of Mindanao. A suitor would
threaten to stab his heart while in front of the courted womans father. If the father of the woman refuses to give her
daughters hand to the suitor, the suitor is smitten by a knife. The Bagobos, on the other hand, sends a knife or a
spear as a gift to the home of the courted woman for inspection. Accepting the weapon is equivalent to accepting the
mans romantic intention and advances. Pre-arranged marriages and betrothals are common to Muslims. These
formal engagements are arranged by the parents of men and the women. This also involves discussions regarding
the price and the form of the dowry. The Tausog people proclaims that a wedding, a celebration or announcement
known as the pangalay, will occur by playing percussive musical instruments such as It gives one a chance and time
to get to know better the character and background of ones future lifetime partner. Why is it important for couples to
undergo a courtship? 1. Courting gives time to understand one another. 2. It reveals ones interests, likes and
dislikes limitations, and other aspirations in life. 3. It allows couples to decide whether they want to be committed. 4. It
allows couples to know if they are ready to be committed. 5. It develops security. 6. It develops understanding and
acceptance. 85- A man can court a woman through Facebook, Twitter, Skype or other social networking sites. - A
suitor can court a woman through the use of cellphones. Frequent texting and calling one another develop their
feeling of belongingness until such feeling develops into a deeper relationship resulting to love. -the gabbang, the
kulintang, and the agong. The wedding is officiated by an Imam. Readings from the Quran is a part of the ceremony,
as well as the placement of the groom's fingerprint over the bride's forehead. Courtship Practices at the Age of
Technology
85. Giving a smile or a kind laugh to someone Telling someone how much he / she means to you Remembering
important events in ones life especially a birthday Writing a card, a note, or a letter Giving a small gift, such as
flowers and chocolate Texting, chatting in social networking sites, communicating via internet Spending quality time
together Cheering for someone at a game or performance Holding hands Patting shoulders 86= = = = = = = = =
=And you should not forget this Showing Affection Whether or not you are dating, there are many healthy ways for
persons to show affection which may lead to courtship between persons, especially of the opposite sex who are
physically and emotionally attracted with one another. It is an important part of being close friends to build trust and
confidence with one another. Activity 4 Identify the pictures of showing affection and give other examples.
86. Activity 5 Do You Know? In your activity notebook, copy and answer the following questions. a. What does it mean
to go on a date? b. What are the activities usually done during dates? How does it differ from a regular outing? Good
job! Now you may continue to the next activity. Activity 6 - Use of Metacards You will be given a strip of cartolina
where you can define dating, and write its advantages and disadvantages. Be ready to present and defend your ideas
to your teacher. Did you know that? << it refers to the act of meeting and engaging in some mutually agreed upon
social activity, together, as a couple- is a form of courtship consisting of social activities done by two people, as
partner in an intimate relationship or as a spouse. - is a social activity which involves two or more people generally
assessing each others suitability for a potential relationship. Dating can also be enjoyed as part of an already active
relationship. The word dating actually comes from the arranging of a time and date of meeting. -DATING >.> Dating
in a relationship is important because it allows you to get to know the person you are in a relationship with, while
having a 87- Provides an opportunity for one to know his/her strengths and weaknesses in dealing with the opposite
sex. - It leads one to observe the other persons character. - It gives quality time to each other. - It strengthens the
relationship. - It forms affection and respect. -Types of Dating: a. Standard date involves two people b. Double date
two couples go on a date at the same time and place c. Group date where any number of couples can enjoy a
date Importance of Dating
87. good time. Dating helps to reveal any potential problems you may have if pursuing a more serious relationship with a
person, and it sets the foundation for marriage. In addition... Going steady is a period wherein the relationship
between two people remains strong and well. Engagement a period of agreement entered between two people in
love for them to be able to know each other and their families well enough to be sure that they are ready and are
suited for life-long companionship. It provides opportunity to develop interpersonal skills useful before and even within
marriage. Time of understanding and devoting much time to explore each others strengths and weaknesses so they
could adjust to one another. Activity 7 If you are engaged, which do you prefer, Long Engagement or Short
Engagement period? Explain in front of the class. Wow! That is very nice. You have high standard expectations.
Do you want to know more? Read on. Activity 8 - My Ideal Partner On a separate sheet of paper, draw, and color
your ideal man / woman. Below your drawing, write the characteristics you expect from him / her. Marriage is the
most enjoyable human relationship. It is the most significant event that may happen to your life. It takes only two
people, a man and a woman to unite and make a successful relationship as married couple. Marriage is a lifelong
partnership of a man and a woman. It is two unique individuals, who understand, respect, care, and love each other.
It is a bond between two people who continue to grow and develop their best qualities as human beings. Marriage is
not a mere contract but an inviolable social institution. Its nature, consequences and practices are governed by law
and not subject to stipulation except that the marriage settlements may to a certain extent fix the property relations
during the marriage. (Civil Code of the Philippines) 88
88. Marriage is a cherished institution under which man and woman believe in one faith and children are conceived,
raised, and nourished to become useful and productive citizens of the country and the world. It is essential to the
continuity of the human race. Filipinos view marriage as a sacrament and a lifelong commitment. Husband and wife
work for the successful and harmonious relationship at home and among family members. Trust, respect, kindness,
and love are essential factors to attain this goal. Factors Necessary to Consider in Choosing a Lifetime Partner to
Work Out for Successful Married Life: 1. Maturity a) Can make good decisions b) Responsible in handling
relationships 2. Fidelity a) b) c) Can make the relationship lasting Sincere and true to his / her promises Considers
relationships sacred 3. Commitment a) Can make peaceful and lasting relationship b) Dedicated in fulfilling his / her
responsibilities 4. Love a) Strengthens relationship b) Understands one is partner c) Enduring 5. Economic
Readiness a) Aims for better future of the family b) Financially stable c) Good provider for the needs of the family 6.
Physical Maturity a) Proud of having good partner b) Have healthy body 7. Character a) Responsible and honest b)
Hard-working and industrious c) Respectful and compassionate d) God-fearing 89
89. Did You Know? EXECUTIVE ORDER NO. 209 THE FAMILY CODE OF THE PHILIPPINES July 6, 1987 Marriage is
a special contract of permanent union between a man and a woman entered into in accordance with law for the
establishment of conjugal and family life. It is the foundation of the family and an inviolable social institution...
<Source: www.chanrobles.com/executiveorderno209.htm > The Family Code of the Philippines sets eighteen (18) as
the age of majority of the Filipinos. However, for marriages between the ages of 18-21, the written consent of the
parent is required. Without the written consent, the marriage is voidable. A person who is between the ages 21-25 is
obliged to ask their parents or guardian for advice and has to make a sworn statement that advice was sought and
given. If there is no parental advice or if the advice is unfavourable, the marriage license is issued only after three
months after the publication of the application for the license. The marriage of persons who are below 18 years of age
is void (not lawful, not legal) and therefore, no true marriage took place. <Source: Module 3: Sex Education, Early
Marriage and Teenage Pregnancy> 90
90. Activity 9 Can you cite another law that strengthens the bond of a man and a woman as a couple? Share it by writing
your ideas in your activity notebook. Remember to present it in class and to share it to your friends / classmates,
relatives, or neighbours. RECIPE / INGREDIENTS OF A SUCCESSFUL MARRIAGE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Love
Understanding / Respect Care Loyalty A Shared Philosophy Cooperation Growth Involvement Sharing and Giving
Communication To achieve a better married relationship with a partner, communication must be exercised that may
lead to mutual accommodation and adjustment. What to Process 91
91. Activity 10 Read and answer the following questions. Share your answers in class. 1. What can you say about the
article? 2. What does it want to tell you? 3. What lesson can you get from the article? Is it Love or Infatuation?
Infatuation is an instant desire. It is one set of glands calling to another. Love is a friendship that has caught fire. It
takes root and grows, one day at a time. Infatuation is marked by a feeling of insecurity. You are excited and eager,
but not genuinely happy. There are nagging doubts, unanswered questions, little bits and pieces about your beloved
that you would just as soon not examine too closely it might spoil the dream. Love is quiet understanding and the
mature acceptance of imperfection. It is real. It gives you strength and grows beyond you to bolster your beloved. You
are warmed by his/her presence even when he/she is away. Miles do not separate you. You want him/her nearer, but
near or far, you know he/she is yours and you can wait. Infatuation says, "We must get married right away! I can't risk
losing you!" Love says, "Be patient. Do not panic. Plan your future with confidence." Infatuation has an element of
sexual excitement. If you are honest, you can admit it is difficult to be in one another's company unless you are sure it
will end - in intimacy. Love is the maturation of friendship. You must be friends before you can be lovers. Infatuation
lacks confidence. When he/she is away you wonder if he/she is cheating. Sometimes you check. Love means trust.
You are calm, secure, and unthreatened. Your beloved feels that also and that makes him/her even more trustworthy.
Infatuation might lead you to do things you will regret later, but love never will. Love is an upper. It makes you look
up. It makes you think up. It makes you a better person. (source: http://www.drirene.com/isitlove.htm) 92
92. Which do you prefer, courtship before or at the present times? Support your answer. Activity 12 - What Youll Do In
your activity notebook, write your answers to the question. What are the benefits of dating? a. As a couple b. As a
group Great job! Now you may proceed to the next activity 93- What time of your life would you prefer courtship?
Why? Is it necessary to undergo courtship? Why? Compare courtship before and at present times. Why do you think
courtship at present times is faster and easier than before? - - - -Activity 11 - Film Analysis HI! Lets unwind and
watch a video clip. After watching, read and answer the questions. (Reference:
http://www.youtube.com/watch?v=VolwsYhOCTc )
93. What can you say about courtship before and at present times? Excellent job! You are truly in love. Keep it up for the
next activity. Activity 15 Poem Analysis Lets Begin! Group yourselves into four. You will interpret the message of
this poem. Your group is given 2-3 minutes for the presentation. Dont think you can direct the course of love, For
love, if it finds you worthy, Directs your course. - Khalil Gibran- Do boys and girls have the same style in courting the
opposite sex? - How do you feel sharing your love story? - Each of you has one minute to share. After the sharing,
answer the following questions: - Close your eyes for one minute and reminisce the past. - Make a single circle, so
that everyone will have a chance to talk and share his/her personal experiences. -Activity 13 Miniature Bulletin
Board Prepare a miniature bulletin board to express your stand on the issue dating is/not necessary in having a
relationship. What to Reflect and Understand Activity 14: Sharing of Personal Experiences in Courtship This activity
will help you to reflect on your past experiences during courtship and to understand the nature of the boys and girls
during courtship. Procedure: <source: http://www.askmen.com/top_10/dating_top_ten_150/159_dating_list.html > 94
94. Good work! Now you may proceed to the next Activity Activity 16 Below are terminologies that you encountered
earlier in the lesson, can you remember their meanings? a. Fidelity
___________________________________________________ b. Commitment
___________________________________________________ c. Character
___________________________________________________ d. Maturity
___________________________________________________ e. Marriage
___________________________________________________ Activity 17 Verse It Out Be with your groupmates
and choose one verse that best suits your principles about marriage. The group will explain it in front of the class.
Youll be given five minutes to explain your answer. a. Mark 10:6-9 - "But at the beginning of creation, God made
them male and female. For this reason a man will leave his father and mother and be united to his wife, and the two
will become one flesh. So they are no longer two, but one. Therefore what God has joined together, let man not
separate." b. 1 Corinthians 7:3 - The husband should fulfill his marital duty to his wife, and likewise the wife to her
husband. c. Quran [24:32] - You shall encourage those of you who are single to get married. They may marry the
righteous among your male and female servants, if they are poor. GOD will enrich them from His grace. GOD is
Bounteous, Knower. d. Qur'an [30: 12] - He has planted affection and mercy between you. Good job! Now you may
continue to the next activity 95
95. Activity 18 Choose an issue below and discuss it in a group if you are in favour or not. You are given 10 minutes to
conceptualize before you share it in front of the class. 1. Early Marriage 2. Live-in partners 3. Same sex marriage
Activity 19: I Should Decide If you do not find the characteristics in the person you like, will you still consider him / her
your lifetime partner? Explain your answer in front of the class. Activity 20 - Am I Prepared? Be with your groupmates
and discuss your answers to the following questions. Remember to share your answers with others after 5-10
minutes. What is your concept of marriage? Do you know of persons who are married? How long had they been
married? Tell something about their relationship. 96
96. Activity 21 Marriage Vows Here is a copy of the marriage vows from a Protestant Church. A member of couples
today, are choosing to write their own marriage vows printed in their wedding invitation. Can you recall some? Share
it with your classmates. In the space provided, write your own version of the marriage vows that highlight what is
important to you. I (name), take you (name) to be my (husband/wife), my partner in life and my one true love. I will
cherish our union and love you more each day than I did the day before. I will trust you and respect you, laugh with
you and cry with you, love you faithfully through good times and the bad, regardless of the obstacles we may face
together. I give you my hand, my heart, and my love, from this day forward for as long as we both shall live. Now,
reflect on this marriage vow. Do you like it? Its you turn to write your own marriage vows in your diary and explain
why you chose the vows you have written. Excellent job! You are truly in love. Keep it up for the next activity. 97
97. What to Transfer Activity 22 To fully understand courtship before and at present times, form a group and decide on
which to portray: how courtship is done before or at present times. Your group will be given five minutes to prepare
for the presentation. Refer to the rubric below to be used in the presentation: Scoring Criteria Relates to audience (5)
Excellent (4) Good (3) Need Some improvement (2) Needs Much improvement (1) Fair Provides a fluent rendition of
scenario Role plays scenario with feelings and expressions Varies intonation Present characters appropriately Gives
the scenario its full range Very well! You may now enjoy your accumulated points. Lets continue with the next
activity. Activity 23 Debate Be with your groupmates and prepare for a debate by reflecting on and answering these
questions: At what stage in ones life should one be allowed to go on dates? Do you think a Grade 8 student like you
should already be allowed to go on dates? Justify your stand. Assess your performance using this rubrics. . 98
98. Rubrics for Debate 1 = weak; 2 = developing; 3 = adequate; 4 = above average; 5 = strong 1. Opening statements
clearly addressed the central issues of the debate 1 2 3 4 5 2. Overall impression on the presentation (eye contact,
use of voice, etc.) 1 2 3 4 5 3. Claims showed evidence of research 1 2 3 4 5 4. Rebuttal statements effectively
addressed the statements of the opposing team 1 2 3 4 5 5. The presentation demonstrated organization and
forethought 1 2 3 4 5 6. Final statements effectively summarized salient points and improved the teams position 1 2
3 4 5 7. Participants adhered to rules and procedures 1 2 3 4 5 Activity 24 My Future Married Life In your activity
notebook, project on and write a description of yourself as a married person 10 years from now. Use the following
questions as a guide. 1. How many children do you envision to have? 2. How would you be like as a husband / wife?
3. How do you see yourself as a parent? 99
99. Activity 25 My Dream Family Make your dream family by writing your plans and then draw your dream family in the
box intended for it. Below the diagram, explain why you choose your dream family. MY PLANS MY DREAM FAMILY
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________ Activity 26 Reflection Think of a
successful married couple you know. This couple might be your parents, guardians, grandparents, aunt and uncle, or
neighbours. In your activity notebook, copy and complete the chart by putting a check mark at the appropriate column
after each question. Remember the points that contribute to the success of their marriage. Name of Couple: Guide
Questions 1. Do they communicate effectively? 2. Do they respect each other? 3. Do they have fun together? 4. Are
they committed to the marriage? 5. Do they both make compromises? 6. Are they friends with each other? 7. Do they
love each other? 8. Do they appear to be attracted to each other? 100 Always Sometimes Never
100. Focus questions: a. What do you think makes this marriage successful? Explain. b. What can you learn from the
marriage? If you were to be asked, what would you do / follow when you get married to make your marriage
successful? Summary Choosing a lifetime partner involves some processes: crushes or infatuation, dating, courtship,
and engagement are practiced and exercised. Dating leads to the development of intimacy between couples or within
a group. Dating steadily, dating in groups are all healthful ways of developing a healthy relationship. A couple or
groups can date, going together to different places, such as the movies, parties, dances, fiestas, and other
celebrations. Dating gives you a quality time to talk to people. Best of all, couple or group dating is fun. There are
different traditional courtships in the Philippines like practices of singing romantic love songs, reciting poems, writing
letters, and gift-giving. The union of man and woman is given dignity by the sacrament of matrimony. Marriage is a
promise, a covenant to keep the partnership for life not only for the sake of staying together but more for the growth
and good of each other and for responsible rearing of children. Married couple should by all means protect the
sanctity of their marriage and must be true to their vows. They should be strongly united and focused not only to each
other but also practice responsible parenthood. 101
101. Lesson 2: Pregnancy-related Concerns and Pre-natal Care Introduction Pregnancy Pregnancy is a time of many
changes. Your body will go through a lot on the way to creating a new person. This module is designed for you to be
aware of pregnancyrelated concerns and prenatal care, importance of maternal nutrition during pregnancy, essential
newborn protocol, and advantages of breastfeeding to have a harmonious relationship in a family. PREGNANT
WOMAN) Objectives At the end of the lesson, you are expected to do the following: 1. Talk about pregnancyrelated
concerns and prenatal care. 2. Explain the importance of maternal nutrition during pregnancy. 3. Discuss essential
newborn protocols. 4. Recognize the advantages of breastfeeding. Pre-Assessment Choose the letter of the correct
answer. Write it in your activity notebook. ___ 1. The reproductive process wherein the male gamete and female
gamete unite to form a new single cell. A. Fertilization B. Ovulation C. Implantation D. Gestation ___ 2. The fertilized
egg develops into a baby in the _______. A. Ovaries B. Fallopian tube C. Uterus D. Stomach ___ 3. The developing
human is called ______. A. Fetus B. Zygote C. Baby 102 D. Embryo
102. ___ 4. The developing human is fed in the womans womb through. A. Mammary gland B. Placenta C. Uterus D.
Bladder ___ 5. The place of pregnancy that starts from week 13 to 27. A. First trimester C. Third Trimester B. Second
Trimester D. Second and third trimesters ___ 6. The phase of pregnancy that lasts from weeks to birth A. First
trimester C. Third Trimester B. Second Trimester D. Second and third trimesters ___ 7. The process of birth wherein
the doctor removes the baby from the womb. A. Ceasarian section C. Surgical operation B. Normal delivery D.
Painless Delivery ___ 8. The behavioural development of a healthy baby wherein he/she learns to vocalize and
controls movement of the head. A. 0-1 month B. 4-5 months C. 6-7 months D. 2-3 months ___ 9. The best and ideal
form of infant feeding is through _______. A. Breastfeeding C. Mix feeding B. Bottle feeding D. All of the above ___
10. Lactation is the period of milk production initiated by what hormone in the mammary gland? A. Progesterone C.
Prolactin B. Estrogen D. None of the above You did very well on this one. Keep it up! Learners Goals and Targets In
your health notebook / diary, you may now write your goals and targets for this lesson. 103 MY GOALS 1. 2. 3. 4.
103. What to Know Activity 27 Pregnancy Morning sickness Discomfort Trimester Health condition Complications Braxton
Hicks Contraction Do you recognize the words above? Share what it means to the class. A. New Beginning After
marriage, a couples desire is to build a family. Humans are reproduced through sexual reproduction. In this kind of
reproduction, the reproductive cells of man and woman join together to make a new human cell. This process is
called fertilization. Fertilization is a reproductive process wherein half of the genes of the father and mother combine
to form a single cell; the new cell then divides and forms more cells. This ball of cells enters the uterus and attaches
itself to the uterine wall. The attachment of the developing cells to the uterus is called implantation. Pregnancy is the
time when a new cell is formed during fertilization, grows and develops into a baby in the womans uterus. From the
time that the ovum and the sperm cell unite until the end of the eight week, the developing human is called embryo.
From the eight week until birth, the developing human is called the fetus. A normal pregnancy generally lasts until 9
months or 38-40 weeks. Source: Teenage Pregnancy (Mccoy and Wibbelsman, 1992: 235-236) An unplanned and
unwanted pregnancy can cause emotional anguish, possible health risks, and in some cases, limited life
options.Teenage pregnancies are premature because they occur in mothers who may be too young and/or immature
to care for a child adequately. In such cases, the mother may be so young endangering pregnancy. 104
104. Consider this statistics: 1. Teens 15 and younger face a 60% higher risk of death during pregnancy and child birth
than young mothers on the age of 20. 2. Babies born to young teenage mothers are two to three times more likely to
die during their first year than babies born to older mothers. 3. Teen mothers are twice more likely to have low birth
weight infants (at risk for physical and mental defects as well as increased risk of dying). 4. Seventy percent of teen
mothers get no medical care at all during critical first months of pregnancy and 25% get no prenatal care at all. This is
specifically dangerous because, while a teen may be able to conceive a baby, her body may not be quite ready for
the stresses of pregnancy and child birth. Thus, she is at higher risk for complications like high blood pressure,
toxaemia, prolonged and difficult labor, more vaginal lacerations during childbirth, and more after-delivery
complications and infections. 5. Even with good prenatal care, teenager mothers are more likely to have premature
labor and to deliver low birth-weight babies. 6. Young teen mothers are likely to drop out of school and face high risk
of unemployment, poverty, and dependence on parents. 7. If they marry due to pregnancy, their risk of break up or
separation is high. 8. The young mother is more likely to be angered and disillusion by her babys demands and may
become an abusive parent.Each mother is a distinct individual. Some young women make wonderful mothers and
manage to build satisfying lives for themselves. Unfortunately, these tend to be in minority. Chances are, if you are a
pregnant teenager, young pregnancy is a problem for you and your family. Activity 28 Look at the pictures and spot
their differences. Be guided by the questions below. 1: skinny pregnant woman 2: healthy pregnant woman a.
Describe the pictures. Are they different? b. Why do you think they differ? Explain your answer. You did very well.
Keep it up! 105
105. Changes in vaginal discharge. A thin, milky-white discharge (leukorrhea) is normal throughout pregnancy. Also, the
tissue lining of the vagina becomes thicker and less sensitive during pregnancy. 106- Hand pain, numbness, or
weakness (carpal tunnel syndrome) - Stretch marks, itchiness, and other skin changes - Hemorrhoids and
constipation Nosebleeds and bleeding gums - Back pain and sciatica Pelvic ache and hip pain - Hair changes
Leg cramps - Breast changes Varicose veins - Sleep problems Heartburn - Fatigue Morning sickness
-Changes in the Mothers Body During pregnancy, a womans body undergoes many changes. As soon as
implantation happens, the mothers uterus releases special hormones, which is only released by the womans body
during pregnancy. Some of the hormones produced by the pregnant womans body makes her nauseated, this
situation is called morning sickness and usually lasts for 3 months. The same hormones make the womans breasts
enlarge and prepare to produce milk. Over the 9-month period, the womans uterus stretches to hold a full-sized
newborn baby. This stretching makes her abdomen gets larger. A pregnant woman also experiences swelling of legs,
difficulty in sleeping, restlessness, and irritability as the fetus gets larger. Many women, feel clumsy or uncomfortable
too because of the changes taking place. Nourishing the Baby Almost everything that goes into the mothers body
enters her bloodstream and goes to the placenta. The placenta is an organ that grows in the womans uterus during
pregnancy and allows nutrients, gases, and wastes to be exchanged between the mother and the fetus. The
mothers blood circulates on one side of the placenta, while the fetus blood circulates on the other side. Nutrients,
fluids, and oxygen flow through the membrane from the mother to the fetus. Waste products and carbon dioxide flow
across the placenta from the fetus to the mother. During pregnancy, the fetus gets its nutrition from food that the
mother eats. To ensure the health of the fetus, the mother needs to eat healthy foods and takes special vitamins. She
should get regular medical check-ups to protect her health and the health of the growing fetus. Normal physical
changes and symptoms throughout pregnancy Although they can range from mild to severe, the following conditions
are common during pregnancy:
106. Frequent urination, caus- Difficulty sleeping and finding a comfortable position. Lying on the back interferes with
blood circulation, and lying on the stomach isn't possible. Sleep on the side, using pillows to support your belly and
between your knees. Later in your pregnancy, it is best to lie on your left side. When you lie on your right side or on
your back, the increasing weight of your uterus can partly block the large blood vessel in front of your backbone. -
Mild swelling of the feet and ankles (edema). Pregnancy causes more fluid to build up in the body. This, plus the
extra pressure that uterus places on the legs, can lead to the swelling of the feet and ankles. - Breathing difficulty, the
expanding uterus is just below the rib cage, leaving lungs less room to expand. - Heartburn - Hemorrhoids and
constipation - Pelvic ache and hip pain - Back pain - Fatigue - Braxton Hicks contractions, which are "warm-up"
contractions that do not thin and open the cervix (do not lead to labor) - Hand pain, numbness, or weakness (carpal
tunnel syndrome) Braxton Hicks contractions, which are "warm-up" contractions that do not thin and open the cervix
(do not lead to labor) 107 Third trimester - Nosebleeds and bleeding gums - Heartburn (also a symptom of
gastroesophag eal reflux disease, or - Hemorrhoids and constipation - Stretch marks and other skin changes - Pelvic
ache and hip pain - Back pain - Leg cramps - Breast changes - Nausea with or without vomiting, also known as
morning sickness Second trimester - Fullness or mild aching in the lower abdomen - Increased urination - Breast
tenderness - Fatigue -First trimester Descriptions characterizing condition ed by an enlarged uterus and the pressure
of the fetus on the bladder.
107. Phases of Pregnancy The first trimester of pregnancy lasts from week 1 through week 12. Your first sign of
pregnancy may be a missed menstrual period. The second trimester of pregnancy (from week 13 to week 27) is the
time when most women start to look pregnant and may begin to wear maternity clothes. By 16 weeks, the top of your
uterus, called the fundus, will be about halfway between your pubic bone and your navel. By 27 weeks, the fundus
will be about 2 in. (5 cm) or more above your navel. You may find that the second trimester is the easiest part of
pregnancy. For some women, the breast tenderness, morning sickness, and fatigue of the first trimester ease up or
disappear during the second trimester, while the physical discomforts of late pregnancy have yet to start. Pressure on
your bladder may be less as the uterus grows up out of the pelvis. The third trimester lasts from week 28 to the birth.
Many women have some discomfort during this time as their belly gets bigger. Sleep problems are common during
this period. Complications of Pregnancy Special Condition Nausea / Improper body weight Prevention and
Management small frequent feedings instead of three large meals and high carbohydrates, low fat foods such as
crackers and jelly and liquids should be taken between meals Toxemia proper nutrition iron and folic acid prescribed
by the physician Morning sickness folic acid prescribed by the doctor Anemia proper nutrition Diabetes fluid intake,
proper nutrition, and exercise Constipation 108
108. He should provide healthy diet meals for the mother and the child. 109 He should see to it that the necessary
immunizations as scheduled are strictly followed. He must take care of the mother and the baby. See to it that
the mother gets the necessary pre-natal and post natal check-up. Eat nutritious food. Fathers role during and after
the pregnancy of the wife: Do exercises like walking, yoga, etc. See to it that she gets the necessary pre-natal
and post natal check-up. Avoid stressful activities. Avoid vices such as smoking and drinking alcoholic
beverages. Birth The passage of a baby from its mothers uterus to the outside of her body is called birth. During
birth, the uterus contracts many times and pushes the baby through the vagina and outside the mothers body. Labor
is the process that lasts from the time contractions start until the delivery of the child and the placenta. Labor lasts a
different amount of time for every woman and every pregnancy. There are three distinct stages of labor: 1st Stage
Begins with the first contraction and lasts until the cervix has opened enough to allow the baby to pass through.
Contraction happens every few minutes and lasts a minute. nd 2 Stage Starts when the cervix is completely open
and lasts until the baby is delivered. During this period, contraction happens every 2-3 minutes. After the baby is
born, the doctor cuts the umbilical cord. Healthy babies breathe and cry almost immediately. rd 3 Stage This is the
final stage of labor. It is when the placenta is delivered. In this stage, the mothers uterine contractions push the
placenta or afterbirths out of her body. At this time, the birth is completed. In some cases, doctors have to deliver a
baby by a ceasarian section (CS). In this procedure, the doctor surgically removes the baby and the placenta from
the mothers uterus. Cases like this happen when the mother cannot or is not capable of delivering a normal
childbirth. Did You Know? Mothers role during and after pregnancy:
109. Go together with a pregnant woman during check-ups. You are very studious. I am positive you can work on these
activities: Activity 29 - What to Avoid During Pregnancy When women are pregnant, they need to be very conscious
of the food they eat and what they drink and the activities they engage in because more food, drinks, and activities
may harm the child they are carrying. The following is a list of actions performed during pregnancy. If the action
mentioned is something that pregnant women should avoid, put a cross (X) mark on the space provided. If the activity
is something that would be good for pregnant women, put a slash (/) mark. Remember to copy the table in your
activity notebook. Actions 1. drinking alcohol 2. drinking milk 3. dyeing hair 4. cleaning the cats litter box 5. drinking
water 6. eating varieties of fruits and vegetables 7. smoking cigarretes 8. sitting in a sauna, steam room, or hot tub 9.
eating uncooked meat 10. taking vitamin B (folic acid) daily 11. taking over-the-counter drugs 110 ______ ______
______ ______ ______ ______ ______ ______ ______ ______ ______- Let her sleep on her left side. - Listening
to music relaxes a pregnant woman and the baby in her womb. - Give fruits, vegetables, and lots of water. -
Accompany a pregnant woman in a daily exercise for motivation. -Additional information How to Take Care of a
Pregnant Woman Pregnant woman should be taken care of properly by doing the following:
110. 12. having an x-ray 13. drinking coffee 14. going for walks 15. eating sweets and junk foods ______ ______ ______
______ Activity 30 - Use of Metacards 1. Group A with violet metacard: Discuss the nutritional status of pregnant
women and explain its importance. 2. For group B with green metacard: Discuss nutritional needs of lactating women
and explain the importance of breastfeeding. 3. For group C with orange metacard: Discuss the nutritional needs of
infants and explain the importance of providing them the needed nutrition. Be informed of the following tasks you can
choose from. Be with your groupmates and perform your task. Very good! Be ready for the next activity. Activity 31 -
What Shall I Eat? Consider this question: Do you know what a pregnant woman should eat? Name at least five kinds
of food that a pregnant woman should eat. Write your ideas in your activity notebook. Pregnant women need to
become aware of the food they eat. A baby in their womb absorbs all the nutrients a mother takes in. IMPORTANCE
OF MATERNAL NUTRITION Maternal nutritional status affects the offsprings health development significantly
during early embryogenesis, pregnancy, birth and lactation, and subsequently determines health during growth and
even throughout adulthood. On the other end of the human lifetime scale, the importance of maternal nutrition
expands into the time period before conception: Preconception nutritional status not only influences fertility, but also
embryogenesis and life-long health. Predisposition for coronary heart diseases, type-2 diabetes mellitus, and
hypertension can be caused by intrauterine adaptations to fetal malnutrition. Hence, optimizing nutrition for women
during their reproductive period can be expected to have a great impact on the well being of the next generation. 111
111. DIETARY PLAN DURING PREGNANCY Body Building Foods Fish, Meat, Poultry Milk Eggs Dried Beans & Nuts 4
matchbox-sizes 2/3 cup whole 3-4/ week cup cooked Energy-Giving Foods Enriched rice Root crops Sugar Fat 5
cup cooked 1 small or cup sliced 7 teaspoon 6 teaspoons Regulating Foods Green leafy and yellow vegetables
Vitamin C rich foods Other fruits and vegetables cup cooked 2 medium or 2 slices big fruit 2 medium fruits and
2/3 cup cooked vegetables 112
112. Activity 32 - Please Feed Me In your activity notebook or a separate sheet of paper, copy and color the picture. Write
down the needs of the baby as well. Babys Needs: 1. __________________________ 2.
__________________________ 3. __________________________ 4. __________________________ 5.
__________________________ Newborn A new baby at home is exciting, but it can be scary, too. Newborns have
many needs, like frequent feedings and diaper changes. Babies can have health issues that are different from older
children and adults. Essential Newborn Care Protocol aimed to significantly reduce infant deaths in the country.
Protocol can pave the way to the reduction of neonatal deaths. Essential Newborn Care is a comprehensive strategy
to improve the health of the newborn through interventions before conception, during pregnancy, soon after birth and
in the post natal period. This protocol will focus on the first few hours of life of the newborn with the manual guiding
the health workers and medical practitioners in providing evidence-based essential newborn care. The guidelines are
categorized into the time bound and non-time bound plus unnecessary procedures. Time bound procedures should
be routinely performed first which are: 1. immediate drying 2. skin to skin contact 3. clamping of the cord after 1-3
minutes 4. non-separation of the newborn from the mother 5. breastfeeding initiation Non-time bound interventions
include: 1. immunizations 2. eye care 3. vitamin K administration 4. weighing 5. washing 6. routine suctioning 7.
routine separation of newborn for observation 8. administration of prelacteals like glucose water or formula. New born
babies should undergo a newborn screening as reflected in 113
113. REPUBLIC ACT NO. 9288 AN ACT PROMULGATING A COMPREHENSIVE POLICY AND A NATIONAL SYSTEM
FOR ENSURING NEWBORN SCREENING Newborn means a child from the time of complete delivery to 30 days
old. Newborn screening: Newborn Screening (NBS) is a simple procedure to find out if the baby has a congenital
metabolic disorder that may lead to mental retardation or even death if left untreated. Importance of newborn
screening: Most babies with metabolic disorders look "normal" at birth. By doing NBS, metabolic disorders may be
detected even before clinical signs and symptoms are present. And as a result of this, treatment can be given early to
prevent consequences of untreated conditions. When is screening done?: Newborn screening is ideally done on the
48th, to 72nd hour of life. However, it may also be done after 24 hours from birth. How is newborn screening done?:
A few drops of blood are taken from the baby's heel, blotted on a special absorbent filter card and then sent to
Newborn Screening Center (NSC). Who will collect the sample for newborn screening?: The blood sample for NBS
may be collected by any of the following: physician, nurse, medical technologist, or trained midwife. Where is
newborn screening available?: Newborn screening is available in hospitals, lying-ins, rural health unit, health centers,
and some private clinics. If babies are delivered at home, babies may be brought to the nearest institution offering
newborn screening. When are newborn screening results available?: Results can be claimed from the health facility
where NBS was availed. Normal NBS results are available by 7 - 14 working days from the time samples are
received at the NSC. Positive NBS results are relayed to the parents immediately by the health facility. Please ensure
that the address and phone number provided to the health facility are correct. A NEGATIVE SCREEN MEANS THAT
THE NBS RESULT IS NORMAL. A positive screen means that the newborn must be brought back to his/her health
practitioner for further testing. What should be done when a baby is tested a positive NBS result?: Babies with
positive results must be referred at once to a specialist for confirmatory testing and further management. Should
there be no specialist in the area; the NBS secretariat office will assist its attending physician. 114
114. What are the disorders tested for newborn screening? The disorders tested for newborn screening are: 1. Congenital
Hypothyroidism (CH) 2. Congenital Adrenal Hyperplasia (CAH) 3. Galactosemia (GAL) 4. Phenylketonuria (PKU) 5.
Glucose-6-Phosphate-Dehydrogenase Deficiency (G6PD Def.) The behavioural development of a healthy baby: 0 -1
month suckles and smiles 2-3 months vocalizes and controls head 4-5 months controls hand and rolls over 6-7
months sits briefly and crawls 8-9 months grasps and pulls up 10 11 months walks with support and stands alone
Here is a table of immunizations a baby should have: Kind of Immunization BCG (Anti-TB) OPV (Anti-Polio Vaccine)
DPT (Anti-diphtheria, pertussis and tetanus) Hepa B vaccine MMR (measles, mumps, rubella) Age of Immunization
0-1 month old and 7 years old 0- month, 2 months, 32 months 1 months, 2 months, 32 months 1 months,
2 months, 32 months 9 months to 1 year How will you assess a newborn baby? 115
115. Daily Dietary Allowances for Infants Breastmilk for a newborn, 0-6 months, is sufficient to meet the nutritional needs.
? Can you still remember the dietary allowance for infants? Let us see. Here is an exercise for you. Activity 33 - Baby
Cup On a separate sheet of paper or activity notebook, draw a baby cup and indicate the nutrients needed by an
infant for daily meal. Activity 34 Keywords Using the letters in the word INFANT, form a keyword that you should
remember in meeting the needs of a baby. I - ____________________ N - ____________________ F -
____________________ A - ____________________ N - ____________________ T - ____________________
Activity 35 - Window Consider the following questions and answer them in your health notebook. Window Window
Window Window 1: What can you say about breastfeeding? Where did you learn the word breastfeeding? 2: How
about bottle feeding? What benefits can you get from it? 3: Which is more important, breastfeedingor bottle
feeding? Why? 4: If you were a mom, which feeding would you choose? Why? Thats good! You are already on your
way to deeper exploration of our lesson. 116
116. Republic Act No. 7600 This Act shall be known as "The Rooming-In and Breast-Feeding Act of 1992.
BREASTFEEDING It is the traditional and ideal form of infant feeding, meeting an infants nutritional needs for his
first four to six months of life. Human milk is clean. It lowers the risk of intestinal illness and general infection.
Mothers milk provides a host of protective factors both cellular and hormonal. Breastmilk contains antibodies that
helps the immune system of the infant strong. It is non-allergenic and easily digested. The State adopts rooming-in as
a national policy to encourage, protect, and support the practice of breastfeeding. It shall create an environment
where the basic physical, emotional, and psychological needs of mothers and infants are fulfilled through the practice
of rooming-in and breastfeeding. Breastmilk is the best food since it contains essential nutrients suitable for the
infants needs. It is also natures first immunization, enabling the infant to fight potentially serious infections. It
contains growth factors that enhance the maturization of an infants organ systems. 117 LACTATION It is the period
of milk production initiated by the prolactin hormone in the mammary glands. The mothers milk is bluish and watery.
It has approximately 67 Kcalories / 100 mL or 20 Kcalories/ oz. and 1.2 grams protein per 100 mL. An average of 850
mL of mothers milk is produced everyday. The first thick yellowish fluid that comes out from second to the fifth day
after delivery is called colostrum. It should be given to all newborns because of its high protein contents. Healthy
childcare entails breastfeeding of the baby.
117. Remember: The advan Nutrient Kilocalories Protein (gm) Vitamin A (I.U) Vitamin D (I.U) Vitamin E (I.U) Vitamin C
(mg) Folacin (mg) Niacin (mg) Riboflavin (mg) Thiamin (mg) Vitamin B6 (mg) Vitamin B12 (g) Calcium (gm)
Phosphorus (gm) Iodine (g) Iron (mg) Potassium (mg) Magnesium (mg) 67.0 1.1 240.0 42.0 0.56 5.0 0.018 0.2 0.04
0.01 0.011 -----0.033 0.014 -----0.1 51.0 4.0 You are a smart student. Be ready for the next activity. What to Process
118- - - - - - - - - - - - - - - - - - Mothers milk has an antibody that protects the infant from certain diseases. What
are the nutrients a baby can get from a mothers milk? - It promotes emotional bonding between the child and the
mother. - It is economical and nutritious. -tages of breastfeeding are:
118. Activity 36 Article Analysis LEGAZPI CITY, Albay - Teenage pregnancies in the Philippines surged by 70 percent
over one decade, a ranking official of the United Nations Population Fund Agency (UNFPA) said on Monday. Ugochi
Daniels, UNFPA country representative, said the rising number of teenage pregnancies in the country is an area of
concern that the agency is giving serious attention to, exposing as it does adolescent girls (10 to 19 years old) to high
risk. Daniels said a strong advocacy campaign is needed to educate and advise young Filipinas about the dangers
posed by early pregnancies, and to inform them about reproductive health (RH) in general. She added that the teen
pregnancy concern, if not given focus, can derail and affect the country's program targets with respect to its
Millennium Development Goals (MDGs). At 53 births per 1,000 women aged between 15 and 19, the teenage
pregnancy rate in the Philippines is the highest among ASEAN six major economies, the United Nations Population
Funds 2011 annual report says. Government statistics on female adolescent pregnancies indicates that the total
number of annual births changed little over the preceding 10 years, but the number of teenage pregnancies rose 70
percent, from 114,205 in 1999 to 195,662 in 2009. Based on data compiled from birth certificates, of the 1.75 million
live births in 2009, the latest review year, over 11 percent involved teenaged mothers. On Monday, Daniels and Albay
Governor Joey Salceda signed a Letter of Understanding (LOU) to jointly undertake population development
programs in Albay. Salceda said the joint partnership carries a P40-million funding spread over a five-year project
timeline starting this year. He said the fund will be used to carry out reproductive health projects in the 15 towns and
three cities of the province. The project involves an information-education campaign on RH on women, youngsters,
trainings, and the pursuit of MDG components on maternal health, reduction of child mortality, promotion of gender
equality, combating HIV/AIDS, and eradication of poverty. <source:
http://www.interaksyon.com/article/30434/teenagepregnancies-in-philippines-rise-70-percent-over-10-years---unfpa>
119
119. Be with your groupmates, and read the article together. Remember to use the questions below as your guide. Guide
Questions: 1. What is the moral lesson of this article? 2. What should you do if someone in your family got pregnant
at your age? Why? 3. When is the right age to get pregnant? Justify your answer. 4. Are you in favour of teenage
pregnancy? Support your answer. 5. What are the effects of early pregnancy? Activity 37 If you were on the shoes of
a pregnant woman, think of some keywords or health tips that you should remember during the phases of your
pregnancy. Write them in your health activity notebook. Pregnancy a. First trimester b. Second trimester c. Third
trimester Activity 38 - Newspaper Collage Cut pieces of old newspaper and form these into a food pyramid for
pregnant woman and paste it in a clean sheet of paper. Present it to the class. Activity 39 - Jigsaw Puzzle Be with
your groupmates. Look at the figure inside and answer these guide questions: 1. 2. 3. 4. What figure have you
formed? Where do you think it came from? What are the responsibilities of its cocreators? How do married man and
woman form another human being? 120
120. Activity 40 - Brainstorm Are you / are you not in favour of breastfeeding? Be with your groupmates and discuss ideas
with them. Share your groups standpoint with others. What to Reflect Activity 41: Alisas Dilemma Read the situation
carefully. Reflect on the focus questions. Copy and write answers to the questions in your activity notebook. Alisa is a
14 year-old girl who grew up in the province. When she was in grade eight, her aunt took her to Pasay to be a
househelper in the morning and to study at night in the nearby public school. While studying, she fell in love with one
of her classmates who is older than her. They got married and lived in the squatter area of Baclaran. She got
pregnant but because her husbands salary is below minimum wage she did not go to any clinic or hospital for
prenatal check-up. She saved money for the coming of the baby. She gave birth in a public lying-in clinic to an
underweight child with several health complications. Alisa and her husband got so scared about their childs
condition. Focus questions: 1. What could have prevented the poor health condition of the child? 2. What government
agencies could have helped Alisa during her pregnancy? 3. What insights and realization did you gain from the story?
121
121. Activity 42 - I Got It! Read and reflect on the following questions. Write your answers in your activity notebook. Why
do pregnant women need to guard their 1. diet? 2. Give and explain the importance of maternal nutrition during
pregnancy. 3. What foods are recommended for pregnant woman? Activity 43 - Child of My Own Cut a picture of a
baby and paste it in your diary. Write down some features that you wanted to have for your future baby. (e.g., sharp
nose, big eyes, dark skin, etc.) Explain. Activity 44: Needs of the Baby If you will have your own baby in the future,
what are the needs you should provide him/her? List down at least ten in your diary. List of Babys Needs 1. 4 7. 2. 5.
8. 3. 6. 9. 122 10.
122. Activity 45 If you were given a chance to become a politician and creates a bill for breastfeeding, what particular
programs would you implement or support? List them according to preference. Explain your reasons for choosing
such programs. Do this in your notebook. Programs Listed Based on Reasons for Choosing the Preference Programs
1. 2. 3. 1 2. 3.. Activity 46 Cut out some advertisements about breastfeeding from newspapers / magazines and
explain how these support breastfeeding. Activity 47 Imagine that a lactating woman is invited by her bestfriend to a
party. In the party she was offered an alcoholic drink and cigarette. Give three (3) examples of what she could say or
do to refuse drinking and smoking. Explain why refusal is necessary. What to Transfer Activity 48 If you were a
politician, what law would you like to impose for the care of pregnant women? Share your answer/s with your
classmates. 123
123. Activity 49 - Pregnant Womans Meal Plan Prepare a one week meal plan for a pregnant woman. Justify your answer.
Copy the following table in your notebook and fill it out with entries called for. Mon Tues Wed Thurs Fri Sat Sun
Breakfast Snack Lunch Snack Dinner Activity 50 - Paper Plate Cut out pictures of different foods and paste them on a
paper plate. Remember that these foods are what a woman should be eating during pregnancy. Activity 51 - Sing a
Song Anak by Freddie Aguilar Nang isilang ka sa mundong ito Laking tuwa ng magulang mo At ang kamay nila ang
iyong ilaw At ang nanay at tatay mo'y Di malaman ang gagawin Minamasdan pati pagtulog mo At sa gabi'y
napupuyat ang iyong nanay Sa pagtimpla ng gatas mo At sa umaga nama'y kalong ka Ng iyong amang tuwang-tuwa
sa iyo 124
124. Ngayon nga ay malaki ka na Nais mo'y maging malaya Di man sila payag Walang magagawa Ikaw nga ay biglang
nagbago Naging matigas ang iyong ulo At ang payo nila'y sinuway mo Di mo man lang inisip na Ang kanilang
ginagawa'y para sa iyo Pagkat ang nais mo'y Masunod ang layaw mo Di mo sila pinapansin Nagdaan pa ang mga
araw At ang landas mo'y naligaw Ikaw ay nalulong sa masamang bisyo At ang una mong nilapitan Ang iyong inang
lumuluha At ang tanong,"anak, ba't ka nagkaganyan" At ang iyong mga mata'y biglang lumuha ng di mo napapansin
Nagsisisi at sa isip mo'y Nalaman mong ika'y nagkamali Nagsisisi at sa isip mo'y Nalaman mong ika'y nagkamali
Nagsisisi at sa isip mo'y Nalaman mong ika'y nagkamali 125
125. 126
126. Activity 52 - Music Messages of Love Sing the popular song, Ugoy ng Duyan, while pretending to breastfeed a
baby. Repeat it for several times. What do you think may be the effects of the song to the baby? Why? Write your
ideas in your health activity notebook. Ugoy ng Duyan Sanay di nagmaliw ang dati kong araw Nang munti pang bata
sa piling ni nanay Nais kong maulit ang awit ni inang mahal Awit ng pag-ibig habang akoy nasa duyan Sanay di
nagmaliw ang dati kong araw Nang munti pang bata sa piling ni nanay Nais kong maulit ang awit ni inang mahal Awit
ng pag-ibig habang akoy nasa duyan Refrain: Sa aking pagtulog na labis ang himbing Ang bantay koy tala, ang
tanod koy bituin Sa piling ni nanay, langit ay buhay Puso kong may dusa sabik sa ugoy ng duyan Sanay di
nagmaliw ang dati kong araw Nang munti pang bata sa piling ni nanay Nais kong maulit ang awit ni inang mahal Awit
ng pag-ibig habang akoy nasa duyan Sa aking pagtulog na labis ang himbing Ang bantay koy tala, ang tanod koy
bituin Sa piling ni nanay, langit ay buhay Puso kong may dusa sabik sa ugoy ng duyan Nais kong matulog sa dating
duyan ko, inay Oh! Inay 127
127. Summary/Synthesis/Generalization Obviously, in this module you have learned that changes in the mothers body
during pregnancy are evident due to the developing fetus. Pregnant woman should watch for her health, she should
submit herself to regular check-ups and healthy lifestyle to give the baby sufficient nutrition. Giving birth can be safe
and easy but during some deliveries, unexpected life-threatening problems may arise. Delivering in a hospital with
qualified doctor is the safest way. Breastfeeding is essential in a proper childcare. Mothers milk is economical and
nutritious and it promotes emotional bonding between the mother and the child. 128
128. Lesson : Responsible Parenthood Roles and Responsibilities of Parents, and Successful Family life Introduction In a
traditional Filipino family, the father is considered the head and the provider of the family while the mother takes
responsibility of the domestic needs and in charge of the emotional growth as well as values formation of the children.
They both perform different tasks and is treated differently by their children. Children see their mothers soft and calm,
while they regard their fathers as strong and the most eminent figure in the family. However, at present, the family
structure is evolving Moreover, Filipinos keep close connections with other relatives. They recognize them from 2nd
degree to the last they can identify. As Filipinos say, not being able to know a relative is like turning their backs from
where they come from. This module is designed for you to analyze the importance of responsible parenthood, to
recognize the factors for a successful family life, to explain the effects of family size on health, to enumerate the
important roles and responsibilities of parents in child rearing and care, and to propose ways on how to plan an ideal
family size. 129 Aim Understand that responsible parenthood involves the choice of a partner, decisions on how
many children to have and when to have them (based on family resources) and providing for the needs (physical and
emotional) of the children throughout their development. Basic concepts The size of a family should be decided by
both parents together, based on their available resources and the standard of living they wish to achieve. Even
though young people may be physically able to become parents at a very early age, being a responsible parent
means waiting until the health of the mother will not be endangered by pregnancy and until both parents are
emotionally mature and able to deal with the needs of a family. By waiting to get married and have children, young
people can give themselves more time to pursue the things that can help to make them better partners education,
employment, personal maturity, self-confidence, etc. Spacing the birth of children helps to protect the health of the
mother and allows both parents more time to give each child the attention and affection he or she needs.
129. Families have the same number of people. Families can celebrate different holidays. Families live in one house.
Families celebrate birthdays in the same way. Families change all the time. Even though family members fight, they
still love each other. In all families, mothers and fathers work. Mothers and fathers always live together. Different
families have different rules. Families have children. Wow! You are a very smart student. Now, you can write down
the goals you want to achieve Learners Goals and Targets MY GOALS You may now write your goals and targets for
this lesson in your health notebook/diary: 1. 2. 3. 4. 130 1. 2. 3. 4. 5. 6. Objectives At the end of
the lesson, you are expected to do the following: Analyze the importance of responsible parenthood. Recognize the
factors for a successful family life. Explain the effects of family size on the health of the family. Examine the important
roles and responsibilities of parents in child rearing and care. Explain the effects of rapid population growth on the
health of the nation. Propose ways on how to plan an ideal family size. Pre-Assessment Be with your groupmates.
Read the statements and discuss the truth or falsity of each. Justify your answer.
130. What to Know Activity 53 Thumbs Up or Thumbs Down Hello! Lets play Thumbs Up, Thumbs Down. Read the
statements below. Sign THUMBS UP if you agree with the statement and THUMBS DOWN if not. Explain the reason
for your answer. _______1. Mom and Dad provide my basic needs. _______2. Security is the priority of my parents.
_______3. Parents give love and care to their children. _______4. We live under the bridge because our parents are
jobless. _______5. I get what I want from my parents. Parenthood is the state of being a parent. Traditionally, it
means being a father or mother of the biological child. When adoption is involved, the parents are the legal father and
mother of the child. Responsible parenthood is the will and ability to respond to the needs and aspirations of the
family. Responsible parenting is defined as the series of decisions couples make to ensure the best possible life for
the family and for the community to which the family belongs. It is the ability of the parents to raise children in the
Filipino way and to satisfy the social, economic, and religious responsibilities of a family. Parenting also includes the
inculcation of values and instilling of discipline. <source: Population and Education Teaching Module 2009
Parenthood is a great responsibility or task. It is not a role which can be successfully played on the basis of chance. It
is a status where responsible couples arrive at after making a decision to have a family. There are several points
when thinking of parenthood: 1. Happiness and stability of the marriage. The relationship of the couple should be
satisfactory because a childs arrival may only become another source of marital stress and misery. 2. Physical and
emotional readiness of both partners for parenthood. 131
131. A wife should be physically and emotionally prepared to give birth to a healthy child and the husband should be
mature enough to carry out his responsibilities. 3. Financial stability. The cost of living gets higher as the new born
child completes the family and it depends to his parents. What do we mean by responsible parenthood? An important
part of growing up is learning to make decisions about our lives. Part of decision- making means taking responsibility
for our own actions and understanding that our decisions affect the lives of other people. In order to make responsible
decisions, a person needs accurate and reliable information. Decisions about family size and child spacing should be
made by the mother and father together as they will affect both of their lives. The situation of every person and each
couple is different. Therefore, there cannot be a set of rules or guidelines which can be applied to everyone. Couples
need to make their own decisions regarding responsible behaviour. However, discussions within the youth group and
advice and counseling from adults can help youth to make good decisions. Establishing a family is a very important
decision that demands emotional, intellectual, social, physical, and economic preparation. Motherhood and
fatherhood are not simply tasks for which we are "naturally equipped"; they require preparation and maturity.
Responsible parenthood includes the process of deciding how to choose our partners, when to form families, when to
have the first child, child spacing, how many children to have in all, etc. But responsible parenthood does not end with
decisions about how many children to have and when to have them. Responsible parenthood includes all the
decisions we take to ensure the best possible lives for ourselves and our children. Children have special needs that
often can be neglected if not carefully planned for. Beyond their need for appropriate nutrition, children also need
emotional support and affection, mental stimulation, social involvement, and recreation. 132
132. Spiritual formation Activity 55 - Balloon of Roles Below are balloons where you will write the roles and responsibilities
of each member of the family. Color those balloons with the role that you think can help you achieve a healthy family.
Use the following colors: redfathers roles , yellow- mothers roles and green- childs roles Additional Information
133- Financial aspect of responsibility - Citizenship training - Education - Developing social competence -
Inculcating discipline Parents should be role models in inculcating discipline in their children. Children should be
trained to think and reason out for themselves and be able to distinguish between right and wrong. They should learn
to accept limitations, to appreciate the value of freedom with responsibility and understand the requirements of living
happily and peacefully with other people - Provision of physical care and love The duty and responsibility starts
during the prenatal stage. The physical, emotional, and mentalhealth of children depends on the quality of prenatal
care they received. -Activity 54 - Slogan-Making Create a slogan expressing the responsibilities and roles of parents
Duties and responsibilities of parents
133. Table of Responsibilities Toward Toward Toward Children Toward Parents Self Spouse Takes care -provides /
Parents Young children: of ones: addresses -care for children -help in household the needs of -perform domestic
chores -Health spouse: tasks (e.g., -study hard -Career emotional, cooking, cleaning -care for siblings and -Education
social, the house, etc.) the elderly economic, -earn a living etc. -send children to Older children: school -Take care of
older -keep children in parents good health Activity 56 Reflect on the essence of the following quotations and answer
the following questions. Remember to write your answers / ideas in your activity notebook. Love is patient, love is
kind. It does not envy. It does not boast. It is not proud. It is not rude. It is not self-seeking. It is not easily angered,
and it keeps no record of wrong. Love does not delight in evil but rejoices with the truth. It always protects, trusts,
hopes, and perseveres. <Editorial Feb15, 1998, Philippine Panorama> Questions 1. What is the message of the
article? 2. How can you put love into action every day in your family? Wow! That is magnificent. Keep it up. 134
134. Nuclear famiies have parents and at least one child Blended families are made when two families combine (for
example: two single parents marry) Single parent families have one parent and at least one child Family structures
Adoptive families include one or more children who were born into other families Couples can be families without
having children Extended families include members such as grandparents, aunts, uncles, and cousins Now that you
know the different family structures, what is yours? Activity 57 On a separate sheet of paper, draw the structure of
your family and share it to the class. My Family Structure Very Good! That is very nice portrait. 135
135. EFFECTS OF SMALLER FAMILY 1. 2. 3. 4. 5. More parental attention and love for the children Happier and more
emotionally stable Financially stable More time, energy, and money left for other pursuits Children tend to be
wellnourished, heavier, and healthier EFFECTS OF BIGGER FAMILY 1. 2. 3. 4. 5. Nutritional intake per member
tends to be smaller, malnutrition tends to be higher Disadvantaged in terms of physical development Prone to
infection and parasite infestations Exercise self-deprivation and sacrifice Stiff competition among siblings Effects of
Family Size on Health 1. 2. 3. 4. Nutritional Status Morbidity Risk Behaviours Utilization of Health Services 136
136. What to Process Activity 58 - The Family of Vincent and Susie The Family of Vincent and Susie Vincent and Susie
have been married for 10 years; they were 18 and 16 when they got married. Susie has been pregnant eight times
and actually has six children of eight, seven, five, three, two, and the last of two months. Vincent works very hard. He
is a carpenter but also has to do other work to survive. Susie is always tired and complains that Vincent does not
work hard enough and that there is never enough food to eat or time for anything but work. Most of the children
stopped going to school in order to work in a neighbour's fields. The seven and five-year-old children are still at
school but will not be able to stay much longer because there is no money for the fees. The youngest child was born
too early and is very sickly. At the moment he has bad diarrhea. The doctor has told Susie that she should not have
any more children because her health is very poor now. They did not plan the number of children in the family
because they say; it depends on destiny and customs. 137
137. Vincent and Susie Here are some questions to start off the discussion. In your activity notebook, copy and answer the
following questions. 1. This family does not look very happy. What do you think the problem is? 2. With so many
children, the parents have a lot of chores to do at home. What do you think about that? 3. The children are very close
together in age, and there is even a new baby. Do you think that makes it harder for the parents? 4. The mother looks
very tired. Do you think having so many children, one after the other is good for her health? 5. Are the parents able to
give all their children the attention and affection they need? 6. Do you think these parents chose to put themselves in
this situation? Or did this come from not making decisions? 7. Should the parents have thought and decided together
when they were first married about the size of their family? Activity 59 Copy the instructions in your activity notebook
and rank the following characteristics according to their importance, with number 1 being the most important and
number 5 being the least. Be able to justify your ranking. A would- be parent should be: _____Financially stable
_____Emotionally matured _____Physically healthy _____Morally upright _____Possessing a behaviour that
complements that of the spouse Activity 60 - Looking at the Family In your activity notebook, copy and answer the
following questions. 1. What is your concept of a family? 2. Point on the characteristic of the members of your
immediate family. Share these to your classmates. 138
138. 3. Are there benefits gained of being a part of the family? Name them. 4. What are the stresses or drawbacks
involved in being part of the family? How do these happen? 5. How do families today differ from families 10 years
ago? 6. If you like to build a family, how would you like it five years from now. Activity 61 Debate Be with your
groupmates, and be ready for a debate on the issue, Which is better, having a small family or a big family? Explain.
Use the following guide points for you to explore. Rubrics for Debate: 1 = weak; 2 = developing; 3 = adequate; 4 =
above average; 5 = strong Guide Points: 1. Opening statement clearly addressed the central issues of the debate. 2.
Overall impression of the presentation (eye contact, use of voice ) 3. Claims show evidence of research. 4. Rebuttal
statements effectively addressed the statements of the opposing team. 5. The presentation demonstrated
organization and forethought. 6. Final statements effectively summarized salient points and improved the teams
position. 7. Participants adhered to rules and procedures. 139 1 2 3 4 5
139. What to Reflect and Understand Activity 62 Bring a picture of your mother or father and share to the class why you
admire either or both. Activity 63 On a separate sheet of paper, draw an ideal responsible mother and/or father and
explain your work. Responsible Mother / Father Explanation _______________ _______________ ______________
Activity 64 - My Own View A. On a separate sheet of paper, complete the sentence and support your answer. 1.
Father is responsible because____________________________. 2. Mother is responsible
because_____________________________. 3. My father and mother are successful parents
because_______________. B. Understanding concepts in responsible parenthood 1. Explain different kinds of
families and that all family members have rights, privileges, and responsibilities. 140
140. 2. How does responsibility prepare couples to become successful / responsible parents? 3. You are a role model for
your children because they look up to you. Record the time you spend with them. What did you do together? What
was good about spending time as a positive ROLE model. Describe one way you can be a better role model for other
parents to their children. 4. Explain what to do if someone shows you affection in a way you dont like. 5. How can
your relationship influence each member of the family? Congratulations for a job well done! Now you can proceed to
the next activity. Activity 65 - My Ideal Family Draw and color a picture of your ideal family that shows success and
harmonious relationships. Activity 66 Collect news clippings about family relationships. Paste them in your
notebook and answer the following questions. a. What is the news all about? b. Does it promote good will or not? c.
Does it contain factors that can help you have a successful family in the future? Activity 67 Create a plan on how you
will have an ideal family size. You are given 5 minutes to finish this activity. 141
141. In the red heart, write a note for the roles and responsibilities of parents well attended and followed in child rearing
and caring. In the white heart, write a note expressing your feelings of gratitude to your parents for the love and care
given to you. In the yellow heart, write a thank you letter to the Creator for giving you wonderful parents. Use the
focus questions as guides. Write your answers in your activity notebook. 142- - -Great! You seem to enjoy these
activities. Keep it up! What to Transfer Activity 68 - Compose a Song Be with your groupmates and compose a song
expressing how you want to be when you become parents. You are given five to seven minutes to finish your song.
Activity 69 - Special Thoughts You are given heart-shaped colored papers. Write something in them and fold. All
hearts with the same color should be collected without knowing whom these came from. Read the heart you got and
recall if you had the same content.
142. 1. What did you feel when you read the content of the red heart, white heart, and yellow heart? 2. What would you
like to tell the class after reading the heart-shaped colored hearts? Express it in three sentences. Activity 70 My Diary
Write down the responsibilities of an ideal parent. Share these in front of the class. Activity 71 Role Play Be with your
groupmates and be ready to demonstrate how a family becomes successful. Use the following rubric to assess your
work. Scoring Criteria (5) Excell ent (4) Good 1. Relates to the audience 2. Provides a fluent rendition of scenarios 3.
Role-plays scenarios with feelings and expressions 4. Varies intonations 5. Present characters appropriately 6. Gives
the scenarios full range 143 (3) Need some improve ment (2) Needs much improv ement (1) Fair
143. Parents should be role models to their children. A family is the smallest unit of society where children learn the first
ABCs of life. Parents should be role models of values to their children. Society recognizes the rights of parents to
raise their children in the manner they see fit. This is one of the main principles of the Philippine Child and Youth
Welfare Code. The primary responsibility of parents is to provide their children physical care, economic security,
inculcating discipline, social competence, opportunities for education and self-development, training for responsible
citizenship and adulthood. 144 Quality time spent with your family builds harmonious relationships among
members. Requires a lot of work and responsibility. Activity 72: - My Home Make a stick house where all the
sticks are the identified factors of a healthy family. Explain your work. Very good! Heres another one to strengthen
your understanding about the topic. Summary A family
144. Unit Test I. Identify the concept described in each item. Choose from the words inside the box below. Do it in your
activity notebook. Marriage Fidelity Breastfeeding Parenthood Family Pregnancy Lactation Courtship Infatuation
Engagement 1. The period of milk production initiated by the prolactin hormone in the mammary gland 2. The ideal
and traditional form of feeding an infant 3. The period when a new cell during fertilization grows and develops into the
womans uterus 4. The smallest integral unit of the society 5. The legal union of man and woman, as husband and
wife 6. The intense emotion that one feels for another person 7. A period in a persons relationship when one tells his
intense feeling/ desire to another person 8. Characteristics of being faithful, loyal, and true to a relationship or to
parents 9. The period when couples are ready to embrace their responsibilities to care for the children and provide
them quality life 10. The period in a couples relationship before getting married II. Multiple Choice: Choose the letter
of the correct answer of the statements / questions given and write it in your test booklet /answer sheet. 1. Which
among the statements given below upholds the responsibility of parents to their children? A. B. C. D. Choose their
course in college Choose their husband or wife Teach them religion Teach them values 2. Why do people marry? A.
B. C. D. For economic security For love For social status All of the above 145
145. 3. Why do couples want to have children? A. Children are considered wealth of parents B. Religious institutions
require it C. Society expects couples to have offsprings D. Strengthens the bond between husband and wife 4. Which
is an ingredient of a happy married life? A. B. C. D. Commitment Love Sincerity All of the above 5. Which is a wrong
reason for having children? A. B. C. D. Children are gifts from God Children make married couples happy The sole
purpose of marriage Parents security in the future 6. Why is having a small family important? A. B. C. D. Ensures
communitys progress Provides for the basic needs of children for quality life Requires lesser economic needs
Secures the future of children 7. Which of the following beverages does a pregnant woman cannot take? A. B. C. D.
Chocolate drinks Fruit juices Milk products Rice wine 8. Lactating mothers should eat the following foods: A. B. C. D.
Big serving of cereals Big serving of green leafy and yellow vegetables Big serving of red meat Processed foods 9.
Which do you think is the family structure of extended families? A. B. C. D. Includes members such as parents,
grandparents, and cousins Includes one or more children who were born into other families Includes the combination
of two families, like two single parent marriage Includes one parent and at least one child 146
146. 10. What is the right age Filipinos to enter into marriage, as set by the Family Code of the Philippines? A. B. C. D. I.
15 18 21 25 Modified True or False. Write TRUE if the statement is correct. Replace the underlined word/s if the
statement is wrong to make the statement true. Write the answers in your activity notebook. 1. Wealth is an ingredient
of a happy marriage where couples do not keep secrets that may cause quarrel. 2. Marriage is a temporary
relationship between people in love. 3. Marriage of persons below 18 years old is null / void. 4. Having fewer children
and proper spacing of birth are good for the health of the mother and the children. 5. Smoking and drinking liquor is
healthy during pregnancy. 6. Listening to music gives a pregnant woman and the baby in her womb relaxation. 7. The
placenta is an organ that grows in the mothers uterus during pregnancy and allows for the exchange of nutrients,
gases, and wastes between the mother and the fetus. 8. The mahal-alay is a courtship practice among the
Palawaos. 9. The palabas or magpasumbahi is a courtship style practiced by the Tausug. 10. The reproductive
process wherein of the chromosomes from the father and of the chromosomes of the mother combine together
to form a zygote is called implantation. 147
147. Glossary of Terms Affection - A tender feeling toward another person Ato - A house for males in Kalinga and
Tingguian tribes Balak- Serenade of Cebuanos Birth - A passage of a baby from the mothers uterus to outside of the
mothers body Breastfeeding - Feeding the child from the breast of the mother Character - One of the attributes or
features that distinguishes an individual Congenital hypothyroidism - A condition where a newborn has decreased or
absent thyroid function and thyroid hormone production Congenital Adrenal - A genetic disorder characterized by a
deficiency in the hormones Hyperplasia (CAH) - Cortisol and aldosterone and an over-production of the hormone
androgen, which is present at birth and affects sexual development Courtship The stage when a boy proposes his
love to the girl Commitment - Ones dedication to a relationship Crush - Attraction of the opposite gender Dating -
Going out socially with someone to whom you are attracted Diet - Pattern of eating that includes what a person eats,
how much a person eats, and how often a person eats Engagement - A period when two people are sure and know
well each others families which proceeds to marriage Fatigue - Physical or mental exhaustion, a feeling of extreme
tiredness Fidelity - A mans or womans loyalty to one another Going steady The boy/girl relationship that gives
them quality time to know each other well Infatuation - crush; extravagant passion Lactation - Secretion of milk from
the breasts of lactating mother Love - A strong feeling of personal attachment between friends and family members;
the tender and compassionate affection shared between two people Maturity - Adultness; able to accept
responsibilities within a relationship Marriage - A lifelong partnership of a man and woman, two unique individuals
who understand, respect, care, and love each other Nutrition - The total of the processes involved in the taking in and
the utilization of food substances by which growth, repair, and maintenance of the body are accomplished Pregnancy
- Time when a woman carries a developing fetus in her uterus Tapat- The practice of singing a romantic song in front
of the house of a courted lady in Ilocos 148
148. Resources Books: Basic Nutrition for Filipinos by Virginia S. Claudio, PR.D.,RND, et. al., Meriam School and Office
Supplies Corp. 864-870 H. Reyes Sr. Ave., Sampaloc, Manila, 1982. Decisions for Health, Holt, Rinehart and
Winston, A Harcourt Education Company, Orlando, Austin, New York, 2105. Teaching Guide on the 2010 Secondary
Education Curriculum (P.E. and Health Education II). MAPEH III by Vilma Perez, et..al. St. Bernadette Publication,
Quezon City. Website: 1. http://www.youtube.com/watch?v=VolwsYhOCTc 2.
http://www.webmd.com/baby/tc/pregnancy-common-concerns 3. http://www.healthguidance.org/entry/9975/1/What-
Is-the-Definition-ofNutrition.html 4. http://www.thefreedictionary.com/affection 5.
http://www.thenewstoday.info/2009/12/10/essential.newborn.care.proto col.launched.html 6.
http://en.wikipedia.org/wiki/Courtship_in_the_Philippines 7.
http://chroniclesofanursingmom.wordpress.com/category/essentialnewborn-care/ 8.
http://weddings.about.com/cs/bridesandgrooms/a/vowwording.htm 9.
http://www.lyricsmode.com/lyrics/f/freddie_aguilar/#share 10. http://pediatrics.med.nyu.edu/endocrinology/patient-
care/congenitalhypothyroidism 149
149. Unit III: Disease Prevention and Control (Communicabale) 150
150. Introduction Disease prevention and control is a very important health concern because it affects the quality of
peoples life. Communicable diseases not only threaten the sick person but also his/her family and the society in
general. Thus, protecting ourselves and our families from diseases is both a personal and social responsibility. This
material will introduce you to the nature of communicable diseases and their prevention and management. You will
discover that the spread of communicable diseases to the environment threatens the populace, so each one must
understand how to prevent the spread and learn how to manage it. There is a very popular saying Prevention is
better than cure. As you go along, you will notice that the diseases you are experiencing or encountering can be
prevented if you only know how to control them. Accordingly, if you lack selfdiscipline, then prevention and control of
diseases will be difficult to attain. One thing is sure after learning from this material, you will be challenged to become
a catalyst for the control and prevention of communicable diseases. Start with your self, family, neighbour, community
and extends it to the nation. You just need to consistently demonstrate personal responsibility and healthful practices
in order to prevent and control communicable diseases. Our target is to let this knowledge be seen in your actions,
words, and way of life. This is the best legacy you can contribute not only to you and your family but to the whole
nation. Lastly, I hope that you will enjoy going through this material. 151
151. Tinea (ringworm, jock, itch, athletes foot); 7. Recommend actions to prevent and control the spread of
communicable diseases; 8. Demonstrate self-monitoring skills to prevent and control communicable diseases during
adolescence; 9. Demonstrate healthful practices in order to prevent and control communicable diseases. Pre-
assessment Activity 1- How Well Do You Know the Nature of Diseases? Read very carefully each statement about
the nature of communicable diseases. The teacher will guide whether the statement is true or false by putting a check
() mark on the appropriate box. Do this in your activity notebook. 152- Warts - Acne -Objectives At the end of the
lesson, you are expected to 1. Discuss the nature, prevention, and control of common communicable diseases
(mortality and morbidity); 2. Analyze the common beliefs about the causes of diseases; 3. Discuss the factors that
influence disease transmission; 4. Explain the different elements of the chain of infection; 5. Discuss the stages of
infection; 6. Discuss adolescents skin problems: nature, prevention, and control, as in
152. Statement TRUE Organisms like bacteria and viruses are all over the environment. 1 2 Many of the most common
diseases are caused by tiny microorganisms called pathogens. 3 Communicable diseases come from one infected
person to another. 4 Stomach ache is one symptom that can be manifested by a communicable disease. 5 Viral
hepatitis is caused by a virus that affects the liver. 6 Rabies virus can enter only the brain cells while polio virus
attacks only the nervous system. 7 Malaria is a sickness caused by a carrier mosquito. 8 Pinworms hatch and live
primarily in the intestines of a person. 9 Stagnant water is a reservoir for mosquitoes to multiply. 10 FALSE It is the
nature of pathogens to invade its host through certain points of entry to cause morbidity. 1 Questions M I keep my
immunization records up -todate. 2 I stay away from people who currently have cold or flu. 3 I eat a balanced diet
daily. 4 I get at least eight hours of sleep each night. 5 I exercise aerobically at least three times a week. 6 I do not
smoke. 153 S N
153. 7 I avoid using towels that others have used. 8 I avoid using other peoples combs and brushes. 9 I take a few
minutes each day to relax. 10 I stay at home within the first day when symptoms of an illness appear. 11 I listen and
respond to my body that it is tired or that something may be wrong 12 I wash my hands before and after every meal,
before preparing food, and after using the toilet. 13 I shower or bathe regularly. 14 I do not share eating utensils or
glasses with other people 15 I cover my mouth when I cough or sneeze. 16 I avoid walking around without footwear.
17 I avoid eating dairy & poultry products that are not refrigerated. 18 I advise my parents to make sure that our pets
have their vaccines too. 19 I put food wastes in closed containers. 20 I support efforts of the government to enforce
public health laws for immunization and reporting communicable diseases. Total for Most of the time Total for Some
of the time Total for Never applies 154
154. Activity 2 - Self Inventory A. How do I rate..? Number your activity notebook from 1 to 20. Read the questions and
respond by writing: M if the statement describes you most of the time, S if the statement describes you some of the
time, and N if the statement never applies to you. Answer this self- inventory, without any assistance from your
teacher or anybody. Total the number of each type of your response. Proceed to the next section, the How Did You
Score section. B. How did you score? Give yourself 4 points for each most of the time; 2 points for each some of the
time; 0 points for each never answers. Get your total and read the result of your score below: 60 to 80 = Excellent!
Your disease prevention efforts are outstanding.Congratulations! 40 to 59 = Good! You are doing very well in your
efforts to prevent communicable diseases. 20 to 39 = Fair! Disease prevention is not important to you. Some efforts
will be beneficial to you and to others. Below 20 = Needs Improvement! Be careful. You may be spreading
communicable diseases to others. Now is a good time to start taking good care of yourself. C. What are your goals? If
you received an excellent score (60 to 80), complete the statements in part A only, but if your score was fair (20 to
39), complete parts A and B. 155
155. Part A. Part B 1. I plan to learn more about disease prevention by_______. 4. The behaviour I am most likely to
change is _________________. 2. My timetable for accomplishing this is ____________. 3. I plan to share my
information with other people by_____________. 5. The steps involved in making these change are ____________.
6. The people or groups I will ask for support and assistance are ________________ 7. My rewards for making this
change will be _______________. Activity - Looks Familiar Group the class into five. Each group will look closely on
the pictures of the different communicable diseases. Identify the name of the disease by choosing from the word box
provided and discuss among group members the possible causes of the disease. Write the answer in the activity
notebook. Pictures of communicable diseases Write on the first row the name of the disease, (look at the choices
below). Write on the second row the causes of the disease. 1 156
156. 2 3 4 5 6 7 8 157
157. Choices: acne athletes foot dengue influenza jock itch malaria pneumonia ringworm tuberculosis warts 158
158. Learning Goals and Targets Write your expected goals and targets in your journal. Your journal will be given attention
after we finished this material. I will demonstrate understanding on the prevention and control of communicable
diseases for the attainment of my wellness. The following are the things I will do to demonstrate prevention and
control of communicable diseases for the attainment of my wellness. Date_____________
___________________________________ __________________________________._
__________________________________ . Write down the steps you will do daily to consistently demonstrate
personal responsibility and healthful practices in preventing and controlling communicable diseases. 159
159. What to Know Activity 1 - Read, Analyze, and React. One summer, my family went to Ilocos for our yearly summer
vacation. At night my daughter had a fever so I gave her a medicine. In the morning, I saw rashes on her arms so I
suspected measles. I had her occupy another room to prevent cross-infections. After breakfast, my late mother-in-law
brought my daughter out at the backyard and started scattering some rice while talking indistinctively. She got some
soil near a tree where my daughter played and rubbed it on my daughters arms, face, and feet. My mother-in-law did
that because my daughter while playing might have disturbed some spirits in the backyard. Judith Langbayan-Javier
React on what you read. The teacher will guide you analyze the questions and assist you while reading the questions
aloud. Write your answers in your activity notebook. 1. Are the rashes the result of some disturbed spirit? ( ) yes ( ) no
2. Can playing at the backyard harm some spirits? ( ) yes ( ) no 3. Will scattering some rice around help heal the
rashes?( ) yes ( ) no 4. Does rubbing the soil in the arms, face, and feet heal the rashes? ( ) yes ( ) no Evaluate Your
Answer If you got 4 correct answers, then you really know the truth about some false beliefs and practices. If you got
3 correct answers, then you are not sure of the some false beliefs and practices. If you got 2 correct answers, then
you need to focus, listen, and learn. If you got 1 correct answer, then you are in danger, you practice a lot of false
beliefs and practices What can you say about the story? 160
160. 1. Do you agree with the belief of the mother-in-law? Why or why not? 2. If you were the mother-in-law, what should
you do? 3. Have you heard of a similar story? Share your answers to the class. Critical Thinking If you are to give
some questions about the readings, what will these be? Use your own words. 161
161. Activity 2 - Did You Know? Dear Naomi, Naomi, I received your text message about the Factors that Influence
Disease Transmission. Anyway, thank you for this opportunity to share to you what I learned in my medical training.
As far as I can remember, the following are factors that influence disease transmission.1) Environmental Factors.
Sanitation and sanitation facilities can affect the transmission of diseases where food and water can become
contaminated because of poor sanitation. Pollution also plays a major role in disease transmission as evidenced by
floods during the rainy season. These floods were the culprits in the spread of leptospirosis. Climate takes its role as
an environmental factor. In our country we only have the dry and wet seasons where various microorganisms can
cause morbidity in each season. 2) Socio-economic Factors. Cultural practices influence disease transmission. For
instance, there are some places in the Cordilleras where people drink wine after a tiring day of planting and when
drinking, they use one glass to show unity. I also experienced similar practice observed by the Ilocanos and that is
washing the hands in one basin before eating. Anotrher way of transmitting disease is through living arrangements
where a group of people live near their livestock. Considering these factors, TI hope you can them with your family
and friends so they can avoid getting these diseases. Have a nice day. Calvin Paul Judith Langbayan-Javier 162
162. Activity 2. As a group, complete the graphic organizer based on the guide questions. Share your output to the class.
What is the title? What are the factors? What are the things that affect the factors? Evaluate Your Answer If your
group got 9 correct answers, then your group is in the advanced level. If your group got 7-8 correct answers, then
your group is in the proficient level. If your group got 5-6 correct answers, then your group is in the approaching
proficiency level. If your group got 3-4 correct answers, then your group is in the developing level. If your group got 1-
2 correct answers, then your group is in the beginners level. 163
163. Put a () check mark before the statement if you have knowledge about it, an X mark before the statement that you
have just learned, and put a ? mark on the statement that you want to know more about. 1. ______A communicable
disease is an illness transmitted through contact with microorganisms. 2. ______People, animals, food, surfaces, and
air can all be carriers of the microorganisms that pass infectious diseases from one host to the next. 3. ______The
exchange of fluids or contact with a contaminated substance or individual may be enough to allow the spread of
communicable disease. Now, focus on the statement that you want to know more about because the following
activities will be dealing more on the things you need to learn which are the nature, prevention, and control of
communicable diseases. Activity 3 - Germs, Germs Now Has Wandered Dear students, Hello! Lets do some
activities that will help you discover the importance of protecting yourself from the different threats to your health. As
you do this activity, you will explain the different elements of the chain of infection. So I will group you into male and
female groups. The male group will form a circle likewise with the female group. Select a leader who will hold the
colored ball (ball is painted with washable paint). The leader will sing the song first to be followed by the groups while
the ball is passed around. Select an it who will be looking for the ball around. While singing the song (a germ, germs
now has wanderedin the tune of dollar, dollar now has wandered), the leader passes the ball to his/her right. The
it starts looking for the ball. If she/he finds/points at the person holding it then that person becomes the it, but if
not, he/she remains the it. Keep singing until all of you hold the ball or have the paint on your hands. Try to analyze
the lyrics/wordings of the song. Germs, germs now has wandered From one hand to one another It is here, it is here
to get anybody standing there. 164
164. Let us start singing and pass the ball, theit will stay at the center of the circle and go around looking for the ball. The
passing of the ball stops when everyone has paint on her/his hand Activity 4 - Share and Care A) What did you
understand about the lyrics of the song? B) How do you relate the lyrics of the song to your daily experiences? Figure
1 will be flashed on the board. The teacher will guide you as you fill out each space with appropriate description. Use
the questions as your guide. 1. In the context of disease transmission, what does the following represents? A. ball B.
leader C. act of passing the ball D. student having paints on their hands 2. How would you name the activity?
B._________________ A.._______________ C._________ D.____________ E,______________ 165
165. How did I score in this activity? Score 4-5 Basis for the points/score If you got this score, it means that you know the
concept on how a person gets infected by a communicable disease. Congratulations! 2-3 If you got this score, then it
shows that you have to focus and know the ways on how a person gets infected by a communicable disease. 0-1 If
you got this score, it means that you hardly know how a person gets infected by a communicable disease so you
need to strive harder. Congratulations dear student! You are now ready to do the next level. The following is a very
interesting story. This story will help you remember your Under Six experiences. One rainy day, Christine Joy was
fixing some old boxes in the store room. She found a small booklet with graphs and remarks. She asked her mom
about this. Her mother explained why Christine Joy had her doses/shots of antimeasles, anti-polio, anti-malaria, anti-
TB, and other vaccines. Her mom brought her to Under Six Clinic for monthly check-up and vaccination. According to
Christine Joys doctor, proper hygiene is one way to prevent getting infected. Her mom said that having sunshine
everyday and walking around the yard is one of the most enjoyable activities CJ did because she wasnt only walking
but running after her brother. Now, how about you? What is your story? Judith Langbayan-Javier 166
166. Activity 5 - What Do You Know? In your activity notebook, draw your hands. Recall the things your parents taught you
to prevent getting sick. Write these things in each finger in three minutes. You will be given one minute each to share
your work to the class. List down in your activity notebook key words heard/learned from the sharing of inputs. Figure
1 Find out how the words inside the box will be explored in the next activities. Immunity, vaccines, personal hygiene,
physical fitness, and/ or biofeedback. 167
167. 1) 2) 3) ________ everyday to keep your skin, hair, and nails clean. Avoid sharing _________ or drinking utensils.
Store and prepare food in a safe way to prevent food _______________. _______ your hands after using the toilet
and before and ___________ eating. If you are sick, avoid infecting others. Cover your ________ when coughing.
There are three other ways to protect yourself from _______________ diseases. You can become ___________ by
having the disease. You can be immunized by injection. If a _____________ is available, then you can practice
bio______back. There are three levels of prevention. The P__________ level is used before the person gets the
disease. The S_______________ level is used after the disease has occurred, but before the person notices that
anything is wrong. The T______________ level targets the person who already has symptoms of the disease; to
lessen the damage and pain from the disease, to slow down the disease, to prevent it from causing complications, to
give the best care and to make the sick healthy again. 168 Did you know? There are three levels of
preventing diseases: primary, secondary, and tertiary. In primary prevention, activities are done to prevent one from
having the disease. This includes getting immunized, eating a healthy diet, and getting enough sleep. The secondary
prevention activities are done to prevent further damages when the disease has already started. This includes prompt
diagnosis and treatment. For the tertiary prevention, the focus is on rehabilitating the sick person so as to prevent
long-term complications of the disease. Complete each blank with appropriate entry/word. Then, follow these
guidelines to reduce the spread of infections.
168. Evaluate Your Answer: If you got 13 correct answers, it means that you are very much concern in helping reducing
the spread of infections. If you got 11-12 correct answers, it means that you are much concern in helping reducing the
spread of infections. If you got 6 10 correct answers, it means that you are concern in the reduction of the spread of
infections. If you got 1-5 correct answers, it means that you are in danger of getting infected. Activity 6: Know What
You See. Look at the pictures. Write in your notebook what you should do and should not do if you are the one in the
picture. Complete the columns with the appropriate choices provided for. Figure 1 What I Should do What I Should
not do 1 2 3 169
169. 4 5 Figure 2 Choices: 1. Drink water all the time. I use my own bottle/glass in drinking. 2. Use the comb properly. 3.
Use my own towel. 1. Drink from somebodys bottle/glass. 2. Use my comb alone and wont share it with others. 3.
Not to share my towel or use others towel. 4. Use clean pair of socks and change it everyday. 4. Share my pair of
socks to others or use others socks. 5. Wash hands with soap and water. 5. Be lazy in washing my hands before
and after using them. 170
170. Activity 7 - Act What You Know Class, you will be grouped into five with 10 members each. Each group will draw from
the box the type of pathogens their group will represent. Read the lesson about your drawing and discuss on how you
will present the lesson to the class. 1. Here are some suggested ways you can use to present the lesson. A. News
casting B. Skit C. Classroom setting D. Debate E. Barangay Meeting F. Acrostic 2. The lesson talks about the types
of pathogens which are a. Bacteria; Toxins Bacteria; Resident Bacteria; b. Virus; c. Rickettsias; d. Fungi; e.
Protozoans; f. Parasitic worms 3. Make sure everyone understands the lesson and uses his/her own words to explain
and discuss the chosen type of pathogens. 4. Each group is given 20 minutes to prepare for the group presentation.
5. After 20 minutes, the leader of each group will draw who will draw lots for the presentation. The following criteria
will be the bases for scoring: Clear explanation of the lesson 50% Presentation of the lesson is creative using the
suggested means without help from others 25% Group participation (all the members actively participated) 25%
Total----------------------------------------- 100% 171
171. 172
172. TYPES OF PATHOGEN PATHOGEN NATURE Many of the most common diseases are caused by tiny
microorganisms called PATHOGEN. Pathogen infects or invades the body and attacks its cells and tissues. Some
bacteria, rickettsias, fungi, protozoans, certain types of worms, and all viruses are pathogens. Diseases caused by
the direct or indirect spread of pathogens from one person to another are called communicable diseases. BACTERIA
I read that Bacteria are one-celled microscopic organisms that rank among the most widespread of living things.
Some are small that a single grain of soil may contain over 100 million of them. Most bacteria do not cause disease.
In order to live, all bacteria must have a food supply, as well as suitable temperature, moisture, and darkness. Some
bacteria digest non-living food materials such as milk and meat. These organisms are called saprophytes. If the food
supply is a living plant or animal, the microorganism is called a parasite. The plant or animal that the parasite feeds
on is called a host. TOXIN BACTERIA Toxin Bacteria produces a certain poison. Botulism is a food poison. These
bacteria live in the soil. Once they enter the body through a wound, they can cause tetanus or lockjaw. Other bacteria
cause pneumonia. RESIDENT BACTERIA Resident bacteria live in the human, mouth, intestines, and on our skin.
These help protect us from harmful bacteria. Lactobacili, found in the gastro-intestinal tract, produce lactic acid from
simple carbohydrates. Coliform bacilli, found in the intestines, help break down carbohydrates and combat disease-
causing bacteria. Resident bacteria cause infections 173
173. when they move from where residents are. Example is the bacteria in the mouth which moves to the ear thus,
causing ear infection. RICKETTSIAS Rickettsias are organisms that are considered intermediate, that is, somewhere
between a virus and a bacterium. Most of them grow in the intestinal tracts of insects, which carry them to their
human hosts. Rickettsia requires living cells in order to grow and multiply. Blood sucking insects, such as lice, mites,
and ticks carry rickettsias to humans. Typhus fever a rocky mountain spotted fever are diseases caused on these
organisms. VIRUS Viruses are small, simple life-like forms from one half to 100 the size of a bacteria. These
organisms are the human bodys worst enemies. All viruses are parasites. There are viruses that invade animals and
virus that attack specific types of cells. Examples are rabies virus enters the brain cells and polio virus which attacks
the nervous system. Cold virus enters the respiratory system. Viral hepatitis is caused by virus that affects the liver.
Mumps and mononucleosis are caused by viruses that infect glandular tissues. Smallpox, chicken pox, shingles, and
warts are infections caused by viruses that attack the skin tissues. When virus enters the body, it attaches itself to a
cell and releases its nucleic acid into the host cell. FUNGI Fungi are simple organisms that cannot make their own
food. Many lives on dead animals, insect, and leaves. Fungi are therefore saprophytes. They prefer dark, damp
environments. Two of the most common fungi are yeast and mushrooms. ,Disease-producing fungi invade mainly
deep tissues of the hair, nails, and skin. Fungi cause infections of the scalp, such as ring worm, and of the feet, such
174
174. Roundworm: Roundworms hatch and live in the intestines. The eggs usually enter the body through contaminated
water, food fingers placed in the mouth and hands that have touched a contaminated object. Symptoms of their
presence include fatigue, weight loss, irritability, poor appetite, abdominal pain, and diarrhea. Treatment with
medication results in a cure of about a week. Without treatment, 175-as athletes foot. Pathogenic fungi can also
cause brain inflammation and serious lung infections. PROTOZOANS Protozoans are single-celled organisms that
are larger than bacteria and have a more complex cellular structure. Most of these are harmless and they are most
common in tropical areas that have poor sanitation. They cause malaria, African sleeping sickness, and amoebic
dysentery, a severe intestinal infection. A worm is classified as a parasite. (A parasite PARASITIC WORM is a
disease-causing organism that lives on humans or another animals and derives its nourishment from its host.) Lice
are examples of parasites that live on humans; bacteria and viruses are examples of parasites that live either on
humans or in animals; parasitic worms (also called helminths) live in humans. Helminth eggs contaminate food,
water, air, feces, pets, wild animals, and objects such as toilet seats and door handles. The eggs enter the body of a
human through the mouth, nose, and anus. Once inside the body, helminth eggs usually lodge in the intestines,
hatch, grow, and multiply. They can sometimes infest other body sites. The word "helminth" is derived from the Greek
"helmins" (worm). Helminthology is the study of parasitic worms. Common helminths and the problems they cause
include the following:
175. Fluke: Flukes live in different locations in the body, including the intestines, bladder, rectum, liver, spleen, lungs, and
veins. Flukes first mature inside freshwater snails. After leaving the snails, they can enter the body of humans by
penetrating the skin of 176- Tapeworm: Tapeworms live in the intestines. The eggs usually enter the body via raw or
uncooked beef. Symptoms of their presence are usually absent. However, some patients experience abdominal pain,
fatigue, weight loss, and diarrhea. Treatment with medication results in a cure within days. - Trichina spiralis: This
worm lives in the intestines and causes a serious illness known as trichinosis. The eggs usually enter the body via
raw or undercooked pork, sausage, or bear meat. In the intestines, the eggs hatch, mature, and migrate to other parts
of the body through the bloodstream and the lymphatic system. Early symptoms include vomiting, diarrhea, and
abdominal cramps. In time, a high fever, puffiness of the face, and muscle pain develop. Eventually, the worms can
penetrate the muscles, the heart, and the brain and can cause death. Treatment with an antiworm drug such as
thiabendazole, as well as bed rest and a physician's care, can cure trichinosis. Recovery may take several months.
Diagnosis of trichinosis sometimes requires analysis of a tissue sample (biopsy) taken from muscles. - Pinworms:
Also called seatworms and threadworms. Pinworms hatch and live primarily in the intestines. The eggs usually enter
the body through the anus, nose or mouth through inhaled air or fingers that have touched a contaminated object.
Symptoms of their presence include anal itching, pale skin, and stomach discomfort. If pinworms enter the vagina,
discharge and itching may develop. Pinworms do not cause serious complications. Treatment with medication results
in a cure within days. -anemia and malnutrition can develop.
176. persons swimming, bathing, or washing in water where flukes are active. Infected persons can re-contaminate the
water by urinating or defecating in it. Most infected persons experience no symptoms. However, some infected
persons may experience rash, itching, muscle aches, coughing, chills, and fever. Flukes pass out of the body, but
persons can become infected again and again. In time, the repeated infections can damage the liver, bladder,
intestines and lungs. In rare cases, flukes can invade the spinal cord or brain and cause seizures and paralysis.
Flukecaused illnesses are classified as schistosomiasis (also called bilharziasis) and are mainly confined to Africa,
parts of South America, Caribbean, parts of the Middle East, China, and the Philippines. Prevention of helminth
diseases usually requires frequent washing of hands, frequent cleaning of bathrooms and kitchens, and thorough
cooking of the food they infest -mainly beef, pork, sausage, and bear meat. Water supplies should be chlorinated, if
possible. RICK ETTSIAS, FUNGI 177
177. Assessment for Knowledge SCORE 90-100 81- 89 70 - 80 50- 69 REMARK INDICATOR You have very clear
knowledge about the You belong to lesson because you explained the lesson the Advanced with confidence using
creative group presentation without any help from others. The whole member of the group actively participated and
the class attentively enjoyed your presentation. You have clear knowledge about the You belong to lesson because
you explained the lesson the Proficient using a creative presentation without any group help from others. The whole
member of the group participated and the class enjoyed your presentation. You have clear knowledge about the You
belong to lesson because you explained the lesson the Approaching presentation but with a little help from
Proficiency others. The whole member of the group group participated and the class watch your presentation. You
have vague knowledge about the You belong to lesson because you explained the lesson the Developing using the
means of presentation with group much help from others. The whole class watch your presentation You hardly know
the lesson because you 49 and You belong to hardly explain the lesson using the means below the Beginning of
presentation and with much help from group the teacher. The whole class watched your presentation.
Congratulations dear students! You are now ready to do the next level. 178
178. What to Process Activity 1 - Match and Connect The fact sheet about the chain of infection will be given to you.
Carefully read each numbered entry and choose from the word pool the appropriate term being described. The
teacher will help you do the activity. 1. A volunteer from each row will read aloud the definitions very well, and then
write the word of the first in the link chain. 2. Another member of the row will explain in her/his own words the
meaning of the chain. 3. The other rows will do the same until the link chain is discussed. CHAIN 1. ____
2.__________ MEANING/DEFINITION is an organism with the ability to cause diseases. The greater the organism's
virulence (ability to grow and multiply), invasiveness (ability to enter tissues), and pathogenicity (ability to cause
diseases), the greater the possibility that the organism will cause an infection. Infectious agents are bacteria, virus,
fungi, protozoa, and parasitic worms. is a place within which microorganisms can thrive and reproduce. For example,
microorganisms thrive in human beings, animals, and inanimate objects such as water, table tops, and doorknobs.
The most common reservoir is the human body. 179
179. 3. ________. 4.__________ 5. __________ 6. __________ provides a way for a microorganism to leave the
reservoir. For example, the microorganism may leave the reservoir through the nose or mouth when someone
sneezes or coughs. Microorganisms, carried away from the body by feces, may also leave the reservoir through an
infected bowel. in the mode of transmission, is the method by which the organism moves from one host to another.
The mode of transmission are contact, droplet, airborne, food-borne/water-borne, Vector-borne (usually insect). an
opening allowing the microorganism to enter the host. This includes body orifices, mucus membranes, or breaks in
the skin. Tubes placed in body cavities, such as urinary catheters, or from punctures produced by invasive
procedures such as intravenous fluid replacement can also serve as portal of entry. a person who cannot resist a
microorganism invading the body due to immunity of physical resistance to overcome the invasion by the pathogenic
microorganism Word Pool: MODE OF TRANSMISSION PATHOGEN PORTAL OF EXIT RESERVOIR PORTAL OF
ENTRY 180 SUSCEPTIBLE HOST
180. Individually copy figure 2 on your activity notebook and put the different chain of infections based on the story below.
Remember that the elements in the chain are sequentially arranged. 6 2 Chain of Infection 5 3 Figure 2 Peter joined
the school fun run; his desire is to win so he didn't mind if he was stepping on water wherein his feet was soaked.
Even if this feels uncomfortable because his feet were very itchy, he only removed his socks that evening thats why
it was very smelly. He hanged it at the back of the refrigerator to dry and immediately went to sleep because he was
so tired. Early that morning, his brother John saw that sock hanged at the back of the refrigerator and used it thinking
that it was clean. Get clues from the guide questions below. Explain the chain of infection to the class. Guide
Questions; 1. What types of pathogens has the ability to cause Peter diseases? 181
181. 2. What is the place within which microorganisms can thrive and reproduced? 3. Where is the reservoir of the
microorganisms? 4. How did the microorganisms transfer to John? 5. Where did the microorganisms enter John? 6.
Who is this next host? If you answered all correctly then you are skillful in analyzing the definitions and can write the
sequence of the chain of infection correctly. Therefore, you are considered an Advanced Student. LET US HOW
SCORED SEE YOU If you got 7-9 correct answers then you have some skills in analyzing the definitions and in
writing the sequence of the chain of infection correctly. So this makes you a Proficient Student. If your score is 4-6,
then you need more skills in analyzing the definitions and in writing the sequence of the chain of infection correctly.
You are Approaching Proficiency. But if you scored 1-3, then you really need some more skills in analyzing the
definitions and in writing the sequence of the chain of infection correctly. You are Still Developing. The danger is if
you got zero then you are just beginning to learn skills in and analyzing the subject. Activity 2: Fill My Lacking
Correctly Each group will read the chain letter and fill-in the blanks with the correct word. Start to answer when you
hear the bell and stop when you hear the word time is up. All groups will submit their papers after 5 minutes of
answering. Exchange papers and check the answers as the class goes over the letter. The teacher will clarify
misconceptions as the need arises 182
182. THE CHAIN LETTER (1) P________________ is a disease-causing organism which includes bacteria, virus,
parasitic worm, protozoa, and fungi and lives in the ( 2 ) R________________ which can be a living or non-living
object. In order to be transmitted, the pathogen leaves the reservoir through the (3) P_______ o__ E_____.Examples
include the mouth, nose, anus, and other special body openings. The pathogen is then passed through a direct or
indirect (4) M_____of T____________ from one host to the next host. It is transmitted through a living vector like a
mosquito or flea. Some diseases like malaria have complicated life cycles involving more than one species. Some are
transmitted by respiratory droplets, while others are through blood contact, semen, or other secretions. Hand-to-
mouth is a common mode for gastrointestinal pathogens. The organism enters the body through the (5)
P__________ o__ E______. Such as the nose, skin, or mouth. The portal of entry determines the type of personal
protective equipment (PPE) to use to keep health care workers, family, and visitors safe in the hospital. The ( 6)
S________H_____ is a person with low immunity to disease. This includes the very old, and the immune suppressed
(due to genetics, transplant drugs, malnutrition, or viral infection like HIV). Michelle Ziegler, Contagions,
wordpress.com Evaluate Your Answer: SCORE 6 REMARKS An Advanced Student COMMENT! You were able to
process very well the elements of the chain of infection. Congratulations! 5 A Proficient Student You were able to
process well the elements of the chain of infection. 3-4 Approaching Proficiency Student A Developing Student You
found it hard to process the basic knowledge of the chain of infection. 0-2 You still need to double your effort in
processing the chain of infection. 183
183. Activity 3 - Read This! Hello my dear student, Here are some additional preventive measures for diseases according
to different modes of transmissions. In addition to your general hygiene practices, vaccination and standard
precautions, specific preventive measures should be adopted when dealing with diseases with various modes of
transmission. In order for you to avoid the spread of infections, if you are sick, you should avoid going to school or
going outdoors. The suitable time for you to return to school depends on your health conditions. Copy the following
chart on your activity notebook, and as you go through this lesson, underline with green color/pen the examples of
diseases that you already experienced. Underline with red color/pen the diseases that you have now. For the
preventive measures, underline with black color/pen the practices you are doing regularly and underline with blue
color/pen the preventive measures that you need to practice to prevent infections. 184
184. Do not share towels and other personal items. 185 Clean and disinfect properly the items used by patients.
(handshakes with a sick person) (sleeping with Head lice someone with lice) Keep bot hands clean and h perform
hand hygiene properly. Scabies Adopt proper isolation for Hand, foot and mouth the sick. disease, No human
contact. (Kissing) Acute conjunctivitis, Mode of Examples of Diseases Transmission I DIRECT 1.Contact
transmission Preventive Measures
185. Sick food handlers should refrain from work and seek medical advice early. Hepatitis E 186 Handle vomitus and
excreta properly. Perform hand hygiene before meals and after going to the toilet. Bacillary dysentery, Hepatitis A,
Ensure all food is adequately cooked especially high risk food like shellfish. Food poisoning, Cholera, Wear gloves
when making contact with patients. Chickenpox 2. Food-borne/ Viral gastroenteritis, water-borne transmission
186. Take personal protection to prevent insect /mosquito bites, e.g. wear light-coloured, longsleeved clothes and
trousers/pants and use insect repellents. Malaria, Japanese encephalitis 187 Maintain environmental hygiene to
prevent breeding of insects mosquitoes, e.g.,prevent accumulation of stagnant water. Dengue fever, 3. Vectorborne
transmission (usually insects) Mosquito bites and Insect bites
187. Seek medical advice immediately if unwell. Keep a distance of at least one metre from the sick person. People
with respiratory infection symptoms and their close contact/aids should wear surgical masks. Cover pneumoniae
infection 188 good indoor mouth and nose when sneezing or coughing. Use tissue papers to contain respiratory
secretions and dispose them in garbage bins with lid. Keep both hands clean. In particular, perform hand hygiene
properly and immediately after making contact with sick persons having respiratory secretions. (Sneezing)
Streptococcus Maintain ventilation (Coughing) Common cold, II INDIRECT 1. Droplet transmission Influenza,
188. Anyone with symptoms suggestive of air-borne transmissible diseases should not attend school. Chickenpox 189
Seek medical immediately if unwell. advice Measles, Maintain ventilation good indoor tuberculosis, Use
appropriate personal protective equipment when necessary. 2.Air-borne transmission Pulmonary Adopt proper
isolation for the sick.
189. After going through this lesson, do the activity below. The teacher will guide you fill in the shapes with the correct
answers. Answer the questions that follow. 1. What are the TWO KINDS OF TRANSMISSION? 2. What are the
different MODES OF TRANSMISSION? 3. Give EXAMPLES of communicable diseases. 4. What are their
PREVENTIVE 190 MEASURES?
190. Evaluate Your Answer SCORE REMARKS INDICATOR You know and understand very well the modes of
transmission of communicable diseases and their preventive measures. 25 Youre advanced 20-24 Youre proficient
You know and understand well the modes of transmission of communicable diseases and their preventive measures
15-19 Youre approaching proficiency You know and understand the modes of transmission of communicable
diseases and their preventive measures 10-14 Youre developing You hardly know and understand the modes of
transmission of communicable diseases and the preventive measures. 6-9 Youre beginning You are prone to be
infected with communicable diseases because you dont know the preventive measures. Critical Thinking l
Independently process this activity. Observe, Reflect, and React The Cough Etiquette B A Analysis. Evaluat yourself.
What do you see in picture A? 191
191. Do you agree? Why and why not? 192 Do you agree? Why and why not? 2. People say that washing the hands is
the most neglected practices that a person does. Do you think this is a very fast way Look at picture B. to infect
other people with Which of these 6 prevention tips diseases? do you strictly practice and Prove your contention. why?
Share your analysis to the class, What is its effect to you? your family and friends Which of these 6 prevention tips do
you hardly practice and why? What is its effect to you? So what are you planninig to do now? Analyze and Evaluate
1. People say that the hands are the dirtiest part of the body.
192. What to Undestand Activity 1 - A Life-Changing Letter Dear students, This life-changing letter is about the course of
infection by stages. Read it very carefully and understand how infection manifests through its various stages. When a
person is sick, the first stage of infection is incubation. It is the period starting from the entry of the pathogen until the
appearance of the first sign. For example: chicken pox, it takes 2-3 weeks of incubation. For common cold,1-2 days
of incubation, influenza takes 1-3, days and 15-18 days for mumps. The second stage is called the prodromal stage
which starts from the onset of non-specific signs and symptoms such as fever. Illness stage begins when more
specific signs and symptoms appear. For example, common cold is characterized by sore throat, sinus congestion,
rhinitis, mumps manifested by ear ache, high fever, and salivary gland swelling. The last stage of infection is an
interval when acute symptoms of infection disappear. The length of recovery depends on the severity of infection and
the sick persons general state of health. Recovery may take several days to months and is called the convalescence
stage. By understanding the chain of infection, the sick person must intervene to prevent the infection from
developing any further. When a sick person acquires an infection, he/she must observe signs and symptoms of
infection and take appropriate actions to prevent the spread like staying away from other people, and taking the
doctors advise seriously. Infection follows a progressive course as explained above. The severity of the sick
persons illness depends on the extent of the infection, the pathogenicity of the microorganism and susceptibility of
the host. 193 I hope that you were able to learn something about the stages of infections. -Michelle Ziegler,
Contagions, wordpress.com
193. In addition, look at the graph showing the stages of infection. Study the graph and share what you learned to your
classmates, friends, and parents. disease process, faculty.irsc.edu Now that you finished reading and understanding
the chain and stages of infection, here are some activities to test what you have understood. Row 1 will do
Activity1.a: Whats the word? Row 2 will do Activity1.b: Pick and Put, and Row 3 will do Activity1.c: Explain the graph.
Each row will discuss their outputs to the class after 5 minutes. 194
194. Activity 1 - Whats the Word? 4 1 2 3 1. Copy the puzzle in your activity notebook and write the letters on the boxes to
form each word being described. 2. Choose your answer from these choices: Convalescence stage, Incubation
stage, Illness stage, Prodromal stage 195
195. Across 1. This is the interval between entrance of pathogen into the body to the appearance of first symptoms. 2.
This is the stage when the sick person exhibits signs and symptoms specific to type of infections. 3. This is the
interval when acute symptoms of infection disappears (length depends on severity of infection and sick persons
state of health). Down 4. This is the interval from the onset of nonspecific signs and symptoms to the appearance of
more specific symptoms. Time when microorganisms grow and multiply and the sick person may be more capable of
spreading disease to others. How did i score in this activity? If I got 4 checks then I understood the intervals of
infections. If i got 2 checks then I need to reflect on my answers in order to understand the intervals of infections.
Critical Thinking Now that you read and understood the definitions of the stages of infection, choose a stage where
you think is the best stage to CUT from the flow of infection and explain why you chose that stage? 1.b: Pick and put
Choices of symptoms are written on the strips. Copy on your activity notebook the table as shown below and pick the
answers from the choices and write them on the columns that describe the stages. Incubation stage Prodromal stage
Illness stage 196 Convalescence Stage
196. Choices: Length of recovery depends on severity of infection and patients general state of health; take several days
to months. Chickenpox, 2-3 weeks. Common cold, 12 days Influenza, 1-3 days Mumps, 15-18 days Malaise,
lowgrade fever, fatigue Common cold manifested by sore throat,sinus congestion, rhinitis, mumps manifested by
earache. How did i score in this activity? 1. If I was able to put all the symptoms in the boxes correctly then I have
clear ideas about them. 2. If I wasnt able to get all the symptoms in the correct boxes, then I have to analyze and
reflect on the symptoms understand it better. Critical Thinking: What will your group do? Now that you have classified
the symptoms in each column and stages, choose a stage were you think is the best stage to STOP the flow of the
infection and explain why you chose that stage? 1.c: Explain the graph Explain in your own words the graph of the
stages of infection 197
197. Guide questions; 1. Where did the arc started and where did it end? What does it mean? 2. Explain the flow of the
arc. If you noticed, it started low, then up, then it goes down. HOW DID I SCORE IN THIS ACTIVITY? 1. If I was able
to explain very well to the class the stages of infection then I have clear ideas about them. 2. If I wasnt able to
explain very well to the class the stages of infection then I have to analyze and reflect on the stages of infection until
understand it better. CRITICAL THINKING CAN YOU DO SOMETHING ABOUT IT? After your group explained the
stages of infection, as a group, choose a stage that you think is the best stage to CUT the flow of infection and
explain why you have chosen that stage. Congratulations to each row for a great job. Now everyone understood the
lesson, we will proceed to our next activity. Do you get to the point that you need to make a decision? Well, our next
Activityis about decision making. 198
198. Activity 2: I have to decide. Read the first column when the following happens and read the second column, what
will I do? Connect them and put a check mark on each appropriate box. When the following happens By
understanding the chain and stages of infection When I acquire infection What will I do? YES NO I will intervene to
prevent infections from developing. I will observe signs and symptoms of infections. When there are symptoms I will
take appropriate actions and signs to prevent its spread. If the symptoms and signs I will see the appropriate persists
doctor/medical specialist. 1st If you checked all yes, then you are really a disciplined and healthconscious student.
You are ready to be a model for others to follow. If you answered 2 yes, then you have to go back to where you
started and internalize or analyze what a sick person should do 2nd when he is infected. So that when it happens to
you, you will apply it. If you answered 1 yes, then you have to read the module and other health readings that I have
given you so that you will understand rd 3 what to do during the course of infections. Congratulations everyone! How
do you find the Activity? Is it really hard to decide? We find it hard sometimes to decide but we need to stand to our
decision. 199
199. Activity 3 - Read me aloud! One from each row will read this short information about the Levels of Prevention of
getting sick. TERTIARY LEVEL SECONDARY LEVEL What is prevention? What is prevention? -the focus is on
rehabilitating the sick person so as to prevent long-term complications of the disease. PRIMARY LEVEL What is
primary prevention? -Activities are done to prevent one from having the disease. Examples: -getting immunized; -
eating a balanced diet; -getting enough sleep; -avoiding vices; -Dont abuse yourself by doing a lot of work that can
cause sickness. -In order not to get sick of Loose Bowel Movement, practice washing your hands with clean water
and soap before & after it is used. -Immunizations are probably the best example of primary prevention, and health
education to all. secondary -Activities are done to prevent further damage when the disease has already started.
Example: Examples: -prompt diagnosis and treatment. -So if a child diagnosed with Loose Bowel Movement, he must
follow the doctors instructions very strictly. This is to prevent LBM from becoming dysentery or even worse. -
Screening tests are excellent examples of secondary prevention. By diagnosing diseases quickly, 200 tertiary is -If
the child is suffering dysentery, he must be close monitored because he/she can die of dehydration and
complications. He can be confined in a hospital for strict monitoring. -Tertiary prevention include the follow-up and
monitoring of all prescribed medications to make sure the patient is taking them, therapy to help restore functions in
debilitating diseases and any medical procedure means to treat or cure the disease itself.
200. CRITICAL THINKING Analyze the following questions and write your reactions on a whole pad paper. 1. If you are a
mother and your toddler is very sickly. What do you think is the reason why he is very sickly? What will you do?
ACTION: What will you advice your neighbor who just gave birth? 2. Inside your classroom, your bestfriend fainted.
How will you know the cause of her fainting? What will you do? ACTION: What will you advice your best friend after
getting conscious? 3. Your neighbor was electrocuted and had a third degree burn. You helped bring him to the
hospital. After three days, you heard the doctor explain to your neighbor the best way to prevent the spread of
infection. Amputation was his suggestion but your neighbor did not like it. What will you do? ACTION: Explain to your
neighbor the importance of prevention. Explain why is amputation needed? 201
201. Read and learn the following in order to avoid and prevent encountering them. Infectious Agent How it looks What it
is Bacteria dangerous bacterium. It is estimated that listeria causes approximately ... One-celled organisms that is
found almost everywhere. Extremely small organisms that consist of a protein coat and some genetic materials. Virus
Examples Strep throat, tuberculosis, sinus infections Cold, Influenza Ebola virus Fungus A fungus relies on other
living or dead organisms to survive; yeast, molds, and mildews are included in this group. Athletes foot, Athletes
foot fungus, SEM Fungus Jock itch Pictures & Images (Fungal infection groin .400 x 320 | 13.7 KB
health.allrefer.com Protozoan Amoeba proteus Protozoan, pseudopods Parasite Parasite | Health Dictionary 426 x
399 | 38.5 KB www.beltina.org Ringworm A single-celled organism; much more complex than a bacterium; protozoal
infections usually come from infected water or food. An organism that lives in a host organism; draws nourishment
from a host; some may be very large. Amoebic dysentry Tapeworm, Malaria 202
202. WHAT NOW? Do you believe that you can do great things to prevent the spread of communicable disease? Adapt
the quotation that says Ako ang simula As a student, what can you do to make our environment clean and keep
ourselves free from disease? Use these guides to come up with a personal daily journal. Title: Making Small Things
to Prevent the Spread of Diseases. How? Before you sleep, write down on your journal what you have done for that
day. For example, I picked scattered wrappers inside the classroom and I washed my hands with soap and water
after wards. You can write on your journals everyday and you are free to adapt a strategy on how to do it. You can
also make posters. Decide on what to do to demonstrate your understanding of the general methods of disease
prevention and control. Activity 4: Advertise what you know Form six groups and do this activity. In column A, make
an advertisement/drawing on the prevention of skin diseases described in the column B. Write your
advertisement/drawing in your activity notebook. The following criteria will be the basis for judging your work. Does
your advertisement/drawing match each description in column 1. B? 2. Did you make a very clear message for the
public in the advertisement/drawing? 3. Is it attractive that can easily catch the eyes of people? 203
203. Prevention is, in washing your face, make sure 204- Acne has always been a common skin problem among
teenagers and adults. This disease is also known to cause stress or embarrassment on its sufferers. Thus, acne has
become an almost dreaded skin condition. So if you dont want to experience having a hard time dealing with the
possibility of acne growth on your skin, the best thing that you can do is to learn how to take care of your skin. Acne is
usually caused by the following factors dirt, excess oil, and unhealthy lifestyle. - skin-to-skin contact. Shower and
shampoo thoroughly after any sport that requires bathing areas. Wear slippers or sandals in locker rooms,
showers, and public clothes in hot water with fungus-killing (fungicidal) soap. think you have been exposed to
ringworm, wash your Do not share clothing, sports equipment, towels, or sheets. If you your skin. You can also
use a hair dryer, set on a cool setting, to dry putting your clothes on. Always dry yourself completely after
showers or baths. After drying your skin with a towel, allow your skin to air-dry before Avoid tight underwear, pants,
and panty hose. Wear loose-fitting cotton clothing. Change your socks and underwear at least once a day.
Keep your skin clean and dry. COLUMN A COLUMN B Ringworm of the Body (Tinea Corporis) Ringworm usually
causes a very itchy rash. It often makes a pattern in the shape of a ring, but not always. Sometimes it is just a red,
itchy rash. The outer ring is very reddish and another ring in the middle is reddish too. The in-between is whitish. To
prevent ringworm:
204. Trying to reduce stress in your daily routine wherever possible is a great way to prevent acne. More sleep, do more
exercise, taking warm baths and a balance diet will contribute to physical well being and hence prevent acne.
Athletes foot is caused by a fungus that grows on or in the top layer of skin. Fungi (plural of fungus) grow best in
warm, wet places, such as the area between toes. It 205- Never squeeze or pick your spots! We all know this maybe
very tempting, but it would only makes matters much worse. Most spots will heal on its own. Picking at spots will just
increase the chance of it spreading the bacteria or even worst permanently scarring your skin. So remember never to
pick on it. - At all times try to keep your hands and hair away from your face. Your hands and you hair may contain oil
and dirt. If contacted on your face it can contaminate the pores and cause acne. - Shower after exercising or doing
strenuous work. Oil and sweat on your skin can trap dirt and bacteria. - Wear loose-fitting clothing. Tight-fitting
clothing traps heat and moisture and can irritate your skin. Also, whenever possible, avoid-tight fitting straps,
backpacks, helmets, or sports equipment to prevent friction against your skin. - Remove make-up before going to
bed. Going to sleep with cosmetics on your skin can clog tiny openings of the hair follicles (pores). Also, be sure to
throw out old make-up and clean your cosmetic brushes and applicators regularly with soapy water. - Avoid heavy
make-up. Choose powder cosmetics over cream products because theyre less irritating. - Wash acne-prone areas
only twice a day. Washing removes excess oil and dead skin cells. But too much washing can irritate the skin. Wash
areas with a gentle cleanser and use oil-free, water-based skin care products. - Moreover, in drying your skin, make
sure that you use only clean towels. -that you use a gentle soap or cleanser that matches your skin type to effectively
eliminate sweat, excess oil, and dirt from your face, otherwise your skin pores will clog and soon pimples might
appear.
205. Dont pick at warts. Picking may spread the virus. 206- Wear sandals or flip-flops in public pools and locker rooms. -
Dont go barefoot in public areas. - Change your shoes and socks daily. - Keep your feet clean and dry. - Wash
towels daily. WARTS are the most common of dermatological complaints. Three out of four people will develop a wart
(verruca vulgaris) at some time in their lives. Warts are slightly contagious, and you can spread them to other parts of
your body by touching them or shaving around infected areas. Children and young adults are prone to getting warts
because their defense mechanisms may not be fully developed, but it is possible to get a wart at any age. Warts are
caused by the human papilloma virus (HPV), which enters the skin through a cut or scratch and causes cells to
multiply rapidly. Usually, warts spread through direct contact. Each person responds differently, and not everyone
exposed to HPV will develop a wart. They can be all over the parts of the body. They are small black or brownish
hard grown skin. They can become bigger especially when they are always touched. PREVENTION: To reduce your
risk of plantar warts Avoid direct contact with warts. This includes your own warts. - Change socks daily. Cotton
socks keep the feet cooler. - Avoid tight or closed footwear especially in warm climates. - Dry the feet and between
the toes first after a shower to prevent spread to other parts of the skin. - Use anti-fungal sprays or powders on shoes
and feet. -looks like a burned skin because it has scales and it is reddish and itchy. Athletes foot Wear flip-flops in
affected areas.
206. Wash your hands carefully after touching your warts. Jock itch is characterized by an itchy, red rash on the genital,
inner thighs and buttocks. It occurs in warm, moist areas of the body and is common in athletes and p- your warts as
you use on your healthy skin and nails. - Dont use the same file, pumice stone, or nail clipper on - Wash towels
daily. CRITERIA: 90-100 For an advertisement that has a clear message, harmonious combination of 4 colors, simple
presentation, and placed in a 1/8 illustration board 85-89 For an advertisement that has a clear message,
combination of 4 colors, presented in a 1/8 illustration board. 80-84 For an advertisement that has a message,
combination of 4 colors and presented in a 1/8 illustrated board. 75-79 For an advertisement that has a message,
combination of 3 color and presented in a 1/8 illustrated board. 207- Change underwear daily. - Do not dry the feet
before the groin to reduce the risk of spreading the fungi from the feet. - Wash the groin daily. Dry the skin carefully
after bathing. -eople who are obese or perspires a great deal. Jock itch (groin infection)
207. ASSESSMENT REMARKS INDICATION For a very well done work. The advertisement/drawing Advanced matched
very well what is being described in column B. A 90-100 very clear and attractive message that catches the attention
of people for them to read about the prevention of skin diseases. For making the advertisement/drawing that matched
well Proficient what is being described in column B. There is a clear and 85-89 attractive message that catches the
attention of the people for them to read about the prevention of skin diseases. Approaching The
advertisement/drawing matched what is being described Proficiency in column B. A message that people can read
about the 80 84 prevention of skin diseases. For hardly making an advertisement/drawing that should Developing
match what is being described in column B. Message that 75- 79 hardly catches the attention of people to read about
the prevention of skin diseases. Activity 5: R. U. R. on this Dear ________________________, (please write your
name in the blank) It is a great opportunity for you to read my story. My name is Remedios, We are five in the family. I
have three brothers and one younger sister where I am the eldest. We are living in a very small house and my father
works as a carpenter while my mother stays at home to take care of my siblings. We are a happy family even though,
we suffer a lot in our health. I was in grade 8 when my teacher taught us about the prevention and control of
communicable diseases. And I have been applying what I learned until now and I am improving everyday. Lack of
water causes us much problem. We bathe at least twice a week but still all of us have body odors. My younger
brothers face is full of acne. My father complains of athletes foot every time he removes his shoe when he gets
home. Our small house smells bad in every corner. My mothers neck is full of warts. All of us even have lice. I dont
know what I have on my chest that looks like ring. I am thankful that we have learned lessons on how to prevent and
control of communicable diseases. After learning from the class discussion I was really challenged to share to the
whole family about skin diseases. So one night, after dinner, I asked permission from my father to discuss what I
learned and that we have to help one another to have these skin diseases cured and prevented. 208
208. All of us were not happy with our sickness and so we agreed to work hand in hand to solve the problem. One
Saturday, my father told us to go to the health center. We were instructed ways to treat our illnesses. We were taught
to a take bath every day, not to share personal things to family members so that we will not infect one another. I know
that my family is not happy of our skin problems, so I would like to encourage you to apply what you have learned in
school for you not to experience what my family and I have experienced. Love and concern, Remedios -Judith
Langbayan-Javier After you read the letter, 1. What can you say about the letter of Remedios? 2. Can you also do
what she did? How will you do it? 3. If you are in her situation, what steps will you do to solve your family health
problems? Next thing youll do is letter writing. Please bring out a whole pad paper. Write a letter and address it to
Remedios. Share your feelings when you were reading her letter and why did you feel that way. Share also if you
have similar experiences. Tell her that you would like to do what she did and how you will do it. Dear Remedios,
___________________________________________ ________________________________________________
________________________________________________
________________________________________________ ___________________________________________
________________________________________________
________________________________________________
________________________________________________ ___________________________________________
________________________________________________
________________________________________________ Very truly yours, _______________________________
209
209. After writing, five volunteers from each row will read to the class their letters. Did it help you express your feelings
after you wrote to Remedios? I know it helped you a lot. This time you will have your summative test. This will help
you measure how far you knew the lesson and because you understood the lessons, you are ready to apply them in
your daily life Activity 6: Summative Test SUMMATIVE TEST NAME ___________________________ SECTION
________________________ SCORE ______________ DATE ________________ MULTIPLE CHOICE:
DIRECTION: Carefully read the questions and choose the correct answer from the choices and write the letter of your
choice on the blanks provided at the right side. A. These are tiny microorganisms that infect or invade the body and
attack body cells and tissues. A. Bacteria B. Pathogen C. Virus 2. Pneumonia is a sickness caused by pathogen
called_____. A. Bacteria B. Fungus C. Virus 3. Rickettsias need living cell in order to grow and multiply, which of the
following is a rickettsias? A. Dysentery B. Small Pox C. Ticks 210 1.___ 2. ___ 3. ___
210. 4. Athletes foot is a disease caused by pathogen called ____ 4. ___ A. Fungi B. Parasite C. Protozoans 5. Which of
the following virus enters the respiratory system and cause sickness? 5. ___ A. Cold B. Rabies C. Wart 6. This is a
pathogen that causes amoebic dysentery. 6. ___ A. Parasite B. Protozoa C. Virus 7. Helminths is a pathogen
meaning ______. 7. ___ A. Bacteria B. Parasite C. Virus 8. This helminth lives in the intestines and causes a serious
illness known as 8. ___ A. Bilharziasis B. Schistosomiasis C. Trichinosis 9. Prevention of helminth diseases
requires__. 9. ___ A. Eating good food B. Maintain cleanliness C. Taking medicine 10. Diseases caused by the direct
and indirect spread of pathogens from one person to another are called _______ diseases. 10. ____ A.
Communicable B. Non-communicable C. Toxin Bacteria In chronological order, arrange the following stages of
infection according to the graph of disease process in numbers 11 to15 and the chain of infection in numbers 16 to
20. Write the letter of each correct entry. A. Convalescene stage is recovery stage. 11. ____ B. Illness stage is when
specific severe sign and symptoms appear. 12. ___ C. Incubation stage is when a person acquires the pathogen. 13.
____ D. Prodromal stage is when there are non-specific signs and symptoms appearing 14. ____ 211
211. E. Decline stage is the time when the signs and symptoms of the sick person slowly goes down. 15.__ The chain of
infection starts when a pathogen lives in a A. passed through a direct or indirect Mode of Transmission. 16. __ B.
Reservoir which can be a living or non-living object. When the pathogen 17. __ C. Susceptible Host if one who has
low immunity resistance is the next victim. 18. __ D. leaves the reservoir through a Portal of Exit, the pathogen is 19.
__ E. The organism then enters the body through a Portal of Entry and the 20. __ Fill in the blanks. Choose you
answer from the choices below and write the letter of the correct answer on the blanks provided at the right side. 21.
In the three level of prevention, the first is called ____________of prevention. 21.__ 22. The objective of this first
level is to ______________ one from having the 22. __ 23. disease. ________________ is probably the best
example of this level of prevention and health education to all. 23. __ 24 . The second level of prevention is called
______________. 24. __ 25. This level of prevention aims to prevent further ____________ when the disease has
already started. The best action to do in this level is 25. __ 26. prompt diagnose and ______________. 26. __ 27.
________________ tests are excellent examples of this level. 27. __ 28. The third level of prevention is called
_____________. The focus of this 28. __ 29. Level is ________________ the sick person so as to prevent long-term
complications of the disease. The best thing to do in this level is follow-up 29. __ 30. and very close
________________(24/7) of the sick person. 30. __ Choices: A. Damage B. Immunization C. Monitoring D. Primary
level E. Prevent F. Rehabilitating G. Screening H. Secondary Level I. Tertiary Level J. Treatment 212
212. What to Transfer The learner demonstrates a complete performance on the following activities: Activity: ACT NOW!
Act now before it will be too late, as the saying goes. Lets see how you will do your part. Its time for you to do a
pantomime. The males are grouped into five smaller groups. Choose a leader who will draw a paper from the box.
The word written on the paper will be your group name. The word written on the paper will be parts of the body such
as nose, mouth, eyes, etc. Each group will be given 15 minutes to conceptualize and practice a 5-minute pantomime
presentation. The pantomime will focus on The spread of diseases using the different modes of transmission.
Example, if your leader drew nose from the box, then focus your presentation on this, Diseases are spread through
the nose using the chain of infection. The female groups will do the same just as what the males will do. The groups
name will depend on the word that is written on the paper drawn from the box. The name of the group will also be a
part of the body. The pantomime will focus on The prevention of the spread of diseases from the different modes of
transmission. Example, if the leader drew food from the box, then focus your presentation on how to prevent the
spread of infections from the food we eat. After 15 minutes, each group will present for 5 minutes. Each group must
jot down what they observed about the spread and prevention of diseases. After that, the observations will be shared
with the class. Please look into the criteria in rating your presentations. Criteria: Your score is 25 if 1. Your group will
present a very clear and understandable message. For the Male, the spread of diseases using the different modes of
transmission and For the Female, the prevention of the spread of disease from the different modes of transmission. 2.
Each member will take part in the presentation. 3. The group will present for 3 minutes. 213
213. Your score is 20 if 1. The group will clearly present the pantomime but with a little assistance from other people on
how to prevent the spread of diseases. 2. Each member of the group will actively participate. 3. The group will
present for 3 minutes. Your score is 15 if 1. The group hardly and vaguely presented a pantomime despite the
assistance of other people. 2. Most of the group members will not actively participate. 3. The group will not present
three minutes. After the presentation, share to the class what you have learned and observed from the presentations.
Are you ready to perform in real life the preventive measures on spread of diseases? HOME WORK: COMMITMENT
on how I can help prevent the spread of diseases. Write your commitment in your journal or activity notebook. Affix
your signature on your work and ask your parents to read then sign. Use the following questions as your guide. Guide
questions: 1. As a teenager, what can I do to prevent the spread of diseases? 2. How can I help my classmates,
schoolmates, and my family not to be infected by diseases? 214
214. The product or performance is a demonstration of a creative application of enduring understanding in a new or novel
context. PROFICENT (21-25%) The student demonstrates the ability to create, add value, and transfer his/her
understanding to life situations in the form of products and performances, but the product or performance can still
stand improvement in a number of areas, namely the following: 215- Values formation is evident as demonstrated by
the students in their performance. - The product or performance is well thought out by the student from planning to
execution. Potential problems have been identified and appropriate remediation has been put in place should
problems arise. - The entire process from planning to execution was carried out by the student, with no guidance
from the teacher. - ADVANCED (26-30%) The student independently demonstrates the ability to create, add value
and transfer his/her/their understanding to life situations in the form of products and performances. This means that
the product or performance reflects the following attributes: + Performance- skillful exhibition or creative execution of
a process, reflective of masterful application of learning or understanding. + Products outputs which are reflective
of learners creative application of understanding; and +Recommendation: It is time for you to make a
recommendation that will help prevent the spread of communicable diseases. Consider the following:
SUGGESTIONS: 1. Wash hands campaign poster. 2. Cleanliness slogan. 3. Personal journal on individual daily
actions to promote cleanliness. 4. Bookmark on prevention and control of communicable disease. STEP: 1. Write a
letter to your school student organization(SSO), barangay captain, parents, neighbors, etc. 2. Coordinate with your
SSO, barangay captain, parents, and neighbors if they have some activities that you can tie up with. 3. Suggest steps
or tips how to maintain and monitor it. RUBRICS: Transfer of understanding to life situations (30%) as demonstrated
through:
215. A little creative application of enduring understanding is shown in the product or performances. The context or
situation in which the understanding is applied is ordinary or common. There are limit- There is little evidence of
values formation as demonstrated by the students in their performance. - The products or performances have some
flaws in the design that the students addressed with help from the teacher. - The students attempt to do the tasks
entirely on their own, but seeks the teachers help for the majority part of the process. - The product or performance
is a demonstration of a creative application of enduring understanding in a new or novel context. APPROACHING
PROFICENCY (16-20%) The students strive to use understanding or leaning creatively in producing products or
performance as manifested in the following: - Values formation is evident as demonstrated by the students in their
performance. - The product or performance is well thought out by the student from planning to execution. Potential
problems have been identified and appropriate remediation has been put in place should problems arise. - The entire
process from planning to execution was carried out by the students with some guidance/ coaching from the teacher. -
There is no evidence of values formation as demonstrated by the students in their performance. 216- The product or
performance is poorly thought out from planning to execution. There are many obvious flaws in the design that the
student has ignored. - The entire process from planning to execution was poorly carried out by the student), without
the teachers guidance and coaching. - Every aspect (e.g. formatting, organization, package, presentation) of the
product or performance is just a copy of what has been taught in class. BEGINNING (6-10%) The student shows
great difficulty in using understanding or learning creatively in producing products or performances. The difficulty is
manifested in the following: - There is almost no evidence of value added by the student in the execution of the
process or in the use of understanding or learning. - The product or performance is poorly thought out by the student
from planning to execution. There are marked flaws in the design that the student is not even aware of. - The entire
process from planning to execution had not been carried out by the student, without the teachers guidance and
coaching. -ed attempts at novelty (e.g. formatting, organization, packaging, presentation). DEVELOPING (11-15%)
The students show inadequacy in using understanding or learning creatively in their products or performances. The
inadequacy is manifested in the following:
216. The product or performance does not show creative application of enduring understanding. The context or situation
in which the understanding is applied is very ordinary or common. There are no attempts at novelty (e.g. in
formatting, organization, packaging, presentation). 217-
217. Activity 2 - Self Monitoring In your journal/activity notebook, copy the chart as shown. In your daily chart, write what
you can do to keep your self, home, school, and community clean. Prepare four copies of this chart. Ask your parents
and your teacher to monitor you if you are doing it. Attach your signature and your parents signature too. SELF
MONITORING CHART Committed to maintain Monda y Tuesda y Wednesda y Thursda y Frida y Saturda y Sunda y
Cleanliness -Self -Home -school community Check only if you have accomplished it Committed to do M T I do not
drink from somebodys bottle/glass. I use my own comb and dont share others comb. I do not share my towel or
use others towel. I do not share my socks to others or use other socks. I wash my hands before and after using
them. I wear only washed clothes ________________________ STUDENTS SIGNATURE W Th F S S
______________________________ PARENTS SIGNATURE Figure 2 218
218. Summary/Synthesis/Generalization It is very encouraging to know that you are through with this material, Disease
Prevention and Control (Communicable). Your readings, accomplishments in doing the activities and projects or
performances and interacting, discussing with your classmates are assurances that you have learned a lot from this
material. The saying, Prevention is better than cure become more significant to you because of the importance of
practicing preventive measures that diseases will not infect you. It is also a challenge on your part to practice daily
these preventive measures you have learned. I know that you will share them to your family, friends, and classmates
especially how this module influenced you. A saying goes, Learning without application is no learning at all. In the
first part of this material, you are introduced to the overview content of this material and likewise the things you are
expected to do. In the pre-assessment you are given activities that help you assess how far you know the lessons
and you are introduced to new concepts. The learning goals and targets serve as your guide that lead you to what is
expected of you. Part one is what to know. Your knowledge is challenged there. The activities given aim to evaluate
your stock knowledge. Misconceptions are clarified as you go through this part. There are readings given to enhance
and let you know that there are many things to learn. In part two, what to process, you are provided with activities that
help you assess your skills especially in processing challenges in life. One of which is how you can be part of the
prevention and control of communicable diseases. Part three deals with what you need to reflect and understand.
You are made to see what others cannot see or your attitude is put to a test to really see if you can apply what you
have learned. In this part, you do not just learn how to cook rice or do the cooking but you learn why you need to
cook and the result of your cooked food should be good t your health. Finally, the fourth part is the final test to see if
you understood the what, when, where, who, why, and how to prevent and control communicable diseases. Now, can
you really say that you make all what youve learned part to your daily life? The answer lies in you. 219
219. GLOSSARY OF TERMS A ATHLETES FOOT -is caused by a fungus that grows on or in the top layer of skin. B
BACTERIA - are one-celled microscopic organisms that rankamong the most widespread of living things. Some are
small that a single grain of soil may contain over 100 million of them and most bacteria do not ause disease.
BIOFEEDBACK -is a process of becoming aware of physical events in your body that normally you are not aware
of.C COMMUNICABLE DISEASES - are those that are transmissible from one host, person (host) or animal, to
another person. CONVALESCENCE is the stage when acute symptoms of infection disappear.D DISEASE - is an
abnormal condition affecting the bodyof an organism.F FUNGI -are simple organisms that cannot make their
ownfood.H HOST - is a plant or animal that the parasite feeds I ILLNESS STAGE - is the interval when a sick person
manifests signs and symptoms specific to a certain type of infection. IMMUNITY is the bodys natural resistance to
pathogens. INCUBATION STAGE - is the interval between the entry of pathogen into the body until the appearance
of first sign or symptom. JOCK ITCH is characterized by an itchy, red rash on thegenitals, inner thighs and buttocks.
It occurs in warm, moist areas of the body and is common athletes and people who are obese or perspire great
deal.M MODE OF TRANSMISSION -is a method of transfer by which thepathogen moves or is carried from one host
to another. PASSIVE IMMUNITY - is the temporary immunity that the infant acquires from the mother. PARASITE - is
a microorganism that gets their food supply in aliving plant or animal. 220
220. PATHOGEN is an organism that causes disease to its host; also known as infectious/disease agent. PORTAL OF
ENTRY - is an opening that allows the microorganism to enter the host. It includes body orifices, mucus membranes,
or breaks in the skin. 221
221. PORTAL OF EXIT - is a place of where pathogen leaves the reservoir such as the nose, mouth, or anus.
PRODROMAL STAGE - is the interval from the onset of non-specific signs and symptoms to more specific
symptoms. PROTOZOANS - are single-celled organisms that are larger than bacteria and have more complex
cellular structure. R RESIDENT BACTERIA - that lives in the human mouth and intestines and on our skin.
RESERVOIR - is a place where pathogen thrives and reproduces such as human beings, animals, and inanimate
objects such as water, table tops, and doorknobs. RICKETTSIAS - are organisms that are considered intermediate,
that is, somewhere between a virus and a bacterium. RINGWORM - of the body (Tinea Corporis) usually causes a
very itchy rash. It is caused by fungus. It often makes a pattern in the shape of a ring, but not always. Sometimes it is
just a red, itchy rash. S SUSCEPTIBLE HOST - is a person who cannot resist a pathogen because of weak body
immunity. SYMPTOMS - are subjective manifestations of disease such as stomach ache. T TOXINS BACTERIA - are
bacteria that produces certain poison. 222
222. V VIRUS - are small, simple lifelike forms-from one half to 100 the size of a bacteria. VACCINES - are preparations
that usually composed of dead or weakened viruses that provide immunity by causing the body to produce antibodies
against the pathogen. W WARTS - are the most common of dermatological complaints. Warts are slightly contagious
and you can spread them to other parts of your body by touching them or shaving around infected a 223
223. RESOURCES BOOKS Glenco. Glenco Health: A guide to wellness. Glenco/Mc Graw-Hill Publishing Company., May
1, 2001, pages 250-255. Glenco. Glenco Health: Chapter 23 Causes of Communicable Diseases. Glenco/McGraw-
Hill Publishing Company. State of New Jersey. New Jersey Comprehensive Health Education and Physical Education
Curriculum framework (Chapter 8 Sample Learning Activities) 19962010. WEBSITE Picture Clips-
www.healthline.com/health/skin disorder, retrieved September 26,2012 www.mayoclinic.com/health, retrieved
September 26, 2012 www.sciencephoto.com, retrieved September 26, 2012 ph.images.search.yahoo.com, retrieved
September 26, 2012 & Oct. 24, 2012 Acne Prevention, www.topsites.4u.net, retrieved October 24, 2012
Kidshealth.org/parent/infections/fungal/ringworm, retrieved October 25, 2012 Chain of Infections Michelle Ziegler,
Contagions, wordpress.com, retrieved September 26, 2012 Disease process, faculty.irsc.edu, retrieved October 24,
2012 En.wikipedia.org/wiki/infection, retrieved September 26, 2012 Picture Clips- www.healthline.com/health/skin
disorder, retrieved September 26, 2012 Ph.images.search.yahoo.com/search/images, retrieved September 26, 2012
Skin Diseases image collection, retrieved September 26, 2012 224
224. Unit IV: Prevention of Substance Use and Abuse (Cigarettes and Alcohol) 225
225. INTRODUCTION This learning material is designed to inform you about the dangers of gateway drugs and teach you
the various strategies to prevent substance use and abuse. It will provide you with a solid knowledge base from which
you may gain more information about prevention, intervention, and laws governing substance abuse. You will also
learn about the implications of cigarettes and alcohol use to self, family, community and the country as a whole.
Varied activities are designed to help you learn strategies to prevent cigarette and alcohol use and abuse. Because
they are generally accepted and widely available, cigarette and alcohol remain both major health threats among
Filipinos. What is more alarming is the fact that use of these gateway drugs makes one more vulnerable to dangerous
drugs such as marijuana and shabu. Thus, it is always best not to light that first cigarette or drink that first bottle of
beer. Live with the principle: Be smart, do not start! As you go through this learning material, you need to answer
the assessment which checks your prior knowledge and understanding of the topics. Activities are divided into four
parts namely: Knowledge, Process, Understanding and Transfer. Every part will be culminated by an assessment to
check your level of proficiency. Suggested media resources and beyond class hour activities are also provided to
enhance and enrich your learning during days without classes. We did our best to make a learning material you
would surely enjoy and refer to often. There are few quizzes, but they are only there so you can check your progress.
There are also some exercises so you can practice your skills. They are meant to help you understand so do them at
your leisure. Stay healthy and enjoy learning! 226
226. Discuss strategies in the prevention and control of cigarette smoking and drinking alcoholic beverages o Apply
resistance skills in situations related to cigarette and alcohol use o Enumerate healthy alternatives to cigarette and
alcohol use o Follow school rules and government laws related to cigarette and alcohol use o Prepare advocacy
materials against cigarette and alcohol use 227- Analyze the implications of drinking alcoholic beverages o Describe
the harmful short and long-term effects of drinking alcoholic beverages o Interpret blood-alcohol concentration in
terms of physiological changes in the body o Explain the impact of drinking alcoholic beverages on the family,
community, and country - Analyze the implications of cigarette smoking o Describe the harmful short and long-term
effects of cigarette smoking on the different parts of the body o Discuss the dangers of mainstream, sidestream or
second-hand and third-hand smoke o Explain the impact of cigarette smoking on the family, environment, community,
and country - Discuss cigarettes and alcohol as gateway drugs -Objectives At the end of this learning material, you
are expected to:
227. Pre-Assessment SELF-INVENTORY (ACTIVE OR PASSIVE?) Number a page in your MAPEH notebook or activity
sheet from 1 to 15. Read and answer each item below by writing YES or NO. Total the number of yes responses for
items 1 to 5, 6 to 13, and 14 and 15. 1. Do you smoke? 2. Is there someone who lives with you, who smoke? 3. Do
you have friends who smoke? 4. Are you often exposed to cigarette smoke? 5. Do you sometimes find yourself with
people who smoke? 6. When people around you smoke, do you let them know that you do not want to inhale or smell
their smoke? 7. Have you tried giving disapproving look at people who smoke to let them know that you indirectly
dislike smoking? 8. Have you ever commented about someone smoking but not directly to the smoker? 9. Have you
ever asked smokers to get rid of their smoke? 10. Have you ever asked smokers to transfer to another place so that
you would not inhale their smoke? 11. Have you ever tried moving away from a smoker who does not listen to your
appeal? 12. If you are in a vehicle and someone is smoking, do you roll down the window or turn towards the window
to avoid inhaling smoke? 13. Have you ever tried moving away from a smoker without asking him/ her to move away
instead? 228
228. 14. Will you just let smokers smoke near you, choosing to be passive, saying nothing and doing nothing? 15. Are you
afraid that if you speak out and ask a smoker to stop smoking or move away from you, that he/ she will laugh or get
mad at you? What is your score in the self-inventory? 229
229. If you answered YES for items 1 to 5, you might be at risk of exposure to smoke. Now, for items 6 to 13, if you
answered YES to five or more questions, you are in the active zone and you stand for your rights and protect your
health. If you answered YES to 3 or 4 questions, you are heading towards standing for your rights and protecting your
health. If you answered YES to 1 or 2 questions, you are beginning to stand for your rights and protect your health. If
you answered NO to items 6 to 13, you are a passive smoker and need to learn to stand up for your rights and
protect your health. If you answered YES to items 14 and 15, it is important to learn how to be active in standing up
for your rights and protecting your health. 230
230. VALUES CLARIFICATION Copy the illustration below in your notebook or activity sheet. Based on your self-inventory
score, encircle the part using any marker or ballpen that best describes your current position on the chart below.
PASSIVE ZONE ACTIVE ZONE SAYS NO TO SMOKING (ACTIVE ZONE) HEADING TOWARDS STANDING FOR
RIGHTS BEGINNING TO STAND FOR RIGHTS DOES NOT SEE RIGHT AGAINST SMOKING AT RISK OF
EXPOSURE TO SMOKE (PASSIVE ZONE) 231
231. WHICH ZONE ARE YOU IN? Copy and answer BOX A if you are in the PASSIVE ZONE. On the other hand, copy
and answer BOX B if you are in the ACTIVE ZONE. BOX A (PASSIVE ZONE) BOX B (ACTIVE ZONE) 1. My first
step in standing up for my rights when I am in danger of being exposed to cigarette smoke is ___________________.
1. I will help passive smokers who are afraid to stand up for their rights to speak up for themselves on the issue of
second hand smoke by ____________________. 2. The last time I inhaled someone elses smoke, I became a
passive smoker because _____________. 2. Every time a person smokes near me, I politely react by
________________. 3. I will do the following steps to become more active about avoiding passive smoke:
____________________. 3. The following are my ways of protecting my health from the dangers of smoke:
________________________ ___. 4. I know that the benefits of being active about avoiding smoke are _______. 4.
The benefits of sharing this healthy information will be __________________. 232
232. ANSWER THIS! Answer the following questions in your notebook or activity sheet: 1. Why is it important for people
who dont smoke to stand up for their rights? What harmful chemicals do you think people can get from inhaling
cigarette smoke? 2. How can you stand up for your rights and protect your health from the dangers of cigarette
smoking? 3. What can you suggest to people who are at risk of exposure to smoke and its harmful chemicals? 4.
What if your friends started smoking, will you also smoke for your friends sake? Why or why not? 5. What will you
tell your friends who smoke? What will you do if they dont listen to your advice? 233
233. SELF-INVENTORY (ALCOHOL: IS IT COOL?) Number a page in your MAPEH notebook or activity sheet from 1 to
15. Read and answer each item below by writing YES or NO. Total the number of YES responses. 1. Have you ever
had a drink 8. Do you get irritated or mixed with alcohol? annoyed when people talk about your drinking? 2. Have you
ever had more than one glass or bottle of alcoholic 9. Do you drink until the supply is drink in a two-hour period?
gone? 3. Do you drink 10. Do you sometimes deny your alcoholic drinking when someone asks if beverages on a
regular basis you drink? (everyday, every weekend, at all parties attended, etc.)? 4. Do you drink 11. Do you find it
difficult to say no when someone else invites alcoholic you for a drink? beverages to get away from problems? 12. Do
you sometimes drink even though you know that it will 5. Do you beverages to drink alcoholic become affect your
work or class the next more day? comfortable with other people? 13. Do you leave class or work 6. When you are
troubled or just to attend a drinking session angry, do you drink alcohol right with groups? away? 7. Have 14. Are
your grades suffering you ever because of your drinking? received comments about your drinking? 15. Have your
friends left or avoided you because of your drinking? 234
234. What is your score in the self-inventory? Give yourself 1 point for every YES answer. Total your score and read the
interpretation below: SCORE 0 to 2 INTERPRETATION Congratulations! You do not have a problem with alcohol. 3
to 5 You could be on your way to having a problem with alcohol. 6 to 8 Chances are you already have a problem with
alcohol. 9 and You really need help! You have a serious problem above with alcohol. 235
235. My personal rewards for successfully overcoming drinking problems are __________- The people I will turn to for
suggestions and support in overcoming drinking problems include __________ - My personal schedule to stop
drinking is on __________ - One way for me to stop drinking and avoid possible problem is __________ - If I
accompany a drunk driver, I plan to __________ One step I need to take to stop driving after drinking is __________
236 I really like to drink - - One way which helps me to stay alcohol-free is __________ To help my family member or
friend to stay alcohol-free, I plan to __________ - -OPEN-ENDED STATEMENTS Choose among the three
diagrams the characteristic or description that is appropriate for you, then complete the statement that follows. I have
tried driving while drunk/I have accompanied a driver who has been drinking I have no problem with alcohol
236. ANSWER THIS! Answer the following questions in your notebook or activity sheet: 1. How can you avoid the risks of
being an alcoholic? List ways and explain each. 2. What if someone asks you to drink an alcoholic beverage, what
will you say and do to avoid the situation? Share this with the class. 3. What if a friend of yours invited you for a drink
at his/ her house and told you he/ she will drive you home after, what will be your reaction? What will you tell him/
her? 4. Why is it important not to drive vehicles when you went drinking? GOALS My Personal Goals: After reading
the information and doing the activities in this learning material, I as a learner will be able to do the following: 1. 2. 3.
4. 5. ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________ 237
237. ADVAN CIENT CED PROFI ADVAN CED 238 5 points PROFI CIENT APPROA CHING PROFICI ENCY
DEVEL OPING BEGIN NING ADVAN CED Transfer PROFI CIENT APPROA CHING PROFICI ENCY
DEVEL OPING BEGIN NING ADVAN CED Understan ding PROFI CIENT APPROA CHING PROFICI ENCY
DEVEL OPING BEGIN NING DEVEL OPING Process BEGIN NING APPROA CHING PROFICI ENCY 3
Knowledge points Rate Your Current Proficiency Level: Rate your current proficiency level for each part by shading
the circle before the proficiency level. Each part is worth a total of 5 points. This will serve as your guide as you track
your learning progress as we move along. PROFICIENCY LEVEL PARTS 1 point 2 points 4 points
238. LESSON 1: The Dangers of Cigarette Smoking PART ONE WHAT TO KNOW Quiz Time This quiz will not be
recorded. It will assess your prior knowledge about smoking in order to prepare you for the main activities in this
learning material. Are you ready? If you are, then answer the following questions in your notebook or activity sheet. A.
Supply the Missing Word by writing the correct answer in your notebook/ answer sheet/ journal. 1. . 2. 3. Cigarette
smoking primarily affects the _____ system Examples of gateway drugs are _____ and _____. 4. ________ is the
addictive chemical in smokeless tobacco and cigarettes. 5. ________is a plant whose leaves can be rolled in a cigar
or pipe and can be smoked. 6. A kind of smoke emitted by cigarettes which smokers directly inhale is called
________. 7. ________ are drugs non-drug-users might try out and can lead to trying more dangerous ones. 8.
________ is the abnormal strong craving for and dependence on something that is psychologically or physically
habit-forming like cigarette smoking and alcohol use. 9. The Tobacco Regulation Act of 2003 is also known as _____.
10. _____ is a malignant growth of cells in the lungs due to cigarette smoking. 239
239. B. True or False. Write TRUE if the statement is true and FALSE if the statement is false. Write your answers in your
notebook/ answer sheet/journal. 1. Secondhand smoke is dangerous to ones health. 2. Smoking inside the school
premises is a violation of R.A. 9211. 3. Cigarette smoking and use of smokeless tobacco kills thousands of Filipinos
every year. 4. The longer cigarette smoke stays in the body, the more it causes damage to body parts. 5. Cancer,
heart diseases, and chronic obstructive pulmonary disease (COPD) are just some of the diseases caused by
cigarette smoking. 240
240. Start Up Activity Study the editorial cartoon on the right side. Describe the picture. Do you agree with what the picture
intends to tell you? Gateway drugs such as cigarettes and alcohol are legal drugs that a non-drug user might try,
which can lead him/her to more dangerous drugs such as marijuana and shabu. 241
241. Since cigarettes and alcohol are readily available and generally accepted in our society, many people use them for
various purposes. Teenagers like you are especially vulnerable because you are curious and risk-takers. According
to the study done by the National Youth Commission (NYC), 2 out of 5 Filipino teenagers aged 13 to 15 years old
smoke cigarettes (philstar.com, March 16, 2012). Furthermore, in a study conducted by an antitobacco group in the
year 2011, ten Filipinos die every year of tobaccorelated diseases (Philippine Daily Inquirer, Sept. 19, 2011). Health
experts explained that the continuous increase in cigarette use and alcohol consumption by Filipino teenagers is due
to its very cheap price. Many prohealth groups are now asking the government to increase taxes of cigarette and
alcohol companies. The increase in taxes will likewise increase cigarette and alcohol prices in the country. Activity 1:
Key to Knowing Copy and complete the key diagram below. List the two gateway drugs in the two smaller boxes and
the examples of dangerous and illegal drugs in the bigger box. DANGEROUS AND ILLEGAL DRUGS GATEWAY
DRUGS 242
242. Activity 2: Why do Teenagers Smoke? Answer the questions found on each cigarette diagram. Place your answers
on the smoke provided space. Why do teenagers smoke? Why do teenagers experiment on more dangerous drugs?
Answer the guide questions in your notebook or activity sheet. 1. Do you think the mentioned reasons put your health
at risk? Why or why not? 2. What are healthier and safer alternatives to smoking? 243
243. Would it make one feel bad if I do it? 244E Could it get into trouble? E Could anyone be harmed if I do it? How?
EActivity 3: How To Say No! Practice this three-step technique for saying NO. Ask yourself each of the questions. Ask
a family member, a classmate, or a friend these questions and positively ask him/her your position. Step 1: What is
the problem? Say what is wrong. Say That it is wrong., Smoking is bad., That is prohibited., or Drinking alcohol
is against the school rules. Step 2: What could happen? Ask the following:
244. Walk away if you cant change your friends mind. 245E Tell a story. Say My father got really sick with smoking. It
was painful., or My grandmother died from smoking. I dont want that to happen to me or to you! E Give reasons. I
dont smoke, its bad for the health., Im proenvironment, smoking makes the air dirty, or I have a training today, I
need clean air to get going, or Lets play basketball, beat me! E Joke about it. Say My parents are good at
smelling, I wont get past them. or Are you really ready to die? Im not! E Tell the truth. Say I hate smoking. It
makes my breath smell ba., Smoking makes the body smell stink. or Im too young to die. E Change the topic.
Say Im going to the park, you can come with me. or Would you like to see a movie with me? E Say No. No, Im
not interested, or simply say No EStep 3: What are the ways of saying NO? Choose from any of the following:
245. Activity 4 - Brainstorming Brainstorm a list of words or phrases that describe or remind you of Smoking and Alcohol.
Some of these words and phrases may start with the letters in your topic words. SMOKING ALCOHOL 1. 2. 3. 4. 5. 6.
7. 8. 1. 2. 3. 4. 5. 6. 7. 8. 246
246. Activity 5: Acrostic Poem Write acrostic poems using the topic words Smoking and Alcohol. You may use the words
or phrases that describe or remind you of the topic word that you have brainstormed. Your poem should be about the
topic word beginning with the letter of the word. S A M L O C K O I H N O G L 247
247. Check Your Knowledge: Beyond Class Hours: 1. What are gateway drugs? Why are these drugs called gateways?
How can gateway drugs open doors for teenagers like you to try more dangerous drugs? Interview friends, relatives,
and other teenagers about their views on gateway drugs. Make a write-up of the interview on how gateway drugs can
make people try more dangerous drugs. What will you tell people who already smoke or drink, based on this activity?
2. Analyze the implications of cigarette smoking and alcohol use on the following: self, family, environment,
community, and country. Using your mathematical skills, add up how many cigarettes a person can puff? How much
will that be for a day? Add up the cigarette consumption in a week, in a month, and for a year. What can you buy for
that sum of money? In your activity sheet/notebook, copy the figures as shown and fill the out with appropriate entries
called for. 248
248. CIGARETTES 1 Pack/Week 2 Packs/Week 3 Packs/Week Total Annual Cost: Total Annual Cost: Total Annual Cost:
Items I Can Buy For This Amount: Items I Can Buy For This Amount: Items I Can Buy For This Amount: 249
249. ALCOHOLIC DRINKS 1-3 Bottles per Week 4-6 Bottles per Week Total Annual Cost: Total Annual Cost: Items I Can
Buy For This Amount: Items I Can Buy For This Amount: 250 7 or more Bottles per Week Total Annual Cost: Items I
Can Buy For This Amount:
250. Search for videos about the dangers of tobacco smoking at www.youtu- Search for the following video titles owned
by www.cdc.gov/tobacco: - Destiny - Heart Stopper (2010 Surgeon General PSA) Example: -3. Thousands of Filipino
teenagers smoke and drink alcohol every day. They know it is bad for their health, but they still smoke and drink.
What do you think the body organs will tell someone after he/she smokes or drinks alcohol? Research and make
comics or rage face of the different effects of smoking and drinking on the body. EFFECTS OF SMOKING ON THE
BODY Recommended Media Resources: Browse www.quitsmokingnorthampto n .com/whats-in-a-cigarette.php for
information about chemicals present in cigarettes 251- Try online acrostics at www.readwritethink.org
/files/resources/interactives/ acrostic/ Rage Face Comics -be.com
251. PART TWO - WHAT TO PROCESS Nicotiana tabacum (photo from http://lemur.amu.edu.pl/share/php/mirnest/
species_images/Nicotiana_tabacum.jpg) Tobacco is a tall, leafy plant, originally grown in South and Central America,
but now cultivated throughout the world. There are many species of tobacco but Nicotiana tabacum or sometimes
called common tobacco is preferred for producing present day cigarettes. Tobacco use has been recorded as early
as 600-900 C.E. as carved drawings on stones, were discovered in Mexico. American Indians smoked it for special
religious occasions and medical purposes only. They never smoked cigar everyday. 252
252. According to the World Health Organization (WHO), tobacco smoking and chewing is the second leading cause of
death around the world. It is responsible for the death of one in ten adults worldwide approximately reaching about 5
million deaths in a year. It is estimated that the death toll will rise to 10 million each year by the year 2020. Each time
a person puffs a cigarette or chew tobacco, more than 4,000 chemicals comes into his/her contact. All of these
chemicals harm people in one way or another. In studies conducted, 43 of these chemicals are known carcinogens.
Carcinogens are substances which cause cancer. Nicotine, the addictive drug found in tobacco products like
cigarettes is a poisonous stimulant. A stimulant drug increases the central nervous system (CNS) activity. The central
nervous system controls all body organs like the heart, lungs, brain, and processes like heart rate, blood pressure
rate, respiration rate, and more. 253
253. Third-hand Smoke smoke left for a long time on sofa, beddings, pillow and other objects. This smoke also called
residual tobacco smoke (RTS) settles along with dust and can last for months. This smoke still contains harmful
chemicals and carcinogens. 2544Sidestream Smoke the smoke that comes out of the lighted end of a cigarette or
pipe. This is also called second-hand smoke (SHS) or environmental tobacco smoke (ETS). This is more
dangerous than mainstream smoke. 4Mainstream Smoke refers specifically to the smoke that a smoker directly
inhales. 4Every time a cigarette is lit, smoke is emitted. There are three smokes produced by cigarette smoking
namely:
254. The Environmental Protection Agency (EPA) classifies second-hand smoke as a Group A Carcinogen. This means
that cigarette smoke has substances known to cause cancer to humans. Short exposures to second-hand smoke can
also cause changes in a passive smoker's blood, making blood platelets stickier, adding friction to the blood vessels
causing damages to its lining and thus causes an increase in heart rate and performance (www.epa.gov). Activity 1:
Gateway To A Healthy Family Life Materials: pencil, marker, bond paper On a bond paper, draw a gate on the lower
left side. Leading from your gate will be pathways that will describe directions your life will take. Draw these paths and
write beside the paths your goals and targets in life (present and future). Share your work with your friends, parents,
relatives, and teachers. jcyap 2012 Sample drawing for Activity1 255
255. Activity 2: The Dangers Within Draw a cigarette stick on your activity sheet (bond paper, oslo paper, intermediate
paper). List several chemicals that you think is present in a cigarette stick. Write these chemicals around the cigarette
stick you have drawn. Activity 3: Text Twister The following are known dangers of cigarette smoking and tobacco use.
Arrange the letters for each item to decipher the word(s). A hint is provided below and beside the word(s). H H H H H
H III G G G B B B O O O O O O LL L D D D E E E R R R U U U S S S E E E S S S Hint: Too much exertion of blood
against the arteries causing damage E E E T T T A A A R R R H H H III D D D A A A Hint: Involves the
cardiovascular system 256 S S S S S S E E E E E E S S S R R R P P P
256. O O O U U U LL L F F F Y Y Y B B B O O O D D D LL L E E E LL L S S S Hint: What cigarette smoke can do to your
body smell D D D A A A B B B S S S III T T T S S S E E E A A A A A A T T T E E E B B B R R R H H H R R R III C C
C H H H B B B O O O N N N Y Y Y H H H E E E M M M Hint: Foul smell exhaled from the mouth Hint: Inflammation
of the airways from the trachea into the lungs P P P M M M Hint: Damaged air sacs in the lungs N N N E E E A A A O
O O N N N III P P P M M M U U U Hint: Infection of the lungs 257 M M M
257. T T T A A A S S S H H H A A A M M M Hint: A chronic disease which affects the airways R R R E E E N N N C C C A
A A C C C Hint: Group of diseases which makes body cells grow uncontrollably Activity 4: RISKS OF CIGARETTE
SMOKING Below are sample pictures that are being used in other countries as warning for cigarette smokers.
Carefully look at each picture first, then answer the guide questions on the space provided below. Photo Credits:
http://trailhonky.com/.samples/smokers-body-diagram 258
258. Guide Questions: 1. What did you feel while looking at these pictures? 2. What generalization can you form based
from the given pictures regarding the longterm health effects of cigarette smoking? 259
259. Check Your Knowledge: Beyond Class Hours: 1. What harmful chemicals and carcinogens are present in cigarette
smoke and chewing tobacco? List the implications of cigarette smoking and chewing tobacco to a smokers body.
Would you like to have these dangerous chemicals in your body? 2. Why are mainstream, sidestream, and third-hand
smoke dangerous to ones health? Would you like your loved ones also to get these chemicals emitted from
sidestream and third-hand smoke? 3. Describe and explain the short-term and long-term effects of cigarette smoking
and tobacco chewing. Look for pictures of the different diseases caused by cigarette smoking. Show these pictures in
class. Ask the class how they feel after viewing the pictures. 4. Look at the picture of the Smokers Body located at
the next page. Why is the picture presented as such? What can you say about the picture? 260
260. Photo Credit:
http://1.bp.blogspot.com/_kSbUtQ5epro/Sizpvk6sbWI/AAAAAAAAADk/ct12iRXHbcg/s400/smokersbod.jpg 261
261. POLICIES AND LAWS AGAINST CIGARETTE SMOKING Republic Act No. 9211, otherwise known as The Tobacco
Regulation Act of 2003 is the law governing tobacco production, distribution and use. Some of its important provisions
are the following: HEALTHFUL ENVIRONMENT Section 5. Smoking Ban in Public Places. Smoking shall be
absolutely prohibited in the following public places; a. Centers of youth activity such as playschools, preparatory
schools, elementary schools, high schools, colleges and universities, youth hostels, and recreational facilities for
persons under eighteen (18) years old; b. Elevators and stairways; c. Locations in which fire hazards are present,
including gas stations and storage areas for flammable liquids, gas, explosives, or combustible materials; d. Within
the buildings and premises of public and private hospitals, medical, dental, and optical clinics, health centers, nursing
homes, dispensaries, and laboratories; e. Public conveyances and public facilities including airport and ship terminals
and train and bus stations, restaurants and conference halls, except for separate smoking areas; and f. Food
preparation areas. 262
262. Section 9. Minimum Age Sales. Under this Act, it shall be unlawful a. for any retailer of tobacco products to sell or
distribute tobacco products to any minor (persons below 18 years of age); b. for any person to purchase cigarettes or
tobacco products from a minor; c. for a minor to sell or buy cigarettes or any tobacco product; and d. for a minor to
smoke cigarettes or any other tobacco products. It shall not be a defense for the person selling or distributing that
he/she did not know or was not aware of the real age of the minor. Neither shall it be a defense that he/she did not
know nor had any reason to believe that the cigarette or any other tobacco product was for the consumption of the
minor to whom it was sold. Section 10. Sale of Tobacco Products Within School Perimeters. The sale or distribution
of tobacco products is prohibited within one hundred (100) meters from any point of the perimeter of a school, public
playground, or other facility frequented particularly by minors. 263
263. Chapter 2, Article 5, Section 24 of Republic Act No. 8749, also known as the Philippine Clean Air Act of 1999 states
that: Smoking inside a public building or an enclosed public place including public vehicles and other means of
transport or in any enclosed area I Do? Activity5: What Willoutside of one's private residence, private place of Source:
www.chanrobles.com work or any duly designated smoking area is hereby prohibited under this Act. This provision
shall be implemented by the Local Government Units. After learning about our laws against smoking, the class will be
divided into 4 groups. Each group will choose a situation below to role play. 264
264. Rubric for Role Playing Criteria Works cooperativel y with group Presentation and perspective Excellent 4 Always
willing and focused during tasks and presentation. Good 3 Usually willing and focused during assigned tasks and
presentation. Adequate 2 Sometimes willing and focused during assigned tasks and presentation. Convincing
communicati on of characters role, feelings, and motives. Competent communicati on of characters role, feelings,
and motives. Adequate communicati on of characters role, feelings, and motives. 265 Basic 1 Rarely willing and
focused during assigned tasks and presentation . Limited communicati on of characters role, feelings, and motives.
265. Criteria Use of nonverbal cues (voice, eye and body movements , props, costumes) Information accuracy Excellent 4
An impressive variety of non-verbal cues were used in an excellent way. Information appears to be always accurate.
Good 3 Good variety (3 or more) of non- verbal cues were used in a competent way. Adequate 2 An acceptable
variety of non-verbal cues were used in an adequate way. Information Information appears to be appears to be
usually sometimes accurate. accurate. Basic 1 Limited variety of non-verbal cues were used in a developing way.
Information appears to be rarely accurate. TOTAL Level of proficiency Advance 15-16 points Proficient 11-14 points
Approaching Proficiency 8-11 points 266 Developing Beginning 4-7 points 0-3 points
266. Process This! Answer the following: 1. How can you, as a family member and a citizen of our country help minimize, if
not totally eradicate the harmful effects of cigarette smoking and tobacco use? Explain and give examples. 2. How
will you protect your family, friends, and others from the dangers of smoking and chewing tobacco? Explain and give
examples. Beyond Class Hours: Self-Reflection: How do you feel about nonsmokers rights? How do you fight for
these rights? Family Involvement: Ask your family about smoking policies at their work or school. Share your findings
to the class. 267
267. www.cancer.org/Cancer/CancerCauses/TobaccoCa ncer/secondhand-smoke vsearch.nlm.nih.gov
www.who.int/tobacco/wntd/en/ Anti-tobacco Laws 268- - - -Community Involvement: Interview 5 people in your
community who have quit smoking. Prepare personal information and question sheets for them to answer about
smoking and how they quit. Your class can decide whether you will have a standard format including questions for
the interview. Draw conclusions about your findings and present it to class. Recommended Media Resources:
268. PART THREE - What To Process Activity 1: Recreation and Sports Day This Activitymust be planned a day or two
before the event. The class can have games, sports or dance competition which can be played for 40 minutes.
Remember that your game or sports must not be hard to organize. The class should be grouped into committees.
Each committee is assigned specific tasks. Have fun on your Recreation and Sports Day! Volleyball competition
within class groups 269
269. Activity 2: Pledge Wall Materials: Sample Pledge Wall A large paper or board (manila paper, cartolina or illustration
board) Several markers or crayons Sign boards Place your pledge wall at an easily seen/visible corner of the school
like lobbies, covered courts, open grounds, etc. It will be better if you will ask permission from your school head.
Make the corners of your pledge wall colorful and artistic to attract people to write. Ask people (teachers, fellow
students, school staff, parents and guests) to write on the pledge wall regarding what they can do to prevent and
control cigarette smoking and tobacco use and let them sign their names. 270
270. 271 Activity 3: Smoking and Its Impact Analyze the impact of cigarette smoking in your community by interviewing
your local leaders and community members. Prepare your guide questions in class. Activity 4: Thank You Notes
Write thank you notes addressed to a person who said NO to smoking, has stopped smoking, or has helped in the
advocacy of a smokeless community. Highlight in your thank you notes how they have contributed in making a
healthy environment and community. Activity 5: My Health Journal Write a journal explaining how you manage to be
smoke-free. You can use pictures, drawings and other creative ideas to make your journal beautiful.
271. Beyond Class Hours: Answer the following: 1. What are the strategies or ways to prevent and control the use of
tobacco products like cigarettes? 2. If your classmate offered you a smoke at a hidden corner of the school, what will
you say? What will you do? 3. What if a friend of yours started to smoke? How will you make him/ her quit early
before it is too late? 4. What are the school rules or government laws regarding the use of tobacco products such as
cigarettes in your community? Interview a school personnel or research on government laws. Report your findings to
the class. 5. Practice resistance skills with your friends and family members. Use the various ways of saying no to
smoking. 272
272. What to Transfer Now that you know how cigarette smoking negatively affects the body and the environment, it is
time to produce advocacy materials for the prevention of cigarette use. 273
273. Activity 1: Advocacy Materials Analysis In order for you to prepare making your own advocacy materials, carefully
analyze first available materials on the internet and write the message that it conveys to you on your activity
notebook. http://paradoxoff.com/files/2008/10/quit-smoking-ad-18.jpg 274
274. http://pagerejo.com/wp-content/uploads/2011/02/anti-smoking-9.jpg http://www.solarcigarette.com/blog/wp-content/
uploads/2011/04/second-hand-smoking-mom.jpg 275
275. Activity 2: Make your Own Advocacy Materials You will now be making your own advocacy material. Form a group
with five to six members and choose among these three formats. Song or Poem Write a song or poem which focuses
on alternative strategies or ways to prevent cigarette smoking. Include how cigarettes can destroy ones life and
family. Artwork/ Poster Create a poster either manual or digital which depicts the cause and effect of cigarette use.
You can use junk materials to create a three-dimensional art. Include a title and short description of your masterwork.
276
276. Video presentation Create a 5-10 minute video presentation about the dangers of cigarette smoking and movement
against smoking. Write a synopsis or abstract of the video. Establish your core message, that is, what the main thing
you want the public to know. This message will be carried by your advocacy material and will be repeatedly
mentioned. Add or create your own images like pictures, icons to visually enhance your advocacy material. If images
come from a book, magazine, website, or other sources, dont forget to credit these in your reference corner. Use the
rubric to improve your advocacy material. Submit your material to your teacher after a week. _____________. (Date)
277
277. RUBRIC FOR ADVOCACY MATERIAL MAKING Criteria 4 Labels Graphics Relevance - Attractiveness Grammar 2
The advocacy material includes all required elements as well as additional information. All items of importance on the
advocacy material are clearly labeled with labels that can be read from at least 3 ft. away. Required Elements 3 All
required elements are included in the advocacy material. All but one of the required elements are included in the
advocacy material. Several required elements missing. Almost all items of importance on the advocacy material are
clearly labeled with labels that can be read from at least 3ft. away. Many items of importance on the advocacy
material are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view or no
important items were labeled. All graphics are related to the topic and easier to understand. All borrowed graphics
have a source citation. The advocacy material is exceptionally attractive in terms of design, layout, and neatness.
There are no grammatical/ mechanical mistakes on the advocacy material. All graphics are related to the topic and
most are easier to understand. Some borrowed graphics have a source citation. All graphics relate to the topic. One
or two borrowed graphics have a source citation. Graphics do not relate to the topic or several borrowed graphics do
not have a source citation. The advocacy material is attractive in terms of design, layout, and neatness. The
advocacy material is acceptably attractive though it may be a bit messy. The advocacy material is distractingly messy
or very poorly designed. It is not attractive. There are 1-2 grammatical/me chanical mistakes on the advocacy
material. There are 3-4 grammatical/mech anic-al mistakes on the advocacy material. There are more than 4
grammatical/me chanical mistakes on the advocacy material. 278 1 are
278. GENERALIZATION Cigarettes and alcohol are gateway drugs. Gateway drugs open doors for a non-drug user to try
and experiment on more dangerous and illegal drugs. Despite the total ban on cigarette advertisements, more and
more Filipinos including teenagers are getting hooked on this vice. Cigarette was not new to the old world. American-
Indians smoked during rituals and special occasions. The tobacco plant Nicotiana tabacum is the commercially
recognized source of cigarettes nowadays. Nicotine is the addictive substance found in tobacco products. Cigarette
smoke is known to contain more than 4,000 chemicals which have no health benefits. Some of the dangers of
smoking are bad breath, body odor, heart diseases, hypertension, chronic obstructive pulmonary disease, and
cancer. The three kinds of smoke produced by cigarettes are mainstream smoke which is the smoke inhaled by
smokers, sidestream smoke which is inhaled by non-smokers, and third-hand smoke which stays on bed sheets,
clothes, and other objects. All of these smokes are dangerous. In the Philippines, Republic Act No. 9211 also called
The Tobacco Regulation Act of 2003 governs tobacco use. Another law, Republic Act 8749 states that smoking in
public places and public conveyances are prohibited. After reading and gaining knowledge and information about the
dangers of smoking, the decision whether to smoke or not lies in your hands. Think of your future, and your family.
Think of your environment, your community, and your country. Apply what you have learned from this module and
you can never go wrong in your decision. 279
279. LESSON 2: The Dangers of Alcohol What to Know No Entry! ALCOHOL IN OUR SYSTEM Motivational Activity Look
at the pictures. Tell something about these alcoholic beverages. Answer the following questions: 1. What is an
alcohol? What kinds of alcohol do you know? Is it safe to drink different varieties of alcohol? 2. What are the effects of
drinking alcohol? 280
280. Activity 1: Key to Knowing Read the information. Copy and complete the key diagram below. List the three types of
alcohol and provide examples. Alcohol is a colorless, bitter-tasting substance that humans have been consuming
since the ancient times. It comes from plants that underwent fermentation. Fermentation is the process of extracting
alcohol from a plant or a fruit. An example of fermented alcohol is a beer. A beer is extracted from grains. On the
other hand, wines are from grapes and other fruits. There are three types of alcohol: isopropyl, methanol, and
ethanol. Isopropyl and methanol are used in laboratories and are poisonous and fatal if taken. On the other hand,
ethanol is also called the beverage alcohol. This is what humans consume that intoxicates and alters the nervous
system. Examples: AL C O H O L 281
281. Activity 2: Brainstorming What are the words you associate with alcohol? Write them down. 282
282. Have you seen a person who has consumed alcoholic beverages? What are your observations? List them inside the
bottle. 1. ______________ ______________ ______________ _________ 2. ______________ ______________
______________ _________ 3. ______________ ______________ ______________ _________ 4.
______________ ______________ ______________ _ 5. ______________ ______________ ______________
_________ NOT TRUE! Do you know that alcohol is a depressant? It means that when taken, it slows down the
processes of a persons central nervous system. It is not true that alcohol gives extra strength and energy. In
addition, alcohol has very little nutritional value. They only provide empty calories. 283
283. Activity 3: The Alcohol Path How does alcohol go into your body? How is it absorbed? Fill in the blanks with correct
information. Within 10-20 heartbeats, alcohol in the bloodstream reaches the __________. Alcohol enters the body
first through the _____________. In the _____, alcohol is converted into water, and carbon dioxide. The _________
pumps alcohol in the bloodstream throughout the body. Most alcohol enters the bloodstream through the
_________________ Alcohol is filtered in the ________, leaving salts and acids, then exits the body through
urination. 284
284. Activity 4: Myth Busters Which of the following is a misconception about alcohol and alcohol drinking? Put an X in the
box. Its True! Thats myth! One can drink hard and still be in control of himself/herself. Alcohol gives extra energy.
The effect of drinking more than one type of beverage alcohol is greater than sticking to one. Eating before drinking
alcohol can prevent someone from being intoxicated. Drinking coffee after consuming alcohol can make you sober. If
someone faints after drinking alcohol, its okay to let him/her sleep. Alcohol is a good alternative to cure snake bites.
285 a
285. Read the article about alcohol and statistics on alcohol drinking in the Philippines: http://pcij.org/blog/wp-
docs/WHO_types_of_alcohol.pdf
http://pcij.org/blog/wpdocs/WHO_global_status_report_on_alcohol_2004_philippines.pdf http://pcij.org/i -
report/2006/alcoholism.html 286-Check Your Knowledge Do the following: 3. a. b. c. d. Discuss alcohol and how it
enters the body. Include the following: Types of alcohol Example of alcoholic beverages Myths about alcohol and its
effects Path of alcohol through the body Enrich Your Knowledge! Recommended Media Resources:
286. PART TWO - WHAT TO PROCESS No Parking! EFFECTS OF ALCOHOL DRINKING When alcohol enters the
bloodstream, it goes in all the parts of the body. The main effect of alcohol drinking reflects on a persons central
nervous system (CNS). The CNS controls ones mental processes, memory, speech, learning and decision-making.
It also affects a persons senses, feelings, movement, and breathing. The amount of alcohol that entered in the
bloodstream at a certain period can be measured in percentages through blood alcohol concentration (BAC) or most
often called blood alcohol level (BAL). A BAC of 0.05 percent means there is 5 parts of alcohol per 10,000 parts of
blood in the body. A 0.3-0.5 percent BAC could lead to coma, brain damages, and death. Activity 1: Bottoms Up?
Study the situations below. What are the physical and mental effects of every alcohol bottle to you? Each bottle of
alcohol has corresponding BAC/BAL. Complete the columns by writing the physical and mental effects of alcohol. 287
287. Situation A: Alcohol drinker A went to a party and took around 2 bottles of beer. After an hour, alcohol drinker left the
party. Upon walking home, alcohol drinker slightly lost balance. The speech, hearing, and memory were also slightly
impaired. Situation B: Alcohol drinker B spent the night with friends drinking alcohol. Alcohol drinker consumed
around 3 shots of alcohol in just an hour. After that, alcohol drinker B significantly lost balance and coordination.
Alcohol drinker B was also found to be hard to talk with because of impaired speech, hearing and vision. Alcohol
drinker B has lost physical control, too. Alcohol drinker B was also lightheaded and feeling very elated and happy.
Alcohol drinker B could not even decide properly on what to do. Situation C: Alcohol drinker C just dropped by a
friends house, where some friends were drinking alcohol. Alcohol drinker C was teased to just drink 1 glass of wine.
After that, alcohol drinker C started to act silly and talking to people, sharing a lot of things. Alcohol drinker C was
also a little relaxed and started reacting slowly. 288
288. Alcohol BAC/BAL Physical Effects 0.02-0.04 or 1 drink in 1 hour 0.03-0.06 or 2 drinks in 1 hour 0.05-0.14 or 3 drinks
in 1 hour 289 Mental Effects
289. Activity 2: Whos Who? Measuring blood alcohol concentration in a persons bloodstream differs in various factors.
Examine the examples and cross the box of the person who will most likely get drunk easily. Boy or Girl A person
with a faster metabolism or A person with a slower metabolism A person who ate before drinking alcohol or A person
who did not eat before drinking alcohol A chubby person or A skinny person A person who drinks bottle after bottle or
A person who drinks 1 bottle every hour 290
290. Let Us Analyze Based on Activity 2, what are the factors that affect a persons ability to get drunk? List them down.
Factors affecting the persons ability to get drunk __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________ ___________ Activity 2: Keen Senses Materials:
marshmallow, cotton balls, reading glasses with high grade Alcohol depresses the body senses and speech. What
does it feel when drinking amounts of alcohol? One at a time, do the following: a. b. c. d. spins. Bite a marshmallow
and try to talk as normally as you can. Place cotton balls on your ears and talk with your classmates. Put on reading
glasses for a short time and try to read a paragraph. Hold your ears by crossing your two arms. Bend down and do 10
291
291. What did you feel? Write down your reactions and feelings below. Hearing Sight Speech Movement How would smell,
taste and feeling be affected by alcohol?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________ 292
292. Activity 3: Which is which? Alcohol causes a person both intoxication and hangover. Intoxication happens when
physical and mental changes in the body of an alcohol drinker occur. On the other hand, hangover occurs when an
alcohol drinker feels uncomfortable effects after drinking. Give examples of situations wherein one is intoxicated and
the other one is experiencing a hangover. Intoxication Hangover 293
293. Activity 3: Alcoholics A person is alcoholic when he/she starts drinking obsessively and compulsively without his/her
control. What long-term effects does alcoholdrinking acquire? Study the following cases and determine the specific
longterm effects of alcohol to the alcoholic drinker. Alcoholic regularly drinks alcohol with or without friends. As a
result of often drinking, alcoholic does not appear ATLERCENO intoxicated anymore. But lately, alcoholic is
hospitalized. Upon returning home, alcoholic stops drinking. When stops, alcohol cannot sleep and eat properly and
often sweaty with fear and tremor. Because of the effects, alcoholic decides to go back to drinking alcohol to eat and
sleep properly again. 294 ENCDENPEDE
294. Excessive drinking leads alcoholic to have a fatty liver, where the organ is not anymore functioning normally
SHIORIRCS to breakdown fats. Upon medical check-up, it is found out that alcoholics liver is damaged and already
scarring. Alcoholic is now admitted in the ICU and in coma. Alcoholic cannot talk and move anymore. The nervous
system is RBIAN MEAGAD damaged already. Along with this are the complications of the liver disease. DO YOU
KNOW? When a person takes drugs or medicines along with drinking alcohol, a multiplier effect takes place. Alcohol
depresses the body system, and if another depressant is taken, such as tranquilizers, accidental death may occur.
295
295. Activity 4: How does alcohol drinking affect the family, community, and country? Write your reflections on the diagram
below. FAMILY ALCOHOL DRINKING COMMUNITY COUNTRY 296
296. Activity 5: Lets Hear It From Others! Read the following testimonials of other teenagers. They were asked to explain
the effect of alcoholism in the family, community, and the country. Alcoholism has affected our family so much. My
father used to drink alcohol every day. When he goes home drunk, he scolds us and sometimes even hurts us. He
has stopped working because he cannot wake up early for work. My father already stopped drinking but its already
late. It was detected that my father has liver problems. - Teenager A - Our barangay is known for alcohol drinkers.
Almost every week, there are reported cases of fist fights and murder involving drunk persons. Some of our
neighbours started moving away from the barangay. We cannot transfer to another place because we dont have
money. We are worried about our safety. -Teenager B - 297 Teenager B
297. I am worried that our country is slowly becoming an alcohol capital. If this continues, tourism in the country will get
weak. Our economy will go down and we will not be able to eradicate poverty. - Teenager C Lets Analyze! How did
you find the testimonials of the other teenagers? Do you share the same answers? Find a partner and discuss your
answers. Enrich Your Knowledge! Using the internet, search for studies involving alcoholism in the Philippines. Visit
www.doh.gov.ph. 298
298. PART THREE - WHAT TO UNDERSTAND Right Turn Only! Avoiding Alcohol Activity 1: Letters of Concern Read the
case below: Teenager A is in 2nd year high school who is often is often seen with a barkada. Teenager A is known
for breaking the school policies and flunking in classes. One time, Teenager A was caught by parents in a small bar
near the school. Teenager A was found out to have been drinking alcohol since 1 st year high school. Teenager A
does it almost every week with or without friends. Teenager A is now grounded and cannot go to school. 299
299. What advice would you give Teenager A? Write a letter to express your thoughts. Date:__________ Dear Teenager
A, Your Friend, _______________ 300
300. Activity 2: Learning To Say No Have you been invited to drink alcohol? How did you respond? How will you avoid
these situations? Fill in the blanks with alternatives to drinking alcohol. HEY! LET US DRINK THIS WEEKEND!
Opps! I would prefer I cant because Oh no! I I believe thats not a good idea because 301
301. Lets Act It Out! After answering, find a pair and act out the situation. Choose two of your answers. One friend will be
the one to invite drinking, while the other will be the one refusing the offer. Take turns. Let Us Learn! Refusing
someone who offers you to drink is easy. Follow the steps below to help you handle the situations. STEP 1: Just say
No. Hey! Theres a new bar in town. Lets drink! No. I dont want to. STEP 2: Say No again and again. Well
just drink a few then we will go home No. I really dont want to drink. STEP 3: Suggest another Activity. Come on!
This is just one time! Can we just go to the court and play sports? STEP 4: Give a reason. We can play anytime! But
the bar is not always open! I really dont drink because its not healthy for me. STEP 5: Walk away. One bottle
only? If you want to go, then you can. I need to go home. 302
302. Activity 3: Caught Up! Read the situations below. Based on the steps to avoid drinking, how can you handle the
situations? Your friends invited you for a sleepover to make a project in Science. After finishing the project, your
friends suggested to watch a movie. While watching the movie, one friend brought bottles of beer. You were asked to
get one and drink. What should you do? ________________________________________________________
________________________________________________________
________________________________________________________
__________________________________________ You and your friend are walking home from school. You
stumble upon an unopened can of beer on the road. Your friend told you to get the beer and drink it at the side. What
should you do? ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________ 303
303. Activity 4: Bottles of Hope Materials: pencils, coloring materials Look at the bottles below. Are they alcohol bottles?
Convert and design them into something else. Make them alcohol-free. 304
304. Activity 5: Headlines! Read an article on alocohol from newspapers, magazines, journals, or editorials. Clip and paste
it on 1 whole sheet of paper. Write your reaction on it. HEADLINE OF THE DAY Activity 6: Its More Fun In The
Philippines According to Ricardo Zarco, alcoholism is the most common form of addiction in the Philippines. What
does the law say against alcohol? Research on laws and bills passed to control alcohol in the Philippines. List them
down. Submit a 1 paragraph reaction about the governments ways to ease alcoholism in the country. 305
305. Rubrics for Grading Reaction Paper Content (20) Organization of Thoughts and Structure (10) Grammar, Punctuation
and Rules (10) Poor 0-5 Content is incompl ete. Points discuss ed are not clear. Paragra phs are not clear. Ideas are
not sequenc ed properly . There are no proper transitio ns. Paper contains numero us gramma r and punctuat ion
errors. Average 6-10 Content is not comprehensive and not persuasive. Points are discussed but not thoroughly.
Some major points were stated. Structure of the paragraphs can be understood but hard to follow. Transitions need
improvement. Paper contains few grammar and punctuation errors. Good Excellent 11-15 16-20 Content is Content is
comprehensive comprehensive and and persuasive persuasive. and is Points are supported with thoroughly details.
All discussed. major points Most major are excellently points were discussed. stated. Paragraphs are Structure is
well-written. easy to follow. Transitions Paragraphs are were present. excellently Structure is written. easy to follow.
Transitions are present. Sequence is logical. Paper follows grammar and punctuation rules with minor errors. Paper
follows grammar and punctuation rules with no errors. Check Your Knowledge Do the following: 1. Discuss the
strategies in the prevention and control of alcohol drinking. Focus one: 306
306. a. giving alternatives to alcohol drinking and b. explaining school and government laws pertaining to alcohol drinking
307
307. What to Transfer Green and Go! No to Alcoholism! You will produce advocacy materials for the prevention of alcohol
drinking with shared responsibility from the family for a healthy family life. Create a material that advocates for the
prevention of alcoholism. Choose from any of the following: [ ] Song/Poem Write a song or poem that centers on the
alternative hobbies that can replace alcohol drinking. The song or poem may also discuss how alcohol can ruin
someones life. [ ] Artwork/Poster Draw and/or paint an artwork that depicts the causes and effects of alcohol
drinking. You can also use recycled materials like empty bottles/cans of alcohol to create a 3D artwork. Write a 1-
paragraph description of your masterpiece. [ ] Video Create a video presentation that shows alcoholism in the
Philippines and how the government works on controlling it. Write a short synopsis of your video. 308
308. RUBRIC FOR ADVOCACY MATERIAL MAKING Criteria Required Elements Labels Graphics Relevance
Attractiveness Grammar 4 3 2 1 The advocacy material includes all required elements as well as additional
information. All items of importance on the advocacy material are clearly labeled with labels that can be read from at
least 3 ft. away. All graphics are related to the topic and make it easier to understand. All borrowed graphics have a
source citation. The advocacy material is exceptionally attractive in terms of design, layout, and neatness. There are
no grammatical/ mechanical mistakes on the advocacy material. All required elements are included on the advocacy
material. All but 1 of the required elements are included on the advocacy material. Several required elements were
missing. Almost all items of importance on the advocacy material are clearly labeled with labels that can be read from
at least 3 ft. away. Many items of importance on the advocacy material are clearly labeled with labels that can be
read from at least 3 ft. away. Labels are too small to view or no important items were labeled. All graphics are related
to the topic and most make it easier to understand. Some borrowed graphics have a source citation. All graphics
relate to the topic. One or two borrowed graphics have a source citation. Graphics do not relate to the topic or several
borrowed graphics do not have a source citation. The advocacy material is attractive in terms of design, layout and
neatness. The advocacy material is acceptably attractive though it may be a bit messy. The advocacy material is
distractingly messy or very poorly designed. It is not attractive. There are 1-2 grammatical/me chanical mistakes on
the advocacy material. There are 3-4 grammatical/m echanical mistakes on the advocacy material. There are more
than 4 grammatical/mec hanical mistakes on the advocacy material. 309
309. GENERALIZATION Alcohol drinking is one of the most common past-times of human beings. For some alcohol
replaces water as their basic drink during meals. But little do these people know that too much alcohol consumption
could lead to damage to the body systems. Technically, not all types of alcohol can be consumed. Only ethanol,
which is also called beverage alcohol, can enter the body. If other types of alcohol, like methanol and isopropyl go
into the bloodstream, extreme damage and even death may occur. Alcohol intake can be measured through the
blood alcohol concentration (BAC). It is counted in percentages of ethanol present in a persons bloodstream at a
certain period. A higher BAC means having a higher risk of experiencing impairments in the body functioning. For
example, drinking various alcoholic drinks at shorter intervals greatly affect a persons BAC. There are also a lot of
myths and misconceptions about alcohol drinking. It is not true that alcohol gives you extra strength. Alcohol has very
low nutritional content and it has empty calories. Drinking alcohol will not give you a boost of self-esteem either. It is
actually a depressant. It slows down the function of the central nervous system (CNS), making a person vulnerable to
doing undesirable things. These undesirable things are often mistaken as results of having a higher self-esteem. It is
also not true that one can be sober after drinking alcohol through consuming coffee. Coffee is a stimulant. You can
only have a drunk-awake person. Bathing does not also count to the ways on how to sober up after heavy drinking. It
just produces the same effect as that of taking coffee. Alcohol is also not yet proven to be a cure to snake bites and
other related injuries. There are two immediate effects of consuming alcohol: intoxication and hangover. Intoxication
happens when the alcohol goes into the bloodstream, producing physical and mental changes in the body. These
may include changes in sight, smell and other senses. Hangover on the other hand is the occurrence of an
uncomfortable feeling after getting intoxicated. These effects are only for occasional drinking. But when a person
consumes alcohol consistently and heavily, extreme changes in the body may occur. A person may suffer from liver
diseases like cirrhosis. Cirrhosis happens when an alcoholics liver is already being stored with fats. These fats block
the flow of blood inside the liver, making it damaged and malfunctioning. Alcoholism in the Philippines is evident. It is
said that alcohol drinking is one of the most addictive habit of Filipinos (Richard Zarco). Alcoholism affects a persons
everyday life. It alters the normal activities of a person. 310
310. With this, the persons family will be affected too. Reported cases of family violence are resulted from alcohol
addiction. If these cases get worse, effects will be shown on a larger scale. The communities and even the whole
country will be affected. Only a person can help himself. Prevention is still better than cure. That is why a person
must have a strong foundation of resistance skills. These skills involve getting the courage to refuse the temptation of
alcohol consumption. These skills also involve advocacy on the prevention of alcohol addiction. After all, it is always
our choice. Alcohol is just a colorless, bittertasting liquid that we can avoid drinking 311
311. Glossary Of Terms A addiction being dependent on a drug or combination of drugs addictive drugs drugs that can
cause addiction physically and psychologically advocacy materials materials like posters, flyers, or brochures
whichshow active support of ideas or causes; plead or argue for something alcohol colorless, bitter-tasting liquid that
is consumed and/or used either as beverage or medicine alcoholism condition when a person heavily consumes
alcohol consistently alcohol poisoning occurs when the body is damaged physically due to too much alcohol
consumption.B Blood-alcohol concentration (BAC) measured in percentages, amount of alcohol that has entered a
persons bloodstream at certain duration Blood-alcohol level (BAL) another term for blood-alcohol concentration
brain stroke a non-communicable disease which affects the arteries which carries blood to the brain resulting to
brain damage. Also called brain attack or plainly stroke.C cancer - any malignant growth or tumor caused by
abnormal and uncontrolled cell division which may spread to other parts of the body through lymphatic system or the
blood stream carcinogen any substance that causes cancer central nervous system (CNS) - the part of the nervous
system that receives and coordinates all body activities; consists of the major nerves, brain and spinal cord cigarette
ely grounded and processed tobacco wrapped in a special paper for smoking cirrhosis condition when the liver is
scarred due to heavy alcohol consumption COPD stands for Chronic Obstructive Pulmonary Disease, adisease of
smokers which worsens over time. It is characterized by severe coughing, shortness of breathe, wheezing, and
tightening of the chest.D dependence condition when a person needs a drug like alcohol and cigarette in order for
the body to function normally depressant a drug that suppresses the central nervous system, slows down body
function drug any substance not considered as food which alters body structure of functions E 312
312. emphysema lung disease which worsens in time. One of the smokers disease which destroys the alveoli (air sacs)
and nearby tissues. It is characterized by shortness ofbreath, rapid breathing, and expanded chest cavity. ethanol
also called beverage alcohol which comes from fruits and grains, type of alcohol that can be consumed by humans F
fatty liver condition when the liver is being stored with fat from alcohol fermentation the process of extracting alcohol
from plant or fruitsourceG gateway drug drug which can open doors for the user to experiment and try more
dangerous drugs. Drugs like nicotine and alcoholH hangover physical effects that give discomfort to humansm who
consumed alcohol heart attack is the immediate death of heart muscles due to blockage of the coronary arteries
(heart arteries) by a blood clot. It is also called myocardial infarction illegal drug a drug mandated by law as not to
be used by anyone either in small or large amount intoxication physical and mental changes that the body is
experiencing upon consuming alcohol M mainstream smoke - the filtered smoke directly inhaled by the smoker
marijuana - a strong-smelling plant from whose dried leaves are prepared as a euphoriant and hallucinogenic drug;
the most commonly used illegal drug either smoked or chewed methanol type of alcohol that is poisonous and
lethal if consumed by man multiplier effect condition when alcohol is consumed simultaneously with any drug or
medicine, causing impairments in the physical and mental functioning of the body N nicotine - an alkaloid poison
found in tobacco and used in medicine and as an insecticide; the main ingredient in cigarettesS sidestream smoke
the smoke that comes out of the lighted end of cigarette or pipe. Also called second-hand smoke (SHS) or
environmental tobacco 313
313. smoke (ETS). smoking substances the act of smoking cigarette, tobacco, or other stimulant drug a drug which
temporarily quickens the central nervous system 314
314. www.philstar.com/article.aspx?articleid=787799- www.peelregion.ca - www.goodcharacter.com -
www.chanrobles.com - www.cancer.org/Cancer/CancerCauses/TobaccoCancer/secondh and-smoke -
vsearch.nlm.nih.gov - newsinfo.inquirer.net/61111/smoking-kills-10-filipinos-every-hour -
kidshealth.org/classroom/3to5/problems/drugs/smoking.pdf - en.wikipedia.org -
emb.gov.ph/ECA%20Center/RA8749.pdf - Ryder, V. (1990). Contemporary Living. Illinois, U.S.A. The Goodheart-
Willcox Co., Inc. Non-print materials: - Merki, M. and Merki, D.(1996). Health: A Guide to Wellness. California, U.S.A.
Glencoe/ Mc Graw-Hill -T third-hand smoke dangerous smoke left on objects like sofa, beddings, and clothes
tobacco refers to the leaves of the tobacco plant which are dried and prepared for smoking or chewing tolerance
condition when a person needs more alcohol to feel its original effects REFERENCES Print materials: & Bottle of
Alcohol Johannsen C. Yap Hand Clasping Cigarettes Johannsen C. Yap Hand with Broken Cigarette Sticks
Johannsen C. Yap Students Playing Volleyball Johannsen C. Yap 315- - - - www.who.int/tobacco/wntd/en/
Photographs: - www.readwritethink.org /files/resources/interactives/acrostic/ -
www.quitsmokingnorthampton.com/whats-in-a-cigarette.php for information about chemicals present in cigarettes
-publicationsubca tegoryid=200




















Physical Education:
1. explain the health and fitness benefits derived from playing basketball. Introduction: This learning material was made
or you! For sure you are now thinking o another textbook or a ton of quizzes to do, right? This module is different. It
introduces you to the world of team sports. As you go along, you will encounter activities that allow you to
demonstrate understanding of the benefits derived from your engagement and participation in basketball together
with your family, which eventually promote family fitness, health, and wellness. Now that you know where youre
going, lets start activating your prior knowledge about team sports.- exhibit enjoyment in playing basketball; -
interpret rules and regulations of basketball; - proficiently execute basic skills and tactics in basketball; - practice
proper and acceptable behavior (e.g. fairness, respect for authority) when participating in basketball; - discuss the
nature/background of basketball; -34 PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball)
Objectives: At the end of the lesson, you should be able to
2. 35 Pre-Assessment: Before you proceed any further, consider answering the pre-assessment items below. This may
help determine whether you already have prior knowledge on the terms, skills and understandings in team sports.
Read the directions carefully and write your answers in your activity notebook. 1. Below is a table indicating the basic
skills in playing basketball, baseball and softball. Your task is to identify which sport is appropriate for each of the
skills indicated in the table below. 2. Write the corresponding team sport in the space provided at the right side of the
column for basic skills. BASKETBALL BASEBALL SOFTBALL 3. Lets find out whether your answers are correct or
not. (refer to the answer key to be given by your teacher). 4. Group yourselves into three, then choose one team
sport to describe creatively (e. g. demonstration of the basic skills, dramatization of a certain team sport scene,
performing the selected team sport skills with an action song, etc.) You will be given five minutes to do that. BASIC
SKILLS CORRESPONDING TEAM SPORT 1. Dribble 2. Chest Pass 3. Bounce Pass 4. Assist 5. Bat or Batting 6.
Pitch 7. Shoot 8. Free Throw 9. Inning 10.Homerun 11.Strike 12.3-Seconds Violation 13.Home Base 14.Bunt
15.Short Stop
3. ) in the corresponding column below the sport for your responses. Its quite easy, right? So go on, grab a pen and
accomplish the questionnaire. I can see that you know something about team sports. This time lets draw your goals
and targets as regards team sports by accomplishing the task ahead.36 5. Present your work to the class. 6. Below
are three critical questions prepared for you to answer. Express your answer in your activity notebook. a. What do
team sports mean to you? b. What values or virtues can team sports develop in you? c. What benefits can you derive
from participating in team sports? Goals and Targets: This time, focus your attention on the team sports engagement
survey form. This will assess your engagement in team sports which will serve as your reference in identifying your
personal goals and targets. Here are your tasks: 1. Copy the survey form in your activity notebook and reflect on your
participation in team sports by honestly responding to the survey questionnaire below. 2. Just put a checkmark (
4. 37 3. When youre done with the preceding task, state in your activity notebook your targets/goals on involving
yourself, your family and community in team sports programs. After accomplishing the activity, share your goals to
the class. An example is hereby given: SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL YES NO YES
NO YES NO 1. Do you have experience in playing team sports? 2. Do you play team sports often? 3. Do you play
team sports with friends? 4. Do you play team sports with your family? 5. Are you a member of the school varsity
team? 6. Do you participate in community sports programs? 7. Do you enjoy participating in team sports? 8. Do you
consider the benefits derived from playing team sports? 9. Are there team sports enthusiasts in your family? 10. Do
you plan to make team sports as one of your lifetime fitness activities? A journey of a thousand miles begins with a
single step. Its now time for you to start achieving your goals and targets by accomplishing the given tasks , one at
a time. I know you can do it! Example: Personal Goal/Target: I will make team sports my lifetime fitness activity.
Family Goal/Target: I will share my knowledge and skills in team sports with my siblings, father, and mother so we
can enjoy the benefits of playing/participating in it. Community Goal/Target: I will actively particpate in community
team sports activities.
5. 38 PART I: WHAT TO KNOW Activity 1: Fill-in the missing component In this activity, your prior knowledge on
specific team sports will be diagnosed and pre-assessed. Here are your tasks: 1. Below is a table indicating three
columns namely: team sports, basic skills and components of physical fitness involved in performing the basic skills.
Copy the table in your activity notebook. 2. The team sports at the first column have already been provided together
with the respective basic skills. All you have to do is to identify the component of physical fitness involved in
performing the respective skills. Write your answers in the given column. Welcome to Part I of your lessons in
Basketball! In this phase of the learning sequence, you will be given activities to activate your prior knowledge and to
know the key concepts of the lesson at hand. You will also exhibit tentative responses through provocative and
critical questions; identify misconceptions and alternative conceptions about the lesson based on your responses; be
informed of the assessment techniques corresponding to your tasks; be provided with the necessary information you
need to learn about team sports, specifically Basketball. You can assess your knowledge by answering the given
focus questions at the end of this part of the lesson.
6. 39 Name: __________________________ Section:___________________________ TEAM SPORTS BASIC
SKILLS Component of Physical Fitness Involved Basketball: 1. Shooting 2. Passing 3. Dribbling 4. Rebounding 5.
Running Baseball/Softball 1. Throwing 2. Catching 3. Pitching 4. Batting 5. Base Running 3. After accomplishing this,
meet with your group, friends or relatives and share your answers. Consolidate all your answers in another sheet. 4.
Identify three most frequent components of physical fitness based on your groups, relatives or friends responses
and come up with an exercise of four repetitions each. Make sure that it promotes any of the identified fitness
components. Do this in five minutes. 5. Let your group present your work to the class Activity 2. The team sport that I
would like to know more This activity allows you to share your knowledge about team sports which brings out your
expectations of the lesson, your prior knowledge and skills, and the specific team sport you want to learn more.
Always bear in mind that improving your physical fitness together with your family is the main goal of participating in
team sports. Keep it up as you go to the specific team sport that you intend to master in this next activity.
7. 40 Here are your tasks: 1. Below is a K-W-L chart. Under K column, write three things that you already know about
your chosen team sport. Under W column, write three things that you want to know more about. Dont write anything
yet on the L column. Do this in your activity notebook. Name: _______________________________ Chosen Team
Sport:______________ K-What you KNOW W-What you WANT to know L-What youve LEARNED 1. 1. 1. 2. 2. 2. 3.
3. 3. 2. After accomplishing this task, share the things you KNOW and the things you WANT to KNOW to the class,
friends, relatives and members of your family. 3. After sharing the things you KNOW and WANT to KNOW, submit
your paper to the teacher and execute the following skills: a. Do four jumping jacks. b. Catch a passed ball in the 3-
point line. c. Dribble the ball in a zigzag pattern as you approach the ring. d. Do a lay-up or jump shot. 4. In case you
have a whole court, form two groups. Designate groups to do the activity on one half of the court, the other group will
do the same on the other half court. Activity 3. Can You Meet My Expectations? This time, you need to clarify what is
expected of you in terms of products and performance, including how these shall be assessed and rated at the end of
the lesson. So much to expect and do, yet so little time. After sharing your expectations and things you want to know,
you also need to know what is expected of you at the end of your lessons.
8. 41 1. At the end of all your lessons, the following are the expected outputs for you to accomplish: a. Product: Create a
journal containing pictures of your family showing your engagement in team sports. Indicate dates, places and short
description (caption) of each picture including a final essay talking about the benefits that your family derived from
engaging in team sports. If you find it difficult to gather said pictures, you may come up with a collection of cut-out
magazine pictures of families engaged in team sports. As you include these these pictures or cut-outs on your
journal, you may include captions or essays that clarify your ideas about the quote: The family that plays together,
lives longer! Criteria for Assessment: Content/relevance of pictures presented Creativity and resourcefulness of
presentation Understanding (benefits of team sports to family fitness and wellness) b. Performance: Demonstrate
your understanding of team sports by executing proficiently the skills and basic rules in playing basketball by your
actual participation in a game. This will be done through a mini-tournament within your class. . Criteria for
Assessment: Proficiency in the execution of skills in the team sport Ability to adapt or use skills to certain sport
situations Behavior in playing team sport Activity 4: Points to Ponder This activity will help you form tentative
understandings of the succeeding lessons. You will be shown video clips and be given questions to answer. Now that
you know what to produce and perform as evidence d by your learning at the end of your lessons, heres another
challenge for you to think about.
9. http://www.youtube.com/watch?NR=1- http://www.youtube.com/watch?v=fxLxPyTcWSg (youtube-Milo Commercial-
Annie) -42 Videos to watch: &v=IuS3hRTDjuA& http://www.youtube.com/watch?v=ouC5HWVyAi4-
http://www.youtube.com/watch?v=mWJs2Gof538 (Remember the Titans-Inspirational Moments) -feature=endscreen
(Milo Kids Mondial 90s hires) &feature=related (Space Jam UNRATED) Questions to answer: Based on the video
clips youve seen and from your experiences regarding team sports, answer the following questions. Write your
answers in your activity notebook. What is your favorite team sport? Why? ____________________
____________________ ____________________ ____________________ ____________________
____________________ ____________________ Who influenced or motivated you to choose such team sport to
play? How? ____________________ ____________________ ____________________ ____________________
____________________ ____________________ ____________________ Do you think playing team sports can
promote fitness, health, and wellness among family members? How? ____________________
____________________ ____________________ ____________________ ____________________
____________________ ____________________ ____________________ ____________________ Give your
reaction or idea regarding this quote: In sports, its not winning that matters most, its how you play the game.
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ What other physical, emotional, mental and social benefits can you derive
from playing team sports? ________________________________ ________________________________
________________________________ ________________________________
________________________________
10. 43 Activity 5: Lecture-Discussion A copy of the lecture on basketball is attached in Appendices A-D for your reading.
Read them carefully for you to be able to answer the questions which will be given later to assess your knowledge on
the following contents: - Nature and background of basketball - Basic skills - Facilities, equipment and playing attire
ans shoes - Basic rules and officiating (Violations and misconduct) After reading the lecture, do the following
activities: 1. Group your class into four. Each shall form two columns with each member respectively numbered. 2.
Each group will be given a set of 10 terms written on strips of paper about basketball. 3. This time, all first members
will draw one strip each. Each member then shall give a description or idea about th term he/she drawn. 4. After
giving the description, identify the content classification of each term, then the group performs the warm-up exercise
corresponding to the classification of the term. CONTENT CLASSIFICATION GROUP NAME EXERCISES TO BE
EXECUTED Nature and background Shuffle/Galop Group 4 Left/4 Right Basic skills High Knees Group 8 Forward/8
Backward Facilities, equipment, attire Back Pedal Group 8 In place/8 Backward Basic rules and officiating Jumping
Jack Group 4 Repetitions in place Since you chose basketball along with the benefits you can derive from
participating in it, the next activity will share you more about this particular team sport. This time, test your retention
on the lecture given. Heres an activity you will surely enjoy with your friends, classmates and/or family.
11. 44 Activity 6: Pick-Shoot and Answer! In this activity, you will be given strips of paper containing questions regarding
basketball. Read each question, think of the answer and write it in your activity notebook. 1. Your class will be
grouped into four. 2. Each group will be provided with a bowl containing numbered paper strips with written questions
related to basketball. The groups will assemble in columns facing the blackboard about three meters away. The bowl
of questions in front and a basket near the board about three meters away. 3. As the go signal is given, the first
member of each group picks up a strip of question to answer. Within 10 seconds, he/she answers the question , then
crumples the strip and shoot it in the basket provided per group. 4. After shooting, the first members go to the board
and write their answers on it. 5. The group with the most number of correct answers and successful shots combined,
wins the game. Activity 7: Assessment of Knowledge Now, lets see if you really read the lecture given in Appendices
A-D. Your knowledge will be assessed on matters of adequacy and relevance through the questions hereunder listed.
Your score in this activity will be graded and recorded. Write your answers in your activity notebook. 1. What are the
basic skills in playing basketball? 2. How does playing basketball develop specific fitness components? 3. Why are
rules and regulations essential in playing basketball? 4. What makes basketball an excellent means of enhancing
family fitness and wellness? 5. What values can be fostered as you and your family engage and participate in a team
sport such as basketball? So much for enjoyment! You now proceed to a more challenging activity. Your knowledge
on basketball and team sports in general will be assessed and rated.
12. partner or group aA good pair of playing shoes You passed the challenges! You can now proceed to Part II of your
lessons... Congratulations! Youve made it to this phase! Prepare yourself, for you will be provided with various
learning resources and learning experiences to enable you to make sense of the information, develop, rethink,
validate, and revise your understanding of team sports. Great job! Its good that you pay attention to details.
Congratulations for passing the test! I know you can do it again in the next phase of your lessons.- playing area with
a ring and board - ball -45 Part II: WHAT TO PROCESS Activity 1: By-Station Drill Lessons This activity will provide
an opportunity for you to demonstrate the basic skills you have learned previously. You will be given five skill stations
for you to perform a paticular skill based on the demonstration given in Activity 1. You will need
13. running Heres how: 1. Form five groups. Select a leader of your group who can proficiently demonstrate the skills
during the drill. He/she must be someone who can assist the group in properly executing the basic skills. 2. Consider
the following before starting the activity: proper basketball attire, warm- up exercises, safety precautions. 3. Proceed
to the open ground or basketball court designated by your teacher, five stations corresponding to each basic skill will
be provided for you. Refer to the drill illustration for guidance. 4. You should pass through each station following the
drill lessons on basic skills. After undergoing the drill lesson in one station, move to the next station so that you will
experience all drill lessons provided. 5. You should do well in this activity because your performance will be rated
based on the criteria set in the rubrics. 6. At the end of the drill lessons, report to your teacher in a circular formation.
This time, share your drill experiences with the class. 7. As you share your experiences, expect and accept reactions
from your classmates, be it positive or negative, consider it as a room for you to improve more your basketball
performance. Drill Sequence: TEAM SPORT Station I Station II Station III Station IV Station V Basketball Shooting
Dribbling Passing Rebounding Running- rebounding - passing - dribbling - shooting -46 Basic skills to be learned
are
14. 47 Drill Illustration: Station 2: Dribbling Start Finish ----------------------------------------------------------------------------------------
----------------------------- --------- Station 3: Passing (Chest and Bounce Pass) Chest Pass Station 1: Shooting Area
Bounce Pass Station 4: Rebounding Area ---------------------------------------------------------------------------------------------------
---------------------- Back Pedal Station 5: Running Drills Shuffle/Galop Carioca High Knees How well did you perform
the tasks-at-hand? You must be tired after the drill lessons! But before you proceed to your next Basketball
challenge, lets check if you have done well with the given activities. Copy the self-assessment tool table as shown,
and perform the given instructions. Just put a checkmark ( ) in the colum corresponding to your response to the
items indicated in the following table based on how well you did in each drill station. Reflect on the criteria given
before you start rating yourself (proficiency in the execution of skills-40%, ability to follow instructions-30%, and
behavior during the drill-30%). SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL Name: Section:
Date: STATION DRILLS Advanced Proficient Approaching Proficiency Developing Beginning Station 1: Shooting
Station 2: Dribbling Station 3: Passing Station 4: Rebounding Station 5: Running Refer to the rubric indicated at the
transfer part of this module for a more accurate self- assessment.
15. basic rules and officiating Here are your tasks: 1. The following table shows the most crucial aspects of basketball
when it comes to rules and regulations. Be guided accordingly as to how you should play basketball. Remember,
were talking of amateur basketball, not of professional basketball yet, because in professional basketball like in the
Philippine Basketball Association (PBA) or in the National Basketball Association (NBA), rules and regulations are
highly technical. 2. Your teacher will discuss more about the aspects of playing basketball indicated in the table
below. You might as well do some research on this matter to enrich your knowledge on basketball rules and
regulations. Remember some of the amateur rules indicated and discussed by your teacher may vary depending on
the tournament or league agreements like for instance game duration, substitution, and others. You must be so tired
in doing the drill lessons on basketball basics! Anyway, you did great back there. This time while resting, heres
another activity.- running - rebounding - passing - dribbling - shooting - a good pair of playing shoes Basic skills to
be learned are - partner/Group - playing area with a ring and board - ball -48 Activity 2: Message Relay Lets
proceed with the introduction of the basic rules and regulations in basketball. Study them carefully because you will
need them to overcome the challenges in the next activity. You will need
16. 49 ASPECTS OF THE GAME THINGS TO CONSIDER TEAM COMPOSITION 10 Players per team 5 Players to play
per quarter START OF PLAY Jump ball DURATION OF THE GAME 8 minute quarter (32 minutes per game) TIME-
OUTS 2 time-outs per quarter except in the last quarter which is 3 SUBSTITUTIONS 5 maximum substitutions per
quarter REGULAR FOULS Blocking foul Charging/Offensive Foul Illegal use of hands Holding REGULAR
VIOLATIONS Goal-tending Travelling violation Backing violation Stepping on the line Loose ball TIME VIOLATIONS
3-second violation 5-second violation 8-second violation Shot clock violation (24-second violation) SERIOUS
OFFENSES/MISCONDUCTS Assault to an opposing player Disrespect to officials OVERTIME In case of tie, 5-
minute overtime is given OFFICIALS OF THE GAME Referee Umpire Time keeper Scorer 3. This time a game called
Message Relay will be played. It may sound familiar with it but a little twist is made. The content of the messages
will be the referees hand signals or calls corresponding to fouls, violations, or misconduct committed by a player. 4.
You will be divided into five groups. Each group shall be named after a basic skill in Basketball (e. g. shoot, pass,
dribble, rebound, or run). There should be no duplication of group name. Create your groups cheers with a
demonstration of the skill with which you named yourselves after. 5. Each group shall be in column formation about a
meter away from each member. 6. As your teacher calls the first members from each group to move in front and
show an image of a referees hand signal or call, think of the name of the hand signal. Refer to the sample
illustrations given in this page. Then wait for the go signal.
17. 50 7. As soon as the first members hear the go signal, they shall immediately go to the group and relay the name of
the hand signal shown. 8. As the message reaches the last member, he/she shall run to the front as fast as possible
and lead the group in performing the group cheers and skill. He then goes to the teacher and tells the message. 9.
The first group to perform their respective cheers and skill and get the correct message or name of the hand signal,
gets the point for that round. 10.The last member to give the answer will then move in front. The process continues.
11.The group with most number of correctly relayed messages wins the game. Example of Referees Hand Signals:
Activity 3: Ignorance of the rules excuses no one In this activity, you will apply the basic rules in officiating a
basketball game that you have learned. It wil be a test of your sense of immediacy and decisiveness. See?! It pays to
listen to the relayed message! Same is true with playing Basketball. It pays to observe the rules and regulations.
18. Running Here are your tasks: 1. With the same three groups as the previous activity, groups 1 and 2 will participate
in the drill lessons. The third group will manage the drills and retrieve the balls. So you passed the challenge! You
can now proceed to the next level.- Rebounding - Passing - Dribbling - Shooting - a good pair of playing shoes
Basic skills to be refined are - partner/Group - playing area with a ring and board - ball -51 Here are your tasks: 1.
Your class will be grouped into three. Groups 1 and 2 will play first while group 3 will manage and officiate the game.
Make sure that participation among your teammates is maximized. You may consider a quarter of 8 minutes only to
allow rotation of roles among all groups in your class. For example: Game 1 Group 1 vs. Group 2 Officials: Group 3
Game 2 Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2 2. You are
encouraged to give the best out of your performance in this activity because you will be rated based on the criteria set
in the rubrics at the traser part o this guide. Activity 4: Skills Refinement In this activity, you will be provided with lead-
up activities to see how combined basic skills can be applied efficiently and effectively in playing basketball. You will
need
19. 52 2. Observe carefully the mechanics of the activity to guide your group on what to do during the activity, and on the
role of the third group in managing it. Be reminded that the performance of the third group determines the success of
the drill. 3. Rotation shall follow after each group finishes the drill so that every group is able to experience both the
drill and management. Your performance will be rated according to the criteria set in the rubric indicated at the
Transfer part of this module. 4. Be reminded that before starting the activity, you are al in proper attire, you have done
warm-up exercises, are reviewed safety precautions. Drill Matrix: Pass-Dribble-Shoot! PHASES GROUP ACTIVITY
Group I Group II Group III I Dribble and shoot Guards Drill managers and ball retrievers II Drill managers and ball
retrievers Dribble and shoot Guards III Guards Drill managers and ball retrievers Dribble and shoot Drill Illustration:
Ball Retrievers Guards/ Defense Pass-Dribble-Shoot
20. 53 PHYSICAL BENEFITS __________________ __________________ __________________
__________________ EMOTIONAL BENEFITS ___________________ ___________________
___________________ ___________________ MENTAL BENEFITS ____________________
____________________ ____________________ ____________________ SOCIAL BENEFITS
___________________ ___________________ ___________________ ___________________ Activity 5: Check
Your Understanding In this activity, your understanding of the essence and benefits of participating in team sports will
be assessed. You can present your responses in any form you are comfortable with. Providing entries into the
graphic organizer can be one. You can also consider other forms of representing your understanding. Do this activity
in a separate sheet of paper or in your notebook. TEAM SPORTS You are great! I believe you can make it through
the next challenges! Your basketball skills are improving! This time lets see how much you understood from your
participation in the preliminary activities. Heres an activity for you to accomplish. Your Basketball skills are
improving! This time lets see how much understanding you have developed from participating in the preliminary
activities. Heres an activity for you to accomplish...
21. 54 Part III. WHAT TO REFLECT AND UNDERSTAND Activity 1a: Learn from the experts! In this activity, you will be
given opportunities to rethink and refine your understanding of team sports by listening to invited resource persons.
They shall speak on how team sports influenced them as an individual and as a member of their family. Here are your
tasks: 1. Group yourselves into three. 2. Each group shall determine and decide as to who among the home-grown
team sports enthusiasts in your community interests and inspires you most and could share to your class meaningful
insights on his/her participation in team sports. Name at least three persons whom you could invite. 3. Draft an
invitation letter requesting them to speak before your class on the following topics: a. Persons who influenced them to
engage in team sports b. How team sports contributed to their success in life c. The role of the family in their active
participation in team sports d. Their achievements (winnings, awards, recognitions) in team sports e. How team
sports influenced them as individuals and as members of their family. 4. Upon confirmation of the resource persons
approval of your invitation, prepare your class for their visit. 5. After the sharing of the resource persons in your class,
answer the following questions: a. Who among the three resource persons inspired you most? Why? b. How did their
sharings reinforce or enhance your understanding, belief or view of team sports? c. What role did the family play in
their success in team sports and in life? d. Based on the insights shared by the resource persons, what benefits can
one derive from participating in team sports? Lets go deeper this time! In this phase, you are provided with other
learning resources and learning experiences for you to enrich, broaden, and refine your understanding of the lesson.
22. 55 6. Answer the foregoing questions above using any of the six facets of understanding (explanation, interpretation,
application, perspective, empathy, and self-knowledge). Write your answers in your activity notebook. Alternative
Activity: Drawing Inspiration (Alternative activity to Activity 1a) This activity can be an alternative to Activity 1 in case
there will be difficulty in inviting resource speakers. Here you will be shown inspirational video clips
http://www.youtube.com/watch?v=Tui8EOdv_VU-to react on using the given guide questions below. Ind the video
clips using the links hereunder listed. Video weblinks: & http://www.youtube.com/watch?v=kZlXWp6vFdE (Video of
an athlete) Guide Questions: Copy and answer the questions in your activity notebook. 1. How do you think did team
sports influence and change the lives of those in the video clips you watched? 2. If you were one of the characters in
the video clips viewed, would the influence of team sports in your life be the same with them? How? 3. After watching
the video clips, how do you perceive team sports now, in relation to your life and your familys fitness and wellness?
Activity 2: Team Sport Goal-Setting Quite impressive! With this, a thumbs up for everyone. Hope you can do the
same in this next activity. You might have been very much inspired by the stories youve heard. I guess those
inpirations may help you in setting your goals for youself, family, and community as regards your participation in team
sports.- http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with disability) -
http://www.youtube.com/watch?v=BzFCU7hN2yk -feature=related or
23. 56 List down your goals as regards your personal, family, and community involvement in basketball and team sports
in general. This activity aims to reaffirm your commitment in making team sports your lifetime fitness endeavor. The
following is an example of an output on this activity. You are encouraged to have other modes of presentation
employing your creativity and resourcefulness in this challenge. Use another paper for your output in this activity.
Example of Team Sports Goal-Setting Format (Refer to the example of goals or targets given in page 37 of this
guide): Activity 3: Strips and Dunks! Heres your final challenge in this part of the lesson. You will accomplish the K-
W-L chart you have started in Part I of the learning sequence. You will be tasked to share three things you have
learned from participating in basketball and in team sports in general. After accomplishing this, share what you have
written with your class, friends, or relatives then dunk your paper on the basket provided by your teacher. Sounds
exciting? Lets do this! Name: Section: K-What you KNOW W-What you WANT to know L-What youve LEARNED 1.
1. 1. 2. 2. 2. 3. 3. 3. PERSONAL GOALS 1._________________ 2. _________________ 3._________________
FAMILY GOALS 1._________________ 2. _________________ 3._________________ COMMUNITY GOALS
1._________________ 2. _________________ 3._________________
24. 57 Part IV. WHAT TO TRANSFER Activity 1: Team sports family journal This activity will encourage you to involve
your family in playing team sports. This is a form of fitness activity that requires preparing a documentary of your
familys engagement in team sports. You are unbelievable! But you will impress me more if you can make it through
the next level. Finally, youve made it! This is now your chance to show everyone that you can proiciently
demonstrate the different skills in basketball as you play with your classmates. After playing, your task of
accomplishing your final product is up next! Dont waste this opportunity because there are no second chances! Your
performance and product will be graded according to the criteria for assessment as shown given in this activity. Now
that you know that participating and engaging in team sports may enhance not just your personal fitness, health and
wellness but also that of your family. Its high time for you to grab a ball, call your friends or family and play
basketball!
25. Involving the family in team sports endeavors Strong evidence that the learners family is really involved in any
fitness endeavor related to team sports. Heres how you will accomplish the activity: 1. Gather some pictures or
videos of your familys team sports activities. Prepare a documentary by organizing them in a portfolio or scrapbook
or any other presentation you wish to do. You are also encouraged to have it digitally presented (videograph,
powerpoint presentation, movie-maker presentation and other similar media). 2. Put descriptions or captions for each
documented activity. Your descriptions or captions may include the team sport played, date and place it was taken,
and the like.- Deep understanding of the benefits derived from participating in team sports This defines the learners
understanding of the essence of team sports as shown through pictures and/or videos relative to the team sport/s
participated by the learner. - Creativity and resourcefulness This involves the use of less expensive materials such as
indigenous or recyclable ones with a touch of the learners creativity and craftmanship in putting together the artistic
elements like color, line, texture, harmony, balance, and proportion. - Uniqueness and originality This includes the
familys unique way of scheduling or programming team sports activities including the kind of team sport they play
and how they are captured in pictures or videos. - blank CD/s Criteria for Assessment: - camera - computer (with any
of these software applications: movie-maker, photoshop, powerpoint, nero, etc.) - anything good for collage like
recyclable materials as in old magazines - adhesives or glues - Writing or printing materials - folders or card boards
and other similar materials - coloring materials - photographs of you and your family engaging in team sports -58
You will need
26. Proper behavior while playing You did well in the team sports family journal! Good job! The next activity will reveal
your deeper understanding of what team sports are all about as you play, observing the rules and regulations of the
game.- Proper interpretation of the rules - Defensive skills - Offensive skills - whistle, score sheet, stop watch, score
board, chalk, buzzer/bell Skills to be demonstrated are - proper playing outfit - partner or group - playing area with a
ring and board - ball -59 3. The last page or final slide, in case you prefer digital presentation, should include your
insights gained from participating in basketball and team sports in general. Mention also the benefits that you and
your family as a whole have gained from engaging in it. 4. Your uniqueness, imagination, creativity, and
resourcefulness will be challenged through this activity so dont waste your chance. Go and start your masterpiece! 5.
In case you have difficulty in finding or gathering your familys pictures in their engagement in team sports, look for
pictures of families engaging and participating in team sports in magazines, newspapers or pamphlets. Cut them out,
organize, and paste them on a clean bondpaper or colored paper. Put captions on these pictures which may include
the benefits that your family derives from participating in team sports. Activity 2: Mini-Team Sport Tournament This
activity aims to let you synthesize and apply what you have theoretically and practically learned in the previous
phases of the learning sequence. Decision making, critical thinking, and sportsmanship will be revealed and
developed. Your performance during this activity will be rated according to the following criteria: appropriateness of
skills, execution of skills and behavior during performance. You will need
27. 60 Here are your tasks: 1. Group yourselves into three. Groups 1 and 2 will play first; group 3 officiates the game.
Rotation will be made so that all groups will be able to play and officiate. Make sure that participation among your
teammates is maximized. You may consider a quarter of 8 minutes only to allow rotation of roles among all groups in
your class. Here is the schedule of games and officials: Game 1 Group 1 vs. Group 2 Officials: Group 3 Game 2
Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2 HERES HOW YOUR PART
II-IV PERFORMANCES ARE ASSESSED Weight Proficiency in the Execution of Skills Ability to Adapt a Skill to a
Certain Sport Situation Behavior in Playing Team Sport 30% 40% 30% 5 MASTERFUL: Able to use knowledge and
skills automatically, effectively, and efficiently in diverse game situations SKILLFUL: Demonstrates powerful and
skillful execution of the game skills with high level of confidence MATURE: Highly disciplined and able to demonstrate
appropriate behavior towards the game, players, and game officials 4 SKILLED: Able to use knowledge and skills
competently in diverse game situations COMPETENT: Demonstrates competently the game skills with confidence
SENSITIVE: Disciplined and able to demonstrate appropriate behavior towards the game, players, and game officials
3 ABLE: Has limited but growing ability to use knowledge and skills in diverse game situations PRACTITIONER:
Demonstrates general level of coordination and competence in the execution of game skills with limited but growing
confidence AWARE: Generally demonstrates proper behavior towards the game, players, and game officials 2
APPRENTICE: Relies on a limited repertoire of knowledge and skills; has limited use of judgment and
responsiveness to game situations APPRENTICE: Demonstrates limited coordination and competence in the
execution of game skills with low level of confidence DECENTERING: Has some capacity for self-discipline but is still
limited to own reactions and attitudes towards the game, players, and game officials 1 NOVICE: Can perform only
with coaching and relies on highly directed skill execution, procedures and game approaches NOVICE: Has very low
or no coordination in demonstrating game skills; has very low level or no confidence at all EGOCENTRIC: Has little or
no consideration to the rules of the game; behaves untowardly and has no respect for other players, and game
officials
28. 61 You are not just a future basketball star! Youre also an artist as seen in your team sports family journal. You have
fostered high level of creativity, resourcefulness, and appreciation of the value of team sports. All of which are
essential in becoming a fit and healthy member of the family. Keep it up! You can be the next basketball superstar!!!
29. 62 SYNTHESIS Your generation has gone a long way in terms of advancements in science and technology.
Machines, computers, cellphones, and other advanced gadgets are all around you now. The classroom has been
having difficulties in competing with these modern technologies that, in one way or another, always find
oppportunities to divert your attention from improving yourself, your studies and your family. Admit it or not, you tend
to spend more time with your friends. You try to do what they do, be what they are and go where they are headed. As
your parents struggle everyday to earn for your daily bread and prepare for your future through sending you to
school, you always find yourself busy with your classmates and friends doing what the young generation of today do.
In fact, you even spend more time with them than with your family! No matter how difficult it is for our present
educational system to regain your interest and refocus your attention back to the basics, it still tries its best to come
up with an interactive and engaging way to make you realize that you really need to maximize your stay in school and
prepare you for whatever lies ahead. This module is one of those ways with which efforts were combined to let you
learn at the same time enjoy playing. As you worked on with the given activities in each of the four parts of the
learning sequence, you were provided with opportunities to reflect and understand that theres more in team sports.
Through these activities, you were gradually introduced with the essential knowledge and skills you needed to learn
about team sports. And as expected, you enjoyed them that much! But those activities did not end up in themselves.
Enjoyment was just the beginning of a bigger and better picture. You were provided with opportunities to express and
demonstrate your understanding of the benefits that you and your family can derive from engaging and participating
in team sports by answering the mind-extracting and thought-provoking questions given. You were made to realize
that in team sports, individual expertise is highly appreciated but not at the expense of sacrificing the whole team.
You might have been good or even the best, but you still need the team to back you up and make things happen
together. Thats why its called team sports after all. Each member plays an important role in the game. Winning
might have been important to you and your team, but how you played the games was even more essential. Your
family with all its members, including you, is a perfect analogy of team sports. Each is essentially unique considering
their repective roles and areas of expertise but also equally necessary in carrying out a fit and healthy family. Each is
contributory to the attainment of the familys goals and objectives. As you go out of your class, it is expected that you
impart what you have learned about the essentials of team sports with your friends and more importantly, with your
family. Team sports strengthens your bond as friends and as members of a family. Cherish every moment as you
enjoy playing with those whom you love. Just always remember, a family that plays together, stays forever and lives
longer.
30. 63 Appendix A (Nature, background and history of Basketball) NATURE AND BACKGROUND OF BASKETBALL
Basketball is a team sport, wherein the objective is to shoot a ball through a basket horizontally positioned to score
points while following a set of rules. Usually, two teams of five players play on a marked rectangular court with a
basket at each width end. Basketball is one of the world's most popular and widely viewed sports. A regulation
basketball hoop consists of a rim 18 inches in diameter and 10 feet high mounted to a backboard. A team can score a
field goal by shooting the ball through the basket during regular play. A field goal scores two points for the shooting
team if a player is touching or closer to the basket than the three-point line, and three points (known commonly as a
3-pointer or three) if the player is behind the three-point line. The team with the most points at the end of the game
wins, but additional time (overtime) may be issued when the game ends with a draw. The ball can be advanced on
the court by bouncing it while walking or running (dribbling) or throwing (passing) it to a team mate. It is a violation to
move without dribbling the ball (travelling), to carry it, or to hold the ball with both hands then resume dribbling
(double dribble). Various violations are generally called "fouls". Disruptive physical contact (a personal foul) is
penalized, and a free throw is usually awarded to an offensive player if he is fouled while shooting the ball. A
technical foul may also be issued when certain infractions occur, most commonly for unsportsmanlike conduct on the
part of a player or coach. A technical foul gives the opposing team a free throw, and the opposing team is also
retained possession of the ball. Basketball has evolved many commonly used techniques of shooting, passing,
dribbling, and rebounding, as well as specialized player positions and offensive and defensive structures (player
positioning) and techniques. Typically, the tallest members of a team will play "center", "power forward" or "small
forward" positions, while shorter players or those who possess the best ball handling skills and speed play "point
guard" or "shooting guard". While competitive basketball is carefully regulated, numerous variations of basketball
have developed for casual play. Competitive basketball is primarily an indoor sport played on a carefully marked and
maintained basketball court, but less regulated variations are often played outdoors in both inner city and remote
areas. Source: http://en.wikipedia.org/wiki/Basketball HISTORY Basketball was invented in December 1891 by the
Canadian clergyman, educator, and physician James Naismith. Naismith introduced the game when he was an
instructor at the Young Men's Christian Association Training School (now Springfield College) in Springfield,
Massachusetts. At the request of his superior, Dr. Luther H. Gulick, he organized a vigorous recreation suitable for
indoor winter play. The game
31. 64 involved elements of American football, soccer, and hockey, and the first ball used was a soccer ball. Teams had
nine players, and the goals were wooden peach baskets affixed to the walls. By 1897-1898, teams of five became
standard. The game rapidly spread nationwide and to Canada and other parts of the world, played by both women
and men; it also became a popular informal outdoor game. U.S. servicemen in World War II (1939-1945) popularized
the sport in many other countries. A number of U.S. colleges adopted the game between about 1893 and 1895. In
1934 the first college games were staged in New York City's Madison Square Garden, and college basketball began
to attract heightened interest. By the 1950s basketball had become a major college sport, thus paving the way for a
growth of interest in professional basketball. The first pro league, the National Basketball League, was formed in
1898 to protect players from exploitation and to promote a less rough game. This league only lasted five years before
disbanding; its demise spawned a number of loosely organized leagues throughout the northeastern United States.
One of the first and greatest pro teams was the Original Celtics, organized about 1915 in New York City. They played
as many as 150 games a season and dominated basketball until 1936. The Harlem Globetrotters, founded in 1927, a
notable exhibition team, specializes in amusing court antics and expert ball handling. In 1949 two subsequent
professional leagues, the National Basketball League (formed in 1937) and the Basketball Association of America
(1946) merged to create the National Basketball Association (NBA). The Boston Celtics, led by their center Bill
Russell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, pro teams from coast to coast
played before crowds of many millions annually. Wilt Chamberlain, a center for the Los Angeles Lakers, was another
leading player during the era, and his battles with Russell were eagerly anticipated. Kareem Abdul-Jabbar, also a
center, came to prominence during the 1970s. Jabbar perfected his famed "sky hook" shot while playing for the Los
Angeles Lakers and dominated the opposition. The NBA suffered a drop in popularity during the late 1970s, but was
resuscitated, principally through the growing popularity of its most prominent players. Larry Bird of the Boston Celtics,
and Magic Johnson of the Los Angeles Lakers are credited with injecting excitement into the league in the 1980s
through their superior skills and decade-long rivalry. During the late 1980s Michael Jordan of the Chicago Bulls rose
to stardom and helped the Bulls dominate the NBA during the early 1990s. A new generation of basketball stars,
including Shaquille O'Neal of the Orlando Magic and Larry Johnson of the Charlotte Hornets, have sustained the
NBA's growth in popularity. In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts. Its rosters
include the names of great players, coaches, referees, and people who have contributed significantly to the
development of the game. Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html
32. While dribbling in one hand, use the other hand to drive your defender away from the ball. Source: Vector Clip Art
Picture of a Basketball Player Dribbling the Ball in Front ...@ chumpysclipart.com Source: The Form Trainer Arm
Band The UltimateBasketball Shooting Device @ yhst- 12654132427.stores.yahoo.net- Dribble the ball in one side of
your body and not right in front. - Spread your fingers to allow full control of the ball as it dribbles. - Dont keep your
fingers in touch with each other while dribbling. - Dont involve the whole hand to avoid losing control of the ball. -
Employ the wrist and the forearm to push the ball while covering the court. - Dribble the ball with hand and use only
the tips of your finger in dribbling it. - Practice all of your shots. Dribbling Dribbling in basketball is a skill that you
should master. It allows you to move around the court while youre in possession of the ball. It is a legal method that
allows you to advance with the ball and make a score as opposed to that of passing it to a teammate to shoot it for
the basket. This move involves bouncing the ball off the floor with your hands as you cover the floor. This is how its
done: - Be relaxed when shooting free throws. - Make sure you have an arc on every shot you take. - Up, hang,
shoot! is an easy way to remember this. - Jump naturally. - Follow through on every shot you take. - Be in proper
balance when shooting the ball. - Know when you have a good shot and then take it. - Be relaxed and concentrate
on the basket. - Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting the ball. -65 Appendix B.
Basic skills in Basketball (How they are properly executed) Shooting The 1st basic skill to be learned is shooting.
Every basketball player loves to shoot the ball! The most practiced skill in the game is shooting. Players spend a
good deal of their practice time on shooting drills to improve their skill level. After all, if you can't shoot - you can't
score! So, heres how you can improve your shooting skills in basketball:
33. Like shooting, the ball should have a backspin to it. This is accomplished by following through on every pass.
Rebounding Rebounding is one of the major aspects of the game. It is your ability to jump with power to gain
possession of the ball as it bounces to the rim after a failed shot before it touches the floor. Just how important is
rebounding? Whenever you grab a rebound, your team gains a chance to shoot again while the other team actually
loses it. The diff- When catching, step toward the pass. - When passing, step toward your receiver. - A good pass is
a pass a teammate can catch. - In executing bounce passes, calculate about 3/3 distance from the receiver as the
hitting point so that the ball bounces right to your receiver. But for better accuracy, you have to experiment by
yourself because the bounce is directly proportional with how strong the ball hits the floor. - Air passes include chest
pass-a pass that originates from the chest to the receivers chest level; and overhead pass-a pass that originates
from the forehead.With this pass, aim for your teammate's chin. Dont bring the ball behind your head, because it can
get stolen and it takes a split-second longer to throw the pass. - Basically, there are two types of pass: air pass and
bounce pass. Air pass travels between players without hitting the floor. Bounce pass is thrown to the floor so that it
bounces to the intended receiver. -66 Passing Basketball is a team game. By definition, that means all players are
involved with the process of playing the game and should function as one. One of the primary skills created to
accomplish this is passing. It is a skill that maximizes the involvement of all player in setting up a play to earn
successful shots and earn points for the whole team. To learn more about passing, read and practice as instructed
below: The longer the shot or the harder the rim, the farther the bounces. Source: "Extract" 2.7.2 Zone Defence (This
is a Member's Only Section). Basketball ... basketballcrazy.fortix.com.au Source: basketball bounce pass. Bounce
Pass Video Clip. The Chest Pass: The chest ... avcssbasketball.com Source: overhead basketball pass. Overhead
Pass Video Clip. The Step Around Pass: avcssbasketball.com Source: Vector Illustration: Basketball rebound blue
@ dreamstime.com- Anticipate where the ball will land. - Practice good footwork and vertical leap or jumps. -erence
is double. So, how to make a good rebound, heres how...
34. Dynamic Stretching Toe Walk Shuffle Heel Walk Back Pedal Inch Walk Jogging High Knees Carioca Butt Kicks
Jumping jacks Source: Basic Conditioning Drills for BasketballPlayers @ stack.com Always do a combination of
dynamic stretching and warm-up activities across the court before going out to play a game. These exercises have
already been introduced to you when you were in Grade 7 but in case you have forgotten them already, here they
are: - Always have a good pair of playing shoes. - Leg power and strong body are needed in rebounding thats why it
is essential that strength and power exercises should be considered to conditioning your body. Running Running is
one of the basic skills that a basketball player should possess. Because in this sport, speed defines the best.
Whether youre on the offensive or defensive side of the game, passing, receiving, shooting or rebounding a ball, you
always have to run in any way possible. Here are some tips for you to improve your running skills: - When a shooter
is a hard shooter, this means theres a little or no arc on his shots, then the ball bounces far from the ring. - When a
shooter is a soft shooter, this means he always takes time to put an arc on his shots, the ball bounces near the ring.
-67
35. 68 Appendix C. Facilities and Equipment in Basketball A. BASKETBALL COURT Source: High School / College
Basketball Court Dimensions @ apollostemplates.com
36. http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball backboard/#ixzz2AHUW4eMI-
http://www.topendsports.com/sport/basketball/equipment.htm -69 Court Dimensions The size of the court depends on
the playing level. The size of the court for NBA and College games is 94 feet long and 50 feet wide. It is smaller for
High School and Junior High. The Backboard and Rim The regulation height above the ground for the rim (hoop) is
10 feet, and the rim is 18 inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall, with the inner
square being 24 inches wide by 18 inches tall. The Foul Line For all size courts the 'foul line' is 15 feet in front of the
backboard. The Key The key is 12 feet wide, and is the same for all basketball courts. The backboard extends four
feet out over the baseline into the key. A half circle of diameter 6 foot extends from the foul line away from the basket
to complete the key. The 3-Point Line (Arc) For NBA Basketball Courts the 3 point arc is 22 feet to the center of the
rim on the sides with a straight line extending out 16 feet 9 inches from the baseline. Past those points the line
extends out 23 feet 9 inches from the center of the rim. Line Markings All line markings on the floor are two inches
wide and can vary in color. B. BALL The basket ball is an inflated sphere with an outer covering. It is 75 to 78 cm in
circumference and weighs 600-650 grams. It must be made of leather in the official FIBA competitions. C. BASKET
Also called goal. It is made up of horizontal circular metal rim With a net hanging from it. It is mounted 3.05 m above
floor level. D. BACKBOARD The rigid rectangular board behind the rim. Standard widths are 24-42, 44:-48, 60-
72. E. SHOES High-topped shoes Sources:
37. 70 Appendix D. Officiating Officials/Rules and Regulations of Basketball THE OFFICIATING STAFF The makeup of
the officiating corps is strictly a matter of choice. The minimum number is five: a referee, an umpire, a scorer, a timer
and a shot-clock operator. In some cases, eight officials are used in a lineup comprising a referee, two umpires, a
shot-clock operator, two scorers and two timers. REFEREE IS OFFICIAL IN CHARGE The reeree is the official that
controls the game. He is the one who tosses the ball up for the center jump at the start of the game and each
overtime period. He duties range from inspecting and approving all equipment before the game's starting time to
approving the final score. In between, the referee is responsible for the notification of each team three minutes before
each half is to begin and deciding matters of disagreement among the officials. The referee has the power to make
decisions on any point not specifically covered in the rules and even to forfeit the game if necessary. OFFICIALS
CONDUCT GAME During actual play, there is no practical difference between the referee and umpire(s). They are
equally responsible for the conduct of the game; and, because of the speed of play, their duties are dictated
essentially by their respective positions on the court from moment to moment. For this reason, the rules specify that
no official has the authority to question decisions made by another official. The officials' control, which begins 30
minutes before starting time for men and 15 minutes for women and concludes with the referee's approval of the final
score, includes the power to eject from the court any player, coach or team follower who is guilty of flagrant
unsporting conduct. When the referee leaves the confines of the playing area at the end of the game, the score is
final and may not be changed. As we pointed out earlier, jump balls occur only at the start of the game and all
overtimes; but officials still must concentrate upon throwing the ball up straight. At other times, play resumes with a
throw-in. The team that fails to get the ball after the first center jump will begin the alternating process. OFFICIALS'
SIGNALS When a foul occurs, the official is required by the rules to (a) signal the timer to stop the clock, (b)
designate the offender to the scorer and use his or her fingers to indicate the number of free throws. When a team
is entitled to a throw-in, an official must (a) signal what caused the ball to become dead, (b) indicate the throw-in spot
(except after a goal) and (c) designate the team entitled to the throw-in. DUTIES OF SCORERS AND TIMERS
Scorers must (a) record, in numerical order, names and numbers of all players, (b) record field goals made and free
throws made and missed, (c) keep a running summary of points scored, (d) record fouls called on each player and
notify officials when a player- disqualification or bonus-free-throw situation arises, (e) record timeouts and report
when a team' s allotted number has been used, and (f) record when a squad member has been ejected for fighting. It
is the game-clock and shot-clock operators' responsibility to keep everyone abreast of key factors while carrying out
the timing regulations. Source: http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials-
-their-duties
38. 71 Glossary of Terms: Air pass-a pass that travels between players without hitting the floor. Assist-a pass that
subsequently results in a goal being scored. Back Court-the defensive zone for each team. Back Pedal-a dynamic
stretching exercise which is executed by running backward wherein the heels are almost touching the buttocks.
Bounce pass-a kind of pass in Basketball wherein the ball is thrown to the floor so that it bounces to the intended
receiver. Carioca-a dynamic stretching exercise which is the same with that of grapevine step in dancing. It is
executed through a step sideward followed by a cross-step in front, step sideward and cross-step in rear. It may be
done repeatedly. The difference with that of grapevine is that it is executed with a bounce to achieve the stretching
effect. Chest pass-a pass that originates from the chest to the receivers chest level. Defensive Play-a type of play in
team sports particularly in basketball wherein the team aims at preventing the opponents from shooting the ball or
gaining possession of the ball. Defensive rebound-a rebound caught by defenders. Double Team-when two
defenders mark one attacker, usually their best player. Dribbling-a Basketball basic skill that allows you to move
around the court while youre in possession of the ball. It is a legal method that allows you to advance with the ball
and make a score as opposed to that of passing it to a teammate to shoot it for the basket. This move involves
bouncing the ball off the floor with your hands as you cover the floor. Drive-an attacking move at full speed. Dunk
Shot-a spectacular scoring maneuver when a player jumps high, reaches above the ring, and stuffs the ball down
through the hoop. Foul-an infraction or violation of the rules of a game. Goal-Tending-an illegal play in which a player
deflects a ball that is on the downward path to the basket or that is already on the rim of the basket, carrying the
penalty of an automatic score when committed by the defense or nullifying the field goal when committed by the
offense. High Knees-a dynamic stretching exercise which is executed by running forward, lifting the knees until the
upper leg is parallel to the ground, toes pointed downward.
39. 72 Misconduct-an unbecoming behavior of a player contributing to the disturbance or unusual flow of a game.
Offensive Play-a type of play in team sports particularly in basketball wherein the team plays in possession of the ball
aiming at earning points through shooting. Overhead pass-a pass that originates from the forehead. With this pass,
aim for your teammate's chin, dont bring the ball behind your head, because it can get stolen and it takes a split-
second longer to throw the pass. Passing-Basketball is a team game. By definition, that means all players are
involved with the process of playing the game and should function as one. One of the primary skills created to
accomplish this, is passing. It is a skill that maximizes the involvement of all player in setting up a play to earn
successful shots and earn points for the whole team. Rebounding -one of the major aspects of the game. It is your
ability to jump with power to gain possession of the ball as it bounces to the rim after a failed shot before it touches
the floor. Just how important is rebounding? Whenever you grab a rebound, your team gains a chance to shoot again
while the other team actually loses it. Referee-the term used to refer to the officiating official in Basketball. Running-
one of the most basic skills that a basketball player should possess. Because in this sport, speed defines the best.
Whether youre on the offensive or defensive side of the game, you always have to run in any way possible.
Shooting-this is the act o throwing the ball with an intention of getting into the ring or basket to earn points. An
offensive skill that every basketball player should master to win a game Though it is the most practiced skill in the
game, players should spend a good deal of their practice time on shooting drills to improve their skill level. Shuffle-a
dynamic stretching exercise which is also called galop. A combination of step and cut (displace) in one count. It may
be done forward, backward and most commonly sideward with one foot always leading. Warm-Up Exercises-these
are exercises which are composed of static and dynamic movements intended to gradually increase heart rate at the
same time prepare and condition the body to more strenuous physical activities thereby preventing injuries from
happening.
40. http://www.youtube.com/watch?v=YIHjdVteO2A- www.wikihow.com/Become-a-better-Basketball-Shooter -
www.buzzle.com/articles/how-to-run-a-basketball.html - www.buzzle.com/articles/how-to-shoot-a-basketball.html -
www.buzzle.com/articles/how-to-pass-a-basketball.html - www.buzzle.com/articles/how-to-dribble-a-basketball.html -
www.youth-baketball-tips.com/how-to-rebound-a-basketball.html - www.youth-baketball-tips.com/how-to-dribble-a-
basketball.html - www.youth-baketball-tips.com/how-to-shoot-a-basketball.html -73 Web Sources: &
http://www.youtube.com/watch?v=QIxrXFHfGMc- http://www.youtube.com/watch?v=3JS9e06FjmI -
http://www.youtube.com/watch?v=ZNM8e4qReno -feature=relmfu
41. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 117
QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES INTRODUCTION Indoor recreational activities are voluntarily
undertaken for pleasure, exercise, relaxation, and leisure. It is a way of rejuvenating the mind and the body especially
when you are caught in situations such as hectic jobs and routine chores. This is why you have these modules, for
you to indulge in some recreational activities like scrabble, chess, and domino. Scrabble, chess, and domino are
varieties of activities that affect what, when, and how people recreate including chgange in lifestyle, family
structure/commitments, work demands, and work-life balance. Participating in this leisure and recreational activities
can foster a range of positive benefits including Opportunities for health, well being, and quality lifestyle for the
community. Personal development, expressions, creativity, individuality, social, physical and intellectual, and close
family ties/relationship.
42. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 118
INTRODUCTION Welcome learners to word power. This module will provide you an overall outlook on what you will
learn in the game scrabble. Activities will be provided to enhance your knowledge and skills on the following
concepts: nature of the game, basic skills and tactics and interpretation of the rules and regulations. Varied
assessment tools will be given to you, this will be used to define your personal goals and targets, acquire adequate
and relevant information and knowledge and broaden your understanding about the game. You will be given the
opportunity to engage in practical application of the principles and ideas of playing scrabble. So what are you waiting
for? Let the learning begins! OBJECTIVES: At the end of the lesson, you should be able to 1. discuss the
nature/background of the game scrabble; 2. explain the benefits that the family can derive from playing scrabble; 3.
practice proper and acceptable behaviour when participating indoor recreational activities; 4. promote indoor
recreational activities to family members; 5. execute basic skills and tactics in scrabble; 6. interpret rules and
regulations in scrabble; 7. apply knowledge of rules and regulations and strategies in scrabble.
43. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 119 PRE-
ASSESSMENT: You will be provided with sets, of activities to assess and activate your prior knowledge about
scrabble. ACTIVITY 1 DO I KNOW THIS INDOOR RECREATIONAL ACTIVITIES? 1. Table A are sets of terms used
in playing indoor recreational activities. 2. Select the terms used in playing scrabble and place it on the space
provided for in Table B. Table A. TERMS SPY Boneyard Rice Knight Hardway Tiles Jail Spade Double Word
Cardboard Double letter Bankrupt Heart Hook Letter Free Space Soldier Square Triple Word Open Board Queen
Flag Castling Blank Tiles Chance Joker Rectangle Draw Insignia Rook Count Tiles Bones Chips Rank Mate Double
Challenge Adjutant Stock Go to Jail False Alarm Shuffle Indoor recreational activities are undertaken in the comfort of
ones home or specifically indoor and they are to recreate the mind and soul of a person.
44. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 120 Table B
ACTIVITY 2 AGREE OR DISAGREE Put a positive sign ( + ) if you agree with the statement and negative sign ( - ) if
you disagree. You will be guided by your teacher. ______1.Playing scrabble will enhance your vocabulary.
______2.Scrabble is played with exactly 100 tiles. ______3.The objective of scrabble is to score more points than
ones opponent. 1. 6. 2. 7. 3. 8. 4. 9. 5. 10.
45. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 121
______4.Playing scrabble with your family will not only enhance your vocabulary but also increase closeness within.
______5. Players cannot place any word which can be found in a Standard English dictionary. ______6. Reading
books will help you improve your vocabulary. ______7.Generally, foreign words can be placed on the scrabble word.
______8. You can play blocking to stop your opponent from making a potentially large score. ______9. Enhancing
your skills and strategies can be done through online scrabble competition or watching online videos about scrabble
strategies and techniques in playing. _____10. Concept of sportsmanship cannot be applied in playing scrabble.
Reflection Ooooops! Before you proceed to the next activity, take time first to reflect on what you have understood in
Activity No. 2. http://www.fotosearch.com/clip-art/minute.html&docid How will you rate yourself? Equivalent
Descriptions 10 Highly Proficient Congratulations! You know the concept of the game scrabble 7-9 Proficient You
have an idea about the game scrabble 5-6 Basic You have at least a partial idea about the game scrabble BELOW 5
Below Basic You need to be updated about the game scrabble
46. ____________ Ok, very good, are you ready with the next encounter? Lets Go!- ____________ -
_______________ - _______________ - ____________ - ____________ - _______________ - _______________
- ____________ - ____________ - _______________ - _______________ -LEARNING MODULE PHYSICAL
EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 122 LEARNING GOALS and TARGETS
ACTIVITY 3 To Know You More! http://www.sophia.org This activity will give you opportunity to know more about
your expectations of the lesson, your prior knowledge and skills in one of the indoor recreational games called
SCRABBLE. 1. Below is a K-W-L chart. In column K, your going to write 4 things that you already KNOW about
scrabble , in column W, which is what you WANT to know, 4 things that you WANT to know more about. Oops!
Please dont write anything yet in the third column, column L, you will accomplish this after we are done discussing
the first two columns. Is it clear? Okay, get ready to accomplish the chart, K W L Na! K - What you KNOW W-
What you WANT to know L -What you LEARNED
47. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 123 PART 1
WHAT TO KNOW? Hi, Welcome to ACTIVITY 1 CLOSE ENCOUNTER of the SECOND KIND! This activity will
assess your encounter with scrabble and will serve as the basis in planning the sequence of your learning activities
regarding indoor recreational activities. Reflect on your participation in scrabble game by accomplishing the
questionnaires below. 1. Answer the questions by drawing a smiley for YES and for NO on the column provided for.
2. The result will be the basis of designing future activities in SCRABBLE game. You will be guided by your teacher.
READY to DRAW? READY!, GET SET!, DRAW! The objective of Scrabble is to have the highest number of points at
the end of the game when the extra letters run out, and one person doesn't have any letters in their 'hand'.
48. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 124
QUESTIONS YES NO 1. Have I experienced playing SCRABBLE? 2. Do I play SCRABBLE often? 3. Do I play
SCRABBLE with friends? 4. Do I play SCRABBLE with family? 5. Am I a member of a SCRABBLE team in the
school? 6. Do I enjoy participating in a SCRABBLE game? 7. Do I consider the benefits derived from playing
SCRABBLE? 8. Are there SCRABBLE game enthusiasts in my family? 9. Do I plan to make SCRABBLE game as
one of my lifelong activities? . . . . Nice drawing! Rest for a while and prepare yourself to go to MMDA. TARA NA!
MagMMDA NA! http://www.clipartof.com/gallery/clipart/rally.html&docid ACTIVITY 2 MMDA (Meet my Deep
Appreciation) In this activity, you will be introduce with what is expected of you in terms of product and performance
including how these shall be assessed and rated.
49. Criteria for Assessment o Content / relevance of picture presented 30% o Creativity and resourcefulness of
presentation 30% o Understanding the benefits from playing SCRABBLE on familys fitness and wellness 40% 100%-
Put a short description,including the date and place of each picture/s and write a short essay on the benefits that your
family may derived from playing the game - On your scrapbook, paste pictures that you have taken while playing with
your family at home. -LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL
ACTIVITIES 125 A. Product: http://www.google.com.ph/imgres?q=FAMILY+PLAYING+SCRABBLE Scrapbook
containing pictures of your family playing SCRABBLE.
50. Demonstrate of your understanding of skills and basic rules in playing scrabble. Criteria for Assessment: o
Proficiency in the execution of skills 30% o Ability to adopt / use skills to a particular 40% game situations o Behavior
in playing SCRABBLE 30% 100% Check this out ! How did you appreciate playing scrabble with your family?
http://www.google.com.ph/imgres?q=thinking+clipart-LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3
INDOOR RECREATIONAL ACTIVITIES 126 B. Performance/s &start Wow! Thats nice! I appreciate what you have
done ACTIVITY 3 PUNTO for PUNTO Hello learners This activity will allow you to further understand the lesson.
Questions with increasing difficulty will be given to draw ideas from you.
51. Formative assessment will be used to measure y- Make an internet research on the nature and background of the
game scrabble. o Objectives of the game o No. of players o Rules of the game o Scoring system o Equipment o
Playing time -LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES
127 GUIDE QUESTIONS: 1. Based on what you have written in the K W L chart, what indoor recreational
activities/games does your family play? Write down atleast 3 skills/tactics you use as you play scrabble with your
family and or friends. 2. Give a short description about the nature and background of the game scrabble. 3. Do you
think playing scrabble can promote health, fitness and wellness among family members? How? Congratulations
learners! You can now proceed to your next activity PART II WHAT TO PROCESS? In this part, you are provided
with various learning resources and learning experiences for you to develop enrich or broaden your understanding
about the lesson. ACTIVITY 1 INTERNET CONNECTIVITY our knowledge retention.
52. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 128 Check
this out ! 1. What are the objectives of the game scrabble? 2. What are the materials used in playing scrabble? 3.
How many players can play in any game of scrabble? 4. Why do you need to follow correctly the rules of the game
scrabble? 5. What particular rules of the game will enhance your knowledge/skills about the game scrabble? 6. What
are the values of each tile used in scrabble? 7. How could you determine if you won the game ? 8. What learnings will
you get from playing scrabble? The following rubric will be use for your assessment in activity 1 Descriptions
Beginner 1 Novice 2 Intermediate 3 Expert 4 Content and Resource Requirement The research work seems
haphazard, hurried or unfinished. There are significant factual errors, misconceptions or misunderstanding The
research work has a focus but strays from it at times. There is an organizational structure, though not be consistent
enough. There may be factual errors or inconsistencies, but relatively minor. The research work presents information
in an accurate and organized manner that can be understood by the intended audience. There is a focus that is
maintained throughout the piece. Information is relevant and useful. The research work has a clear goal related to a
significant topic or issue. Information included reflects broad research and application of critical thinking skills, show
notable insight or understanding of the topic, compels the audiences attention. Subject Knowledge The learners does
not have group of information. Information is confusing, incorrect or flawed. Learners is uncomfortable with the
information and are able to answer only rudimentary Learners is at ease and ready with expected answers to all
questions, but fails to elaborate. Learners demonstrates a full range of knowledge and is able to answer all
53. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 129
questions. Some information are confusing, incorrect or flawed. Information is clear, appropriate and correct.
questions with explanation and elaboration. All information are clear, appropriate and correct. Data Collection There
is minimal or irrelevant data. None is gathered directly by learners. Learners attempted to gather their own field data,
but were unable to complete the assignment, therefore conclusions cannot be drawn. Adequate relevant data of at
least two types, at least one set gathered directly by learners. Abundant relevant data with at least three different
types, at least one set is gathered by learners should be directly from their own field work. ACTIVITY 2 WATCH AND
LEARN : THE BASIC The activity aims to introduce to you the basic skills in playing scrabble and how each skill is
properly executed. Video aided instructional materials will be used for your skill acquisition. Kindly visit and download
this site www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble. Your teacher will guide you in this activity.
Scrabble Picture/ Video Analysis Scrabble moves Sequence of Play Scoring Strategies/Techniques
54. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 130 Note: To
enhance your skills in playing scrabble, you can play online scrabble game at www.games.com>Word Games. PLAY
TIME ! Since you have already an idea on how to play scrabble, you can now proceed to the next activity. ACTIVITY
3 I WANT TO PLAY ! Hello learners! This is now the opportunity for you to demonstrate the basic skills you have
seen in the picture/video-aided instructional materials. LETS PLAY! 1. Form a group with 4 members each. 2. Assign
an observer & a recorder while the other members of the group will play. While playing, observer / recorder will record
his/her observation on skills / tactics used/applied by the player. 3. At the end of the game, the player, observer /
recorder will share their experiences in the game. 4. The leader of your group will conduct a short discussion to arrive
at a generalization regarding the importance of mastery of the basic skills in scrabble. CONGRATULATIONS
LEARNERS ! You know already how to play!
55. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 131 PART III.
WHAT TO UNDERSTAND Hello Learners! Scrabble helps build language skills, and your skills will develop more if
you are directly engage with your family. Scrabble is a social game and it can top the list of family fun activities. It is a
form of recreational activity that allows you and your family to relax, forget any pressing concerns and improve mental
capabilities. To sum up everything, it is a way of enhancing family bonding/camaraderie. Your understanding of the
essence of participating in scrabble games will be assessed. ACTIVITY 1 HOW I APPRECIATE THE GAME In your
activity notebook answer the following questions: o How do you play scrabble? o What basic skills/tactics do you
need to develop/master in order to be successful in playing SCRABBLE. o Do you think that your knowledge on the
rules and regulations of the game is an edge for you to win? Why? o Are there any health and fitness benefits we can
get out of playing scrabble? Enumerate at least five of them. ACTIVITY 2 PLAYING WITH MY FAMILY Based on the
statements you have read above, kindly fill up the chart given below. Copy the format below in your activity notebook.
You will be guided by your teacher. thebsreport.wordpress.com http://www.clipartof.com/portfolio/bnpdesignstu
dio/illustration/stick-kids-playing
56. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 132
ACTIVITY 3 WHAT VALUE WE LEARNED FROM PLAYING SCRABBLE? One of the important aspects in playing
scrabble is developing good values. Complete the survey below and determine the values in playing scrabble. In your
activity notebook check the appropriate space based on the importance. After you have completed the table below,
look for a partner and discuss with them the values you learn from playing scrabble. Values Learned Not Important
Slightly Important Most Important 1. Developed camaraderie among my peers 2. Established good relationship with
my family 3. Made intelligent decisions in my life 4. Made mefacing chalenges 5. Enhanced my capabilities in terms
of vocabulary. Before you proceed to the transfer part, answer the SUMMATIVE ASSESSMENT below: How the
game scrabbles enhance bonding in your family?
57. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 133 I. Multiple
Choices: Choose the correct answer from the given choices below. Write the letter of the correct answer on the space
provided for. ANSWERS 1. Which of the following scrabble tiles have a value of five points? 1.________ A. D B. X C.
K 2. What particular color of the cells on the scrabble board 2.________ Corresponds to a triple word score? A. Light
Blue B. Dark Red C. Dark Blue 3. How many bonus points will be given to a player who is able to 3.________ place
all seven tiles on the board at the same time? A. 50 B. 100 C. 150 4. Which of the following scrabble terms that is
used to stop 4.________ the opponent from making a potentially large score? A. Bluffing B. Blocking C. Challenge 5.
When a rack has more than one of a given letter, it is called as? 5. ________ A. Dumping B. Hold C. Duplication II.
Completion Type: Complete the given statements below. Write your answer on the space provided for. ANSWERS 1.
Scrabble is played with exactly __________ tiles. 1._________ 2. When a player is able to place all seven tiles from
the tile rack on the board, the player receives _________ point bonus. 2._________ 3. In scrabble the _________
tiles may be used as any letter desired. 3._________ 4. A _________ square doubles the score of a letter.
4._________ 5. An opponent calls _________ when they think a play is not acceptable. 5._________
58. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 134 PART IV.
WHAT TO TRANSFER III. Matching Type: Match the scrabble letter in Column A with the equivalent point value in
Column B. Write the letter of the correct answer on the space provided for in Column C. Column A Column B Column
C 1. A,F,I,L,N,O,R,S,T and U A. 10 points 1. ___________ 2. Q and Z B. 4 points 2. ___________ 3. J and X C. 8
points 3. ___________ 4. F,H,V,W, and Y D. 3 points 4. ___________ 5. B,C,M and P E. 1 point 5. ___________
Very Good Learners You are now on the last activity of this module, keep it up!
http://www.google.com.ph/imgres?q=clapping+hands+clip+art&hl In this phase, you are expected to demonstrate a
complete product or performance. ACTIVITY 1 HOW WELL DO I KNOW THE GAME This activity gives you chance
to re- assess and apply what you have learned about the basic rules of the game scrabble.
59. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 135
ACTIVITY 2 Using the table below, enumerate the rules on how to play the game scrabble. Copy the table in your
activity notebook. How to play scrabble 1 2 3 4 5 6 7 8 9 10 www.fuzzimo.com/free-hi-res-wooden-scrabble-letter-
tiles/&docid DO YOU STILL REMEMBER ME? Hi learners! Kindly identify the common scrabble terms that you have
learned before. Complete the corresponding scrabble letters placed on the scrabble board. Use the guide statements
below as your reference to complete the scrabble terms. Write your answers in your activity notebook.
60. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 136 1. In
scrabble, it is a term that describes a rack that has more than one of a given letter. 2. It consists of two blanks, the
four Ss and the letter J, Q, X and Z. 3. A piece that is being used in playing scrabble. 4. It is a word game in which
two to four players score points by forming words from individual lettered tiles on a game board marked with a 15-by-
15 grid. 5. A term used in scrabble when an opponent thinks a play is not acceptable. 6. A letter that will spell a new
word when it is played with in the front of or at the end of a word already on the board. 7. This is a dark red square on
the scrabble word. When a word is played using this square, then the points for the word are multiplied by three. 8.
Any word played that uses all seven letters on the rack earning a bonus of 50 points. 9. The act of playing a word on
the board that stops the opponent from making a potentially large score. 10.Term in scrabble wherein the player may
pass his/her turn by not exchanging tiles and not making a play on the board. P W R T L E U P L H S C A B E I O A
B P A B L L L T I E W R S O R E C T O G N I N I E E G R G Rate yourself based on the value of the tiles: Point
values Scrabble Letters 1 2 3 7 5 10 4 8 9 6
61. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 137 0 Blank
tile 1 A,E,I,L,N,O,R,S,T and U 2 D and G 3 B,C,M and P 4 F,H,V,W and Y 5 K 8 J and X 10 Q and Z 2x L (Double
Letter Scores) Light Blue Cells 3x L (Triple Letter Scores) Dark Blue Cells 2x W (Double Word Score) Light Red Cells
3x W (Triple Word Score) Dark Red Cells ACTIVITY 3 MINI SCRABBLE GAME TOURNAMENT
http://www.google.com.ph/imgres?q=scrabble+board+clip+art&start This activity aims to synthesize and apply what
you have theoretically and practically learned in the previous learning sequence. Decision making, critical thinking
and sportsmanship will be revealed and developed. Your performance during the activity will be rated according to
the following criteria: appropriateness of skills, execution of skills and behaviour during the performance. 1. Group in
such a way that there will be players and game officials. Rotation will be made so that all groups will be able to play
and officiate as arbiter/recorder. 2. The winner of each group will be selected to compete with the other winner of the
group and came up with the champion. Check this out!
62. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 138 You are
encouraged to integrate/use terms related to social issues such as environmental aspect, drug education, peace
education and consumer education. ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS
PERFORMANCE CONGRATULATIONS! YOU DID A GOOD JOB TO FINISH THIS MODULE Proficiency in the
Execution of Skills Ability to Adapt a Skill to a Certain Sport Situation Behavior in Playing Weight 30% 40% 30% 5
MASTERFUL: Able to use knowledge and skills automatically, effectively and efficiently in game situations
SKILLFUL: Demonstrates powerful and skillful execution of the game skills with high level of confidence MATURE:
Highly disciplined and able to demonstrate appropriate behavior towards the game, players and game officials 4
SKILLED: Able to use knowledge and skills competently in game situations COMPETENT: Demonstrates
competently the game skills with confidence SENSITIVE: Disciplined and able to demonstrate appropriate behavior
towards the game, players and game officials 3 ABLE: Has limited but growing ability to use knowledge and skills in
game situations PRACTITIONER: Demonstrates general level of coordination and competence in the execution of
game skills with limited but growing confidence AWARE: Generally demonstrates proper behavior towards the game,
players and game officials 2 APPRENTICE: Relies on limited knowledge and skills; has limited use of judgment and
responsiveness to game situations. APPRENTICE: Demonstrates limited coordination and competence in the
execution of game skills with low level of confidence DECENTERING: Has some capacity for self- discipline but with
limited reactions and attitudes towards the game, players and game officials 1 NOVICE: Can perform only with
coaching and relies on highly directed skill execution, procedures and game approaches NOVICE: Has very low or no
coordination in demonstrating game skills; has very low level or no confidence at all EGOCENTRIC: Has little or no
consideration to the rules of the game; behaves untowardly and has no respect for other players and game officials
63. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 139
SUMMARY/SYNTHESIS/GENERALIZATION After doing all the activities, I hope that you have learned a lot
specifically on the following parts: Part 1 gives you a brief recall about your concept on the game scrabble including
adequate and relevant information and knowledge. Part II enables you to perform/demonstrate activities that will
assess your skills and understanding. Part III provides you with different activities and discussion that will help you to
reflect and think deeper about the game scrabble Part IV is the final phase in which you are expected to transfer your
learning through a product or performance in a new context or situation. I hoped that you gained a lot in terms of
knowledge, skills, and value formation from the different activities. Congratulations! GLOSSARY OF TERMS
64. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 140 1.
BINGO- Any word played that uses all seven letters on the rack, earning a bonus of 50 points. 2. BLOCKING -The act
of playing a word on the board that stops the opponent from making a potentially large score. It also refers to the act
of playing words that make it harder for either player to score many points. 3. CHALLENGE-An opponent calls a
"CHALLENGE" when s/he thinks a play is not acceptable (i.e. not in the OWL or Merriam-Webster Collegiate
Dictionary, Eleventh Edition). A Word Judge is called to verify which words are acceptable or not. Whenever there is
a challenge, someone loses exactly one turn. 4. COUNT TILES- players often count tiles at two different times: 1)
before a game begins to ensure that there are 100 tiles; 2) near the end of the game, when knowing exactly how
many tiles remain to be played can be crucial for the astute player. 5. DOUBLE-DOUBLE-When a player makes a
play with letters that cover two Double-Word Squares. The bonus for covering two DWSs one play: quadruple the
sum of the value of the letters of the "Double-Double" word. The sum should include that extra values earned form
any DLS covered that turn only. 6. END GAME-The portion of a SCRABBLE game when there are less than seven
tiles left to draw from the bag. 7. HOOK LETTER (A.K.A. HOOK)-A letter that will spell a new word when it is played
with in the front of or at the end of a word already on the board. Example: With HARD on the board, the letter Y is a
hook letter since HARDY is acceptable. Likewise, the letter C can be "hooked: since CHARD is acceptable. 8. PASS-
A player may pass his/her turn by not exchanging tiles and not making a play on the board. The player scores zero
and says "Pass!" and starts opponent's timer. It is now opponent's turn. Note that when there are 6 consecutive
scores of zero in a game, the game is finished. 9. SCRABBLE- is a word game in which two to four players score
points by forming words from individual lettered tiles on a gameboard marked with a 15-by-15 grid. 10.TILES - Game
equipment consisting of a flat thin piece marked with characters and used in board games like Mah-Jong, Scrabble,
etc. REFERENCES
65. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 141 1.
Wikipedia : The free Encyclopedia 2. www.Scrabblefinder.com 3. www.lifestyle.indianetzone.com 4.
http://www.google.com.ph 5. MAPEH-CAT IV By Vilma Perez, et.al. 6.
http://www.hasbro.com/scrabble/en_US/glossary.cfm
66. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 142
Participating in indoor recreational activities is important for a childs development and can lay a foundation for a
healthy life. Play is a good mental and physical activity for children. It develops their physical body, movement, and
coordination; encourages self-esteem; fosters social interaction skills; improves thinking skills; and develops
emotional skills. Moreover, family relationships can be enhanced when the family has something worthwhile to do
altogether. This module encompasses the basic principles and ideas about one of the indoor recreational activities,
i.e., chess. It will lead you to understand the nature/background of the game chess and the benefits derived from
playing it. This will help you to become better player or to love chess while learning the basic skills in playing it.
Learning Competencies: At the end of the lesson, you should be able to 1. discuss the nature/background of the
game chess; 2. explain the benefits that the family can derive from playing chess; 3. practice proper and acceptable
behavior when participating in indoor recreational activities; 4. promote indoor recreational activities to family
members; 5. execute basic skills and tactics in chess; 6. interpret rules and regulations in chess; 7. apply knowledge
of rules and regulations and strategies in chess. Pre-Assessment You will be given set of activities to assess and
activate your prior knowledge about chess. In this activity your prior knowledge in the game chess will be assessed.
In your activity notebook, copy the table as shown. Look at the drawing of chess pieces and equipment of the game.
Identify each of the pieces. Write your answer on the appropriate boxes. Activity 1: Name Me!
67. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 143 Are you
ready? Lets check it out! Chess pieces and equipment So, you are.. The above simple recall and identification
have surely activated your prior knowledge in chess. In the next activity, you will be directed to identify your own
personal learning goals and objectives of the course. At this point, you will write your expectations for this module.
GOOD JOB LEARNER!
68. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 144
LEARNING GOALS and TARGETS Define your own personal learning goals and targets about our lesson chess.
Example: Learn the moves of each chess piece. 1.___________________________________________________
2.___________________________________________________
3.___________________________________________________
4.___________________________________________________
5.___________________________________________________ The succeeding activities are classified into four
phases of learning. Knowing, processing, reflecting and understanding, and transferring of understanding. In this
phase, you will be given activities to assess your prior knowledge; communicate your expectations: what you want to
know, understand, produce or perform. You will be taught what you need to learn about chess. You will also be
informed of the assessment techniques which will be used to rate your output and performance at the end of the
lesson. Brief History of Chess Do you know where chess originated? Chess is a game that has been played for
centuries and was thought to have originated in India in the 15th century. Long ago, it was considered a game
reserved only for kings and members of the upper classes. Nowadays, chess is played by common people even at an
early age. The modern design of chess pieces bears the name Staunton, who was an English master in the mid-
18OO's. These are the type of pieces that are now used in all tournaments worldwide. The first international chess
tournament was the London Tourney played in 1851. A German named Adolf Anderssen won the game. He became
the unofficial best chess player of the world because he did not receive any award or title. PART I: WHAT TO KNOW
69. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 145 The first
great American-born chess player is Paul Morphy. Paul traveled to Europe in the 185O's, where he beat all
challengers, including Adolf Anderssen. However, the English champion of the time (Staunton) refused to play with
him, so Morphy never became a world chess champ. The first official championship chess tournament was played in
1866 in London, with sand clocks to restrict the length of a game. A Bohemian (Czechoslovakian) Jew named Steinitz
won the game. He became the world's first official chess champion, holding this title until 1894. Have you wondered
who rules in the world of chess today? Recently, Russia dominates the game of chess. This results from the
establishment of government schools for talented chess players after the communist revolution of 1917. Since 1927,
many of the top chess players have been citizens of the former USSR, and include: Tal, Alekhine, Petrosian,
Spassky, Smyslov, Anatoli Karpov, and Gary Kasparov. Benefits Derived from Playing Chess. Chess is an indoor
recreational activity which is now being introduced as a major part of secondary level curriculum because of the
benefits it gives to the students. You probably know some of the benefits derived from playing chess. Here are some
of the benefits which can be derived from playing chess. 1. Chess increases the mathematical and scientific skills of
the students. It also enhances the problem solving skills, concentration ability, as well as logical thinking ability of the
students. 2. It develops a sense of confidence and self-worth of a student. 3. It also increases communication skills of
a student. 4. It gives a lesson of hard work and commitment. 5. Aside from intellectual exercise, chess provides
entertainment and relaxation. This game is free and can provide entertainment even for the observers. 6. Chess also
has health benefits. It is considered as a form of recreational therapy. Chess keeps the mind healthy and a healthy
mind results in healthy body. It is used by therapists to help people suffering from cognitive functioning such as
anxiety and depression. 7. Chess a form of indoor recreational activity can be used to strengthen family bond. The
members of the family can play with each other while at home. In a way, the chess pieces can represent the family
members. Each member of the family has a role to play. In chess, the pieces also have specific function to perform to
win the game.
70. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 146 This
activity will give you the opportunity to know more about your expectations of the lesson, to assess your prior
knowledge and skills in chess, and what you want to know/learn about it. Copy the illustrations as shown, and write
what you currently know about the game chess under box A and what you want to know more about the game under
box B. Use the questions as your guide. Ready Chess Go! Guide Questions 1. Give a short description about the
nature and background of the game chess. 2. Do you think playing chess can promote health, fitness, and wellness
among family members? How? A B Activity 2: Give Me a Star! Activity 1: Think of Me!
71. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 147 At this
point,questions are provided for you to gauge how you value chess as a game. In your activity notebook, copy the
table as shown, and answer the questions by placing for always, for sometimes, and for never on the space provided.
QUESTIONS always sometimes never Have I experienced playing chess? Do I play chess with my family? Do I enjoy
participating in chess games? Do I consider the benefits derived from playing chess? Do I plan to make chess game
as one of my lifelong activities? Do I play chess with friends? How often do I play chess? Are there chess enthusiasts
in my family? The two activities above gave information on your personal concepts of the game chess. In the next
activity, your answers will be based on the lessons you will learn in the classroom about the nature and background
of the game. Activity 3: Map the Concept!
72. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 148 This time,
you will express what concepts you know about chess. Below are chess pieces. Write a word or phrase inside the
pieces which are related to the background and nature of chess. After writing the four words or phrases, use each
word in a sentence. The sentence must be related to the background and nature of chess. 1. 2. 3. 4. The above
activities are only starters and the succeeding ones will enable you to identify the benefits derived from playing chess
and the proper conduct when participating in the game. Below is a chess board containing rumbled details regarding
benefits derived from chess and the proper behavior when participating in this game. Copy the chess board in your
activity notebook. From the numbered details below, identify which are the benefits derived from chess and the
proper behavior when participating in the game. Write the number on the shaded box below corresponding to benefits
derived from chess and the number on the white box for the proper behavior when participating in chess game.
Activity 4: Chess Out! All On Board!
73. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 149 1
Develops a sense of confidence and self- worth. 2 It gives a lesson of hard work and commitment. 3 Never boast
over a win 4 Increases communication skills. 5 Always show sportsmanship. 6 Chess increases the mathematical
and scientific skills. 7 Chess keeps mind healthy. 8 Dont show rude behavior over a defeat. 9 Strengthen family
bond. 10 Dont distract the other players. 11 Provide entertainment. 12 Do not make it obvious if you make a mistake
13 Never blame others for something they did not do. 14 Chess provides relaxation. 15 Minimize talking when at the
event venue. 16 If you disagree with what your opponent has done raise your hand and ask for help. You have made
a lot of progress by learning the overview of the game chess. Now, you
74. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 150 will learn
the basic skills in playing chess. You will be acquainted with the rules and regulations of the game. This module
comes with a video presentation on how to play the game which you can download at
https://www.youtube.com/watch?v=unB3BoEtLDo&feature=channel&list=UL After the video presentation answer the
following questions: 1. How does a chess piece move? 2. What are the special features of the chess piece? 3. How
can you do castling? 4. When does check or checkmate occur? In Part I of the module, activities are designed to
gauge the knowledge and interests you already possess as well as the evidence of your learning from this module. In
the second phase, activities will focus on how you process the information you gained in the first phase. In this phase,
you will be provided with various learning resources and learning experiences to enable you to understand and
perform better in the game chess as an indoor recreational activity. This activity will test your ability to use your hands
and eyes together to perform a task requiring you to synchronize vision, touch, movement, and cognition. Paper
juggling is a fun way to help you develop and maintain your eye-hand coordination that is essential in playing chess.
1. Make your own paper juggling ball by crumpling 2 sheets of paper. 2. Start the activity by juggling the paper ball
alternately with right and left hand. 3. Count how many times you hit the paper ball. 4. If you fail to hit the paper ball ,
stop counting. 5. Do it three times. 6. Your final score will be the highest in three trials. Activity 1: Paper Juggling!
Activity 5: Watch Me! PART II: WHAT TO PROCESS
75. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 151 You are
now on the exciting part of the module. In this activity, you will be acquainted with the proper positioning of the chess
pieces on the chess board. Try to visualize a chess board with chess pieces placed in their proper initial positions. In
your activity notebook, copy the illustration as shown and locate the following pieces in their initial positions on the
chess board by writing the number in the space provided. __________ __________ __________ __________
__________ __________ __________ __________ __________ __________ Activity 2: Where do I belong?
76. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 152 Through
the aforementioned activities, you were warmed up by playing paper juggling and identifying the initial positions of the
chess pieces. In the proceeding activity, you will perform the moves of each chess piece. In this next activity, you will
be given the opportunity to practice the basic moves of each chess piece. You need to remember each specific move
to win a game. Pieces can be moved to capture an opponent's piece. This is done by landing on the square of the
opponents piece and then replacing it. Pieces can also be moved to defend other pieces in case of capture, or to
control important squares in the game. Follow the moves of the chess pieces as illustrated below. The king is the
most important piece, however it is also considered one of the weakest. The king only moves one square in any
direction - up, down, to the sides, and diagonally. The king may never move himself into check (where he could be
captured). Note: The dot () represents the direction of moves of the pieces. The queen is the most powerful piece. It
moves in any one straight direction - forward, backward, sideways, or diagonally. As all the other pieces, except the
knight, it cannot move over any intervening piece. Activity 3: Its Playtime! THE KING THE QUEEN
77. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 153 The rook
may move to any square as far as it wants, but only forward, backward, and to the sides. The rooks are particularly
powerful pieces when they are protecting each other and working together! The bishop may move as far as it wants,
but only diagonally. Each bishop starts on one color (light or dark) and must always stay on that color. Bishops work
well together because they cover up each others weaknesses. Knights moves by going two squares in one direction,
and then one more move just like an L shape. Knights are the only pieces that can move over other pieces. THE
ROOK TH E B I SH OP THE KNIGHT
78. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 154 Pawns
move forward, but capture diagonally. They can never move backwards. On its first move, the pawn can advance two
squares at a time. Succeeding moves will be one square at a time. Note: the x represents the move for capturing
opponents piece. Congratulations! You have gained understanding and knowledge of the basic moves of each chess
piece. You can now proceed to the next activity. At this point you need to concentrate on the rules and rules and
regulations of the game and be in focused on the game play. After learning each chess moves, let us review your
knowledge on the rules and regulations in playing chess. Welcome to your next activity! In your activity notebook,
copy the figures and other entries as shown. You have to identify the move of each illustrated chess piece. With the
use of a straight line, connect column A to column B then, column B to column C. The first one is done for you.
Activity 4: Mix Match! THE PAWN
79. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 155 COLUMN
A COLUMN B COLUMN C 1. a a Pieces that can move ove other pieces. 2. b b The most important
piece, but it is one of the weakest 3. c c Move to any square as far as it wants, but only forward, backward, and
to the sides. 4. d d Move and capture along the diagonals 5. e e The most powerful piece. 6. f f
Can be promoted to any piece.
80. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 156 After
finishing the preceding activities, you are now equipped with the basic skills in playing chess. To further your
knowledge and for more excitement,you will now play chess online. Way to go! Play chess online. You will have the
computer as your opponent. Play chess with your computer at http://www.learn4good.com/games/board/play-chess-
against-the-computer.htm. In Part II, you were given sets of activities to facilitate better understanding of the game
chess. Aside from just knowing the basic required skills in playing the game, a deeper understanding of its
importance is necessary. In the next phase, activities are designed to convey the deeper value of chess. In this phase
you have other learning resources and experiences to enrich your understanding of chess. Below are pictures of
chess pieces and members of a typical family. In your notebook, copy the table as shown. Write the function of each
chess pieces and the function of the family members on the space provided for. After which, relate the functions of
each chess piece to the members of the family or to the family as a whole. Present your work to your teacher. Activity
5: Online Games! Activity 1: The King and I ! PART III: WHAT TO REFLECT AND UNDERSTAND
81. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 157 CHESS
PIECES FUNCTION IN THE CHESS PIECES FUNCTION OF THE FAMILY MEMBERS FAMILY MEMBERS
82. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 158 Here is a
question for you to ponder. This will give you a deeper understanding on the value of playing chess. Do you think
playing chess can promote health, fitness and wellness among family members? How? Copy the illustrations in your
notebook, and write your answer on the space provided. In Part III, you have sets of activities which deepen your
understanding of the game chess. In Part IV, your performance and product will be assessed. Its now time for you to
solve chess puzzles and meet other players and do chess match. Activity 2: Very Essay! PART IV: WHAT TO
TRANSFER
83. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 159 WOW!
Finally, you made it to this part! This is now your chance to show everyone that you can play chess with your
classmate. In the next activities, you need to have a chess set. Your performance and product will be graded based
on a set of criteria. Below are chess puzzles for you to solve. Your teacher will rate your ability (by checking the
appropriate box) to execute the basic skills and tactics in playing chess by using the rubrics that follow. (White to
move) ACTIVITY RATING 4 3 2 1 Activity 1: CHESS PUZZLES!
84. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 160 1. Solve
the puzzle in First Attempt Second Attempt Third Attempt More than 4 Attempts 2. Time to solve the Puzzle. Less
than 2 minutes Less than 3 minutes Less than 4 minutes More than 5 minutes Rating Scale: 4 - Advance 3 -
Proficient 2 - Approaching Proficiency 1 - Developing The aim of this activity is for you to apply what you have
learned theoretically and practically in the previous phases of learning sequence. 1. You will be grouped by pairs.
Rotation will be done so that you will have the chance to meet the other members of the group. 2. Your performance
will be ranked based on the score garnered during the mini-tournament. Name of Students Score Rank MINI-CHESS
TOURNAMENT
85. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 161 1. 2. 3.
Note: The number of students to be ranked is not limited to three. SUMMARY / SYNTHESIS / GENERALIZATION
86. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 162 This
module focuses on different sets of activities that help you develop the required skills in playing chess. It has enabled
you to understand the basic principles and concepts behind the game. After performing all the required tasks in this
module, it is expected that you have already gained knowledge on the essentials of chess and its deeper value as a
recreational activity to promote good family relationship. Part 1 gives you a brief recall on the game, chess. It has also
provided you with activities which strengthened your knowledge about the game such as providing you with the
opportunity to enumerate what you know and what you want to know about chess. You are also acquainted with the
benefits derived and the proper behavior when participating in a chess game. Moreover, a downloadable video clip is
prepared for you to help you better understand the rules and regulations of the game. Part II enables you to perform
activities that evaluated your skills and understanding of the game. You are tasked to demonstrate the move of each
chess piece. Moreover, you are given the opportunity to play online chess to enhance your skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the value of chess as a game. Finally, in
Part IV, you are made to transfer what you have learned in this module through a product or performance. You are
given the chance to apply what you have learned theoretically and practically in this module. You were made to solve
chess puzzles and played mini-chess tournaments. Congratulations! You made a good job. Surely, you have gained
a lot of knowledge after performing all the activities in this module. It is hoped that you have also gained the family
values this module wants to convey. Glossary of Terms
87. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 163 1.
Castling - This is a move of the king and either rook of the same color along the players first row. On a players turn
he may move his king two squares over to one side and then move the rook from that sides corner to right next to the
king on the opposite side. 2. Checkmate - is a situation in chess in which one player's king is threatened with capture
(in check) and there is no way to meet that threat. 3. Chess - A board game for two players, each beginning with 16
pieces of six kinds that are moved according to individual rules, with the objective of checkmating the opposing king.
4. Draw - a chess game where nobody ends as a winner. 5. En Passant - It is a special pawn capture which can
occur immediately after a player moves a pawn two squares forward from its starting position, and an enemy pawn
could have captured it had it moved only one square forward. The opponent captures the just-moved pawn as if
taking it "as it passes" through the first square. The resulting position is the same as if the pawn had moved only one
square forward and the enemy pawn had captured normally. 6. Promotion - Special ability of pawns wherein if it
reaches the other side of the board it can become any other chess piece except the king. Sources:
http://www.fide.com/component/handbook/?id=124&view=article http://www.buzzle.com/articles/basic-rules-of-chess-
how-to-play-chess.html Chess basic rules of play http://www.oksports.ie/games-rules/chess/
http://clatskaniechessclub.tripod.com/id70.html The History of chess.http://www.learn-
chess.com/the_history_of_chess-27008.php
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.html
88. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 164 The
family needs to have opportunities to have fun and bond altogether. Parents are important role models and should be
active with their children everyday. It is best that activities for children match their skills and abilities. Families who
spend their leisure time together become closer and indoor activities are the best ways for them to stay close while
having fun! This module focuses on another indoor recreational activity for the family, the game domino. It is
designed to acquaint you with the principles and ideas behind the game. This module will assist you in the process of
understanding the nature/background, benefits derived, and the basic skills and tactics in playing the game. You will
be given the opportunity to engage in practical applications, of the principles and ideas of playing domino. As a
student, you are probably familiar with the procedures of playing domino. This time, you can become a better player
and appreciate the game more as you go through this module. Learning Competencies: At the end of the lesson, you
should be able to 1. discuss the nature/background of the game domino; 2. explain the health and fitness benefit that
the family can derive from playing dominos; 3. practice proper and acceptable behavior when participating in indoor
recreational activities; 4. execute basic skills and tactics in domino; 5. interpret rules and regulations in domino; 6.
applyappropriate rules and regulations in domino; 7. initiate the promotion of indoor recreational activities to family
members. Pre- Assessment: At this point, you will beprovided withactivities to pre-assess and recall your prior
knowledge about the game domino. Now, start with your lesson! Activity 1:BatangHenyo
89. Dots The above activity helps facilitate your prior knowledge about domino. In the next activity, enumerate your own
personal learning goals and objectives for the lesson. At this point, you will write your expectations for this module.
LEARNING GOALS and TARGETS Express/State your own learning goals and target about our lesson domino.
Example. Learn how to play domino.- Bar - Rectangle - China - Tiles - Block - Double - Bone -LEARNING
MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 165 We are going to start
with our first activity. You will be divided into 3 teams. You will play charades on words related to chess. This activity
will test how sharp your mind and body act in coordination when you are short ofsome words. Heres what you are to
do. 1. The game starts by asking each team to write words related to domino on pieces of paper then fold and put
them on a bowl. 2. Each member of the team will pick a piece from the bowl. When it's your turn, close your eyes and
pick a piece of paper from the bowl. Without saying a word, help your team by trying to guess the word by giving
signals and gestures. 3. Stop when your team guesses the word or time runs out. You will be given a minute to act
out the word. 4. The team with the most number of correct guesses wins the game: You need to use the following
words related to the game.
90. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 166
1.____________________________________________________ 2.
____________________________________________________ 3.
____________________________________________________ 4.
____________________________________________________ 5.
____________________________________________________ The succeeding activities are classified into four
phases of learning. Knowing, processing, reflecting and understanding then transferring of knowledge. In this phase,
you will be provided with sets of activities to measure your prior knowledge; to express your expectations of this
course based on what you know, what you want to know and what you can accomplish in relation to the topics; to
equip you with the necessary knowledge about domino; and to inform you of the assessment techniques which will be
used to rate your output and performance. History of Dominoes Dominoes (or dominos) generally refer to the
collective gaming pieces making up a domino set (sometimes called a deck or pack) or to the subcategory of tile
games played with domino pieces. In the area of mathematical tilings and polyominoes, the word domino often refers
to any rectangle formed from joining two congruent squares edge to edge. A domino set may consist of different
number of tiles and dots. The traditional Sino-European domino set consists of 28 dominoes. The totals for all
common domino sets is presented in the following table: Domino Set Number of Tiles Number of Dots Double Six (6-
6) 28 168 Double Nine (9-9) 55 495 PART I: WHAT TO KNOW
91. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 167 Double
Twelve (12-12) 91 1092 Double Fifteen (15-15) 136 2040 Dominoes are called "bones" because the earliest domino
tiles were made from animal bones or ivory. In addition to "bones", dominoes are also called "tiles", "stones", "men",
tickets,or spinners.. Each domino is a rectangular tile with a line dividing its face into two square ends. Each end is
marked with a number of spots (also called pips) or is blank. The word "pip" commonly means a "spot" or a "speck",
and perhaps that's why a domino's spots are called "pips".The backs of the dominoes in a set are indistinguishable,
either blank or having some common design. A domino set is a generic gaming device, similar to playing cards or
dice, in that a variety of games can be played with a set. Evidences show that tile games have been found in China
as early as 1120 CE. Some historians credit Keung T'ai Kung, in the twelfth century BCE for creating them. Other
historians stated that dominoes were invented by a statesman named Chu sz yam in 1120 CE. This person is said to
have presented them to the Emperor Hui Tsung, and that they were circulated abroad by imperial order during the
reign of Hui's son, Kao-Tsung (1127-1163 CE). You might have notice that there has been no exact data on the
origins of domino. However, one is clear enough, it has existed so long ago that documentation of which is scarce.
Although domino tiles are clearly of Chinese inheritance, there is a debate over whether the European tile set came
from China to Europe in the fourteenth century or was invented independently. Have you seen European dominoes?
They are rectangular tiles that are twice as long as they are wide. There is a single tile for each combination of the
faces of a pair of dice; the blank suit is the throws of a single die, for a total of twenty-eight tiles in the standard
Double six set. Other sets with larger numbers of tiles were invented later, with the double nine and Double twelve
sets being the most common extensions. Where did the word domino came from? The word "domino" is most likely to
be derived from the Latin, dominus (i.e., the master of the house). The vocative, domine, became the Scottish and
English dominie (i.e., schoolmaster). The dative or ablative, domino, became the French and then the English
domino. The word "Domino" is French for a black and white hood worn by
92. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 168 Christian
priests in winter which is probably where the name of the game derives from. Domino games are played all over the
world, but they are most popular in Latin America. The game domino is very popular in Italy, France, and Britain in
the 18th century. France was also producing domino puzzles. The puzzles were of two types. In the first, you were
given a pattern and asked to place tiles on it in such a way that the ends matched. In the second type, you were
given a pattern and asked to place tiles based on arithmetic properties of the pips, usually totals of lines of tiles and
tile halves. Benefits from playing dominoes. As any indoor recreation game, playing dominoes provides fun and
interaction for the family. At the same time, the game provides learning opportunities to stimulate the mind. It also
encourages socializing and important social skills such as learning how to win/lose, teamwork, and other values.
These are values which cannot be gained from playing online games which children play on their own. Dominoes
cater not only for the young ones but also for the grown-ups. Domino sets come in different colors, designs, and
sizes. This activity will give you opportunity to know more about your expectations of the lesson, your prior knowledge
and skills in one of the indoor recreational games called domino, and what you want to know / learn more about the
game. A. In your activity notebook, copy the chart as shown and write what you currently know about domino under
box 1 and what you want to know more about the game under box 2. Activity 1: Go Domino!
93. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 169 Share
your answers with your teacher or resource person. After the activity, each group will share with the class what they
have written. As each group presents their output other groups are allowed to contribute to the discussion. B. Below
are frequently asked questions about domino. Try to answer each of the following based on your prior knowledge
about the game. Write your answers in your activity notebook. 1. Is domino a game for two persons only? If your
answer is no, give a scenario wherein the game can be played by more than two persons? 2. Why are domino tiles
called bones? 3. How many tiles and dots are there in a domino set? 4. What is the origin of dominos? 5. Why are
dots on the dominoes called pips?
94. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 170 The
above activities are focused on your personal concept of the game domino. They cover the nature and background of
the game. Now, you will further your knowledge on the rules and regulations of the game by watching a video. This
module comes with a video presentation on how to play the game which you can download at
https://www.youtube.com/watch?v=uyy2XQ9n-yM&feature=g-upl. Now you know how to play domino based on the
video you have watched. The next two activities can be answered based on the video you watched. In your activity
notebook, copy the chart shown and write the 7 steps on how to play domino on the appropriate boxes. Activity 3:
Way to Domino! Activity 2: Watch a Video!
95. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 171 In this
activity, you learn the rules and regulations of domino. Copy the chart in your activity notebook and arrange the
statements according to the sequence on how the game is played. Put a dot on the first step, 2 dots on the second
step, 3 dots on the third step, and so on Place your answers on the box at the left side of the statements. The first
player places the first tile, usually a double-six, on the table. If no one holds the double-six, then the double-five is
played, and so on. Once you begin drawing tiles, they are typically placed on-edge so that you and your opponent
can see your own tiles, but without showing the value of the tiles. Every player can thus see how many tiles remain in
the other players hands at all times during game. The dominoes must be shuffled to make a boneyard. As you take
turns placing tiles with your opponent, if someone cannot make a move, you can draw a tile from the boneyard. The
game ends when you have played all your tiles, or when a game is blocked. Each of the players choose a domino at
random, with first move going to the player holding the "heavier" domino. In Part I of this module, activities are
intended to assess the knowledge and interests as well as the proof of your learning from this module. In Part II,
activities will deal with how you process the information you gained in Part I. Activity 4: Domino Rules!
96. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 172 In this
phase, you will be provided with various learning resources and learning experiences to enable you to better
understand and perform the game domino as an indoor recreational activity. This activity will help you relax, develop,
and maintain your coordination and reaction time all of which are essentials in playing domino. With your
friends/classmates, form a straight line. 1. The first player in front will perform and the next player will follow one after
the other. 2. If someone cant follow, he/she will go in front and make a move to be followed by the students.
Suggested moves/steps: 1. Sit 2. Squat 3. Turn to the right/left 4. Raise arms 5. Clap The activity has surely warmed
you up. Before you play domino with other players, you need to answer the following domino puzzles. Let us gauge
your skills in playing domino. Below are domino pieces which need other pieces to be connected. Solve the puzzles
below by applying the domino game tips. What will be your best move a, b, or c. Write the letter of your answer in
your activity notebook. Activity 1: Domino Effect! Activity 2: DOMINO PUZZLES! PART II: WHAT TO PROCESS
97. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 173 1. 2. 3. 4.
5. After finishing the puzzles, enhance your knowledge on the basic skills in playing domino by playing online games.
Let us further enhance your skills by using the computer as your opponent. Play domino w/ your computer at
http://freegamepick.com/free-online-games/domino/. Activity 3: Online Games! Activity 4: Online Games! Activity 4:
Online Games!
98. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 174 You are
now equipped with the basic skills in playing domino! At this point, you will be familiarized on how domino tiles look
like. You will make your own domino set. Have the class form three groups, make 28 domino cards using illustration
board or cartolina. The size will be 2 x1 inch. Use pen marker or ballpen to draw dots. The 28 domino cards will look
like the illustration below. Materials needed: Illustration board, cartolina, scissors and pen marker. You did a good job
in making your own domino cards! In Part II, you were given sets of activities to facilitate better understanding of the
game domino. Aside from just knowing the necessary skills in playing the game, a deeper understanding of its value
is necessary. In Part III, the sets of activities are intended to communicate the importance of domino. In this phase,
you will be provided with other learning resources and experiences for you to enrich your understanding of the game
domino. Activity 4: Make your own domino! PART III: WHAT TO REFLECT AND UNDERSTAND
99. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 175 Based on
what you have learned in this module, has your view on the significance of playing a recreational activity like domino
changed? Start your write up with this statement. I have come to realize that _____________________________.
Activity 1: Lets Get Domino!
100. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 176 Below
are domino tiles which, when arranged, form the words that complete the two unknown phrases at the middle (two
question marked tiles). Rearrange the letters at the bottom of each word/phrase to find the word. The two unknown
words represent the category of the words/phrases. Write your answers in your activity notebook. Provides learning
opportunities to stimulate the mind Good Values Teamwork Interaction for the family Cater not only for the young
ones but also for the grown- ups Friendship Social skills Fun E F E S I N T B Dont show rude behavior over a defeat.
Refrain from giving comments on another game that is in progress. Never boast over a victory Minimize talking when
at the event venue. Always show sports- manship. Never blame others for something they did not do. Dont distract
the other players. Do not make it obvious if you make a mistake. I E B A V H O R The above activity focused on the
benefits derived from playing domino and the proper and acceptable behavior in playing the game. In the next
activity, its your time to share your own idea on the importance of playing domino. Activity 2: Guess the Word!
101. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 177 Share to
the class/friends/relatives your ideas about the value of playing domino. Be guided by the following questions. Write
your ideas/answers to the questions in your activity notebook. How did you feel about playing recreational games like
domino? Would you encourage your family members to play domino? Why? Is playing domino considered a good
recreational activity which fosters good social relationship? Can you think of other activities which can be paired with
domino to make the game more exciting? In Part III, you have sets of activities which deepened your understanding
of the game domino. In the next part, your performance and product will be evaluated. You will play domino matches.
In this phase, you are expected to demonstrate/show a completed output or performance as required by the lesson.
Activity 3: Sharing Time! PART IV: WHAT TO TRANSFER
102. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 178 Finally,
you made it to this part! This is now your chance to show everyone that you can play domino with an opponent. a.
Your teacher will ask you to pair with your classmates in a match of domino. b. You will be assessed using the
following rating scale: Numerical Value Interpretation Descriptive Equivalent 1 Perform the basic skills with no errors
Advance 2 Perform the basic skills with some errors Proficient 3 Perform the basic skills with some errors and relied
on others help Approaching Proficiency 4 Needs more practice to perform basic skills Developing After you have
mastered playing domino with your classmates, you are now ready to compete in a mini-tournament. This time, your
performance will be ranked based on the score garnered during the tournament. A game will be composed of four
players. Name of Students Score Rank 1. 2. 3. Note: The number of students to be ranked is not limited to three.
Activity 1: Lets Play! Activity 2: ASSESSMENT OF PERFORMANCE: DOMINO MINI-TOURNAMENT!
103. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 179 Domino
mimics family situation wherein the pieces are interconnected and needs to match each other. Like the family, the
members of the family have a bond that connects them. Each member needs to be in consonance with each other so
that harmony among them will be achieved. This module focuses on activities that facilitated the development of the
required skills in playing domino. It has helped you understand the basic ideas and concepts behind the game. After
performing the required activities in this module, it is expected that you are already equipped with the knowledge on
the basics of domino and it the family values the game wants to promote. . Part 1 dealt on a short recall on your prior
knowledge about domino. It has activities which strengthened your knowledge about the game such as asking you to
enumerate what you already know and what you want to know about domino. The module also acquainted you with
the basic rules and regulations of the game. The module also comes with a downloadable video clip which surely
helped you to better understand the rules and regulations of the game. Part II focuses on activities that assessed
your skills and understanding of the game chess. You were tasked to solve domino puzzles as well as make your
own domino set. Moreover, you are given the opportunity to play online chess to enhance your skills in playing the
game. Part III provides you with activities to make you reflect and think deeper on the value of chess as a game.
Finally, in Part IV, you are made to transfer what you have learned in this module through a product or performance.
You are given the chance to apply what you have learned theoretically and practically in this module. You are made
to compete in mini-chess tournaments. Great job! Congratulations! You have learned a lot after going through the
module. It is hoped that you have also gained the family values embodied in this module. GLOSSARY OF TERMS
SUMMARY / SYNTHESIS / GENERALIZATION
104. LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 180 Bar -
refers to the middle line dividing the two squares of a domino tile. Blocked game - occurs when neither player can
play. Bones - also known as the domino tiles. Bone yard - refers to the stock of domino pieces. Dominoes - generally
refers to the collective gaming pieces making up a domino set (sometimes called a deck or pack) or to the
subcategory of tile games played with domino pieces. Dots - refers to the spots of a bone. Draw game - Players are
additionally allowed to draw as many tiles as desired from the stock before playing a tile, and they are not allowed to
pass before the stock is (nearly) empty. The score of a game is the number of pips in the losing player's hand plus
the number of pips in the stock. Sources: http://www.domino-play.com/Strategy.htm
http://en.wikipedia.org/wiki/Dominoes http://www.pagat.com/tile/wdom/history.html
105. 181 Grade 8 Learning Materials Under the K to 12 Curriculum MAPEH Grade 8 Physical Education Fourth Quarter
Regional and National Dances with Asian Influence INTRODUCTION Kumusta! Naimbag nga aldaw! Maayong
buntag! Como esta usted? Assalam Malaykum! Hello Grade 8 learners! Hows your day? I hope that you are as
strong, energetic, athletic and competitive as ever because for all you know, you will be needing all your strengths for
the activities found in this module. When you were in Grade 7, you have learned to perform examples of local and
Indigenous dances. You also learned to value them in order to maintain good health and eventually realized that folk
dancing is indeed a good recreational activity. Just like any other sports or games, dancing is also a physical activity
that can promote lifelong fitness and wellness. It is a good source of exercise that could help develop grace and
poise. It can even help in maintaining good health as it highlights health-related fitness components such as cardio-
vascular endurance, flexibility, and strength. With the effect of acculturation, indigenous dances of the Philippines
may have been modified since the culture of other countries has influenced our very own dances. This is evident in
the western style adopted in our folk dances. Along with this are the influences of our Asian neighbors that have
enriched our national dances to a large extent. It is for this reason why there is a need for you to understand our
cultural rootby learning our dances. This module will introduce you to the different regional and national folk dances of
the Philippines with influences from other Asian countries. We are part of the on going history of trade and industry
and that part and parcel are influences retained in us like textiles, color of fabrics, and design reflected in the
costumes of the dance. Furthermore, this module anchors its framework on the holistic approach of using regional
and national dances as potent sources for staying healthy and fit. At the same time, they are prime educational tools
for learners like you.
106. promote folk dancing as a physical activity for the family. Pre- Assessment: To check how ready you are on in terms
of familiarity to dances with Asian influence, here are some basic ideas or concepts which will lead you to answer
queries relative to performing these regional and national dances. Part I- Examine the following pictures and anwer
the accompanying questions.- approximate interpretation of the dance literature - identify the meaning of the
gestures and hand movements of the dance selected. - demonstrate the dance sequence appropriately - execute
selected regional and national dances with Asian influences such as the Binislakan, Sakuting, Sua-ko-Sua and
Pangalay - discuss the origin and location of folk dance through its costume and music -182 OBJECTIVES: At the
end of the lesson, you should be able to
107. ______________________________________________________________ After finishing the test, you are now
ready to face the Learning Goals and Targets of this module. As a grade 8 learner, what are your expectations? Write
in your activity sheet your own learning goals in relation to this subject. One example of learning goal is basis in
making your own.- ______________________________________________________________ -
______________________________________________________________ -
______________________________________________________________ -
______________________________________________________________ -183 1. What general concept can be
derived from the given pictures? Explain. 2. If you were to think of Asian countries that would closely relate to the
given pictures, what countries could that be? Justify your answer. 3. Are these dances influenced by other countries?
Prove your point. 4. Just by simply looking at their costumes and props, can you give the place of origin of these
dances? What are your proofs to say so? 5. Can you give a storyline for each of these dances just by looking at their
poses, costumes, and props? 6. Is there a need for proper expression in folk dancing? Does it speak of something?
7. Can you name examples of Philippine folk dances that have Asian influence? Can you demonstrate examples of
foreign folk steps? What are their step patterns? 8. What are the implements that are commonly used in folk dances
with Asian influence? What are they for? 9. Can you explain the effects of acculturation in the country based on the
kind of dances we have? (Example: I expect that at the end of this lesson, I will be able to identify and learn examples
of regional and national folk dances with Asian influence.)
108. 184 Learning Goal: Describe and discuss the nature and characteristics of the dances. Philippine folk dances speak
so much about the heartbeat of our people for they tell about our customs, ideas, beliefs, superstitions, and events of
daily living in a certain community.Just by looking at the costumes, props, and implements of a certain group or tribe
would tell you of the origin of the dance. The kind of music being used readily also tell about the influences brought
about by trade and settlement of our neighboring countries such as China, Malaysia, Indonesia, Burma, Cambodia,
Thailand and Japan to name a few. Truly evident is the effect of acculturation in the cou PART I: WHAT TO
KNOW0ntry as manifested by the kinds of costumes, props, music, and dance steps that are used and integrated in
to some of our regional and national folk dances. The use of gongs, kulintangs and the incorporation of pentatonic
scale to our musical compositions are just concrete proofs of acculturation in the country. These are the reasons why
Philippine folk dances contribute to the very rich culture of the country. The following historical backgrounds and
context of the dance literatures of Binislakan, Sakuting, Sua-ku-Sua and Pangalay would give you a clear picture of
the nature and background of these regional and national folk dances. This will help you LESSON I Now that you
have written your personal goals and targets, you may now procede to the next level which is a gateway for you to
get acquianted with the basics in folk dancing. So enjoy your journey as you unravel the origin and historical
background of the regional and national folk dances with Asian influence. Your journey starts now!!! Goodluck
109. 185 understand its significance and cultural value, including the beauty and complexity of the peoples lives living in
those places. Study these dances carefully and imbibe in you their importance to the development of cultural value.
BINISLAKAN (Lingayen) Dance Researcher : Francisca Reyes Meaning : With the use of sticks Dance Culture :
Christian Lowland Place of Origin : Pangasinan Country of Influence : China Ethno-linguistic Group : Pangasinense
Classification : Social Dance www.kalilayan.com Background: Lingayen in Pangasinan means having to look
backward and upward. It was derived from Li-King-Tung, a Chinese word given to the name Lingayen, the capital of
Pangasinan, by the Chinese settlers of this place a long time ago. The barrio folks who lived at Almazin, a small place
between barrio Pangasinan (Pulong) and Maniboc danced this to commemorate the stay of Limahong, a Chinese
pirate who built his kingdom here. The dancers look backward or upward in some of the movements; hence, the
name Lingayen. They also use two sticks to produce rhythms imitating the chopsticks used by the Chinese in eating,
so the dance is also called Binislakan, which in Pangasinan means, with the use of sticks.
110. 186 Dance Properties: Costume Female : Siesgo and kimono with loose and long sleeves and soft panuelo Male :
Camisa de Chino and red pants Music : 2/4 composed of two parts: A and B Count : One, two, one and two, and one
and two and Formation : Partners stand about six feet apart. One or more pairs in a set can take part in the dance, in
any formation desired. SUA-KU-SUA Dance Researcher : Ramon A. Obusan Meaning : My Pomelo Tree Dance
Culture : Lowland Muslim (Coastal) Place of Origin : Jolo, Sulu Country of Influence : China, Malaysia and Indonesia
Ethno-linguistic Group : Tausug Classification : Courtship Dance Source: www.kalilayan.com
111. 187 Background/Context: The Tausug of Sulu, Southern Philippines, though known as fearsome warriors are also
better known as sturdy seafarers and hardy farmers. Extensive orchards are planted with coconuts and pomelos and
fields with staples like rice and root crops. At harvest time, pomelo fruits are gathered in big baskets before they are
sent away. The Tausugs depend strongly on the income the pomelo bring them and this relationship is romanticized
by comparing the suas gentle leaves, slender branches, attractive fruits and fragrant flowers to the virtues of a lady.
Put to music, it is this song that is sang by couples while flapping two white fans each resembling leaves rustling in
the wind in the Sua-Ku-Sua Dance. Sua-ku-sua performers, some men but especially women come to the festivities
with face thickly covered with finely ground rice powder and their eyebrows and sideburns enhanced with soot- all for
beautys sake. Movements/Steps Particular to Dance: Creative imagery: Fans transform into tiny sails, face mirrors,
butterflies, shields and leaves. Tausug traditional steps with Chinese influence. Dance Properties: Costume: Female:
Top (Barawasi) : Traditional loose blouse, long sleeves wit deep, plunging key-hole neckline. Extra panels attached to
the right and left chest decorated with many tiny brass buttons. Material : Cheap printed or plain Chinese silk or
cotton. Pants (Sawal or Kantiu) : Loose Chinese pants with a 10-inch soft white band (coco curdo) attached to a wide
waist. To tuck the pants in, the white band is overlapped in front, one side on top of the other and rolled out to form a
tight belt. Material : Cheap Chinese silk or any silky material preferably in navy blue, sunshine yellow, grass green,
red or orange colors
112. 188 Shoulder band (Siyag) : A separate wrap-around malong of rich material strung over the right shoulder crossing
the chest and hanging on the left side. Headpiece: There are three choices: 1. Gold or brass filigree called tusuk; 2.
Paper bills pasted on slender sticks; and 3. Pasteboard cut-out, the front tip 8 to 10 inches high, similar to Chinese
crowns covered with gold foil. Accessories : Gold or imitation gold earrings, necklace, bracelets and brooches.
Suggested Footwear : Dancers are in barefoot. Male: Top (Bajo) : Short-waist collarless shirt. Open at the front with
the right panel overlapping the left, studded with many tiny brass buttons and is not intended to close the front but
used as an additional shirt decoration. It is allowed to drop on the right side. Material : cheap printed or plain Chinese
silk or cotton. Pants (Sawal or Kantiu) : Similar to the female pants but in darker colors and bolder designs.
Accessories : Money-belt, Sarok hat, pis siyabit (rectangular hand-woven scarf tied on the head or hung loosely over
one shoulder); Kris (wavy knife) or Barong (leaf- knife). Suggested Footwear : dancers are in barefoot Music : 2/4 and
4/4; composed of three parts: A, B and C. Gabbang- bamboo xylophone shaped like a small boat. Bamboo slats
thinned and cut to graduated sizes to produce three octaves of pentatonic scale Count : 1, 2 to a measure in 2/4 time
signature 1, 2, 3, 4 to a measure in 4/4/ time signature
113. 189 PANGALAY Dance Researcher : Francisca Reyes-Aquino Meaning : Finger nail Dance Culture : Lowland Muslim
(Coastal) Place of Origin : Sulu Country of Influence : Thailand, Malaysia, Burma, Cambodia and Indonesia Ethno-
linguistic Group : Tausug Classification : Social Dance
http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=p angalay%20dance&fr=yfp-
t-521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1 Background/Context: Pangalay (also known as Daling-Daling or
Mengalai in Sabah is the traditional fingernail dance of the Tausg people of the Sulu Archipelago and Sabah.[1]
This dance is the most distinctively Asian of all the Southern Philippine dances because dancers must have dexterity
and flexibility of the shoulders, elbows, and wrists[2] movements that strongly resemble those of kontaw silat, a
martial art common in the Malay Archipelago. The Pangalay is performed mainly during weddings or other festive
events [1] . The male equivalent of the Pangalay is
114. 190 the Pangasik and features more martial movements, while a pangalay that features both a male and female
dancer is called Pangiluk. The original concept of the Pangalay is based on the pre- Islamic Buddhist concept of male
and female celestial angels (Sanskrit: Vidhyadhari, Bahasa Sg: Biddadari) common as characters in other
Southeast Asian dances. Dance Properties: Costume : Dancer wears a typical Joloana costume Accessories : Expert
and professional dancers use janggay, extended metal finger nails in each finger. The rich people have janggay
made of solid gold or silver. Suggested Footwear : dancers are in barefoot. Music : Played as many times as
necessary. Count one, two or one, and, two and to a measure. Movements/Steps Particular to Dance: There are no
definite directions, sequence of figures, number and kinds of steps, hand movements and positions used when
performed by the natives. For teaching purposes the figures of this dance may be created and dancers may form
their own combinations. TIKLOS Dance Researcher : Francisca Reyes- Aquino Meaning : Refers to a group of
peasants Place of Origin : Panay and Leyte Country of Influence : China, Burma and Cambodia Classification :
Recreational Dance
115. 191 www.folkdance.tk Background/Context: For centuries, Tiklos has been a very important factor in the social life of
the peasants of Leyte. Tiklos refers to a group of peasants who agree to work for each other one day each week to
clear the forest, prepare the soil for planting, or do any odd job in the farm, including the building of a house. At
noontime, the people gather to eat their lunch together and to rest. During this period, Tiklos music is played with a
flute accompanied by a guitar and the guimbal or the tambora (kind of drum). The music of Tiklos is also played to
gather the peasants before they start to work. Dance Properties: Costume : Dancers are dressed in working
costumes. Music : Divided into two parts. A and B. Count : one, two or one, ah, two, ah or one, and, two to a
measure. Formation : Partners stand opposite each other about six feet apart. When facing audience, the girl stands
at partners right side. One to any number of pairs may take part in this dance.
116. 192 SAKUTING Dance Researcher : Francisca Reyes Aquino Meaning : Refers to rhythmic sticks producing the
accompaniment for the dance. Place of Origin : Abra and Ilocos Norte Country of Influence : China Classification :
Recreatinal and Social Dance flickr.com Background/Context: This is a dance of the ethnic people living in the
western side of the Cordilleras way back before the coming of the Americans to our country. During the Christmas,
young boys and girls accompanied by their elders would go to the lowlands, especially in Abra and Ilocos Norte to
dance in front of the houses and ask for gifts. These young children hold sticks, one on each hand and strike them
together to make their dance more lively. The homes would give them money, homemade delicacies and other
things. These dancing groups later reached as far as the coastal towns of Ilocos region as years went by. The
rhythmic sounds produced by the stick attracted other children and also adults and they also learned the dance.
Sakuting is an ethnic term which refer to the rhythmic sticks producing the accompaniment for the dance.
117. 193 Dance Properties: Costume : Girl Native Ilocano kimono style with sleeves of elbow length; skirt of bright-
colored plaids shirred at the waist of ankle-length. Boy Camisa de chino and red trousers, and a native hat. Music :
2/4 and rhythms and composed of 9 parts : A, B, C, D, E, F, G, H and I. Formation : Audience X O O X X O O X
One set of dancers Written Check-up: Below are jumbled letters which when arranged correspond to regional and
national dances. Can you identify each? On a page in your activity notebook put numbers from 1 to 5. Write each
formed word on the space provided before each number and try to share your knowledge about it.
_______________1. GANAPYAL _______________2. LABISNIKAN _______________3. ASU UK ASU
_______________4. SIOTLK _______________5. GIKNATUS
118. 194 B. In your activity notebook or sheet, copy the table as shown and fill it in with information called for. Name of
Dance Literal Meaning of the Name of the Dance Place of Origin Dance Classification Influenced by what Asian
Country? Sua-Ku-Sua Social Dance China, Malaysia, Indonesia With the use of sticks Lingayen, Pangasinan
Sakuting Abra Social Dance Tiklos A group of peasants Leyte Recreational/Social Dance Pangalay Wedding Dance
Malaysia, Indonesia, Malaysia, Thailand, Burma and Cambodia Note to the learner: One dance should only be taught
by your teacher for the 4th quarter. However, if time allows you to learn one more dance or all of the five dances, then
that will be a lot better. Were you able to arrange the jumbled letters correctly? Please remember that the jumbled
letters reflected on items 1- 5 are the actual names of the dances which you are about to learn. To a certain extent,
knowing the names of the folk dances could lead you to create certain impressions that are innate to the cultural
background of the dance. To further measure how retentive your memory is, try to answer the next activity by
recalling the significant details of the different dances below.
119. 195 WHERE DO I BELONG? This activity will activate your knowledge on the location and origin of folk dances
based on the costumes worn by the dancers in the video presentation. 1. In a sheet of paper, write the place of origin
of the dances you saw in the video presentation by recognizing the costumes and props, facial expressions and body
gestures of the performers. Your teacher here will show you a video presentation of different dances with Asian
influence like Singkil, Kappa Malong, Pangalay, Sua-ku-Sua, Sakuting, Binislakan, Tiklos etc. If video presentation is
not possible, your teacher will show you different pictures of costumes and props that are used for certain dances in
various places of the country. Choose one from the following choices: a.Luzon b.Visayas c.Mindanao. Activity 1:
Tracing the origin and location of a Dance through its costume. Have you filled out the correct information in the table
above? After knowing the important concepts derived from the previous learning, try to strengthen your
understanding by doing the following activity.
120. Be ready to share your knowledge about the origin and background of the folk dances considering their costumes,
expression and implements used. Justify your answers. Were you able to successfully trace the place of origin of all
the dances presented? If so, try to apply your learning on the next activity. However, if you missed some important
points, ask your teacher to help you analyze the lesson before doing the next activity. Activity 2: DRESS ME UP! - In
tracing where the costumes are usually worn, consider the geographic location or terrain where the costumes are
suited and the respective props used by the dancers and even their facial expressions. - Dress up the miniature
dancers and name the province where they come from. - Prepare a miniature boy and girl dancers made of cartolina
and post it on the board. Create different regional costumes in the Philippines made of Manila paper. -196 This
activity will activate your knowledge on the location and origin of folk dances based on the costumes worn by the
dancers. Study the procedures given and do what is asked of you to perform. This could be an individual or group
activity.
121. 197 Rhythmic Patterns of Selected Regional and National Dances with Asian Influence 1. Close your eyes and listen
to the recorded music of Sua-ku-Sua and Pangalay. What is the time signature of the music? Is it done in duple,
triple, or quadruple meter? Why do you say so? 2. Feel the beat and rhythm of the music and do the following
activities with your eyes now open: a. Clap your hands in time with the music. b. Stamp your feet and do some
rythmic improvisations using the same music. c. Use any materials that could be used as percussive instruments as
in beat-box and produce rhythmic sounds. d. Use body gestures or accompany it with vocal sounds in time with the
music being played. 3. For variation, repeat items 1-2 using the recorded music of Tiklos, Binislakan and Sakuting.
LESSON II Activity 3. Listening While Playing Did you enjoy the activity? Did you observe cooperation and teamwork
with members of your group while doing the task? If you did, congratulations for having done a great job! So you are
now ready to go to the next level. You are now faced with a bigger challenge this time by doing some movements.
Here, you will have a chance to express your feelings by doing some rhytmic patterns that will be needed for the
dances cited.
122. 198 In this activity, youll learn the importance of rhythm in the performance of folk dances. 1. Your teacher will group
your class into four. 2. Using any medium for sound production, you and your groupmates will produce sound in time
with the rhythm of the music commonly used in the regional and national folk dances. Using the douple meter as your
basis in producing the sound, divide your group into two and create different rhythmic combinations for 16 measures
to be played simultaneously with your groupmates. You can use any of the following that could produce sounds: a.
clapping your hands b. stampping your feetproducing vocal sounds c. snapping your fingers d. using any materials as
percussive instruments Part II- WHAT TO PROCESS Activity 4: Lets Get Loud! Well done! How did you feel while
performing the activity? Do you think that feeling the beat and rhythm of the music plays an important role in any
dance performance in so far as proper timing is concerned? You will find the answer after doing the next activity. Now
you can do another activity to enhance the skills youve learned.
123. 199 3. This time, create rhythmic combination using the triple meter for another 16 measures. 4. Always observe the
principles of accent, intensity, dynamics, and tempo in your routine. 5. After a ten-minute rehearsal, perform your
output in class. Perform the rhythmic combination in douple meter first, then the triple meter or vice versa. Refer to
the following rubrics to be used for evaluation. 6. After the group performance, discuss in class the importance of
rhythm in the performance of folk dance.
124. 200 ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN RHYTHM Weight
Musicality (Timing, Dynamics, and Mastery) 40% Degree of Difficulty (Complexity and Intricacy in the Use of
Rhythmic Patterns in Various Meters) 40% Characterization (Behavior During Performance) 20% 5 MASTERFUL:
Performs rhythmic composition with high level of musicality while observing proper timing, dynamics and mastery
SKILLFUL: Creates skillful composition of complex and intricate rhythmic patterns in duple, triple, and quadruple
meters. MATURE: Demonstrates proper characterization and appropriate behavior in the performance and with high
level of confidence 4 STRATEGIC: Performs rhythmic compositions with a certain level of musicality while observing
proper timing, and mastery but with limited ability to perfom with dynamics COMPETENT: Creates a certain degree of
skillful composition of complex rhythmic patterns in duple, triple, and quadruple meters. SENSITIVE: Demonstrates
proper characterization and appropriate behavior in the performance and with a certain level of confidence 3 ABLE:
Performs rhythmic compositions with mastery and limited but growing ability to perform with timing and dynamics
PRACTITIONER: Creates a commonly accepted composition of simple rhythmic patterns in duple, triple, and
quadruple meters. AWARE: Demonstrates generally acceptable characterization and proper behavior towards the
performance and with a certain level of confidence 2 APPRENTICE: Performs srhythmic compositions with general
mastery but could hardly adapt to varying dynamics and timing APPRENTICE: Creates rhythmic patterns but could
hardly distinguish differences among duple, triple, and quadruple meters DECENTERING: Displays inconsistent
characterization and demonstrates low level of confidence 1 NOVICE: Performs rhythmic patterns with low or no
mastery, timing, and dynamics NOVICE: can not create any rhythmic pattern at all EGOCENTRIC: Has little or no
characterization and behaves inappropriately towards the performance
125. 0201 1. In this activity, I have learned to realize that ________________________. 2. I can create rhythmic patterns
by ________________________________. ________________, and using
any_______________________________. 3. To be able to make rhythm complete, the principles of accent,
intensity, __________ and _______ should be observed. 4. I can make my life more colourful and meaningful by
being_______________ in the same manner as it can be applied to music. 5. For me, rhythm is just as important as
_____________ because without it, ________________. PART III- WHAT TO REFLECT AND UNDERSTAND
Activity 5- Fill-in-the-Gap Youre smart! Now I think youre ready for the next activity which is more challenging than
the previous one. Keep going.
126. 202 With the same grouping that you had in Activity 4, Lets Get Loud, perform again the rhythmic combinations that
you composed while doing the following: 1. Based on videos you saw earlier in the Pre-assessment Activity and
Activity 1, create a dance-improvisation using any hand or body movements that would jibe with the sound or rhytmic
pattern you created. 2. Always observe the elements of space and movement while doing the routine. 3. Perform the
whole routine of dance and sound improvisations with proper expressions and gestures. Activity 6- DANCE INTO
THE GROOVE! PART IV: WHAT TO TRANSFER Now that you have realized the importance of rhythm, you may
now apply the knowledge you gained to the next activity which is important in the performance of any dance.
127. 203 Basic Steps in Folk Dancing In this lesson, you will be made familiar with the basic steps and arm movements of
the dances: Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. This will give you a clear understanding of the
nature of these folk dances. If you study the literatures of these dances found at the end of this module, you will
notice distinct steps and movements that are inherent in each dance. The following dance terms and dance steps are
basically used in Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You are to master all these dance steps
which will be used later in your performance test. Study them carefully and demonstrate the dance steps with the help
of your teacher. Padyak - to stamp or tap with one foot and the weight of the body is on the other foot Saludo - it
means to bow Arms in Lateral Position - both arms are in one side at shoulder level, either right or left Set - a dance
formation of two or more couples Bend - to move the body or part of the body around wide axis Leap - to spring one
foot and land on the other foot LESSON III Did you enjoy the activity? You must be sweating out now. Perspiring
while doing the activity is a good indication of good health because your heart beats faster as it pumps harder while
dancing. You know pretty well that dancing is a good exercise, thus, you are keeping your heart healthy. Since you
have already started doing some movements, its now time for you to test your own dancing skills by doing the next
activity. Enjoy and have fun while mastering the rudiments!
128. 0204 Dance Step Music Used No. of counts or M per step Step Pattern Slide (glide) 2/4 or 3/4 1M slide, close Skip
2/4 or 6/8 1 ct. step and hop Bleking 2/4 or 3/4 1, 2 or 3 cts. heel-place, close Gallop 2/4 or 6/8 1 ct. step and cut
Mincing 2/4 or 3/4 as many as required step, step, step and so on Parallel Tortillier 2/4, 3/4 or 4/4 as many as
required pivot and turn heels, pivot and turn toes Pivot Turn 2/4, 2M or 4M Step, ball and turn, step, ball and turn and
so on. Touch Step 2/4 or 3/4 1, 2 or 3 cts. Touch , close Change Step 2/4 or 3/4 1M Step close Step Waltz turn 2/4 or
3/4 2M Execute 2 waltz steps to make a turn Waltz step 2/4 or 3/4 2M Step R; step L close to R in rear; step R
Stamping 2/4 or 3/4 1M Stamp(R) (L) and close to supporting foot(L) (R) Study and analyze the following table. The
information given will be needed in your dance performance. Stay focus!
129. 205 Your teacher will guide you in using the following legends in the interpretation and execution of a particular dance
step. M = Measure F = Forward B = Backward R = Right L = Left In this part, you will be given basic steps, arm and
bodily movements that are used in Binislakan, Sua-Ku-Sua, Sakuting, Pangalay and Tiklos. Identify what is being
defined. 1. Both arms are in one side at shoulder level, either right or left. 2. To stamp or tap with one foot and the
weight of the body is on the other foot. 3. To spring one foot and land on the other foot. 4. To move the body or part
of the body around wide axis. 5. A dance formation of two or more couples. PART I: WHAT TO KNOW Activity 7: Tell
Me! Congratulations for having gone this far! Reaching this part is a clear indication of your willingness to learn more.
Now, maximize your potential by memorizing and performing with mastery the basic steps of the regional and
national dances.
130. The following rubric will be used to evaluate your performance. PART II : WHAT TO PROCESS Activity 8: DANCE
WITH ME!- Out of the dance steps you learned, create dance-step combinations. - Look for a partner and execute
the rhythmic steps or dance steps that are commonly used in Binislakan, Sakuting, Sua-Ku-Sua, Tiklos and
Pangalay. -206 In this part, you will be given practical applications of the basic steps, arm and bodily movements
used in Binislakan, Sakuting, Tiklos, Sua-Ku-Sua and Pangalay. Read the instructions and make sure to follow them
correctly.
131. 207 ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN FOLK DANCE Weight
Choreography and Artistic Presentation 40% Execution and Mastery of Steps 30% Characterization and Behavior
During Performance 30% 5 OUTSTANDING: Performs steps with high level of mastery while creating several
formations in the dance floor SKILLFUL: Demonstrates precise and skillful execution of the steps with high level of
confidence SOPHISTICATED: Demonstrates sophisticated characterization and appropriate behavior towards the
dance and groupmates 4 DYNAMIC: Performs steps with mastery while creating sufficient formations in the dance
floor COMPETENT: Demonstrates the steps competently and with confidence EXPRESSIVE: Demonstrates an
atypical level of characterization and appropriate behavior towards the dance and groupmates 3 CREATIVE:
Performs steps with mastery but with limited yet growing ability to execute them while creating formations in the
dance floor PRACTITIONER: Demonstrates general level of coordination and competence in the execution of steps
with limited but growing confidence REALISTIC: Demonstrates generally acceptable characterization and proper
behavior towards the dance and groupmates 2 FAIR: Performs steps with general mastery but could hardly adapt to
varying formations in the dance floor APPRENTICE: Demonstrates limited coordination and competence in the
execution of steps with low level of confidence IMPROVING: Displays inconsistent characterization and demonstrates
generally acceptable behavior towards the dance and groupmates 1 STATIC: Performs steps with low or no mastery
and is not capable of creating formations in the dance floor NOVICE: Has very low or no coordination in
demonstrating steps; has very low level or no confidence at all MECHANICAL: Has little or no characterization and
behaves inappropriately towards the dance and groupmates
132. 208 This activity aims to enrich your mastery skills in performing the dance steps correctly while building cooperation
and goodwill with your classmates. 1. Group yourselves into two. Group A for those who are familiar with the dance
and Group B for those who are still quite unfamilliar with the dance. 2. Those in group B should choose a partner in
group A. 3. Your teacher will provide a list of step patterns with a minimal set of combinations and directions for you
to execute. 4. Help each other in interpreting correctly the step patterns provided. 5. Your teacher will supervise you
as he/she guides you in doing the activity. 6. After the given time alloted by your teacher, a performance assessment
will be given. 7. Try to provide feedback on the performance of the other groups. Part III : WHAT TO REFLECT AND
UNDERSTAND Activity 9: No Man Is An Island! In your performance, what grade did you receive? Are you satisfied
with it? If your grade is low, would you want to improve your performance if given another chance by your teacher? If
you got a high grade in your performance, wouldnt you want to share your expertise to your fellow classmates who
are still novice? What do you think? The next activity will allow you and your classmates to do peer-teaching. In here,
your teacher will divide your class into two which will allow advanced learners to enrich their mastery and the novice
group to remediate their weaknesses by having learning in a partner or buddy system. Which group do you belong?
133. 209 In life, we need one another. We need to cooperate and help those who are in dire need. Along the way, we also
need to seek guidance from people who are knowledgeable on certain issues. Life should be based on a give - take -
process. That way, we can create harmonious working relationship in our community. This principle is also applied in
the teaching learning - process of a dance performance. How did you feel while doing the activity? If you belong to
Group A, what did you feel while teaching your classmates? Does it make you proud having done so? If you belong
to Group B, how did you feel while you were being taught by your classmate? Were you a bit embarrassed or
intimidated? To measure how effective this activity is, you will now demonstrate more cooperation and harmony by
showing better performance through the next activity. Lets see if you have improved.
134. 210 This activity will help you check your knowledge of the basic rhythm and step patterns of folk dances. The
leaders of the four groups shall draw lots and perform what is written on the drawn sheet of paper. 1. Perform the
dance steps correctly in figures 1 3 of Binislakan. (Group A) 2. Execute the dance steps correctly in figures 4-6 of
Binislakan. (Group B) 3. Perform the whole dance properly with music accompaniment. (Group C) 4. Make a prelude
of the dance Binislakan by presenting a typical scenario of what is commonly seen in a barrio. Storyline should be
related to the theme or cultural background of the dance itself. Note to the Learner: (Your teacher may select any of
the five dances which will be used in the performance.) PART IV : WHAT TO TRANSFER Activity 10: Watch Me!
How was your dance performance? Do you honestly believe that you performed a lot better this time? May Take note
that performing does not only mean dancing gracefully. Proper expressions of the face and body gestures are also
important to show the emotions needed in a particular dance. The next activity will teach you the significance of
gestures and hand movements in finding the meaning of a certain dance.
135. 211 In this lesson you will b able to identify the meaning of the gestures and hand movements of the folk dance
given. Hand movements and gestures play a very important role in the whole composition of a performance for they
give life and meaning to the whole dance. Just a simple movement of the hand or even a simple body gesture or
facial expression shown by the dancer would mean a lot in expressing the thoughts, joy, or sorrow of the one
performing. You will discover the hidden meanings of certain gestures and hand movements as you read and
interpret the dance literature of folk dances later. This activity aims to activate your creativity in conveying proper
emotions and gestures in different situations which will later be needed in the performance of Folk Dances. The
following instructions will be facilitated by your teacher. LESSON IV Part I : WHAT TO KNOW Activity 11- GRAND
TABLEAU In this part, you will be provided with motivating activities that will establish your own understanding of the
topic and will lead you to answer queries relative to the performance of regional and national folk dances with Asian
influence.
136. 0212 1. Your classmates and you will be grouped into five. 2. The leaders of the five groups will be asked to draw
lots. Each piece of paper describes one particular scene to be portrayed by the group. For one minute, you and your
groupmates will conceptualize a typical scenario given these situations: a. Fishermen pulling up their fishnet from the
sea b. Farmers harvesting bountiful grains c. Fiesta celebration of your town d. Wedding ceremony e. A man courting
a lady 3. After conceptualization, another 10 seconds will be given for your group to act out the scenes that you have
planned, exhibiting the proper facial expressions and hand or bodily gestures. 4. After the activity, your teacher will
discuss on the importance of exhibiting proper expression and gestures in performing activities like dance, music,
theater and other performing arts. This activity aims to amplify your learned skills in expressing proper emotions in
specific situations which are needed in any performance. Part II : WHAT TO PROCESS Activity 12- ITS SHOWTIME!
Did you have fun doing the activity? I guess so. Now, you are tasked to apply these learned skills into the next
activity. Applying emotions and gestures to the step patterns that youve learned will be more exciting. Good luck!
Have fun
137. 213 1. With the same grouping, you and your groupmates will be asked to develop a story using the theme you have
drawn earlier and perform it through movements. Expressing the right emotions needed in the given situations should
be observed. Two to three minutes will be allotted for each group performance. 2. Bear in mind that while one group
is performing, the other groups will be instructed to note their observations. 3. An evaluation on the performances of
the five groups will be conducted by you and your groupmates by answering this question, Which group do you think
performed best? Why do you say so? Self- Check: Put a checkmark on the appropriate line. To what extent did you
learn the dance in terms of: 1. cultural heritage? ___________to a great extent ___________to a moderate extent
___________to a lesser extent 2. cultural values? ____________to a great extent ____________to a moderate
extent ____________to a lesser extent 3. movements? ____________to a great extent ____________to a moderate
extent ____________to a lesser extent 4. cultural appreciation? ____________to a great extent ____________to a
moderate extent ____________to a lesser extent Part III : WHAT TO REFLECT AND UNDERSTAND
138. Compare the expressions exhibited in the performance of folk dance of Luzon with that of Visayas and Mindanao.
Part IV- WHAT TO TRANSFER Activity 13- CONTEMPLATION! How is life connected to dancing? Can you explain
this?- How are the movements shown in Binislakan, Tiklos, Sakuting, Sua- Ku-Sua and Pangalay reflect the kind of
life people have on those places? - What is the importance of proper expressions in folk dancing? -214 Reflection In
life, we always aim to be successful. One way to attain our goals is for us to stay focused just like the focus that is
needed while learning the steps in dancing. We need to put our heart and mind into the things we do to in order to
gain mastery. Through dancing, we may be able to develop health fitness, such as having cardio-vascular endurance,
flexibility and strength which are key factors in achieving success. Answer the following questions.
139. 215 Interpret dance literature of Binislakan, Tiklos, Sua-ku- Sua, Pangalay and Sakuting It is very enriching to be able
to interpret a dance literature. Since folk dances are documented, it is always an edge to correctly interpret the text of
a dance literature. Herewith are the dance figures of the four dances. It is hoped that through these dances, your
ability to interpret dance literatures will lead for you to appreciate other folk dances. Note to the learner: One dance
should only be taught by your teacher for the fourth quarter. However if there is still time for you to lear one more
dance or all of the five dances, then that will be a lot better. BINISLAKAN (Lingayen) INTRODUCTION Music
Introduction Partners face audience. (a) Cross sticks overhead; R-hand stick over L-hand stick and look
upward........................................................................................3M (b) Bend trunk forward and bring down point of
crossed sticks LESSON 5 Congratulations! Youre smart to be in this level. Check the next activity. Try as much as
you can to study and analyze the step- procedures of the dance literature. This part requires patience and
understanding for you to interpret perfectly the dance. Have patience Good luck!
140. 216 close to floor......................................................................................1M I Music A. Face audience. (a) Starting with
R foot, take four change steps sideward right and left alternately, raising alternately the L foot and R foot slightly
above the floor;bend trunk sideward right and left alternately. Strike sticks sideward right and left alternately, three
times to a measure, R,L,R,L,R,L (cts. 1 and 2) to every measure.....................................................................4M (b)
Execute mincing steps sideward right. Strike sticks overhead four times to a Measure, R,L,R,L,R,L alternately. Look
upward.......................................................................................2M (c) Bend knees and twist trunk to left; strike sticks
backward R,L,R(cts.1 and 2); look backward right..............................................1M (d) Straighten trunk and stamp foot
R,L,R (cts. 1 and 2). Strike sticks R, L, R In front of chest.............................................................1M (e) Starting with L
foot, repeat (a-d) to opposite direction, stamp feet L,R,L...........................................................................................8M
II Music B. Face audience. (a) Paw (like scratching foot backward) L foot backward and at the same timeStep R foot
sideward four times, step on R foot with springy movementsLike small leap; bend trunk slightly sideward right; R hand
bend in frontin level with head, stick pointing toward audience; L hand down in rear, stick pointing sideward left; look
at left shoulder (cts. 1,2,1,2)........................................................................................2M (b) Tap L foot in front two
times; bend trunk forward that foot and strike sticks twice In front close to the tapping foot (cts. 1,and); straighten
trunk and step L close to R foot, strike sticks once in front........................................................................1M (c) Repeat
(b) with R foot, bend trunk toward R foot.........................1M (d) Repeat (a-c), in reverse direction and
position.............................4M (e) Face partner and repeat (a-d).......................................................8M
141. 217 III Music A. Face audience. (a) Jump forward and bend trunk forward. Cross sticks R stick over L stick Below
knee level...............................................1M (b) Straighten trunk and raise gradually the sticks overhead; sticks are still
crossed. Look upward.............................................1M (c) Repeat (a) and
(b).........................................................................2M (d) Execute mincing steps going backward; arms are in reverse
T position And shiver sticks sideward. Bend head sideward right and left every two
counts......................................2M (e) Execute mincing steps turning right about, finish facing away from audience
(1M). Raise R knee and strike sticks once under it (ct.1), straighten knee feet together and strike sticks once in front
(ct.and), raise L knee and strike sticks once under it (ct.2).........................................................................2M (f) Repeat
(a-d), facing away from audience......................................6M (g) Repeat (e); finish facing
audience.................................................2M IV Music B. Partners face each other. Boy and Girl do their movements
simultaneously. Girls Movements: (a) Starting with R foot, execute eight change steps going clockwise around Boy.
Strike sticks overhead and at the back alternatelythree times toa measure. Strike sticks at the back. Kneel on both
knees on the last count.........................................8M (b) Do the movements of Boy below (a-c). Finish facing
audience........................................................................................8M Boys Movements: (a) Kneel on both knees and
strike sticks on the floor at the right side three times (cts. 1, and 2); strike sticks overhead three times upward (1M);
strike sticks at the left side on the floor three times (1M); strike sticks overhead three times
(1M.................................................................................................4M (b) Repeat (a); stand at the last
count.................................................4M (c) Repeat movement of Girl (a). Finish facing audience....................8M
142. 218 V Music A. Partners face audience. (a) Take one change step sideward right (cts. 1,2), raise L foot above the
floorin (ct.2), bend trunk sideward right and strike sticks to sideward right threetimes to a measure
R,L,R.............................................................................................1M (b) Repeat (a) three times more, to ideward left
and sideward right alternately. Raise R foot above the floor when doing the change step to sideward left and strike
sticks L,R,L..............3M (c) Face partner and strike sticks on floor in front, full knee bending R knee lower than L knee
(cts. 1,ah,and,2,and)............1M (d) Stand, straighten trunk, and strike sticks, R,L,R,L in front (cts. As in (c)
)...............................................................................1M (e) Step R foot forward (ct.1) hop on R foot, raise L foot slightly
close to R foot, strike both sticks diagonally right head level, with partner (ct.and). step L foot sideward (ct.2), hop on
L foot, and strike sticks diagonally left with partner (ct.and).............1M (f) Stamp feet R,L,R, strike sticks in front R,L,R
(cts.1, and 2)..........1M (g) Repeat (a) and (b), facing audience..............................................4M (h) Repeat (c) and (f),
facing audience...............................................4M VI Music B. (a) Starting with R foot, execute two change steps going
forward to meet partner at center finish in one line. Girl in front of Boy,facing audience. Strike sticks three times R,L R
overhead (look upward) (cts. 1,and 2).......................................2M (b) Starting with R foot, execute six change steps
right and left alternately,Going around clockwise. Strike sticks as in (a). Finish in a circle facing
center.................................................6M (c) Starting with R foot, take four change steps going toward center.Strike
sticks as in (b)...........................................................4M (d) Repeat (c), going backward; finish facing
right..............................4M Saludo Music Finale.
143. 219 (a) Execute mincing steps going counter clockwise; finish in line formationfacing audience as in Figure I. Arms in
reverse T position and shake sticks sideward; bend head sideward right and left alternately every two
counts............................................................................................3M (b) Stamp feet R,L,R and strike sticks overhead
R,L,R (cts.1 ,and 2). Look upward...........................................................................................1M (c) Mincing steps,
turning right slowly; finish facing audience; sticks are still crossed overhead and looking upward..................3M (d)
Feet together, bend trunk slowly forward, bringing down the crossed sticks below knee. Sticks touch floor in the last
count..............................................................................................1M SUA-KU-SUA Introduction Music introduction
Pause Music A. Partners face audience. Throughout this figure, the knees are slightly bent and turned outward. Arms
extended sideward with a fan in each hand. (a) Take 32 walking steps forward turning the hand from the wrist down
and up alternately on every count (figure of eight). Bend the head sideward rightand left alternately in time with the
hand movement................................................................ 8M II Music B Partners face audience. (a) Place R heel
forward, arms sideward (cts.1,2), take six steps in place, move hands as in Figure I (cts. 3, 4; 1 2,
3,4).......................................................................................... 2M (b) Place R heel forward two times (cts. 1, 2, 3,
4).............................1M (c) Take four steps turning right about in place, arms and hand movements as in
(a).............................................................1M (d) Repeat all (a-c). Finish the turn facing partner..............................4M
Music C Partners face each other. (a) With arms in fourth position, L arm high, step R forward
144. 220 and raise L foot in rear, turning the hands down (ct.1), step L in place, turning hands up(ct.2), step R backward
and raise L foot forward, moving R arm to 2nd position and turning hands down (ct.3), step L foot in place turning
hands up (ct.4).............................................................................1M (b) Take four walking steps forward to be in line
with partner by R shoulders, arms and hand movements as in Figure I .(cts. 1, 2, 3,
4)..............................................................................1M (c) Repeat (a) and (b). Finish in partners
place............................... 2M (d) Turn left about and repeat (a-c). Finish in proper places (Partners are by L shoulders
in (b)...............................................4M IV Music A Partners face each other Arm Position : Place both arms in front at
waist level. Wrist of R hand is up, finger tips pointing downward, while the L hand in reverse position. R hand is in
front of L. Arm Movement : With wrist leading, raise R hand up and pull L hand down, palms in (ct. 1), flip hands to
reverse position and movement (ct.2). Repeat same (ct.2) (a) Step R across L in front (ct.1), step L sideward (ct.2).
Repeat same (cts. 3, 4).................................................................1M (b) Repeat (a) three times more moving in a
circle clockwise, always facing partner. Boy finishes facing audience while Girl finishes behind the
Boy..................................3M (c) Girl: repeat (a) and (b) moving clockwise while facing the line of direction Boy: repeat
(a) and (b) in place......................4M V Music C Partners face each other. (a) Take three walking steps obliquely
forward left (cts. 1,2,3), turn right about pivoting on the ball of R foot and raising L foot across the R knee in rear
(ct.4). From 2nd position, move the arms downward-forward (as if scooping). Finish with the palms up (cts. 1,2), turn
both hands toward chest inward. Continue the turn and end up with arms forward palms facing front, finger tips in
(ct.3), pull hands outward away from each other (ct.4)...............................................................................................1M
(b) Repeat (a) starting with the L foot turning left about......................1M (c) Repeat (a) and (b) two times
more................................................4M (d) Boy: take seven walking steps obliquely forward left, arms and hands as in
Figure I (cts. 1,2,3,4; 1,2,3),
145. 221 point L foot sideward (ct.4). Girl: take four steps turning right about in place (cts. 1 2,3,4) and three steps in place
(cts. 1,2,3), point L foot sideward (ct.4). Hand movement is the same as that of Boy........2M NOTE: Partners are now
in one line facing front, Girl at partners right side. VI Music A. (a) Step L across R in front (ct.1), step R sideward
(ct.2), arm and hand movement as in Figure I. Repeat same two times more (cts.3,4; 1,2), step L sideward (ct.3),
point R foot sideward (ct.4)...........................................................2M (b) Repeat (a) starting with the R foot moving to
the opposite direction.........................................................................2M (c) Repeat (a) and (b). Close feet together on
the last count.............4M VII Music B. Girl turns left about so that R shoulder is toward partner. Extend R arms
sideward, hand of Girl on top of boys hand, L arms are raised overhead. (a) Starting with the R foot, take sixteen
walking steps forward moving half-way clockwise. Finish in partners
place..............................................................................................4M (b) Turn about and repeat (a) moving counter
clockwis with the Boy following the Girl. Reverse position of hands. Finish in proper
places..................................................................4M VIII Music B Partners face each other. (a) Step R forward and
move arms to 2nd position (ct.1), raise L foot close to the R knee. Raise arms overhead and flip hands down (ct.2),
cross turn right about in place. R arm up. Shake L hand obliquely sideward- downward (cts. 3,4;
1,2,3,4).........................................................2M (b) Repeat (a) with the L foot. Reverse position of arms...................2M
(c) Repeat (a) and (b)........................................................................4M IX Partners face each other. (a) Take four
walking steps to Girls place. Hands as in Figure VII (d)................................................................................1M (b)
Place R heel forward. Bend trunk forward and place R and L cheek close to that of partner alternately four
146. 222 times (cts. 1,2,3,4). Fans are held close to waist........................1M (c) Take four walking steps to the
center...........................................1M (d) Repeat (b).....................................................................................1M (e) With
fans held sideward-downward, palms down, stamp R foot five times in place(cts. 1, and 2, and 3). Flip fans and strike
the thighs with the fans (ct.and), Raise arm sideward, palm down (ct. 4).........................................1M (f) Take four
steps turning right in place, arms obliquely sideward-downward.......................................................................1M (g)
Repeat (e) and (f)..........................................................................2M (h) Take eight steps turning right. Finish facing
front..........................2M X Music B (a) Starting with the R foot, take four walking steps forward to meet partner at
center, arms as in Figure I.........................................................1M (b) Place R heel forward. Girl leans back with
hands close to hips, palms facing front. Move head sideward left and right alternately four times. Boy taps R and L
shoulder of the Girl with the fan held by the R hand alternately four times (as if chopping) (cts. 1,2,3,4)..............1M (c)
Take four walking steps to Boys place. Boy moves backward while Girl moves forward. Arms as in
(d)......................1M (d) Repeat (c). This time the Girl does the choppy movement and the Boy, the head
movement................................1M (e) Take four walking steps to center. Boy moves forward while the Girl moves
backward.........................................1M (f) Repeat (e)......................................................................................1M (g)
Stamp R foot five times in place (cts. 1, and 2, and 3), raise R foot and hit the thighs with both fans (ct.and), flip fans
outward (ct.4)............................................1M (h) Three-step turn right in place (cts.1,2,3), close feet together (ct.4).
arms down at sides, tips of fans facing sideward-outward........................................................1M (i) Repeat (g) and
(f)..........................................................................2M (j) Starting with the R foot, take four walking steps (Boy moving
forward, Girl moving backward). Arms in reverse T position, fans facing front (cts 1,2,3,4). Sway fans in a figure of
eight for every count................1M (k) Boy bends trunk forward while Girl leans backward. Move the heads (Boy to
right side, Girl to left side) (ct.1), reverse the direction (ct.2), repeat the same
(cts.3,4)..........................................................................................1M
147. 223 (l) Repeat (j) and (k)...........................................................................2M (m)Take four steps to face front, arms as
in (f)...................................1M (n) Two steps to turn right in place and pause....................................1M FINALE (a)
Step L sideward (cts. 1,2), step R across L in front, knees are slightly bent (cts. 3,4). Twist trunk to the right, R arm
obliquely downward-sideward, L arm obliquely forward-upward shaking fans (cts.
1,2,3,4)..........................................................................................2M Dancers sing as they perform the dance. The
natives often repeat the dance as many times as they like or until they are made to stop. The song goes this way:
Music A. Sua-ko; Sua-ko, yampa tia num Sua-ko; Sua-ko, yampa tia num Ah-Mag dahon pa unom unom Ah-Mag
dahon pa unom unom Music B. Bang ma-ka tum-tum panon Bang ma-ka tum-tum panon Ah atay ko mag ka gomon
Ah atay ko mag ka gomon Music C. Kan ka pilaran, cambia sara-ran Di ka dua han, di ka imanan Ah magpe-pin-tas,
ha-la-man Ah magpe-pin-tas, da koman My little orange tree I had planted, With its six lovely green leaves, Reminds
me of her, Thus causing my heart to beat. That loveliest beauty among the many, That pretty one I cannot change,
Walking hurriedly along the street Hand in hand with me-I
148. 224 To that lovely beauty I lost my heart. Source of Lyrics: Philippine National Dances Mrs. Francisca Reyes
Tolentino Literal Translation of the Song by Lt. Alpad Arasad Source of Lyrics: Philippine National Dances Mrs.
Francisca Reyes Tolentino Literal Translation of the Song by Lt. Alpad Arasad PANGALAY Philippine Folk Dances
Francisca Reyes Aquino Entrance Starting with R foot, walk to center of the room. Both arms down at sides palms
down fingers together and pointed outward. Take 1 count for each step. 4M or 8M I Face audience (a) Slide R foot
forward with only toes touching the floor (ct. 1), put weight on same foot at the end of the slide (ct.2). Knees are
slightly bent and turned outward. R hand in front at eye level, L hand down in rear, fingers together and hyper-
extended. Turn R hand (from wrist) counterclockwise and turn L hand (from wrist) clockwise simultaneously.
..... 1 M (b) Repeat (a), seven more times, L and R foot alternately. Do the same hand
movements, L and R alternately in front. .. 7 M (c) Repeat (a) and (b), moving backward to starting place.
... 8M II R shoulders towards audience. (a) Repeat slide step foot movement as in figure I, R, and L
alternately, eight times, moving clockwise. Arms in lateral position, turning hands as in figure I, right and left Sideward
alternately every two counts... 8M (b) Turn right about, repeat (a), moving backward to
starting place. .... 8M
149. 225 III Face audience. (a) Repeat slide-step movement as in figure I going obliquely forward right, R and L
alternately, eight times. Start with arms down at sides, palms facing front, finger tips pointing downward, raise arms
gradually upward to head level (4cts.), turn wrist outward so that finger tips point upward, palms facing front, lower
arms gradually downward to starting position (4cts.) Reverse position of arms every four counts.
. 8M (b) Turn right about. Repeat (a), going to starting place. ... 8M (c)
Repeat (a) and (b), going obliquely forward left in (a) ..... 8M IV Face audience. (a) Starting with R foot,
take eight steps turning right (clockwise) in place (1 ct. for each step). Arms bent forward at shoulder level, four
fingers together and hyper-extended, thumbs sticking up. Execute a figure of eight movement with the hands every
two counts, gradually stretching the arms sideward at shoulder level. .... 4M (b)
Repeat (a), turning counterclockwise. Repeat same hand movement gradually bending elbows to forward bent
position. . 4M V Face audience (a) Bend toes or R foot and slide
forward the bent toes (ct.1), at the end of the slide straighten toes and put weight on same foot (ct.2). Raise hands in
front at the eye level, R hand on top with palm facing the front, fingers together; L hand down, palm facing in (self)for
two counts. . 1M (b) Repeat (a), turning counterclockwise. Reverse position of the hands every two
counts, L and R hand on top alternately, with palms facing self (when hand is down), and palms facing front (when
hand is on top). The hand that goes down passes in front. ......... 7M (c)
Turn right about, repeat (a), going to starting place. ...... 8M
150. 226 VI R shoulder towards audience. (a) Execute eight parallel tortillier steps sideward right. Start with toes pointing
sideward first, taking one count for each movement. Arms in lateral position sideward right, palms facing out, finger
tips pointing upward (ct.1), flex wrist upward so that finger tips point downward (ct.2).Reverse position of the finger
tips every count (or every two counts if desired). .... 4M (b)
Repeat (a), moving sideward left. Arms in lateral position, sideward left, doing same movements as in (a).
..... 4M (c) Face audience. Repeat (a) and (b). ...... 8M VII R shoulder
toward audience. (a) With knees slightly bent, execute shuffling steps forward, moving clockwise (counting 1, and 2,
and for every measure). Bend arms upward, elbows close to waist, hands about two inches over shoulders, palms
down. Move fingers (except thumbs) up and down alternately every count. ....... 8M (b) Turn
right about, repeat (a), moving counterclockwise... 8M Saludo Face audience. Place right foot in front,
bend body slightly forward, head bent forward, cross hands at wrists down in front, R hand over L, palms down.
.... 2M Tiklos Philippine Folk Dances Francisca Reyes Aquino I Music A. Partners face front. Throughout
this figure Girl holds her skirt, Boy places hands on waist. (a) Starting with R foot, take two heel and toe change step
forward. ..4M (b) Execute change step sideward, R and L. ...2M (c) Starting with R
foot, take four steps backward to proper places......4M
151. 227 (d) Repeat all (a-d)...........8M II Music B Partners face front. The same
hand position as in figure I. (a) Cut L backward (ct.1), cut R forward (ct.2). Repeat all (cts. 1,2) .....2M (b) Take
three gallop steps sideward right (cts.1, ah, 2, ah, 1, ah) step right foot sideward(ct. 2)
.....2M (c) Repeat (a), starting with R cut backward.
....2M (d) Repeat (b), going sideward left. ....2M (e)
Repeat all (a-d). 8M III Music A Partners face each other.
Throughout this figure clap hands in front of chest in this manner: Clap three times (cts. 1, and 2,), clap twice (cts. 1,
2). Do this for 16 measures. (a) Execute change step sideward, starting with R foot (cts. 1, and, 2) hop on R and raise
LKnee in front swinging L foot obliquely right backward across R knee in froint (ct.1), hop on R and swing L foot
obliquely left forward (ct.2). .2M (b) Repeat (a) starting with the L foot.
....2M (c) Execute a three step-turn right in place (cts. 1, and 2). Point L in front (ct.
1), point the same foot close to R (ct. 2). ..2M (d) Repeat (c), starting with L foot and turning left.
......2M (e) Repeat all (a-d). ....8M IV Music B
Partners face each other. The same position of hands as in figure 1. (a) Take two touch step in front (R , L).
..2M (b) Jump to cross R in front of L (ct.1), jump to cross l in front of R (ct. 2), jump
to cross Rin front of L (ct.1) jump to close R to L (ct.2). ....2M (c)
Repeat (a) and (b), starting with L foot. ........4M (d) Repeat all (a-c).
...............8M
152. 228 SAKUTING Philippine Folk Dances Francisca Reyes Aquino Entrance a. Partners walk side by side in rhythm
with the music with Head Pair leading the group into formation. Finish facing partner. R arm bent in front holding stick
upward; L hand holding stick placed behind the waist. ... 16M FIGURE I
Music A. Partners face each other. a. Head Pair: Face the set. Weave in and out of the set and continue until back to
original places. Strike sticks R over L on ct. 1; L over R on ct. and; R over L on ct. 2. Strike starting L over on next
measure. Pairs 2, 3 and 4 : perform 32 cut-step-step in place alternately starting with L.. 32M
FIGURE II Music B. Partners face each other. a. Bend downward. Strike sticks 3x R and L, L over R, R over L.
..2M Straighten trunk. Strike sticks in front and waist level 3x L over R, R over L and Lover R. b. Waltz step R .
Waltz L . Strike sticks 3x to a measure. .. 2M c. Leap R placing L heel in front (ct. 1) to be by L shoulders
with partner; hold position (cts. 2, 3). Strike L sticks with Partner (ct. 1); strike own sticks 2x (cts. 2, 3).
. 1M d. Leap on L and place R heel in front (ct. 1) to be in back to back position with partner;
hold position (cts. 2, 3). Strike R sticks with partner (ct. 1); strike own sticks 2x (cts. 2, 3). .. 1M e. Step R and place L
in front (ct. 1) to be by L shoulders with partner (ct. 1); hold position (cts. 2, 3) Strike L sticks with partner (ct. 1); strike
own sticks 2x (cts. 2, 3). ...1M f. Waltz step to proper places. Strike own sticks R over L, L over
R, R over L. .. 1M g. Repeat (a) to (f) starting L and standing by L
shoulders.
153. 229 Start all strikes of sticks with L over R. ..... 8M h. Repeat all (a-g)..
......16M FIGURE III Music C. Partners face each other. a. 2 waltz
steps R, L moving diagonally forward. Finish in one line with partner by L to L shoulders. Strike sticks 3x to a
measure. ...2M b. Raise R leg in front (ct. 1); lower leg (cts. 2, 3)
Strike own sticks under raised leg (ct.1); strike sticks R over L and L over R (cts. 2,
3).....1M c. Face partner. Strike R sticks with partner (ct. 1); strike own
sticks R over L and L over R (ct. 2, 3) ....1M d. Raise L leg in front (ct. 1); lower leg (cts.
2, 3). Strike own sticks under (ct. 1); strike sticks R over L and L over R (cts. 2, 3).
...1M e. Face partner. Strike R sticks with partner (ct. 1); strike own
sticks L over R and R over L (ct. 2, 3) ....1M f. 2 waltz steps to proper places. Strike
sticks 3x to a measure. . 2M g. Repeat (a-f) starting L
and standing by R to R shoulders with partner. . 8M h. Repeat all
(a-g). ...16M FIGURE IV Music D. Partners face each other. a.
Repeat (a) of FIGURE I. Finish by moving 2 small steps to get close to partner at center on last 2 cts. Of M.
. ....2M b. Waltz step R . Hold sticks parallel to each other; swing
own sticks together from R side and strike both sticks with partner (ct.1); strike own sticks R
154. 230 over L and L over R (cts. 2, 3). 1M c. Waltz step L . Swing own sticks
from the L side and strike partners sticks together (ct. 1); strike own sticks 2x (cts. 2, 3).
1M d. With a spring, step R placing the L heel in front to be in one
line with partner at center by L shoulders; trunk erect (cts. 2, 3). Open arms at the sides without strining sticks (ct. 1);
strike own sticks 2x with trunk erect (cts. 2, 3). ....1M e. Repet (d) of FIGURE II.
. 2M f. Repeat (d) of this FIGURE stepping R .
. 1M g. Repeat (f) of FIGURE II starting with L and standing R shoulders.
......8M h. Repeat all (a-g).
.......16M FIGURE V Music E. Partners face each other. a.
Repeat (a) of FIGURE III. .. 2M b. Waltz turn R (2M) moving
obliquely forward; finish facing each other in a single line at center. Strike sticks together 3x to a measure.
.. 2M c. Stand . Strike R stick once with partner (ct. 1); strike own sticks together
2x (cts. 2, 3). . 1M d. 2 waltz steps to partners place; finish facing each other.
Strike sticks together 3x to a measure. .. 2M e. Repeat (a) to (d) and finish in proper places.
Strike L sticks together with partner. .. 8M f. Repeat all (a-c).
..16M . .
155. 231 FIGURE VI Music F. New formation Audience X 1 O X 2 O X 3 O X 4 O 6 One set of dancers Pairs 1 and 2 form
a square; Pair 3 and 4 do the same. All face the center of each square. Simultaneous movements of Girls and Boys.
Girls: a. 2 change steps to center and finish by R shoulders. Strike own sticks together 3x to a measure; R over L, L
over R, R over L. .......................................................................................... 2M b. 2 change steps R, L in place. Strike
sticks together with opposite (ct.1); strike own sticks 2x (cts. and, 2). .................................... 2M Repeat movement. c.
Turn R about to be by L shoulders; repeat (b). ............................................... 2M Boys: 8 change steps R, L
alternately . .......................................................... 8M d. Girls perform Boys Part while Boys perform Girls part.
.................................. 8M e. New Formtion: Boy 1 to Face Girl 2 X 1 O Boy 3 to Face Girl 4 X 2 O Boy 2 to Face Girl
1 X 3 O Boy 4 to Face Girl 3 X 4 O All repeat (a) to (d). .......................................................................................... 8M
f. All Face partners and repeat (a-d) with partnerts. ........................................... 8M FIGURE VII . .
156. 232 Music G. Partners face each other. All stand in place. a. Bend trunk down. Strike own stick 3x to a measure on
floor or close to the ground. .. 1M b. Straighten trunk. Strike sticks in front
at waist level. 1M c. Raise sticks overhead. Strike sticks overhead.
1M d. Place hands behind waist. Strike sticks from behind.. 1M
e. Repeat (a-d) 3x more. ...12M f. Face about, away from partner
and repeat all (a-e). 16M FIGURE VIII Music H. Circle formation facing clockwise. a. 16
waltz steps Strike own sticks 3x to a measure. .. 16M b. Turn R about to face and repeat (a)
to finish in a double circle formation with Boys inside and Girl partners outside.
16M FIGURE VIII Music H. Double circle formation with Boys and
Girls outside. Girls hold their 2 sticks horizontally and parallel to each other; R stick at head level and L stick at chest
level. a. Boys face their partners while Girls hold their stick firmly in front. Boy- strike sticks across Girls sticks R hand
up and L hand low 3x to a measure (cts. 1, and, 2). . 1M
b. Girl 3 step turn R still holding sticks as in (a). 1M Boy 3 step turn R moving to face the
next Girl at his right. c. Repeat (a). 1M . .
157. 233 d. Repeat (b). 1M e. Repeat movements (a)
and (b); partners meet each other; exit. ...12M . This activity aims to assess your mastery of the basic
steps in folk dancing, its step pattern and counting. Complete the following table by filling in the correct step pattern
and counting of the given basic steps: Basic Step Step Pattern Number of Counts in a Measure Part II- WHAT TO
PROCESS Activity 14-Fill-Me-In Were you able to understand the dance literature? Can you interpret each step-
procedure correctly? If so, congratulations! Just in case you have difficulty interpreting the dance literature, please
feel free to ask your teacher for clarification before going to the next activity. Now, let us check your understanding
about the dance literature that you have just studied. Let us see if you can apply the knowledge you learned through
the next activity.
158. 234 Heel and toe polka Place heel, touch toe, step, close, step Change Step 1, 2, 3 Slide-cut-hop 1,2,3 Touch Step
Step (R),Point (L) - Mincing 1,2.3 Sua-Sua Step 1, 2 Waltz turn Execute 2 waltz steps to make a turn Cut-step-step
Cut (displace)L with R foot Gallop Step 1, 2 This activity aims to assess your mastery of the essential understanding
by completing these unfinished statements. 1. I learned
that________________________________________________________. 2. Folk dance costumes tell about the
______________________________________. 3. Folk dances differ in _______________ because
___________________________. Activity 15: OPEN-ENDED STATEMENTS Did you get a perfect score? If so, well
done! You may now proceed to the next part which will surely keep you engaged to a more exciting activity.
Goodluck! Part III- WHAT TO REFLECT AND UNDERSTAND
159. 235 4. ______________ can be a way to enhance an individuals____________________. 5. I feel I am
_____________________________________ in performing folk dances. 6. Folk dances are beneficial to ones
health because __________________________. Self- Check: Draw a checkmark in the appropriate line that
corresponds to your answer. To what extent did you. 1. learn the dance steps? ___________to a great extent
___________to a moderate extent ___________to a lesser extent 2. execute correctly the dance step combinations?
____________to a great extent ____________to a moderate extent ____________to a lesser extent 3. memorize
the dance? ____________to a great extent ____________to a moderate extent ____________to a lesser extent 4.
express your emotions and feelings on the dance? ____________to a great extent ____________to a moderate
extent ____________to lesser extent Self-check In your activity notebook, copy the numbered statements and put a
checkmark on the space before each number that best describe your performance. ___1. I enjoyed executing the
dance steps. ___2. I danced gracefully. ___3. I followed the instructions given by the teacher. ___4. I cooperated well
with the group. ___5. I performed the basic movements correctly. Reflection Write your answer to these questions in
your activity notebook
160. 236 1. Have you ever thought of expressing your feelings through the dance you performed in school? Explain. 2. Do
you find dancing an effective way of expressing yourself? Justify. In this phase, you will perform your folk dance to
the class and it will be rated according to these criteria: Choreography and Artistry, execution, and Mastery of the
steps.) Change criteria for Mastery, Performance, Staging. Part IV- WHAT TO TRANSFER Activity 16: CULTURAL
SHOWCASE Youre Great! Being able to reach this far is a clear indication of your passion to learn. You are now
about to reach the most important part of the lesson and that is to experience performing the dance as a whole.
161. Carry on!0237 1. Go to the school gym for your culminating performance. If you dont have a gym, set the classroom
in a manner that can provide enough space for your performances. 2. Present your folk dance to the class (costume,
props, accessories, and make-up are highly encouraged). 3. Assign somebody from your group to take charge of
documenting your performance using video camera or any similar equipment or manner you preference. 4. Your
teacher will sequence your performances drawing of lots. 5. Guest observers may be invited to witness the activity,
including your parents, friends or relatives. 6. Provide feedback on the performance of other groups. 1. This time
come up with a creative documentary from participating in folk dancing. You may consider doing a portfolio, a
narrative or a visual presentation of the experiences, insights and benefits you gained. 2. Invite one member of your
family to the class and have him/her share his/her experiences as a folk dance performer when he/she was still
young and how folk dancing created impact on family solidarity and wellness in his/her lifestyle. Activity 17-
CREATIVE DOCUMENTARY Well done! You are now about to reach the finish line. I know how tired you must be.
However, there is one more activity that you need to accomplish before finishing the race. This time lets check your
creativity and artistry by doing the next activity below. I know that you can make it!
162. 0238 LEARNING GOAL- Promote folk dancing as a physical activity for the whole family. An activity becomes more
meaningful when done and participated in by the whole family. The support given upon watching and applauding a
family member LESSON VI Wow! You did it well! Finishing all the activities with flying colors is a clear manifestation
that you have learned all the lessons pretty well. After this phase what do you intend to do to enrich your gained.
Wouldnt you like to share what you learned to your friends, family members or to your community? The next activity
will allow you to promote folk dancing as a form of physical activity. Its a good journey after all!
163. 239 boosts ones confidence and self esteem. It is also a good form of bonding for the whole family watching together
dance festivals in any various places in the country or even just in theatres. Somehow, youll be learning different
culture through folk dances while spending leisure hours together. Furthermore, these activities promote lifelong
fitness and wellness for they are potent sources of exercise that could develop grace, poise, and even help in
maintaining good health for you and your family members. Suggested Activities: 1. Together with your family, you
may join in a field demonstration during your campus Foundation Day or in a stage performance/street dancing
during your town fiesta. 2. You and your siblings can also join contests on Philippine folk dances. 3. Your family can
go to theaters or museums to watch folk dance festivals and presentations.
SUMMARY/SYNTHESIS/GENERALIZATION: Now that you are done reading this learning material, Im pretty sure
that you are ready to face the challenges folk dancing brings in terms of its origin, historical background, dance steps
and step patterns, dance interpretations and performance. You discovered that just like any other sports or a game,
dancing is also a physical activity that can promote lifelong fitness and wellness. It is a good source of exercise that
could help develop grace and poise. It can even help in maintaining good health as it highlights health-related skills
such as cardio-vascular endurance, flexibility and strength. Surely, this module has enriched your mind to explore the
wonders of folk dancing. In lesson 1, you have learned the significance of the origins and locations of folk dances by
identifying the performers costumes and music. Here, you realized that just by merely looking at the costumes and
props and listening to the music would tell you right away about the point of origin of a particular dance. You also
learned the effects of acculturation brought about by the trade and settlement from our neighboring countries like
China, Malaysia, Indonesia, Burma, Cambodia, Thailand and Japan. Lesson 2 has provided activities that led you to
understand rhythmic patterns of selected regional and national dances with Asian influence particularly Binislakan,
Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You discovered that rhythm plays an important role in the performance
of the dance. Feeling the beat and rhythm of the music is a motivating factor for them to perform well. Also Lesson 3
has provided you activities that inspired you to demonstrate and master the basic steps of Binislakan, Tiklos,
Sakuting, Sua-Ku-Sua and Pangalay. It enabled you to enhance your dancing skill and motivated you to show and
share the
164. 240 steps youve learned. Thus, you realized that mastering the basic dance steps could be used in the interpretation
of the dance literature to a large extent. Moreover, Lesson 4 has presented you ways and means to discover the
meaning of the gestures and hand movements in the performance of a particular dance. It enabled you to use your
creativity in conveying proper emotions and gestures in different situations as found in the different settings needed in
the given dances. Meanwhile, Lesson 5 has provided you with insights that made you master and understand the
dance literature of Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. Those insights enabled you to perform
the dances appropriately and gracefully. In this part, you found out that the correct interpretation of the dance
depends on the mastery and accuracy of your understanding of the elements of dance such as dance steps, step
patterns and counting. Finally, Lesson 6 gave you a better perspective on the importance of folk dancing in relation to
your family and community as it gave you opportunities to perform the given dances with your family members during
town fiestas and school foundation days. It also gave you time to bond with your family members by watching
culminating activities/cultural shows which gave you a chance to develop family solidarity as well as family wellness.
We hope that through this module, you have become more acquainted with the significance of folk dances, and
somehow you could use the knowledge you learned from this module not only during dance performances but also in
maintaining a well and fit body and a sustainable life. GLOSSARY OF TERMS Accent - emphasis on a beat, usually
but not always, the first beat of the measure Acculturation - a process in which members of one cultural group adopt
the beliefs and behaviors of another group Culture - the totality of socially transmitted behavior patterns, arts, beliefs,
institutions, and all other products of human work and thought Dynamics - an interactive system or process,
especially one involving competing or conflicting forces Folk dance - a form of dance developed by a group of people
that reflects the traditional life of the people of a certain country or region Folk dancing a great exercise and a fun
recreational activity for people of all ages Implements - a device used in the performance of a task Improvisation -
created extemporaneously, without planning.
165. 2010 New Secondary Education Curriculum Teaching Guide ON-LINE SOURCES- Sayaw Dances of Philippine
Islands-Philippine Folk Dance Society Vol. 1,2 and 4. - Ramon Obusan for the Sua-Ku-Sua Dance Literature - A
Classical Collection of Philippine Golk Dances, Series 4, - MAPEH II by Vilma V. Perez, Lilian N. Luna and Crisanto
E. Tomas - MAPEH for a Better You by Jocelyn V. Bautista, Ma. Rosario C. Franco, Josefino N. Carlos, Danilo S.
Duyan, Emilio S. Jacinto, Jr. Rosanna A Diana, Alvenia P. Palu-ay, Hazel P. Copiaco and Gloria M. Gacoscosim. -
Philippine Folk Dances Volume 5 by Francisca Reyes Aquino - Philippine Folk Dances Volume 4 by Francisca Reyes
Aquino - Philippine Folk Dances Volume 3 by Francisca Reyes Aquino - Philippine Folk Dances Volume 2 by
Francisca Reyes Aquino - Philippine Folk Dances Volume 1 by Francisca Reyes Aquino - Campers Point: Philippine
Dance - Filipino Songs Atbp.: Philippine Folk Dance History - Hiyas Philippine Folk Dance Company: Barrio Fiesta
Suite -241 Intensity - in music, the loudness and softness of an accompaniment; in fitness, the degree of vigor or the
amount of effort expended during an activity Lifelong Fitness the condition of being fit and healthy throughout life.
Tempo - the rate of speed from fast to slow Traditions - a mode of thought or behavior followed by a group people
continuously from generation to generation; a custom or usage Wellness - a way of life purposely designed to enjoy
the highest level of health and well-being possible, including nutrition, weight control, avoiding substance abuse,
being physically fit and leading an active life, controlling stress, developing good relationships with others, living with
high values and ethics, and attending to spirituality References BOOKS:
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