Intervention Materials - MAPEH Grade 9

Third Quarter

Music – Music of the Romantic Period

In this module, you will learn the salient features of Romantic instrumental music
which include Piano and Program music.Piano continued to be the most important musical
instrument during the Romantic Era whereas the Program music has a great demand in
most of instrumental composition which includes the concert overture, the Program
symphony, symphonic poem and incidental music. Hector Berlioz made a new dimension of
creating imaginative music called “SymphonieFantastique”.
Nationalism is reflected most in the instrumental music of the Romantic Era.

Activity 1
Composers of Romantic period
Identify the following composers of Romantic period. Encircle your answer.

1 2 3 4 5
Johann Wolfgang Franz Liszt Richard Wagner Arnold
Sebastian Bach Amadeus Schoenberg
Mozart
Franz Schubert Robert Igor Stravinsky Camille Saint- Claude Debussy
Schumann Saëns
Wolfgang Ryan Cayabyab Ramon Santos Edward Grieg Frederic Chopin
Amadeus
Mozart

Activity 2
PAINT THE MUSIC
Listen to the recording of the Frederic Chopin's, Fantasie Impromptu Op. 66 and draw your own
interpretation. Write a short description of the output.
Activity 3
Music Match
Choose the composer of the given music piece from the 2nd column. Write your answer in
the box.

MUSIC COMPOSER ANSWER

OVERTURE 1812 Peter Ilyich Tchaikovsky
Frederic Chopin
Franz Liszt
Camille Saint-Saëns
REVOLUTIONARY ETUDE Peter Ilyich Tchaikovsky
Frederic Chopin
Franz Liszt
Camille Saint-Saëns
WALTZ OF THE FLOWER Peter Ilyich Tchaikovsky
FROM THE “NUTCRACKER Frederic Chopin
SUITE” Franz Liszt
Camille Saint-Saëns
THE SWAN Peter Ilyich Tchaikovsky
“CARNIVAL OF THE Frederic Chopin
ANIMALS” Franz Liszt
Camille Saint-Saëns
NOCTURNE OP. 9 NO. 1 IN Peter Ilyich Tchaikovsky
Bb minor Frederic Chopin
Franz Liszt
Camille Saint-Saëns

Activity 4
Musical Elements Analysis
Listen carefully to the selected recordings of Romantic music. Analyze the music
according to its elements and write your answer in the given chart below. Follow the sample
activity for musical elements analysis.

Sample musical elements analysis:

TITLE INSTRUMENTS TEXTURE FORM TEMPO

USED
Liebestraum Piano Monophony Binary (AB) Fast
Liszt Orchestral Homophony Ternary (ABA) Slow
instruments polyphony Rondo moderate
(ABACA)
TITLE OF MUSIC INSTRUMENTS TEXTURE FORM TEMPO
USED
Liebestraum -
Love Dream
REVOLUTIONARY
ETUDE
WALTZ OF THE
FLOWERS FROM
THE
“NUTCRACKER
SUITE”
THE SWAN
FROM
“CARNIVAL OF
THE ANIMALS”
NOCTURNE OP. 9
NO. 1 IN Bb
minor

Activity 5
LISTENING EXERCISE: LISTEN AND ANALYZE
Listen to the music of Frederic Chopin’s “Revolutionary Etude” and answer the following
questions:
1. What have you observed in the tempo of the composition?
2. In which of the following compositions is the melody easy to recognize? Why?
3. What are the unique characteristics of Romantic music which are not present in Original
Pilipino Music (OPM)?
4. Which of the following compositions used more dynamics? Why do you think so?

Activity 6
MUSICAL VIDEO ANALYSIS
Watch, listen and analyze excerpts of “Symphonie Fantastique” and “The Nutcracker Suite”.
Answer the following questions given and write your answer in your answer sheet.
1. What did you observe upon listening and viewing the excerpts of “Symphonie
Fantastique” and “The Nutcracker Suite”?

2. What are the significant features of the following program music based on the video
presented?

3. What have you noticed in the tempo of Hector Berlioz composition?

4. Give at least 5 different moods that you have felt while listening to the music .
Enhancement activities for understanding
Activity 7
Complete the following unfinished sentence.

My understanding about the music of the Romantic Period is that…

________________________________________________________________
I realized that most of instrumental music from theRomantic Period are…
________________________________________________________________
The reason why I really appreciate instrumental music from the Romantic Period is
because…
________________________________________________________________
I love listening to the romantic music composition because…
________________________________________________________________

ARTS - ARTS OF THE NEOCLASSIC AND ROMANTIC PERIOD

In this unit, you will learn about Neoclassical and Romantic artworks. Their
influences today were highly visible through the style of paintings, sculptures and other
artworks adopted by the well-known artists internationally and also by some of our National
Artists. Some of the existing architectural structures convey the traits and characteristics of
such periods.

ACTIVITY 1
Learning Competencies
 Identify distinct characteristics of arts during the Neoclassic and Romantic periods
 Reflect on and derive the mood idea or message emanating from selected
artworks of the Neoclassic and Romantic Periods

“Tell Me”
Choose two Neoclassic and Romantic artworks. Explain its characteristics.

LIBERTY LEADING THE PEOPLE(E. Delacroix) OATH OF THE HORATII(J. David)

Reflection Questions:
1. Were you able to identify the art period from which the artwork belongs to?
2. What are the visible Neoclassic or Romantic characteristics from the art work?
3. How does the art piece convey the idea of the period?

ACTIVITY 2
Learning Competencies
 Compare the characteristics of artworks produced in the Neoclassic and Romantic
periods
 Creates artworks guided by techniques and styles of the Neoclassic and Romantic
periods

Neoclassical and Romantic styles are very different from each other.

ELEMENTS NEOCLASSICISM ROMANTICISM

Values: Order, solemnity Intuition, emotion,
imagination
Inspiration: Classical Rome, patriotism, Medieval and Baroque
courage, honor eras, Middle and Far East
Tone: Calm, rational Subjective, spontaneous,
non-conformist
Subjects: Greek and Roman history Legends, exotica, nature,
violence
Technique: Stressed drawing with lines, Unrestrained, rich color;
not color; no trace of visible brushstrokes
brushstroke
Role of art: Morally uplifting, Dramatic, carry viewer
inspirational away
Composition: Most figures in foreground. Use of diagonal, crowded
compositions
Lines: Linear style Painterly style
(outlines are sharply (brushstrokes are less
defined through controlled restrained)
brushstrokes)
Texture: Smooth, no brushstrokes Often has visible
can be seen brushstrokes

“Inspired!”
Paint or sketch an illustration showing the ideas of Neoclassical or Romantic painting.
Observe the usage and application of the elements of arts.

Materials:
 Oslo paper
 art and coloring materials
Reflection Questions:
1. What is the subject of your artwork?
2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, color and texture?
4. What did you feel while doing your artwork?

ACTIVITY 3
Learning Competencies
 Determines the effectiveness of artworks by evaluating its utilization and
combination of art elements and principles
 Creates artworks guided by techniques and styles of the Neoclassic and Romantic
periods
“Is that you?”
Create your own sculpture by either human, mythological, or animal figures.
Materials:
Choose your material as to your preference such as modeling clay, soap, piece of wood,
rock, wire or any usable and pliable medium. Use knife or cutter in carving-out your art
piece.
Reflection Questions:
1. What is the subject of your artwork?
2. Why did you choose this subject?
3. How did you apply the elements of art as to lines, form and texture?
4. What did you feel while doing your artwork?

ACTIVITY 4
Learning Competencies
 Applies different media techniques and processes to communicate ideas,
experiences and stories showing the characteristics of the Neoclassic and Romantic
periods
 Compare the characteristics of artworks produced in the Neoclassic and Romantic
periods
“Explorer”
Look or research for painting, sculpture or architecture that resembles the styles of
Neoclassicism or Romanticism. Research about its history and explain its characteristics.

Reflection Questions:
1. How did you identify the artworks?
2. What are the characteristics of the artworks that make it a part of such art movement?
3. Why do you think that there is a need to value the artworks and art movements from the
past eras?
ACTIVITY 5
“Up-to-Date”
Draw or paint an artwork in the style of Neoclassicism or Romanticism which promotes
either “peace”, ”saving the earth”, “gender equality” or any other issues that you might
think about. Give a title and a short description about your work.
Materials:
- ¼ white cartolina
- drawing and/or painting materials

Reflection Questions:
1. What did you feel as you were making your masterpiece?
2. Does your artwork visibly convey the characteristics or idea of Neoclassicism or
Romanticism?
3. How do think your artwork illustrates the idea and the message of such issues you have
decided to draw?

PHYSICAL EDUCATION - Festival Dances

This module introduces you to the value of festival dancing in the enhancement of
your fitness. Fitness plays a very crucial role in our existence as human beings. It is a
sustaining base of our physicality that allows us to overcome challenges of our daily living. It
is with fitness that our eagerness to do things that we are capable of doing physically arise,
which eventually leads us in making our own lives, including that of others, better and more
productive.

Activity 1
Learning Competencies
 Share knowledge about festival dances.

Directions: Learners’ initial understandings on festivals will be activated through the

following activity:
1. Enumerate in your worksheet the festivals that you know and are familiar with.
2. Make a short description about each of the festivals you have enumerated.
3. Classify whether they are religious or secular/non-religious festivals.
4. Give at least 3 positive effects of festival dancing or participation/involvement in festival
dances to yourself, family and community.

Self: Family:
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Community:
_________________________
_________________________
_________________________
Activity 2
Match It Up!
Matching type activity which assesses your prior knowledge on the festival we have in
the country and their place of origin. In column A are the festivals and in B are the places of
origin. Write the letter of the origin of the festival in each number.

A B
________1. Bambanti Festival a. Bacolod City
________2. Bangus Festival b. Baguio City
________3. Ati-Atihan c. Bicol
________4. Sinulog Festival d. Cebu City
________5. Mango Festival e. Dagupan, City
________6. Dinagyang Festival f. Davao City
________7. Panagbenga Festival g. Iloilo City
________8. Pattarradday Festival h. Isabela
________9. Masskara Festival i. Kalibo, Aklan
_______10. T’nalak Festival j. Santiago City, Isabela
k. South, Cotabato

ACTIVITY 2
Learning Competencies
 Discuss the nature and background of festivals and the leading festivals in the
country
Why Festivals?
Questions:
1.Why is there a need for festivals? festival dances?
___________________________________________________________________________
___________________________________________________________________________
2. How do you think can festival dances help you in enhancing your fitness?
___________________________________________________________________________
___________________________________________________________________________
3. What value do festival dances develop in community fitness?
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 4
Learning Competencies
 Explain how dancing contributes to the improvement of cardio-vascular endurance.
Festival Dancing and Fitness
Questions:
1.How essential is knowing how to get your THR range?
___________________________________________________________________________
___________________________________________________________________________
2.How can festival dancing contribute to a healthier lifestyle?

___________________________________________________________________________
ACTIVITY 4
Learning Competencies
 Describe festival dances and its effect on fitness
 Show preparedness to proceed to the next phase using result of assessment.

(Assessment of Knowledge)
Easy Category:
These are dances performed in celebration of festivals.
What festival is celebrated in January in Kalibo, Aklan?
To whose honor is the Dinagyang festival offered?
They are movements that allow you to travel from one place to another.
What is the opposite movement of flexion?

Average Questions (Answers are to be demonstrated correctly):

What folk dance step has a step pattern of step, close, step and counting of 1 and 2?
What is the step pattern of heel-toe, change step?
What is the step pattern of bleking?
What is the lowest THR of 20 year-old individual?
What is the highest THR of a 20 year-old individual?

Difficult Questions:
How can knowledge in determining THR range help in improving one’s fitness through
activities like festival dancing?
Give at least one fitness benefit of festival dancing?
What is the range of THR of a 16 year-old student?
Give a pair of non-locomotor movements that complement each other
How can you influence your community in improving its fitness through festival dancing?

Where do you belong?

Assess your performance in the quiz using the following rating scale:
40-45 Advanced
35-39 Proficient
30-34 Approaching Proficiency
20-29 Developing
19 and below Beginning

HEALTH - UNINTENTIONAL INJURY PREVENTION, SAFETY AND FIRST AID

“Prevention is better than cure.” Practicing this principle advocates safety awareness
which is essential in achieving quality of life. But our immediate environment poses danger
to everyone. No place is considered safe not even in the comfort of our homes. Accidents
may happen to anybody at any place, at anytime. Thus, taking the right safety measures
greatly helps prevent accidents and injuries. Nevertheless, when accidents happen, it is
important to have the knowledge and skills to deal with them. Having knowledge and skills
on safety education and injury prevention could help you, your loved ones and other people
in your community during emergency situations.
Lesson 1 – The Basics of First Aid
Learning Competencies
 Explain the meaning and importance of first aid
 Develop the sense of responsibility to help others through the knowledge and
application of first aid
Activity 1
“Emergency! Emergency! What will I do?”
Write down your immediate action to the following situations

Situation Immediate action to be Taken

1.Your younger sister cuts her finger with a
knife
2. Your friend falls down
the stairs from the 2nd floor and can hardly
stand.
3. A man in the street is bumped by a car.
4. Your mother accidentally touches a hot
pan.
5. Your classmate has drunk poison.
6. Your teacher suffers a heart attack
7. Your neighbor experiences stroke
8. Your grandfather slips in the comfort
room and cannot move his right arm
anymore.
9. Your cousin who does not know how to
swim falls into a deep river.
10. Your baby brother accidentally swallows
a small part of a car toy and it gets stuck in
his throat.

Process Questions:
1. Who are victims of accidents? Where do accidents happen? Why do they happen?
______________________________________________________________________________
______________________________________________________________________________
2. Are these situations preventable? How?
______________________________________________________________________________
______________________________________________________________________________
3. What will you do if these happen?
______________________________________________________________________________
______________________________________________________________________________
4. Why do we need to give immediate action to an emergency situation?
______________________________________________________________________________
______________________________________________________________________________
Acitvity 2
Learning Competencies

Organize Your Thoughts

The task is to present the information through a creative graphical organizer.

Process Questions:
1. What should we remember when giving first aid?
___________________________________________________________________________
___________________________________________________________________________
2. Why is it important to understand and follow the basics of first aid?
___________________________________________________________________________
___________________________________________________________________________
3. What is the ultimate goal in giving first aid?
___________________________________________________________________________
___________________________________________________________________________

Activity 3
“Is He a Good First Aider?”

Analyze the situations and answer the process questions that follow.

 Student A is very relaxed in controlling the bleeding on her classmate’s finger.

 Student B is insisting that her unconscious sister drink water.
 Student C immediately brings her friend, who fell down the stairs, to the clinic.
 Student D makes use of his clean handkerchief to tie his best friend’s bleeding arm.
 Student E speaks comforting words to her cousin who sprained his ankle while
playing basketball.
Process Questions:
1. Who among the students are good first aiders? Why?
___________________________________________________________________________
___________________________________________________________________________
2. Who among them are not good first aiders? Why?
___________________________________________________________________________
___________________________________________________________________________
3. What characteristics should a good first aider possess?
___________________________________________________________________________
___________________________________________________________________________
4. If you were a first aider, what would be your ultimate goal?
___________________________________________________________________________
___________________________________________________________________________

Activity 4
Complete Me
Complete the unfinished statements……

I can be a first aider because ______________________________________.

I will be a first aider because ______________________________________.
As a first aider, I will ____________________________________________.

Process Questions:
1. Why is first aid important?
___________________________________________________________________________
___________________________________________________________________________
2. Can we help others through our knowledge and skills in first aid? How?
___________________________________________________________________________
___________________________________________________________________________

Activity 5
First Aider on the Go…

The person in the illustration is a first aider. Interpret it emphasizing the importance
of first aid to oneself and others.
Process Questions:
1. Why is having knowledge and skills in first aid important?
___________________________________________________________________________
___________________________________________________________________________
2. Can we help others through our knowledge and skills in first aid? How?
___________________________________________________________________________
___________________________________________________________________________

Lesson 2 – Survey of the Scene and the Victims

Learning Competencies
 Demonstrate properly the procedures in assessing emergency situations
 Demonstrate properly the procedures in doing primary and secondary survey of victims
Activity 1
Questions:
1. Why is it important to assess the situation first before proceeding to the primary and
secondary survey of the victim?
___________________________________________________________________________
___________________________________________________________________________
2. When should a primary survey of the victim be used?
___________________________________________________________________________
___________________________________________________________________________
3. When should a secondary survey of the victim be used?
___________________________________________________________________________
___________________________________________________________________________

Activity 2
Music is Good for Health
Compose a 4-line jazz chant in English or Filipino describing the importance of having first
aid and safety awareness.

________________________________________
________________________________________
________________________________________
________________________________________

Lesson 3 – Dressing and Bandages

Learning Competencies
 Explain the purpose of dressing and bandages
 Demonstrate the appropriate bandaging techniques for common unintentional injuries

Activity 1
Twist and Double Match
Arrange the scrambled letters in Column A to form words related to first aid.
Connect them to their correct definition or purpose in Column B, and to their pictures in
Column C.
 Column A Column B Column C

1. SINGDERS A. a sterile cloth used to cover wounds a.

2. CLOD PRESSCOM b. used to reduce swelling b.

3. OLDC DAP c. can be used as cold compress c.

4. NABGADES d. used to apply pressure to stop bleeding d.

5. DOUNW e. the end of the bone is displaced e.

6. BRUN f. a broken bone f.

7. SPARINS g. ligaments are torn g. .

8. TRINSAS h. muscles are overstretched h.

9. FARCTERU i. caused by heat i.

10. LISDOCATION j. a cut in the skin j.

Activity 2
Wound and Bandage
Questions:
1. Why should we use dressings and bandages on wounds?
___________________________________________________________________________
___________________________________________________________________________
2. Can we use any cloth as a dressing or bandage? Why and why not?
___________________________________________________________________________
___________________________________________________________________________
3. Aside from wounds, in what other injuries can we use dressings and bandages?
___________________________________________________________________________
___________________________________________________________________________
4. Why is it necessary to apply the proper techniques on applying dressings and bandages?
___________________________________________________________________________
___________________________________________________________________________

Activity 3
Be Grateful and Resourceful
List down some materials at home or in school that can be used as dressings and
bandages. Write them in the box. Include their uses or importance.

Why should we use clean dressings and bandages?

__________________________________________________________________________________
__________________________________________________________________________________
Lesson 4 – Carrying and Transporting an Injured Person
Learning Competencies
 Identify the different types of carrying and transporting of an injured person
 Demonstrate proper techniques in carrying and transporting an injured person

Activity 1
Thinking of Others
If you were the SK Chairman of your barangay, will you offer First Aid skills-training to the
youth of your community? Why? How will you do this? Make an Action Plan with the
following parts:
a. Goals/Target
b. Participants
c. Resource Person/Guest Speakers
d. Venue
e. Estimated Budget
f. Desired Outcomes

Lesson 5 – First Aid for Common Unintentional Injuries

Learning Competencies
 Identify common unintentional injuries in school
 Demonstrate proper first aid procedures for common unintentional injuries

Activity 1
“Can I Be?”
1. Can a grade 9 student be a first aider? Why and how?
___________________________________________________________________________
___________________________________________________________________________
2. Can any member of your family be a first aider? Why and how?
___________________________________________________________________________
___________________________________________________________________________
3. Can an ordinary citizen in your community be a first aider? Why and how?
___________________________________________________________________________
___________________________________________________________________________
4. Can we all be first aiders? Why and how?
___________________________________________________________________________
___________________________________________________________________________