GRADE 9 MUSIC

INTRODUCTION
The first three periods of Western Music History are classified as Medieval, Renaissance, and Baroque.
Each period has its distinctive characteristics, historical and cultural background.

A type of music from the Medieval Era is Gregorian Chant, which was mainly used in the early Christian
church.

Music during the Renaissance Period became an important leisure activity. Members of the upper class
were expected to have received musical training. Imitative polyphony is the distinctive characteristic of
Renaissance music.

The Baroque Period is characterized by grand and elaborate ornamentation of sculptures, theaters, arts
and music. The music genres which flourished during the Baroque Period were the Concerto, the Fugue, the
Oratorio and the Chorale.

Music evolved alongside with man’s constant quest for growth and development.

OBJECTIVES
At the end of this module you, as a learner, are expected to:
• Listen perceptively to selected vocal and instrumental music of Medieval, Renaissance and Baroque Periods.
•Explain the performance practice (setting, composition, role of composers/performers and audience) of
Medieval, Renaissance and Baroque Periods.
• Relate Medieval, Renaissance and Baroque music to its historical and cultural background through
dramatization.
• Sing selections of medieval chants, troubadour songs, madrigals, and oratorios with correct pitch, rhythm,
expression and style.
• Describe musical elements of given Medieval, Renaissance and Baroque music.
• Explore other arts and media that portray Medieval, Renaissance and Baroque elements.
• Improvise appropriate accompaniment to given Medieval and Renaissance songs.
• Create and perform songs in Gregorian and Troubadour styles.
• Play simple melodies of a chorale and provide accompaniment.
WHAT TO KNOW
In this module, you will learn the first part of the history of Western music. We will be discussing the
characteristic features of each period, composers, historical and cultural backgrounds.

Music of the Medieval Period (700 – 1400)

The Medieval period is also known as the Middle Ages or ―Dark Ages‖ that started with the fall of the
Roman Empire. During this time, the Christian Church influenced Europe’s culture and political affairs.

Monophonic plainchant was named after Pope Gregory I, who made this the approved music of the
Catholic Church. Pope Gregory’s action made monophonic plainchants popular. Although it was originally
transmitted orally, scholars agreed to put it in notation to assist dissemination of chants across Europe.

Characteristics of the Gregorian Chants:

 monophonic
 Free meter
 Modal
 Usually based on Latin liturgy
 Use of Neume notation

Listen to the link that features a Gregorian Chant of the Medieval Period http://www.youtube.com/watch?
v=kK5AohCMX0U.

REFLECTION:
 After listening to the selection, were you able to identify the characteristics of Gregorian Chants?

During the latter part of the Medieval Period, secular music which was not bound by Catholic traditions
emerged. Most of these songs were performed across Europe by groups of musicians called Troubadours.

Troubadour Music:
 Usually monophonic
 Sometimes with improvised accompaniment
 Tells of chivalry and courtly love
 Originated in France
 Written in the French language

Famous Composer of the Medieval Period:

Adam de la Halle
France, 1237 - 1288

Adam de la Halle was also known as Adam le Bossu (Adam the Hunchback).
He was the son of a well – known citizen of Arras, Henri de la Halle. He
received his education at the Cistercian Abbey of Vaucelles, near Cambral.
Adam was destined for the church but he eventually married. His patrons were
Robert II, Count of Artois, and Charles of Anjou, brother of Louis IX.

Adam was one of the oldest secular composers whose literary and musical works include chansons and
poetic debates. He was a trouvére, poet and musician, whose literary and musical works include chansons and
jeuxpartis (poetic debates) in the style of the trouveres, polyphonic rondel and motets in the style of early
liturgical polyphony. His musical play, ―Jeu de Robin et Marion‖ was considered the earliest surviving secular
French play with music. His works include: 1. Le Jeu de Robin et de Marion 2. La Chanson du roi de Sicile
 Listen to the link below that features ― LeJeu de Robin et Marion‖ http://www.youtube.com/watch?
v=zHoebp8Vgxs
Last viewed November 7, 2013

Music of the Renaissance Period (1400 – 1600)

The term ―Renaissance‖ comes from the word “renaitre‖ which means “rebirth”, “revival”, and “rediscovery”.
The Renaissance Period is a period of of “looking back” to the Golden Age of Greece and Rome

The invention of printing in the 1400’s paved the way for a wide distribution of renaissance
compositions. With the emergence of the bourgeois class, renaissance music became popular as entertainment
and activity for amateurs and the educated. Lute was the prominent instrument of the renaissance era. The
influence of the Roman Catholic Church started to decline as the new music genre arose. Though sacred music
was still of great importance, secular music became more prominent in the renaissance period. This era was
also known as the ―golden age‖ of a capella choral music.

Other historical facts during this era is the discovery of the actual position of earth in the solar system
by Copernicus, the invention of compass creating a wider navigation not only of the lands but also of the
oceans, and Martin Luther’s Protestant reformation.

Characteristics of Renaissance Music:

 Mostly polyphonic
 Imitation among the voices is common
 Use of word painting in texts and music
 Melodic lines move in a flowing manner
 Melodies are easier to perform because these move along a scale with a few large leaps

Vocal Music of the Renaissance Period

1. Mass – is a form of sacred musical composition that sets texts of the Eucharistic liturgy into music.

Characteristics of the Mass:

 Polyphonic
 May be sung a cappella or with orchestral accompaniment
 Text may be syllabic (one note set to each syllable), neumatic (a few notes set to one syllable), or melismatic
(many notes to one syllable)

Five Main Sections of Mass:

1. Kyrie (Lord Have Mercy)
2. Gloria (Glory to God in the Highest)
3. Credo (I Believe in One God)
4. Sanctus and Benedictus (Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)

2. Madrigal - A secular vocal polyphonic music composition which originated from Italy. It is written and
expressed in a poetic text and sung during courtly social gatherings. It is the most important secular form
during the Renaissance period.

Characteristics of the Madrigal:

 Polyphonic
 Sung a cappella
 Through–composed
 Frequently in 3 to 6 voices
Listen to ―April Is In My Mistress„ Face” by Thomas Morley

REFLECTION:
1. Which music are you familiar with? Why?
2. Which songs can you relate with? Sacred or secular music? Why?

Famous Composers of the Renaissance Period

Giovanni Pierluigi da Palestrina

Rome, 1525 - February 2, 1594

Giovanni Pierluigi da Palestrina is said to be the greatest master of Roman

Catholic Church music during the Renaissance period. Majority of his
compositions are sacred music. He was committed to sacred music and has a
keen interest in satisfying the desires of church leaders in the sixteenth
century. Palestrina’s Pope Marcellus Mass is held up as the perfect example
of counter - reformation style. Kyrie is part of the first two sections of the
Pope Marcellus Mass.

His career reflects his commitment to the music of the church. He received
his early training and spent the majority of his career in various churches in Rome, including the pope’s chapel.
He was as an organist and choir master at both the Sistine Chapel and at St. Peter's which may have influenced
his distinctively pure and restrained style in musical compositions. Palestrina also served as an organist in St.
Agapito. His first book Masses became popular and was greatly appreciated by Pope Julius III.

Palestrina has two sons but lost them both during the plague epidemic that struck Rome in 1570’s. He had
planned to become a priest but eventually changed his mind and married a wealthy widow. This improved his
wealth and enabled him to pursue a musical career for the rest of his life.

2. Thomas Morley
1557 – 1602
Morley was born in Norwich, East England, the son of a brewer. He was a singer in the local cathedral
from his boyhood, and he became master of choristers there in 1583.Thomas Morley was the most famous
composer of secular music in his time. He was a singer in the local cathedral during his childhood and was
believed to have studied music with William Byrd, an Elizabethan composer of sacred music. He received his
Bachelor’s degree in Oxford and became an organist at St. Paul’s in London.

He tried imitating Byrd in his early works but veered towards composing madrigals that show a variety
of color, form and technique. Most of his madrigals are light and easy to sing with some aspects of Italian style.
His Musica Transalpina, a collection of Italian madrigals fitted with English text, was published in 1588 by
Nicholas Yonge. Shortly after, he began publishing his own collections of madrigals and made significant
contribution to the history of music. His works include: Fire, Fire, My Heart , Sing and Chant It, Fantasie, April
Is In My Mistress‟ Face and It Was A Lover and His Lass

REFLECTION:
1. Which madrigal did you enjoy more? Why?
2. Based on what you have heard, do you agree that the compositions of Palestrina and Morley reflect their
personalities? Why or Why not?
 Music of the Baroque Period (1685 – 1750)

The word Baroque is derived from the Portuguese word ―barroco” which means ―pearl of irregular
shape‖. Some of the great composers of this time were George Friedrich Handel, Johann Sebastian Bach,
Claudio Monteverdi, and Antonio Vivaldi.

During this time, the arts highlighted grandiose and elaborate ornamentation. These were clearly seen
in the musical compositions created by Baroque composers.

New instrumental techniques and changes in musical notation were developed. Major and minor
tonality was also created in this period. A lot of the musical terms and concepts that evolved in this era are still
used today.

Characteristics of Baroque Music:

• Melodies sound elaborate and ornamental
• Melodies are not easy to sing or remember
• Primarily contrapuntal textures with some homophony
• Dynamic contrast – alternation between loud and soft
• Music genres
•operas, oratorios, suites, tocatas, concertó grosso, fugue
• Orchestra consists of strings and continuo
• Harpsichord and organ are the keyboard instruments that are commonly used  New forms:
1. binary – AB
2. ternary – ABC
3. ground bass
4. fugue

Music Genres of Baroque Music

1. Concerto – A form of orchestral music that employs a solo instrument accompanied by an orchestra.
2. Concerto Grosso - A form of orchestral music during the Baroque Period wherein the music is between a
small group of solo instruments called concertino and the whole orchestra called tutti.

3. Fugue
 A contrapuntal piece, developed mainly by imitative counterpoint
 It is usually written in 3 or 4 parts, with a main theme called ―subject‖
 The entire piece grows mainly from a single brief tune of strong musical character

REFLECTION:
1. Which part did you find interesting?
2. Did you hear melodies that imitate each other? Which part? 3. Do you know any other music where imitative
counterpoint is evident? Can you name some titles?

4. Oratorio – a large scale musical composition for orchestra and voices that incorporates narratives on
religious themes. Unlike usual theatrical works, this is usually performed without the use of costumes, scenery,
or action. It is usually written in the native language for the intended audience.

Examples:
a. Handel's “Messiah”, “Samson”, “Israel”, and ”Egypt.”
b. Bach’s ―Christmas Oratorio‖
c. Haydn’s “The Creation”

REFLECTION:
1. Which of the characteristics of an Oratorio were seen on the video?
2. What are the major differences of an Oratorio from an Opera? 3. Have the differences been shown clearly?

5. Chorale – musical compositions that resemble a harmonized version of hymnal tunes of the Protestant
Church during the Baroque era.

REFLECTION:
1. What is the difference between the two chorales?
2. Have you watched any modern chorale presentation?
3. Can you identify any similarities between the chorales of the Baroque Period and chorales of the present
time?

Famous Composers of the Baroque Period

1.Johann Sebastian Bach

Born: Germany
March 21, 1685 Died: July 28, 1750

J.S. Bach came from a family of musicians. He was taught to play violin by his father
who was then the town musician in Eisanach. He entered school at age 7 where he
was taught religion and other subjects. He became orphaned at age ten. His
brother, a church organist provided for him. Bach’s beautiful soprano singing voice
helped him to be accepted at a school in Luӥeberg. A few years later, his voice
changed and Bach focused his attention to playing the violin and harpsichord.

Bach was a religious man. His personal and deep faith is shown in his sacred music.
He was known for his compositions for organ, orchestra, and oratorio. His most important and long – term
position was as ―cantor” at St. Thomas Church. His works include: Concerto Grosso, Masses, Cantatas, Fugues
and Works for clavichord and harpsichord.

2. Antonio Vivaldi Venice,

March 4, 1678
to Vienna, July 28, 1741

Antonio Lucio Vivaldi Antonio Lucio Vivaldi , nicknamed il Prete Rosso ("The
Red Priest") because of his red hair, was an Italian Baroque composer, Catholic
priest and a virtuoso violinist. Recognized as one of the greatest Baroque
composers, his influence during his lifetime was widespread over Europe.
Vivaldi is known mainly for composing instrumental concertos, especially for
the violin, as well as sacred choral works and over forty operas. He entered the
priesthood and was ordained in 1703. Vivaldi is well known for giving the
strings a major role in his compositions.

His most famous piece is The Four Seasons. This composition is a series of four
violin concerti depicting each of the seasons, “Spring”, “Summer,” “Autumn,” and
“Winter.”

3. George Friedrich Händel Germany,

February 23, 1685
London, April 14, 1759

George Händel was the second son from the second marriage of a pastor. Despite his father’s opposition,
George secretly taught himself to play the harpsichord. At age 7, he gained access to a church organ and
started to play. A Duke heard him play and insisted on giving him a formal music education. Under Zachau,
organist of Halle cathedral, he studied counterpoint, canon and fugue.

Händel is remembered for his operas and oratorios. Handel became England’s favorite composer. He had given
English audiences music that in variety and interest rivalled anything they could remember. Handel lost both of
his eyesight in 1753. When he conducted his oratorio, ―Samson,” a few in the audience were unaware that he
had lost his eyesight. The Messiah is Hӓndel’s most famous creation and the very well known ―Hallelujah‖
chorus is part of Hӓndel’s Messiah.

The Messiah was written in the space of twenty – four days in London but it was in Dublin when The
Messiah was first performed and became an instant success.

Activity: When was I composed?

Direction: Classify the items in the box according to the historical period to which it belongs. Write the words in
the column below.

Gregorian Chants Mass Fugue

Concerto Grosso Troubadour Music
Oratorio Madrigal Chorale

MEDIEVAL PERIOD RENAISSANCE PERIOD BAROQUE PERIOD

Individual Assessment
I. Encircle the letter of the correct answer.
1. The period when the Christian Church highly influenced culture and political affairs in Europe was the:
A. Medieval Period
B. Renaissance Period
C. Baroque Period
2. A through–composed vocal music composition written and expressed in a poetic text.
A. Troubadour Music B. Mass C. Madrigal

3. There are five main sections of the Mass. Which of the following is the only section of Mass with Greek text.
A. Kyrie B. Gloria C. Agnus Dei

4. Baroque music is known for its grandiose and elaborate ornamentation. Which of the following Baroque
Music forms was developed through imitative counterpoint.
A. Concerto Grosso B. Fugue C. Oratorio
5. Refers to the extended musical setting of sacred music.
A. Fugue B. Chorale C. Oratorio

II. Identify the composer of each selection. (5 pts)

_____ 6. Messiah
_____ 7. Four Seasons
_____ 8. Pope Marcellus Mass
_____ 9. Fire, Fire, My Heart
_____ 10. Fugue in G minor

ARTS 9

INTRODUCTION
In this module you will learn that:

Even before humans learned to read and write they were already artists as manifested by the different
archeological discoveries from the different parts of the world.
Each and every civilization of the world has its distinct art forms depending on its aesthetic and
utilitarian needs.
Pre-historic art is classified into three periods such as; Paleolithic (Old Stone Age), Mesolithic(Middle
Stone Age), and Neolithic (New Stone Age) Eras.
Egyptian civilization was one of the early civilizations that have greatly contributed in the development
of art, religion, science, and technology of the world. Egyptian art is primarily religious in nature.
Ancient Greek art depicts naturalism. They portray human forms in a realistic and anatomically correct
manner. Their art has a conservative form with a very complex detail.
Roman art developed as a new source of artistic creativity much more progressive than the
conservative Greek art. The diversity of its form and its variety inspired the modern attitude in art.
Byzantine art was purposely made to glorify the Christian religion and to express its mystery. It is filled
with spiritual symbolism, illustrates a love of splendor. It was a combination of Eastern (decorative art forms)
and classical Western art (naturalistic art).
Romanesque art was characterized by its very vigorous style in painting and sculpture, lavishly
decorated manuscripts, and retained many basic features of Roman architectural styles. It was also greatly
influenced by Byzantine art with a highly innovative and coherent style.
 The basic characteristics of Gothic art styles reinforce symbolic meanings. The church symbolizes the
transcendence of the soul, and the underlying philosophy is to create buildings of height and light
Different eras different styles, different characteristics and functions of the arts occurred but all of
those contributed in the development and establishing the importance of arts in our lives today

OBJECTIVES:

At the end of this module,learners are expected to:

• analyze art elements and principles in the production of work following the style of Ancient art (Pre-historic
and Egyptian Art), Classical Art (Greek and Roman Art), Medieval Art (Byzantine, Romanesque, Gothic)
• identify distinct characteristics of arts during the different art periods.
• identify representative artists from various art periods
• reflect on and derive the mood, idea or message emanating from selected artworks
• determine the effectiveness of artworks by evaluating its utilization and combination of art elements and
principles
• use artworks to derive the tradition/history of an art period
• compare the characteristics of artworks produced in the different art periods
• create artworks guided by techniques and styles from different art periods
• describe the influence of iconic artists belonging to western Classical art on the evolution of art forms
• apply different media techniques and processes to communicate ideas, experiences and stories showing the
characteristics of Western Classical art traditions
• evaluate works of art in terms of artistic concepts and ideas using criteria from the Western Classical art
tradition
• show the influence of Western Classical art traditions to Philippine art form
• mount an exhibit using computed Western Classical art traditions

WHAT TO KNOW:

In this lesson, you will learn about the different characteristics, functions and types of art forms (painting,
sculpture, architecture) from PreHistoric (including ancient Egyptian art forms), Classical(Greek and Roman) up
to Medieval era (Baroque and Romanesque art forms.) Try to analyze eachart form and discover how they
develop in every period.

PREHISTORIC ERA

Pre-historic includes all human existence before the emergence of writing. Their art is of interest not only to
the art historians but also to archeologist and anthropologist, for whom the art is only one clue- along with
fossils, pollens and other finds to an understanding of early human life and culture.

Paintings from the Pre-historic Era

Their paintings were found inside the caves which may have been their way of communicating with each other.
It may also be for religious or ceremonial purposes. These paintings may be more an artifact of the
archeological evidence than a true picture of humans’ first created
art. Prehistoric drawings of animals were usually correct in
proportion.

Cave of Lascaux, 15000-10000 B.C. – Stone Age

The dominant features in the painting were large animals native in
the region. It was discovered on 12 September 1940 and given
statutory historic monument protection. The painting has nearly
2,000 figures composed mainly of animals, human figures and abstract design. Some sections have been
identified inside the cave such as: The Great Hall of the Bulls, The Lateral Passage, TheShaft of the Dead man,
The Chamber of Engravings, The Painted Gallery, and the Chamber of Felines

Paintings from Ancient Egypt

The purpose of Egyptian paintings is to make the deceased

afterlife place pleasant. With this in mind, themes include journey
to the underworld introducing the deceased to the gods of the
underworldby their protective deities.
It emphasizes the importance of life after death and the
preservation of the knowledge of the past.
Most paintings were highly stylize,
symbolic, and shows profile view of an
animal or a person.The main colors
used were red, black, blue , gold and green taken derived from mineral pigments
that can withstand strong sunlight without fading.
Paintings from Sarcophagus of Tutankhamen XVIII dynasty, 1362 A.D.- 1253 BC
The paintings of the walls on the tomb shows events of the life of the king
while he was still on earth and the scenes he expects to encounter in the
underworld after his death.

Paintings from Classical Greek Era

Paintings during the classical era were most commonly found in vases, panels and tomb. It depicts
natural figures with dynamic compositions. Most of the subjects were battle scenes, mythological figures, and
everyday scenes It reveals a grasp of linear perspective and naturalist representation.

Most common methods of Greek painting:

1. Fresco- method of painting water-based pigments on a freshly applied plaster usually on a wall
surfaces. Colors are made with grind powder pigments in pure water, dry and set with a plaster to become a
permanent part of the wall. Ideal for murals, durable and has a matte style.

2. Encaustic– developed to use by Greek ship builders, who used the hot wax to fill the cracks of the
ship. Soon pigments (colors) was added and used to paint a wax hull.

Judgement of Paris (370-330B.C.)

Vase painting

Kerch Style also referred to as Kerch Vases are red-figured pottery named after
the place where it was found.
Shapes commonly found are:
1. pelike (wine container)
2. lekanis (a low bowl with two horizontal handles and a low broad foot)
3. lebes gamikos (with high handles and lid use to carry bridal bath)
4. krater (bowl use for mixing wine and water)

Most common motifs were mostly scenes from the life of women (often
exaggerately idyllic), mythological beingsthat were popular among the people of the black sea, or a scene form
mythical story or event.It used a technique called polycromy, combination of different colors specially the
brilliant one in an artistic manner.

Panel Painting
There are paintings on flat panels of wood. It can be either a small, single piece or several panelsjoined
together. Most of the panel paintings no longer exist because of its organic composition.

The earliest known panel painting is the:

Pitsa Panel
(Archaic Period between 540 and 530 B.C.E.)

Tomb / Wall Painting

Tomb or wall painting was very popular during
the classical period. It uses the method frescos
either tempera (water-base) or encaustic
(wax). It has a sharp, flatly outlined style of
painting and because it uses water-based
materials, very few samples survived.

Tomb of the Diver,

Paestrum 480 BCE
The image waspainted using a true fresco technique with a
limestone mortar. It depicts a symposium scene on the wall.

In tomb paintings, artists rely on the shade and hues of paint

to create depth and life-like feeling.

Most of the paintings in this era were copied or imitated

from Hellenic Greek paintings. Fresco technique was used in brightly colored backgrounds; division of the wall
into a multiple rectangular areas (tic-tac-toe design); multipoint perspective; and a tropme-l’-oeil effect.

Roman paintings have a wide variety of subjects, animals, everyday life, still life, mythological subjects, portraits
and landscapes.

The development of landscape painting is the main innovation of Roman painting from Greek painting.

Mosaic
It is an art process where an image is created using an assemblage of small pieces of colored glass, stones, or
other materials.

This technique use for decorative art or interior decorations.

Head of Alexander

The full image is a Roman floor mosaic in the House of

Fun Pompei, dated100 B.C.The whole mosaic depicts the
battle between the armies of Alexander the Great and
Darius III of Persia.

Fresco from the Villa of Mysteries, Pompeii 80 BC

 This fresco painting was believed to depict ceremonial rites,
either marriage or an initiation of a woman in a mystery cult.

Boscotrecase, Pompeii

Paintings from the Medieval Era

Byzantine Painting
The lively styles of paintings which had been invented in Greek and Rome lived on in Byzantium
but this time for Christian subjects.

By the 11th century, the Greek and Oriental styles seem to blend together in magnificent,
imposing images, which adorned the churches in large and small forms.

The court of Empress Theodora, mosaic 6th century AD San

Vitale, Ravena

Theodora was an Asian Queen with dark eyes and hair with fierce expression;

Romanesque Painting
These are largely placed mosaics on the walls of the churches that follows a strict frontal pose.

It has a remarkable variety of artistic traditions such as modeling and

treatment of faces and draperies that follow Byzantine convention while the
refreshingly decorative feeling comes from southern French styles. It also
shows traces of Mozarabic influence (Arabize influence) through elongated
oval faces, large staring eyes and long noses, figures against flat colored
bands and heavy outlining.

Christ in Majesty, painting from the Church of Saint Clemente, Tahull, Lerida
Spain, c. 1123 Musue Nacional d’Art de Catalunya, Barcelona
Christ wears a greyish, white robe with a blue mantle. Underneath the Mandorla (Italian word for Almond, in
painting, it is used to described an enclosure surrounding holy figures) is a black band with white writing. Each
side of the center window are three arches resting on columns of capitals in green, red and black in between of
figures of Virgin Mary and five saints are columns with wavy line patterns going vertically. This mural painting
has been moved to Barcelona and replaced by a replica.

Paintings from the Gothic Era

Paintings have been confined in the illumination of manuscript pages and the painting of frescoes on
the walls of churches in cosmopolitan style, elegant, mannered and sophisticated.

Lady and the Unicorn tapestry, 1506- 1513

Subjects usually depicts popular legends and love stories, patterns like
“mille fleur” or thousand flowers show influence which may have been due
to the Crusades.

Rose window from the North transcept, about 1230

Stained glass windows were created to transform the vast stone interiors with warm and
glowing color and at the same time to instruct Christians in their faith.

The Shepherd David, 13th century, Gothic manuscript illustration

The paintings show some realistic details and shows naïve naturalism
Individual Activity:

To know how much you have learned from the discussion about the paintings of the Early Age, fill in the box
with the characteristics and functions that would best describe the painting in every era/period.

Period/Era Characteristics Functions

Ancient Paintings
1. Pre-historic

2. Egyptian
Classical Paintings
1. Greek

2. Roman
Medieval Paintings
1. Byzantine

2. Romanesque

3. Gothic
 Sculptures from the Early Age

Pre-Historic Sculptures
Materials used in sculptures vary according to region and locality. Archeologists believed that their sculpture
is a result of natural erosion and not of human artistry. Frequently carving may have mythological or
religious significance.

Venus of Willendorf 28,000 B.C.E. – 25,000 B.C.E

It is carved from limestone with excessively heavy breast and abdomen used as charm to
ensure fertility

Venus of Brassempouy Museed’ArchéologieNationale at Saint-Germain-enlaye 25,000

years old

A sculpture of a lady with the hood. It is a fragmentary ivory figurine from the Upper
Paleolithic era that realistically represents the human face and hairstyle
Sculptures from the Egyptian Era
Symbolic elements were widely used such as forms, hieroglyphics, relative size, location,
materials, color, actions and gestures. Their tombs required the most extensive used of
sculpture.

The most common materials used for sculptures are wood, ivory and stones.

Characteristics of the sculptures:

1. Symbolisms were heavily used to represent the gods. They were represented as composite creature with
animal heads on human bodies
2. Relief compositions were arranged in horizontal lines to record an event or represent an action.
3. Most of the time the gods were shown larger than humans, the kings larger than their followers, the dead
larger than the living.
4. Empty space were filled with figures or hieroglyphics
5. All individual components were all brought to the plane of representation and laid out like writing
 Queen Nefertiti, painted limestone 18th Dynasty, 1375-1357 BC

• Realistic, with heavy lidded eyes, slender neck, determined chin and pure profile
under her heavy crown.
• Queen, refers to the Great Royal wife of the Egyptian pharaoh.

The Pharoah Menkaure and his Queen, stone 4th Dynasty, 2548 - 2530 B.C.E.

• An example of portraits presented in rigid postures, and were simple and powerful with
very little show of private emotion

Sculptures from the Classical Period

Greek Sculptures
Early Greek sculptures were tense and stiff, their bodies were hidden within enfolding robes.After three
centuries of experiments, Greek sculptures had finally evolved and showed all the points of human anatomy
and proportion.

One of the most popular styles of the greek sculptures was the Hellenistic style. Hellenistic denotes a
preference in sculpture for more elaborated patterns, mannered arrangement of figures and groups, and an
emphasis on the representation of movement for dramatic effects.

Myron; The Discobulus, 450 BC

Shows an attitude of maximum tension, full of compressed energy, and about to explode
an action.

Roman Sculptures Most Roman sculptures are made of monumental terra-cotta. They did
not attempt to compete with the free standing Greek works of history or mythology but
rather they produced reliefs in the Great Roman triumphal columns with continuous
narrative reliefs around.
The Portonacio Sarcophagus between 180-190 BCE Museu Nationale Romano

• Used for the burial of Roman General involved in the

campaign of Marcus Aurellius
•The best known and most elaborate of all “sarcophagus”(It is
a box liked funeral receptacle for a dead body. Comes from a
Greek word “sarx” meaning flesh and “phagein” meaning “to
eat”)
• It depicts battle scenes between Romans and Germans
• Carved in marble

Sarcopagus, from cervetiri, c. 520 BCE, Museo

Nazionale de Villa Giulia, Rome

• Made of Terra Cotta

• Length 6’7” (2.06 m)
• a husband and wife are shown reclining
comfortably, as if they were on a couch

Byzantine Sculptures
The dominant themes in Byzantine sculptures are
religious, everyday life scenes, and motifs from
nature. Animals were used as symbols (dove, deer,
peafowl) while some had acrostic signs (form of writing in which taking the first letter; syllable or word of
different lines and putting them together it can be read a message) that contained a great theological
significance.

The Barberini Diptych

• an early example of Byzantine Ivory work

Romanesque Sculptures
Some of the famous sculptural pieces are reliquaries, altar frontals, crucifixes, and devotional images. Small
individual works of art were generally made of costly materials for royal and aristocratic patrons. These
lightweight devotional images were usually carried in the processions both inside and outside the churches.

Last Judgement,
tymapnum (an architectural element with in the arch or
pediment) of the west portal, Cathedral of SaintLazare, Autun
Burgundy France, c. 1120-35 by Gislebertus

Gothic Sculptures
Gothic sculptures have a greater freedom of style. They no longer lay closely against the wall, but begun to
project outward. Figures were given their own particular attitudes instead of being set into particular patterns
and are more lively and realistic.

Resurrection of the Virgin,

end of the 12th century Cathedral Amiens
Activity:

Compare and contrast:

Choose two sculptures from the different era. Compare and contrast the two using the following indicators:

1. Name of Sculpture

2. Period, and era when it was

create

4. The use of elements of arts in

the sculpture (lines, shape, color,
texture)

5. The distinctive characteristic of

the sculpture

Architecture from the Early Age

Pre-Historic Architecture
Man has developed a form of architecture based on megaliths (a big rock) from the Greek word lithos (stone)
and megas (big). This architecture is made of huge stone blocks which were probably intended for burial.

Megalithic monuments have always ignited man’s imagination. It provided plenty of legends and
superstition.During this era, stones and rocks were associated with divinity.

Three main types of megalith stones:

1. Menhir: a huge stone standing vertically on the ground, usually

standing in the middle of the field or arranged in rows.

2. Dolmens: the word dolmen originated from the expression taolmaen,

which means “stone table”. These structures are in a form of table
consisting of two hugestanding stones supporting a horizontal giant
stone. It is believed that it served as grave or as an altar.
3. Cromlech: a Brythonic word where “crom” meansbent or
curved and “llech” which means slab orflagstones. Literary it is a
circle of standing stones

Stonehenge: best preserved megalithic site in Europe, a group

of stones arranged in concentric circles, with a large external
circle oftriliths (Greek word meaning three stones) , two internal
circles built in a similar manner and altarshape stone in the
center. It is a temple where rituals were held. The structure and
the movement of the sun in the sky has a relationship in terms
of identifying the change of the seasons which helped the
primitive man on their rituals and on their agricultural practices.

Egyptian Architecture

This architectural style was developed during the pre-dynastic period 4,000BC.

Characteristics of Egyptian Architecture:

1. The structure has thick sloping walls with few openings to obtain stability.

2. The exterior and interior walls along with columns and piers were covered with hieroglyphics and pictorial
frescoes and carvings painted in brilliantcolors.

3. Ornamentations were symbolic including scarab (sacred beetle), solar disk and vulture, common motifs
(palmleaves, buds, flower of lotus, and papyrus plants)

4. Temples were aligned with astronomically significant events like solstices (comes from the Latin word Sol,
meaning sun and stitium meaning stoppage, as the sun appears to stand still on the first day of winter) and
equinox (a time or date when day and night are of equal length) with precise measurements required in
determining the moment of that particular event..

Pyramids of Giza It is the most substantial ancient

structure of the world. The three pyramids are the
funerary structures of the three kings of the fourth
dynasty (2575 to 2465 BC) namely: Khufu (Cheops) whom
the Great Pyramid was attributed to; Khafa
(Chepren)whom the pyramid next to the Great Pyramid is
attributed; and the smallest is attributed to Menkaura
(Mycerinus).

Egyptian Temples were built to serve as places of

residence for thegods. They also served as key centers
for economic activity. Ancient temples were made of
perishables materials like wood, reed matting and mud
brick. Their walls were covered with scenes that were
carved onto the stone then brightly painted.Pharaoh
fighting in the battles and performing rituals with the
gods were the scenes found on the walls
 Mastaba

It is a type of Egyptian tomb in the form of a flatroofed,

rectangular structure with outward sloping sides. It was made
of mud-bricks or stone.

Greek Architecture
Temples consisted of a central shrine or room in an aisle surrounded by rows of columns. These buildings were
designed in one of three architectural style or orders:
DORIC IONIC CORINTHIAN

The Parthenon 447-432 BC, Athens

The Greatest Classical temple, ingeniously engineered to

correct an optical illusion. The columns were slightly
contorted, swollen at the center and leaning inward to
correct what would otherwise have been an impression of
deadness and top heaviness.

Roman Architecture
They built sturdy stone structures both for use and to perpetuate their glory. The emperors erected huge
halls and arenas for public games, baths and procession. They built them of gigantic arches of stone, bricks
and concrete or with barrel vaults.

The Colosseum, AD 70-82, Rome

Byzantine Architecture

It has a lot in common with the early Christian architecture. Mosaic decoration was perfected by the
Byzantines, as was the use of clerestory to bring light in from high windows. Byzantine’s advancement in
developing the dome created a new style in global architecture.

Hagia Sophia. Istanbul, 537 BC

Hagia Sophia means “Holy Wisdom”. It narrates how a
magnificent construction transformed from being a church, into a
mosque and what is now known as the Hagia Sophia museum.
One of the biggest domes ever created with 108 feet in diameter
and because of its grand size it can still be seen from miles away

Romanesque Architecture
Romanesqeu architecture displayed solid masonry walls, rounded arches and masonry vaults. It is
the period of great building activities in Europe, castles, churches, monasteries arose everywhere.
The doorways of Romanesque’s churches are often grand sculptured portals. Wood or metal doors
are surrounded by elaborate stone sculpture arranged in zones to fit architectural elements.

The groin-vaulted crypt of Worcester Cathedral

Gothic Architecture

This design included two new devices: pointed arch which enabled
builders to construct much higher ceiling vaults and stone vaulting
borne on a network of stone ribs supported by piers and clustered
pillars.
Cathedral of Chartres,also known as the Notre dame Cathedral (1145-
1260)
- Has rich architecture and design
- Splendid stained glass windows
- Thousands of sculptured figures
PE 9
INTRODUCTION

The advancement brought about by science

and technology has made life easier.
Unfortunately, the luxury of just pushing a
button or clicking a mouse is leading us to a
sedentary lifestyle.

In order to meet the demands of daily

routines and activities, it requires a fitter and
healthier mind and body which can be
achieved through active participation in
physical activities like sports officiating.

This module dares to answer this pressing

concern as it introduces you to the world of
sports officiating; its basics which include both
the personal and professional qualities that an
officiating official should possess.

Real life experiences and challenges will be

given relative to sports officiating to help you
enhance your fitness, management skills, and positive behavior such as integrity, teamwork, discipline, sound
judgment and impartiality.

LEARNING COMPETENCIES The learner ...

• undertakes physical activity and physical fitness assessments .
• assesses eating habits based on the Philippine Food Pyramid/ My Food Plate.
• determines risk factor (obesity, physical inability, poor nutrition, smoking) for major non- communicable
diseases lifestyle related (e.g. Diabetes, heart diseases, stroke, cancer).
• officiates practice and competitive games. • distinguishes among facts, myths and misinformation associated
with eating habits.
• monitors periodically one's progress towards the fitness goals.
• performs appropriate first aid for injuries and emergency situations in physical activity and sports settings
( e.g. Cramps, sprain, heat exhaustion)
• involves oneself in community services through sports officiating and physical activity programs.
• recognizes the needs of others in a real life and meaningful way.
PRE-ASSESSMENT
Part I. PAR-Q (Physical Activity Readiness Questionnaire)
Let’s assess if you are ready for participating in physical activities by taking the Physical Activity Readiness
Questionnaire (PAR-Q).

Let’s see what the questionnaire revealed about your fitness:

 If you answered YES to any of these questions, talk with your doctor before you start engaging in physical
activity. Tell your doctor about the PAR-Q and which questions you answered yes.

 If you answered NO to all PAR-Q questions, you can take start participating in physical activity..

Part II.
Warm-Up Exercises
You will be introduced with several warm-up exercises which you will be performing before conducting any
other physical activity in the course of your lessons in sports officiating. But before proceeding to the activity,
you should obtain first your PMHR (Personal Maximal Heart Rate) and THR (Target Heart Rate).

Here’s how to compute your THR (Target Heart Rate) at moderate and at vigorous intensity of physical activity:

Moderate (40 - 55%): 220 – age = ________ Personal Maximum Heart Rate (PMHR)
MHR x 0.4 = ________ bpm

MHR x 0.55 = ________ bpm

 Vigorous (60 - 85%): MHR x 0.6 = bpm

MHR x 0.85 = bpm

You should always have a record of your heart rate before and after a physical activity to keep track of your
fitness level. Remember, one of the most efficient ways to assess your fitness is through your heart rate.
Part III.
Fitness Assessment
The following template is provided for you to accomplish by filling in the blanks. Identify the missing
component of physical fitness, name of the fitness test in the first column and the respective scores generated
by actually performing the indicated tests in the second column.
Refer to the following tables of targets according to your age and gender for the interpretation of your scores:

Processing Questions:
 What did the result of the Fitness Test reveal about your present fitness level?
 Which tests did you score satisfactorily? Poorly? What should you do about it?
 Which of the two levels of activity intensity did your heart rate fall during the conduct of the Fitness Test?
(Moderate or Vigorous)
 How important is taking your THR when participating in a certain physical activity?

INSTRUCTIONAL ACTIVITIES
PART I:
WHAT TO KNOW
Welcome to the first part of your lesson in Sports Officiating! In this phase, you will be provided with
activities that will activate your prior knowledge as regards the lesson. From there, follow-up activities will be
given to elicit your tentative understandings. As you go through the rest of the activities, misconceptions and
alternative conceptions you have in mind will be clarified. Finally, your knowledge, considering its adequacy and
relevance will be assessed at the end of this phase

Readings: BASIC FIRST AID

First aid is an immediate and temporary care given to a person who has been injured or suddenly taken ill. It
includes self-help and home care if medical assistance is not available or delayed.

Objectives of First Aid:

● To alleviate suffering
● To prevent added/further injury or danger
● To prolong life

Common Injury Encountered by Officiating Officials and Athletes

 Other serious injuries that require immediate care or first aid include:
Sprains vs. Strains
A sprain is a stretch or tear of a ligament, the band of connective tissues that joins the end of one bone
with another. Sprains are caused by trauma such as a fall or a blow to the body that knocks a joint out of
position and, in the worst case, ruptures the supporting ligaments.

Sprains can range from first degree (minor) to third degree (the worst). Areas of the body most
vulnerable to sprains are ankles, knees and wrists. Signs of a sprain include varying degrees of tenderness or
pain, bruising, inflammation, swelling, inability to move a limb or joint or joint looseness, laxity or instability.

A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting muscle to bone. It is
an acute, non-contact injury that results from overstretching or over-contraction. Symptoms of a strain include
pain, muscle spasm and loss of strength. While it’s hard to tell the difference between mild and moderate
strains, severe strains not treated professionally can cause damage and loss of function.

Knee Injuries
Because of its complex structure and weight-bearing capacity, the knee is the most commonly injured
joint. Each year, more than 5.5 million people visit orthopedic surgeons for knee problems. Knee injuries can
range from mild to severe. Less severe would be tendinitis, patella femoral compression syndrome, iliotibial
band syndrome and bursitis, to name a few. More severe injuries include bone bruises or damage to the
cartilage or ligaments. Major injuries are common to the anterior cruciate ligament (ACL), Meniscus injuries,
Posterior cruciate ligament (PCL), Medial collateral ligament (MCL) and the Lateral collateral ligament (LCL).
 Knee injuries can result from a blow or twist to the knee, from improper landing after a jump or from
running too hard, too much or without proper warm up.
Other common sports injuries suffered by athletes are shin splints, Achilles tendon injuries, patella
dislocation and hamstring, quadriceps and calf injuries.

Fractures
A fracture is a break in the bone that can occur from either a quick, one-time injury to the bone (acute
fracture) or from repeated stress to the bone over time (stress fracture).
The most common symptom of a stress fracture is pain at the site that worsens with weight bearing
activities. Tenderness and swelling often accompany the pain. This is very important for the coaches to
recognize and refer the athlete to the trainers or the team physicians.

Dislocations
When the two bones that come together to form a joint become separated, the joint is described as
being dislocated. Contact sports such as football, basketball and lacrosse, as well as high impact sports that can
result in excessive stretching or falling, cause the majority of dislocations. A dislocated joint is an emergency
situation that requires medical treatments.

Home treatment
For sprains and strains
Minor sprains and strains can be treated at home using the following measures. Start treatment as
soon as possible to reduce swelling and speed up recovery. The less swelling, the more blood can get to the
injured part to start the repair process.

Apply the R.I.C.E. method.

 Do not apply heat during the first two days as this will only increase swelling.
 Use paracetamol for the first day of the injury, to reduce pain without increasing bleeding.
Thereafter, ibuprofen (or other non-steroidal anti-inflammatories) or aspirin is a good choice. Don't give aspirin
to a child younger than 16 years.
 Apply Arnica oil to reduce swelling.
 Remove rings immediately if the injury is to the hand or fingers.
 After 48 hours, start moving the limb gently, but only enough not to cause pain.
 Gradually increase the range of movement – let pain be your guide.

Strains usually heal in about a week. Sprains may take up to three weeks to heal.

For fractures
 Apply the R.I.C.E method.
 Keep the limb in the position you found it and place soft padding around the broken bones.
Splint the injury with something rigid, such as rolled up newspaper or magazines, to prevent the bones from
shifting. Don't move the broken bones. Splints must be long enough to extend beyond joints above and below
the fracture.
 If there is an open fracture, cover it with a clean gauze pad. Apply pressure to control bleeding. Don't try to
push the bone back into the wound and don't attempt to clean it.
 Get medical attention immediately. Fractures of the femur and pelvis may cause severe internal bleeding.
 Don't give the person anything to eat or drink in case surgery is needed.

See a doctor if:

 You suspect a fracture or dislocation or if you are unsure of the severity of a sprain or strain.
 You cannot straighten the affected joint or bear weight on it, or if a joint feels unstable.
 The skin over the injury area is broken
 The limb below the injury feels numb or tingling, or is white, pale or blue in colour, or feels colder compared
to the other healthy limb.
 The ligaments of the knee are injured.
 You injure an area that has been injured several times before.
 Pain is severe or lasts longer than 24 hours, or if swelling doesn't subside within 48 hours.
 A sprain or strain doesn't improve after five to seven days.
 Signs of infection develop.

Prevention
 Many exercise-induced injuries can be prevented. Don't be a "weekend warrior". Get yourself into shape
gradually with a graded exercise programme. Listen to your body. Warm up properly and cool off after
exercising. Use proper equipment and the correct technique.
 Use common sense to prevent injury in everyday life. Don't carry heavy objects. Watch where you step. Keep
your home safe.
 To prevent falls, older adults should keep their muscles strong by exercising or doing tai chi.

R.I.C.E method
 Rest the injured part, especially for the first 24 to 48 hours after the injury – this is the most critical time of
treatment. Avoid any activity that causes pain or makes it worse. Use crutches if the leg, foot or ankle is injured.
Support an injured wrist, arm or shoulder with a sling. Tape an injured toe or finger to its healthy neighbour.
 Ice is an excellent anti-inflammatory and reduces swelling and pain. Apply an ice pack or cold compress for 10
to 15 minutes as soon as possible after an injury. Repeat each hour for the first 3 or 4 hours, then 4 times a day
for the next 2 to 3 days. Protect your skin with a thin cloth. If ice packs are not available, a packet of frozen
vegetables in a cloth will do.
 Compression also reduces swelling. Use elastic bandages for at least 2 days. Check that the bandage is snug,
but not too tight. Take the bandage off at night.
 Elevation drains fluids from injured tissues. Elevate the injured area whenever you are sitting or lying down.
Try to keep the injured area at or above the level of the heart.
Readings:
Nutrition and Weight
When you consume basically the same number of calories as you expend, your body weight remains
relatively stable. If you want to gain weight, you must manipulate this balance between calories consumed and
calories expended.

Gaining Weight
Some people have difficulty in gaining weight. This can be a result of a higher-than-normal basal
metabolic rate or higher physical activity level. When weight gain is a goal, the focus is on gaining muscle and
not fat weight. To do this in a healthy way, you should consume more frequent meals with healthy snacks. For
example, in addition to three main meals, consume three snacks per day. Consuming about 300 to 500 calories
per day more would result in about a 1 pound (0.45 kg) per week weight gain. Healthy snacks include yogurt,
peanut butter and jelly sandwiches, cereal with milk, fruit smoothies and turkey sandwiches. It is also important
to continue to exercise to ensure that the weight gain is mostly muscle. In particular, resistance training will be
an important factor for building muscle. Although it will take some time, the slower the weight gain, the more
likely it will be to be muscle gain not fat or water gain.

Losing weight
Weight loss is a more common goal than weight gain. Losing weight involves a negative energy balance.
This can be achieved by increasing exercise and decreasing caloric intake.

Determining Calorie Needs

What is a Calorie? A calorie is defined as the heat required to raise the temperature of 1 gram of water
1 degree Celsius. Because this is relatively small amount, scientists use larger unit Calories (uppercase C), also
called a kilocalorie (abbreviated kcal.). The Calorie or kilocalorie, is 1,000 calories.

Total energy expenditure (TEE) is the total number of calories your body needs on a daily basis and is
determined by the following:

 Your basal metabolic rate (BMR)

 The thermic effect of food (also known as dietary-induced thermogenesis)
 The thermic effect of your physical activity

Basal Metabolic Rate (BMR)

Basal Metabolic Rate is defined as the energy required to maintain your body at rest (e. g. breathing,
circulation). To precisely determine your BMR, you would need to fast from 8 to 12 hours and then undergo a
laboratory test in which you sit quietly for about 30 minutes while the air you exhale is analyzed. This
determines how many calories you are burning at rest. Basal metabolic rate is 60% to 75% of the total energy
expenditure. Typically, the larger and more muscular the person is, the higher the BMR is

The Thermic Effect of Food

The thermic effect of food is the energy required to digest and absorb food. The thermic effect is
measured in a similar way as BMR, although the measurement time is usually about four hours after you
consumed a meal. The thermic effect of food is 10% to 15% of your total energy expenditure.
The Thermic Effect of Physical Activity
The thermic effect of activity is the amount of energy required for physical activity. It can be measured
in a laboratory when you are exercising on a stationary bike or treadmill. The thermic effect of activity is the
most variable of the three major components of total energy expenditure because it can be as low as 15% for
sedentary people and as high as 80% for athletes who train six to eight hours per day.
One other component of total energy expenditure that plays a role is non-exercise activity
thermogenesis (NEAT), which is energy expended in unplanned physical activity. This can include taking the
stairs instead of the elevator, sitting on a balance ball at your desk, parking farther from your destination in a
parking lot, fidgeting, and other calorie-burning activities.

Maximizing Food Consumption

Consuming an appropriate number of calories and foods from various categories results in optimal
nutrition. The table below shows an age-specific daily calorie and serving size recommendation for grains,
fruits, vegetables, and milk and dairy items for boys and girls. Note that the calorie recommendations in said
table are on an inactive child; about 200 calories would need.
Daily Estimated Calories and Recommended Servings for Adolescents

Foods 9-13 Years 14-18 Years

Calories 1800 kcal for males; 1600 kcal for 2200 kcal for males; 1800 kcal for
females females
Fat Milk/Dairy 25% - 35% kcal 25% - 35% kcal
3 cups 3 cups
Lean Meat/Beans 5 oz 6 oz for males;
5 oz for females
Fruits 1.5 cups 2 cups for males;
2.5 cups for males; 2.5 cups for females
Vegetables Grains 2 cups for females 3 cups for males;
6 oz for males; 2.5 cups for females
5 oz for females 7 oz for males;
6 oz for females

Managing You Weight

Establishing or maintaining a healthy body weight requires an understanding of how the body uses
food to provide energy. In addition, when weight loss is desired, a plan of action is needed for long-term
success.

Energy Balance
Understanding the concept of energy balance (EB) is critical if you want to understand how body
weight is regulated in human beings. EB in its simplest form simply compares the amount of energy consumed
as food with the amount of energy expended through the combination of resting metabolism, activities of daily
living, and voluntary physical exercise. The three possible states of EB are positive, negative and neutral.
Positive EB occurs when you consume more energy (calories) than you expend, resulting in weight gain.
Negative EB occurs when you expend more calories than you consume, resulting in weight loss. Neutral EB
occurs when the amount of calories you consume equals the amount that you expend.

Estimating Calorie Needs

Probably the first question that comes to mind when contemplating your own body weight is How
many calories do I need? There are sophisticated laboratory techniques to estimate this, but these tests are not
practical for most people. Table 4 of this module includes one simple method of estimating needed calories
based on body weight and activity level. An alternative method devised by the U. S. Department of Agriculture
(USDA) estimates energy needs based on sex, age and activity level. Refer to the table below:
 Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents

Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the Institute of
Medicine and Dietary Reference Intakes Macronutrients Report, 2002

**Sedentary = less than 30 minutes a day of moderate physical activity in addition to daily activities;
Moderately Active = at least 30 minutes up to 60 minutes a day of moderate physical activity in addition to daily
activities; Active = 60 minutes a day of moderately physical activity in addition to daily activities

Processing Activity:
 Consider your age. Officiating is a tough job. It is an activity for physically active people. How much calorie do
you need to keep yourself active while planning to lose, gain or maintain weight? What are the foods you
should take in and at what amount should you take them in?

 Reflect carefully on the readings you have just had and write your answers in your activity notebook.
Readings:
Qualities of an Officiating Official:
The role of an official is very crucial in a sporting endeavor. He defines the success or failure of a certain
physical activity. It is therefore necessary for an aspiring officiating official to possess a number of qualities for
him to meet the goal of having a satisfying, complain-free, impartial, and successful game. The following are
some of the qualities to be considered:

 Physical Qualities
 Emotional Qualities
 Mental Qualities
 Social Qualities

Physical Qualities
These qualities refer to the physical attributes of an officiating official. Since an officiating official needs
to catch up with every detail of what the athletes or players do oncourt, he needs to have a high level of fitness
to be able to perform his job. To determine his level of fitness he or she has to consider the following:

Physical Fitness
As has been defined in preceding modules in Physical Education, physical fitness is the capacity of an
individual to perform his or her daily tasks without undue fatigue and still has extra energy for recreation and
emergencies. Physical fitness is not achieved overnight. One must work on with elevating his own level of
fitness if he or she has to perform better in his chosen field of endeavor.
Several ways to determine one’s fitness which are basis in improving it include:
o Body Mass Index
o PMHR and THR (Personal Maximal Heart Rate and Training Heart Rate)
o Fitness or Exercise Program
o Nutrition and weight management

Emotional Qualities
These qualities refer to the emotional readiness of an officiating official to perform his or her role in a
game. He or she might have mastered all the rules and possesses a high level of fitness but if the emotional
attributes don’t warrant him or her to perform the duties and responsibilities of an officiating official, failure is
expected. Emotional attributes that an officiating official should possess include confidence. It is having belief in
oneself. Confidence can be situation-specific, but practicing it through actual game immersions and
observations of game officiating activities can help improve it.
Mental Qualities
Just as physical and emotional qualities are essential, mental characteristics are also equally necessary.
Mental toughness is the term used to refer to all of the qualities pertaining to one’s mental preparations in
officiating a game. To be mentally tough requires one to stay focused, regulate one’s performance, ability to
handle pressure, awareness and control of thoughts and feelings and one’s command and control of the
environment. This can be achieved by having a thorough knowledge on the rules of the game, alertness,
vigilance which result to timely, decisive, honest and impartial judgment. Decisiveness results to integrity of the
result of the game leading to a satisfying result and acceptance of success and failure for both competiting
teams or players.

Social Qualities
Social qualities refer to the ability to deal with others at any given situation. Complaints are inevitable
in a game. It is the ability of an officiating official to settle disputes without sacrificing the integrity of a game
and the officiating team. To develop such qualities requires practice just as the emotional qualities do.
Surrounding oneself with people who make wise decisions especially in officiating endeavors might help one
improve his or her decision-making skills.

REFEREE HAND SIGNALS

B. Volleyball
C. Football

Processing Questions:
 What went well? What went wrong?
 Why is there a need to give precise and immediate calls when officiating a game?
 What limits an officiating official from giving precise and immediate calls?
 How can one improve his or her officiating skills in terms of precision and immediacy?

III.WHAT TO REFLECT and UNDERSTAND

In this part of your lesson, you will go deeper and further. You will be given opportunities to reflect and
understand the relevance of officiating to your fitness and well-being. Activities will be provided for you to
integrate weight management, healthy lifestyle and officiating and its fitness benefits which will in turn be
beneficial for you and your community.
HEALTH 9

This is what you need to know:

According to the World Health Organization, Health is a state of complete physical, mental, and social
well-being and not just the absence of disease or infirmity. It lead to the ability to lead a socially and
economically productive life.”

Community is defined as a sociological group in a large place sharing one environment. It therefore includes the
individual and the family.

Community Health is defined as the art and science of maintaining, protecting and improving the health of all
the members of the community through organized and sustained community efforts.

Environmental Health comprises those aspects of human health that are determined by physical, chemical,
biological, social and psychosocial factors in the surrounding environment.

According to the World Health Organization (2002), the characteristics of a healthy community include:
1. A clean and safe physical environment
2. An environment that meets everyone’s basic needs
3. An environment that promotes social harmony and actively involves everyone
4. An understanding of local health and environment issues
5. A community that participates in identifying local solutions to local problems
6. A community whose members have access to varied experiences, means of interaction and communication
7. Accessible and appropriate health services and facilities
8. The promotion and celebration of historical and cultural heritage
9. A diverse and innovative economy
10. A sustainable use of available resources for all

Our government believes that a strong nation needs healthy citizenry. In order to achieve this, the Department
of Health promoted community health with the partnership of community, barangay, government, and
nongovernmental organizations through the program called Primary Health Care.

Primary Health Care Programs in the Community

Health Center Services Functions

Maternal Health Care
Child Health Care
Nutrition Program
Population and Family Planning Program
Control of communicable diseases
Environmental Sanitation program
Control on non-communicable diseases
Dental Health Program
Reproductive Health Care
Medical Morbidity Clinic
National Voluntary Blood Services
Epidemiology and Surveillance program
Disaster Management preparedness Program
Mental Hygiene
Pharmacy Services
Pre-natal, Natal, Post-natal
Immunizations, Control of diarrheal diseases
Operation Timbang, Food Supplementation
Free Family planning
Tuberculosis control program
Inspection of food establishments
Blood Pressure Screening
Tooth Extraction
Counseling on family planning and RH
Provision of Free Medicine
Blood Letting Activities at barangay level
Controlling outbreaks like Dengue
Medical Services/assistance during disaster
Adolescent counseling centers
Distribution of medicines to all health centers
Did you know that the above services must be made available for free in your community because they are
subsidized by the government to ensure that your health is being protected? Yes, they are available and must
be given for free

Part II - WHAT TO PROCESS

Activity 3. THE HEALTH EXPERT
You are presently working at the World Health Organization as a Health Expert. A number of students will
interview you about community and environmental health. Here are some of the questions that you will be
asked. Write your response to each question on the space provided.

1. How do you assess if your community is healthy? What are the characteristics of a healthy community?
2. What are some of the benefits that we can enjoy with a healthy community?
3. How do we maintain, protect, and preserve health amidst the rising development of our community?

Activity 4. PRIORITY EXPRESS

This activity will ask you to set your priorities in promoting a healthier life inside a more developed and
advanced community. There are two options given in each of the category.
Mark (1) if the option is your first priority. Mark (2) if second. You can add options on the space
provided.
1. I want to get around in my community by:
Riding a Bike:
Driving an Automobile:
Others:

2. I want to have foods from:

Community gardens:
Convenience/grocery stores:
Others:
3. I want to actively play in games by:
Parks/open spaces/town plaza:
Online games:
Others:
4. I want to have more chances to get to know my neighbors through:
Social Networking:
Active membership in youth organization:
Others:
5. I want to live in a clean environment by:
Reducing the amount of refuse:
Campaigning for a clean and green community:
Others:

Activity 5. WHAT MATTERS TO YOU?

Given the examples below, what could be your top concern among priority issues in the community? Write
down your top priority at the base and your last priority on top of the pyramid.
Processing Questions:
Tell your classmate about your top and least priority. Explain your reasons for choosing your top and least
priority issues.

PART III –
WHAT TO UNDERSTAND
Activity 6.
Inspect – Retrospect I Inspect the health services offered to your neighborhood. The left column lists
characteristics of a healthy community. On the right column, fill in the service or programs in your community
which fulfill the healthy community, characteristics in the left column. An example is provided.

Characteristics of a Healthy Community Possible Services observed from your community

A clean and safe physical environment Fogging, cleaning the drainage, improved street
lighting
An environment that meets everyone’s basic needs
An environment that promotes social harmony and
actively involves everyone
An understanding of local health and environment
issues
A community that participates in identifying local
solutions to local problems
A community whose members have access to varied
experiences, means of interaction and
communication
Accessible and appropriate health services and
facilities
The promotion and celebration of historical and
cultural heritage
A diverse and innovative economy
A sustainable use of available resources for all

Processing Questions:
1. From your answers above, can you consider your community healthy? Why or Why not? Explain.
2. What services did you not observe in your community?
3. What programs can you do to acquire such services?

PART 1—WHAT TO KNOW

Community health problems are common nowadays with the rise in modern technology; people neglect the
importance of the basic need for safety. A safe environment will ensure quality of life that will lead to more
productive citizen of the country. This lesson will help you understand that one environment is threatened by
human activities and that you have a role in wiping out community health problems.

Different perennial problems happen to the different regions of the country. They vary according to factors like:
economy, politics, geography, culture and social context. There are places which experience community health
problems like:
• water-borne and communicable diseases
• armed conflicts  natural disasters
• highly urbanized zones
• overpopulated areas

In this regard, the government has created an office which would be in charge of planning and
implementing rules and regulations to address the above mentioned community health problems. One of its
programs is Solid Waste Management Program that helps lessen the amount of refuse in our country. Let’s take
a deeper look at its focus of concern.
Refuse are the dump, food waste or discarded materials.
Here’s more for your memory bank!
• Garbage refers to leftover vegetables, animal, fish and other food materials from the kitchen and
establishments.
• Rubbish are waste materials such as bottles, broken glass, tin cans, waste papers, discarded porcelain wares,
pieces of metal and other wrapping materials.
• Dead animals are lifeless dogs, cats, rats, pigs, chicken and other animals which die from diseases or
accidents. • Stable Manure includes animal wastes from barns, stables or the like.
• Street Night soil consists of human waste, normally wrapped and thrown into sidewalks and streets. It also
includes human waste from the pail system.
• Yard Cuttings are those leaves, branches, grass, and other similar materials made during cleaning of gardens
and typhoon aftermaths.

Waste Disposal is the proper disposal of a discarded or discharged material in accordance with local
environmental guidelines or laws.
Solid Waste Management refers to the discipline associated with the:
• control of generation
• storage collection
• transfer and transport
• processing
• disposal of solid waste

The preceding definition of solid waste states in accordance with the best principles of:
• public health
• economics
• engineering
• conservation
• aesthetics
• public attitude

According to RA No. 9003, there are many ways to do Solid Waste Management. A highly recommended
formula is to adopt the 3Rs of Ecological Waste Management: REDUCE, REUSE, AND RECYCLE.

In addition, let us refrain from doing what has been prohibited under the law. These include:
• Littering, throwing, dumping of waste materials in public places like roads, sidewalks, canals, esteros, parks
and establishments
• Open burning of solid waste;
• Allowing the collection of non-segregated or unsorted waste;
• Squatting in open dumps and landfills;
• Open dumping or burying of biodegradable and non-biodegradable materials in flood-prone areas;
• Unauthorized removal of recyclable materials intended for collection by authorized persons;
• Mixing of source-separated recyclable materials with other solid wastes in any vehicle, box, container or
receptacle used in solid waste collection or disposal;
• Manufacture, distribution or use of non-environmentally acceptable packaging materials;
• Establishment or operation of open dumps; and
• Importation of consumer products packaged in non-environmentally acceptable materials.