Q3-W6-MAPEH-MATATAG (Music, Arts, Physical Education, Health) Past Paper PDF

MUSIC AND ARTS C. Dance 1. Elements of Artistic Expression in D Relation to Local Context A 2. Relevant Dance Forms as Seen in Local Legends and Folklore Y II. VISUAL ARTS 1 1. Relevant Visual Elements and Forms...

MUSIC AND ARTS C. Dance 1. Elements of Artistic Expression in D Relation to Local Context A 2. Relevant Dance Forms as Seen in Local Legends and Folklore Y II. VISUAL ARTS 1 1. Relevant Visual Elements and Forms 2. Principles of Visual Arts - Harmony, Unity and Variation QUARTER 3 WEEK 6 Review: 1. What are the Principles of Composition and Organization? 2. How can each of these art forms (Music, Dance, Theater, and Visual Arts) tell stories? 3. Why do you think these elements are Activity 1 Look at the following pictures. Questions: 1. What can you say about the pictures? 2. What are some things that look the same in both pictures? 3. Can you think of any legends or stories we’ve talked about that are connected to these pictures? Activity 2 Directions: Arrange the letters to form the correct words. Discuss: Let us recall the two Legends from CALABARZON region. The Legend of Maria Makiling (Laguna) and The Legend of Taal Volcano (Batangas.) Elements of Folktale a. Characters - Folktales feature various characters, including humans, animals, and imaginary beings. These characters often possess magical abilities or unique traits. b. Setting - The setting can be a fantastical world, a historical context, or a blend of both. Folktales transport listeners to different realms, from enchanted forests to distant kingdoms. c. Plot - Folktales typically follow a simple and straightforward plot. They may involve quests, challenges, or transformations. Some folktales explain natural phenomena or the origins of things. d. Themes - Folktales convey universal themes and life lessons. Good versus evil, bravery, kindness, and perseverance are common themes found in these stories. e. Entertainment and Instruction - Folktales aim to entertain while also instructing the audience. They were originally meant for adults and children, covering a wide range of topics. Activity 3 Directions: Choose the correct answer from the choices for each question. 1. Which of the following is NOT typically a character in a folktale? a. Animals c. Scientists b. Imaginary beings d. Humans 2. What type of setting is commonly found in folktales? a. A futuristic city c. A modern-day school b. An enchanted forest d. A bustling 3. Folktales often involve which of the following elements in their plots? a. News reports c. Scientific experiments b. Quests and challenges d. Business meetings 4. Which theme is commonly found in folktales? a. Technological innovation c. Market trends b. Good versus evil d. Political debates 5. What is the primary purpose of folktales? a. To sell products b. To entertain and instruct c. To report news d. To conduct research Generalization: 1. What are the elements of folktale? 2. What ideals and beliefs of the CALABARZON Region are reflected in the characters of folktales such as "The Legend of Maria Makiling" and "The Legend of Taal Volcano"? 3. What life lessons or universal themes do you think are most important for us today? Activity 4 Group Activity Instructions: -Form Four Groups: Let's divide the class into four groups. -Discuss the Legends: Each group will talk about their answers to the questions based on the two legends: The Legend of Maria Makiling from Laguna and The Legend of Taal Volcano from Batangas. -Use Manila Paper: Write down your answers on a Manila paper. -Present Your Answers: After discussing, each group will take turns presenting their answers to the class  MUSIC AND ARTS C. Dance 1. Elements of Artistic Expression in D Relation to Local Context A 2. Relevant Dance Forms as Seen in Local Legends and Folklore Y II. VISUAL ARTS 2 1. Relevant Visual Elements and Forms 2. Principles of Visual Arts - Harmony, Unity and Variation QUARTER 3 WEEK 6 Review: 1. What are the elements of folktale? 2. What ideals and beliefs of the CALABARZON Region are reflected in the characters of folktales such as "The Legend of Maria Makiling" and "The Legend of Taal Volcano"? 3. What life lessons or universal themes do you think are most important for us today?  Activity 1 Read the following article and answer the questions that follow. (Source: Facebook Account of The Department of Foreign Affairs, Republic of the Philippines) (Source: Facebook Account of The Department of Foreign Affairs, Republic of the Philippines) (Source: Facebook Account of The Department of Foreign Affairs, Republic of the Philippines) Questions: 1. What is the Filipino youth group “Teatro Filipino”? 2. What different kinds of art are the group showing? 3. Describe the significance of "Ang Ugoy ng Duyan" being performed in Hong Kong for the first time. Activity 2 Directions: Find the following words in the puzzle. Encircle or underline your answer. Discuss: Culture is an important part of a lively community. It shows in how we share stories, celebrate special moments, remember our history, have fun, and dream about what’s to come. When we express ourselves creatively, we learn more about who we are and understand how other people see the world.  Learning about our cultural heritage helps us get a better education and understand history better. Some benefits of culture include making life better for people in our community, feeling proud of our roots, connecting with our history, and feeling like we belong to a larger group of people.  Both legends, The Legend of Maria Makiling and The Legend of Taal Volcano, feature magical characters and supernatural beings. They reflect local beliefs and traditions, demonstrating how some creatures and natural events are regarded as unique, contributing to the region's rich stories.  Each legend imparts valuable lessons about nature, kindness, and the consequences of our actions. These stories aim to preserve the history and traditions of the CALABARZON people. They are frequently communicated through storytelling, emphasizing the need of preserving local stories.  CALABARZON is well-known for its breathtaking natural beauty. It boasts lush green forests, crystal clear lakes, and clean beaches. The region also has rolling hills and steep mountains, which provide beautiful scenery for CALABARZON tales show the importance of: 1. Nature - These stories remind people to take care of the environment. 2. Love - They highlight the value of love in relationships. 3. Environmental Responsibility - The legends teach us to be responsible for our surroundings. Activity 3 Fill in the blank with the correct words. Choose your answer inside the box. CALABARZON environmental history magical crystal clear 1. Cultural heritage helps us understand our ____________ better. 2. The Legend of Maria Makiling is a tale from the ___________ region. 3. The stories from CALABARZON often teach us about __________ responsibility. CALABARZON environmental history magical crystal clear 4. Legends often feature ____ characters and supernatural beings. 5. The natural beauty of CALABARZON includes ________ lakes and lush forests. Generalization: 1. How do the music, theater, dance, and visual art in "The Legend of Maria Makiling" and “The Legend of Taal Volcano” show parts of CALABARZON culture? 2. Why culture is an important part of a community or country? 3. How can these art forms be used to share and Evaluation: Activity 4 Group Activity Directions: Divide the class into four (4) groups. Each group will do the assign activity and present their work to the class. Explain your creative choices and the cultural significance of each element included. Group 1 - Skit or Dramatic Reading - Present an important scene from either the two legends, using dramatic voices and motion. Group 2 - Visual Artwork - Create drawings of the story's characters' costumes. They can include traditional colors, patterns, and materials into their works by drawing on their understanding of the regions’ visual arts. Group 3 - Dance or Movement Piece - Copy the movements you see in the play. The story should be told by the steps. Group 4 - Background Music -Choose or create music that matches the theme of your presentation. Use body percussion (clapping, stomping, etc.) or classroom instruments  PE AND HEALTH IV D Dance Elements A Y - Body, Action, Space, Time, 3 Energy QUARTER 3 WEEK 6 Review: 1. What are the three essential components of effective nutritional guidance, and how do they contribute to our understanding of healthy eating? 2. How does the Daily Nutritional Guide Pyramid for Filipino children suggest that we balance carbs, vegetables, and fruits in terms of servings? 3. How do the Pinggang Pinoy and the Food Guide Pyramid work together to encourage healthy eating for kids and adults? Activity 1 To the following dance exercise. (Video credit from YouTube Channel DepEd Questions: 1. After dancing, how did you feel? 2. Did the dancing come naturally to you? 3. What are the benefits of dance? Activity 2 Directions: Match the definition in column A to the words in column B. Choose the letter of the correct answer. Discuss: Dancing is one form of physical fitness. Dances are part of the traditions or customs of a particular people in different areas of the country. The Elements of Dance The Elements of Dance are the foundational concepts and vocabularies that help students develop movement skills and understand dance as an artistic practice. The acronym BASTE will help you remember the elements: B - Body A - Action S - Space T - Time E - Energy  This framework is a way to discuss kinds of movements. While different dance styles call for specialized skills and stylization choices, the underlying elements of dance are visible in all dance experiences. Body In dance, our body is like a moving shape that we can feel inside and others can see outside. Sometimes we stay still, and other times we move around while dancing. Dancers can focus on certain parts of their body or use their entire body to create movements. When we watch a dancer, we think about their overall shape – is it balanced or twisted? We also notice how our muscles, bones, and breath help us dance and express our feelings and ideas. Action Action is any human movement included in the act of dancing— it can include dance steps, facial movements, partner lifts, gestures, and even everyday movements such as walking. Dance is made up of streams of movement and pauses, so action refers not only to steps and sequences, but also to pauses and moments of relative stillness.  Locomotor – walk, run, leap, gallop, slide, crawl, roll, creep, slither, alone and in combinations Non-locomotor – bend, twist, stretch, reach, swing, push, pull, fall, melt, sway, turn, spin, dodge, kick, poke, life, carve, curl, lunge, slash, dab, punch, flick, float, glide, press, wring, shake, rise, shrink, burst, wiggle, explode, etc. Space Dancers can move in many different ways in the space around them. They might stay in one spot or move from one place to another. Dancers can change how they move by going up high, down low, or in different directions. They can pay attention to what’s happening around them or think about their feelings inside. Sometimes, their movements go straight to a specific spot, and other times, they can be more wandering and freer.  Spatial relationships between dancers or between dancers and objects are the basis for design concepts such as beside, in front of, over, through, around, near or far. Place – self or personal, general space Size – big, small, far, near Level – high, middle, low Direction – forward, backward, left, right, up, down, diagonally Time The main word for the element of time in dance is “when?” People naturally move in a rhythm, taking turns between being active and resting. In nature, things like breathing and ocean waves have rhythms that repeat, but not always in a regular pattern. Time in dance can be organized in different ways, like using the clock, where dancers have to fit their movements into a specific amount of time, like 30 seconds.  Dancers can also feel each other's timing, like when they start walking and then speed up to run together, or when they all move from a group shape in response to each other's movements. Speed – fast, slow, freeze, suspend Rhythm – pulse, beat, pattern, syncopate Energy Energy in dance is all about how we move. Dancers can choose different ways to use energy, like how smooth or strong their movements are. For example, when a dancer moves their arm, it can be free and flowing or it can stop quickly. They might step into a pose with a strong push or a gentle flow.  Sometimes, the energy in dance can change quickly, and dancers can use different types of energy at the same time, making it a special way to express feelings without using words. Weight – strong, heavy, light Energy – sharp, smooth, shaking, swinging, etc. Activity 3 Directions: Choose the letter of the correct answer. 1. Which element of dance involves using different parts of your body? a) Time c) Body b) Space d) Energy 2. What does the element of "Space" in dance refer to? a) The rhythm of movements b) The direction and level of movements c) The strength of movements d) The timing of movements 3. Which of the following is a locomotor movement in dance? a) Twist c) Bend b) Leap d) Stretch 4. How can "Energy" in dance be described? a) The level and direction of movements b) The rhythm and pattern of movements c) The way movements are performed, like smooth or sharp d) The timing and speed of movements 5. Which element of dance asks the question "when" do movements happen? a) Body c) Time b) Action d) Space Generalization 1. What are the Elements of Dance? 2. Why do you think each element of dance, like body, actions, space, time, and energy, is important for telling a story through movement? 3. How do you feel when you use different elements of dance in your movements? Evaluation: Activity 4 Group Activity Directions: Divide the class into three (3) groups. Create a group dance by choosing and circling the following from each of the categories below: 1. Select and circle two (2) axial movements 2. Select and circle two (2) locomotor movements - Each of the movements takes eight (8) counts 3. Select and circle one (1) heavy or light movement from the Force/Energy column 4. Ask each group to present their work to the  PE AND HEALTH IV D A Five Basic Fundamental Y Dance Steps 4 QUARTER 3 WEEK 6 Review: 1. What are the Elements of Dance? 2. Why do you think each element of dance, like body, actions, space, time, and energy, is important for telling a story through movement? 3. How do you feel when you use different elements of dance in your movements? Activity 1 Watch the video and try to follow the procedures. (Video credits from YouTube Channel Jenelyn Sabando) Questions: 1. Which of the 5 fundamental dance steps did you find the easiest to do, and which one was the most challenging? 2. How did you feel while practicing these dance steps? Did you have fun moving your body? 3. Can you think of a way to combine two of the dance steps to create your own unique movement? What would that look like? Activity 2 Directions: Read the following words and their meanings. Choreography - the art of designing sequences of movements in which motion, form, or both are specified. Position - a specific arrangement or location of the arms or feet in dance that creates a particular shape or form. Instep - the upper part of the foot between the toes and the ankle, often used in dance to describe foot placement. Curve - a smooth, continuous bending shape, often used to describe the movement of the arms in dance positions. Sequence - a specific order in which movements or positions are arranged, important for creating dance routines. Discuss: Five Basic Fundamental Dance Steps The fundamental positions are the standard positions of dance in which can be used in formulating and making different choreography. BASIC ARMS POSITIONS First Position - Arms in a circle figure before your chest Second Position - Using a smooth curve, open your arms sideways, in shoulder level Third Position - Lift one arm while keeping the other in the second position Fourth Position - In a half circle, lift one arm in front of the chest while keeping the other overhead Fifth Position - Curve your arms over your head in a smooth curve with both hands. BASIC FEET POSITIONS First Position - Bring your toes apart and your heels together. Second Position - Sideways, spread your feet apart Third Position - Bring the instep of one foot to the heel of the other. Fourth Position-To Walk strike, place one foot in front of the other. Fifth Position - put one foot's heel into contact with the other's toe Activity 3 A. Directions: Arrange the feet positions by writing letters (A- E) on the boxes. B. Directions: Arrange the pictures by writing letters (A- E) on the boxes. Generalization 1. What is the essence of fundamentals in dance? 2. What are the different physical fitness components that can be enhance using these fundamental steps? 3. How do these fundamentals develop the motor skills and lifestyle of an individual? Evaluation Activity 4 Directions: Execute the combination of feet and arm positions. (Left or Right) THANK YOU FOR LISTENING