ilovepdf_merged.pdf

WESTERN CLASSICAL ART TRADITION (Architecture) Prepared by: ALEX HASAL MAQUINANA  OBJECTIVES Describes the influence of iconic artist belonging to Western Classical art on the evolution of art forms. Create artworks guided by tech...

WESTERN CLASSICAL ART TRADITION (Architecture) Prepared by: ALEX HASAL MAQUINANA  OBJECTIVES Describes the influence of iconic artist belonging to Western Classical art on the evolution of art forms. Create artworks guided by techniques and styles of Western Classical art traditions. Show the influences of the Western Classical art tradition to Philippine art form  ANCIENT PERIOD PRE-HISTORIC ARCHITECTURES Pre-historic Architectures 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. Always remember that 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. 3 TYPES OF MEGALITH STONES MENHIR A huge stone standing vertically on the ground usually standing in the middle of the field or arranged in rows. DOLMENS The word dolmen, originated from the expression taolmaen. Which means stone table. These structures are in a form of table consisting of two huge standing stones supporting a horizontal giant stone. CROMLECH A brythonic word where crom means bent or curved and llech which means slab or flagstones. 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 of triliths (Greek word meaning three stones) Two internal circles built in a similar manner and altar-shape stone in the center.  ANCIENT PERIOD EGYPTIAN ARCHITECTURES Egyptian Architectures This architectural style was developed during the pre-dynastic period 4,000 BC. The structure has thick sloping walls with few openings to obtain stability. The exterior and interior walls along with columns and piers were covered with hieroglyphics and pictorial frescoes and carvings painted in brilliant colors. Ornamentations were symbolic including scarab (sacred beetle), solar disk and vulture, common motifs (palm leaves, buds, flower of lotus, and papyrus plants) 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 event. PYRAMID 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). MASTABA It is a type of Egyptian Tomb in the form of a flat roofed, rectangular structure with outward sloping sides. It was made of mud-bricks or stones.  CLASSICAL ERA GREEK and ROMAN ARCHITECTURES GREEK Architectures 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: 1.DORIC 2.IONIC 3.CORINTHIAN PARTHENON 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 Architectures 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  MEDIEVAL PERIOD MEDIEVAL ARCHITECTURES 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 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. Romanesque Architecture Romanesque 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. 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. Has rich architecture and design splendid Stained Glass Windows, thousands of sculptured figures.  REFLECTION 1. What are the defining characteristics that distinguish Western classical architecture from other architectural traditions around the world? 2. How do the principles of classical architecture continue to influence contemporary design? Write or print your answers in A4 size bond paper and submit.  MY DREAM HOUSE “If you were given a chance to design your dream house, how would you design it?.” Directions. Imagine you are an architecture student, and you have a project that requires you to design your dream house. Choose (house designed) from the different architectures that we discussed and use it as inspiration for your dream house. Explain the reason for choosing that style. What are the distinctive characteristics of that architectural design that will be visible in your own dream house? Draw or paint your dream house in A4 size bond paper and submit. thank you PAINTINGS FROM THE WESTERN CLASSICAL ARTS TRADITION Prepared by: ALEX H. MAQUINANA MAPEH Mentor​​ ABOUT THE TOPIC: You will learn about art paintings coming from the Ancient Era. Specifically, this lesson will help you to: Analyze art elements and principles in the production of work following the style of Western and Classical art; Identify distinct characteristics of arts during the different art periods; Identify representative artists from various art periods. ACTIVITY 1 (NOTEBOOK) Look at the pictures. 1. Have you seen similar shapes of buildings and things before? Specify location and name. 2. Have you noticed buildings and things in your community whose shapes and forms resemble the one’s in the picture? Give at least 2 examples that can be found within Bicol region. 3. Why is it that ancient art and culture to still exert influence on present day artworks like sculpture and architecture? Write or share your insights. THEN AND NOW The Colosseum, also named the Flavian Amphitheater, is a large amphitheater in Rome. It was built during the reign of the Flavian emperors as a gift to the Roman people. Sorsogon Sports Complex Main coliseum in Balogo, Sorsogon City  Ancient Paintings Classical Paintings 1. Your Answer 2. Your Answer 3. Your Answer 4. Your Answer Medieval Paintings 5. Your Answer 6. Your Answer 7. Your Answer Gothic Pre-Historic Romanesque Egyptian Roman Byzantine Greek Pre-historic Egyptian Greek Roman Byzantine Romanesque Gothic PRE-HISTORIC PAINTINGS  P R E - H I S TO R I C PA I N T I N G S Paint ing s d u rin g t h e p re - h i stori c e ra we re fo u n d i n s i d e t h e cave s wh i c h m ay h ave b e e n t h e ir way o f co m m unicati ng wi t h e ac h o t h e r. P reh istoric d rawi n gs o f an im als were u s u ally co rre c t i n p ro p o rtion. T h e s e p ai nt ing s m ay b e ❑ Paintings in the Cave of LASCAUX, FRANCE m o re an art ifac t o f t h e arc h e o l og ical was discovered on September 12, 1940. ev id e n c e t h an a t ru e p ic t ure o f h u m ans ’ f i rst ❑ T h e p a i n t i n g h a s n e a r l y 2 , 0 0 0 f i g u r e s c re ate d art. composed mainly of animals, human figures, and abstract design. EGYPTIAN PAINTINGS  EGY P T I A N PA I N T I N G S T h e p u rp ose o f Eg yp t ian p a i nt ings i s t o m a k e t h e d eceased af t e rl if e p l a c e p l e a s a nt. Mo s t p a i nt ings w ere h i g hl y s t y l i ze d, sym b o lic an d sh o w p ro f ile v i e w o f a n ❑ To m b o f Tu t a n k h a m u n an i m a ls o r p eo p le. T h e d o m i nant c o l o rs ❑ The last coffin, made of solid gold, contained the u se d w e re red , b lack, b l u e , g o l d, a n d g re e n m u m m i f i e d b o d y o f K i n g Tu t. A m o n g t h e r i c h e s f o u n d i n t h e t o m b – g o l d e n s h r i n e s , j e w e l r y, s t a t u e s , d erived f ro m m i n eral p ig ments t h at can a chariot, weapons, clothing–the perfectly w it h st and st ro n g su n light w i t hout f a d i ng. preserved mummy was the most valuable, as it was the first one ever to be discovered.  GREEK PAINTINGS  G R E E K PA I N T I N G S Pai nt ing s f ro m t h is e ra we re m o st fo u n d in vas es , p an e l s , an d to m b. T h ey d ep ic t n at u ral f igu re s wit h d y n am i c co m p os itio ns. M o st o f t h e s u b j e c ts we re b att l e s c e n e s , my t h olo gical f igu re s , an d eve r yd ay s c en es. T h ey reve al a gras p o f lin ear p e rs p e c tive an d n at u ral i st p re s e ntat i on. ❑ An early Greek panel painting of an unknown artist for a tomb at Paestum, Italy (490 -470 BC)  Judgement of Paris (370-330 B.C.) Most common motif were mostly scenes from the life of women, or a scene from a mythical story or event. It used a technique called polychrome, a combination of different colors (Image from Treasures of the World, 1961 CCP Library)  ROMAN PAINTINGS  ROMAN PAINTINGS Ro m a n p a i n t i n g s h av e a w i d e va r i e t y o f s u b j e c t s , a n i m a l s , e v e r yd ay l i fe , s t i l l l i fe , my t h o l o g i c a l s u b j e c t s , p o r t ra i t s , a n d landscapes. ❑ H e a d o f Al e x a n d e r ( 1 2 0 – 1 0 0 B. C ) T h e y u s e t h e te c h n i q u e o f m o s a i c , a n a r t ❑ The full image is a Roman floor mosaic in p ro c e s s w h e re a n i m a ge i s c re a te d u s i n g a n the House of Fun Pompei, dated 100 B.C. a s s e m b l a ge o f s m a l l p i e c e s o f c o l o re d g l a s s , ❑ I t d e p i c t s t h e b a t t l e b e t we e n t h e a r m i e s o f s t o n e s , o r o t h e r m a te r i a l s. T h i s te c h n i q u e i s Alexander the Great and Darius III of u s e d fo r d e c o rat i ve a r t o r i n te r i o r d e c o rat i o n s. Persia.  ROMAN PAINTINGS Ro m an art i st s c re ate t h e illu sion o f re ali t y. T h ey d id t h is u s i n g t h e te c h n iqu e kn o wn as ae ri al p e rs p e c t ive. T h is te c h n iqu e u s e co lo rs an d o b j e c t s to ac h i eve s p at ial ef fe c t s. T h i s m o s ai c ❑ T h e G R AN D H U N T ( e a r l y 4 t h C e n t u r y ) p aint in g s h o ws d etai l s o f an antelo p e ❑ A large floor mosaic found in the villa at Piazza t h at i s attac ke d by f ie rc e an i m al s an d A r m e r i n a , S i c i l y. ❑ The villa had 651 sq m (7000 sq ft) of floor men. mosaics depicting various scenes. BYZANTINE PAINTINGS The lively styles of paintings which had been i n v e nte d i n G re e k a n d Ro m e l i v e d o n i n B y z a n t i u m b u t t h i s t i m e fo r C h r i s t i a n s u b j e c t s. Pa i n t i n g i n f re s c o s , m o s a i c s , a n d i l l u m i n ate d m a n u s c r i p t s , a n d o n w o o d p a n e l s w e re t h e m a i n , t w o - d i m e n s i o n a l m e d i a. ❑ Empress Theodora, 6th Century AD, San Vitale, Ravena ❑ Theodora, a 6th century Byzantine empress married to M a n u s c r i p t p a i n t i n g p re s e r v e d s o m e o f t h e Emperor Justinian I, is remembered for being one o f the c l a s s i c a l re a l i st t ra d i t i o n t h a t w a s m i s s i n g i n m o s t p o w e r f u l w o m e n i n B y z a n t i n e h i s t o r y. ❑ She used her power and influence to promote religious l a rge r w o r k s. and social policies, and one of the first rulers to recognize the rights of women. 1) Shapes and designs are patterned within a rigid tradition. 2) Less individual expression. 3) Style is sophisticated. 4) Strong expression of religiousity. ROMANESQUE PAINTINGS Ro m an e sq ue p aint ings are f ro m m e d i eval p e rio d , o n ly d e p ic t ing re l i g i o u s s e nt i m e nts we re e n o rm o us in s ize an d co ve re d e nt i re c h u rc h walls. I t als o s h o ws t rac e s o f M ozarab i c inf lu e nce (Arab i ze i nf l u e n ce ) t h ro u g h e l o n gate d o val fac e s , l arge stari n g ❑ C h r i s t i n M a j e s t y ( 11 2 3 ) o r C h r i s t i n G l o r y i s the Western Christian image of Christ seated eyes an d lo n g n o s e s , f i gu res again st f lat on a throne as ruler of the world, always seen co lo re d b an d s an d h e av y o u t l inin g. frontally in the center of the composition, and often flanked by other sacred figures.  GOTHIC PAINTINGS Pai nt ing s h ave b e e n co nf i ne d i n t h e i l l u min atio n o f m an u s c r ipt p age s an d t h e p ai nt i ng o f f re s co e s o n t h e wal l s o f c h u rc he s co s m op oli tan st y l e , e l e gant m an n e re d , an d s o p h i sticate d. Patte r n s l i ke M i l l e f l e u r o r t h o us and f l o we rs ❑ R o s e W i n d ow f r o m t h e N o r t h Tr a n s ept 1 2 3 0 s h o w i nf l u e n ce wh i c h m ay h ave b e e n ❑ Rose windows are the large circular stained -glass windows found in Gothic churches and were created to d u e to t h e Cr u s ad e s. transform the vast stone interiors with warm and glowing color and at the same time to instruct Christians in their faith.  ELEMENTS OF ARTS COMPONENTS: LINE - A continuous mark made on a surface by a moving point. COLOR - Consists of Hue (another word for color), Intensity (brightness) and Value (lightness or darkness). VALUE - The lightness or darkness of a color. SHAPE - An enclosed area defined and determined by other art elements; 2dimensional. FORM - A 3-dimensional object; or something in a 2-dimensional artwork that appears to be 3-dimensional. SPACE - The distance or area between, around, above, below, or within things. TEXTURE - The surface quality or "feel" of an object, its smoothness, roughness, softness, etc.  PRINCIPLES OF ART COMPONENTS: BALANCE - The way the elements are arranged to create a feeling of stability in a work. EMPHASIS - The focal point of an image. CONTRAST - A large difference between two things to create interest and tension. RHYTHM & MOVEMENT - A regular repetition of elements to produce the look and feel of movement. PATTERN - Repetition of a design. UNITY & HARMONY - When all the elements and principles work together to create a pleasing image. VARIETY - The use of differences and change to increase the visual interest of the work. PROPORTION - The comparative relationship of one part to another with respect to size, quantity, or degree. THANK YOU GOD BLESS YOU ALL. Community and Environmental Health Lesson 2 Week 2 ALEX H. MAQUIÑANA What to expect? Defines community and environmental health. H9CE-Ia-8 Discusses the nature of environmental issues. H9CE- Ib-d-11 Explains how a healthy environment positively impact the health of people and communities. H9CE-Ib-d-10 Community Health Community is a group of people living in a large place, sharing a common environment. It involves individuals and the families sharing something common like values, interest, ideas, identity, culture, and living in a same geographical area. Is the health status of a group of people situated in the same geographical area. It also includes actions and conditions which promote, protect, and preserve health. Environmental Health Environment refers to all things, conditions, and influences that affect the growth, health, and progress of living and non-living things. Consists of prevention and control of disease, injury, and disability associated with interactions between people and their environment. It addresses all the physical, chemical, and biological factors external to a person and all the related factors impacting behaviors.  Characteristics of a Healthy Community 1. A clean and safe environment. 2. Meets everyone’s basic needs. 3. Promotes social harmony and actively involves everyone. 4. Understanding of local environmental issues. 5. Participates in identifying local solutions to local problems.  Characteristics of a Healthy Community 6. Access to varied experiences, means of interaction, and communication. 7. Accessible health appropriate services and facilities. 8. Promotes and celebrate cultural heritage. 9. Diverse and innovative community. 10. Sustainable use of available resources. Is your community healthy or not? Legend: 4-Highly evident, 3-Evident, 2-Moderately Evident 1-Not Description 4 3 2 1 It is clean and safe. Social harmony and active involvement is promoted. Free from pollution. People are aware of local health and environmental health issues. People are involved in finding solutions to community problems. People interact and communicate through various means. There are available health services and facilities. People celebrate cultural and historical heritage. There is a sustainable use of available resources for all. Total Score:  Community health problems and issues 1 2 3 Improper Waste Disposal Pollution Disease Control Or Solid Waste issues  Community health problems and issues 4 5 Prohibited Drugs Abuse, Peace and Order Prevention, and Control Improper Waste Disposal Waste improperly disposed of contaminates the soil, air, and water. This brings risks to humans, animals, and plants. EFFECTS: Susceptible to various diseases. Contaminates groundwater tables and surface waters. Disease-carrying vectors from dumpsites. Methane gases affects health and can contribute to global warming. Result to increased flooding. Destruction of infrastructure due to clogged waterways. Pollution It is an adverse effect in the environment brought about by pollutants. (harmful substance, compound, or energy) TYPES OF POLLUTION: AIR – contamination of the air that occurs when harmful gases, dust, and smoke are mixed with the air in the atmosphere making it dangerous to living things. WATER – contamination of bodies of water usually by human activities which negatively affect living things. (2nd Environmental Concern today) LAND – contamination of land or soil by deposition of solid or liquid waste materials. Disease Control The spread of disease is alarming here and worldwide. We have the National Center for Disease Control and Prevention under DOH which lead in prevention, control, and efforts with the help of modern technology and medicine to eradicate diseases. However, strain of diseases occur. Aside from the existing communicable COVID-19, there are new diseases which are still beyond human control. Drug Abuse, Prevention and Control Refers to habitual taking of addictive and illegal drugs and substances. It is against the law and can potentially-damage your life and your future. A drug-free community contributes not only to peace and order but also to the health of a community. The government ordered an all-out war against the abuse of drugs. Peace and Order A peaceful and safe community is the presence of peace and order. A peaceful and safe community encourages businessmen to invest resulting to economic growth. This helps in the financial stability of the people in the community. Health Task for today: Paint me a Picture. Materials: 1. Any coloring materials. 2. A4 size coupon bond 3. Ruler 4. Pentel pen Instructions: 1. Paint a picture of your dream community and submit your work on Friday, August 16, 2024, during MAPEH class. 2. Write your explanation on how your drawing illustrates the characteristics of a healthy community. Environmental Health Problems and Issues A B C Illegal mining Pesticide drift Deforestation Other Environmental Health Problems and Issues D E F Oil Spill Coral Reef Degradation Climate change  Let’s Analyze! Community Health Problems How will you describe What are the causes and What will you do to prevent our each picture? effects? environment from deteriorating? 1 2 3 4 5  Let’s Analyze! Environmental Health Problems How will you describe each What are the causes and What will you do to prevent our picture? effects? environment from deteriorating? A B C D E F Thank you and have a happy day working with the tasks.  1. EXPLAIN HOW A HEALTHY ENVIRONMENT POSITIVELY IMPACT THE HEALTH OF PEOPLE AND COMMUNITIES; (H9CE-1B-D-10) 2. DISCUSSES THE NATURE OF ENVIRONMENTAL ISSUES; (H9CE-1B-D-11) 3. ANALYZES THE EFFECTS OF ENVIRONMENTAL ISSUES ON PEOPLE’S HEALTH (H9CE-1B-D-12) DEFORESTATION FLASH FLOOD ILLEGAL MINING SOIL EROSION CAUSES OF SOIL EROSION  POLLUTION AIR POLLUTION ATMOSPHERIC AIR WATER POLLUTION BODY OF WATER NOISE POLLUTION EXCESSIVE SOUND SOIL POLLUTION  CORAL REEF DEGRADATION OIL SPILL  ACT. 1 WHAT’S IN THE NEWS? CUT OR CROP ONE ENVIRONMENTAL ARTICLES FROM NEWSPAPERS OR MAGAZINE OR FROM INTERNET NEWS. PASTE THEM IN A4 SIZE BOND PAPER. FOR EACH ARTICLE, WRITE A CAPTION THAT DESCRIBES ITS PURPOSE. THEN, ANSWER THE FOLLOWING QUESTIONS. 1. WHAT WERE THE ENVIRONMENTAL ARTICLES ABOUT? HOW IT AFFECTS US/PEOPLE? 2. TELL US HOW THE ARTICLES PORTRAY LESSONS ABOUT CONSERVATION OR PROTECTION OF THE ENVIRONMENT? ACT. 2 REFLECT AND THINK CRITICALLY ANSWERS BRIEFLY AND TO BE WRITTEN AT THE BACK OF ACTIVITY 1.. 1. HAS YOUR COMMUNITY CHANGED THROUGH THE YEARS? WHAT ARE THESE CHANGES? WERE YOU AFFECTED BY THESE CHANGES? HOW? 2. THE GARBAGE COLLECTOR COMES TO YOUR BARANGAY 3 TIMES A WEEK, COLLECTING NON-BIODEGRADABLE DURING MONDAYS AND SATURDAYS, AND BIODEGRADABLE DURING WEDNESDAYS. SOME OF YOUR NEIGHBORS INSIST ON THE COLLECTION OF THEIR BIODEGRADABLE WASTE DURING MONDAYS AND WEDNESDAYS. WILL THIS AFFECT YOUR COMMUNITY? DO YOU THINK YOU ALSO HAVE A RESPONSIBILITY TO YOUR COMMUNITY? 3. DO YOU AGREE WITH THE SAYING, “WHAT YOU SOW IS WHAT YOUR REAP?” (“KUNG ANO ANG ITINANIM, AS SYA RING AANIHIN”) IS THIS TRUE TO OUR ATTITUDE AND ITS EFFECTS ON THE WAY WE MANAGE OUR ENVIRONMENT? 1. A POSTER-SLOGAN MAKING TASK THAT SHOWCASE YOUR TALENT IN VISUAL ARTS. (FREE-HAND OR MANUAL) 2. USE COLOR, YOU’RE ALLOWED TO USE OTHER ART MATERIALS. 3. THEME: “LET’S BE HEARD ON WAYS TO REDUCE ENVIRONMENTAL ISSUES / PROBLEMS AFFECTING YOU AND YOUR COMMUNITY”. 4. USE A4 SIZE BOND PAPER (LANDSCAPE). 5. STRICTLY ORIGINAL DESIGN. (NO COPYING FROM THE INTERNET) 6. DEADLINE: SEPTEMBER 26, 2024  INNOVATIONS IN MUSIC EDUCATION INTRODUCTORY MUSIC LESSON 2024-2025 GRADE 9 MAPEH ALEX HASAL MAQUIÑANA MAPEH MENTOR KYE KYE KULE Kye Kye Kule (repeat) Kye Kye Kofisa (repeat) Ko fi Salan-ga (repeat) Ka Ka Kyi langa (repeat) Kum – ade-nde (repeat) Kum – ade-nde, Hey! (All) ❖ How music differ from noise? ❖ Are you familiar with music genre? Which genre you like the most? ❖ Do you know how to play musical instruments? (like guitar, ukulele, keyboard, drums etc.) How do you rate yourself. ❖ Any idea about the theory in the origins of music? ❖ How music affects your life? KNOW THAT… ❖ Music is a sound that produces a pleasing sensation. It is produced by nature, musical instruments, human voice, etc. Noise is an unwanted and unpleasant sound produced by horns of vehicles, by machines, etc. If a musical sound is made too loud, it becomes a noise. ❖ A music genre is a classification system that classifies music into different styles. It’s the art of incorporating instrumental and vocal tones in a structured manner that gives the music its distinctive character. BE INFORMED. ❖ A musical instrument is a device created or adapted to make musical sounds. In principle, any object that produces sound can be considered a musical instrument—it is through purpose that the object becomes a musical instrument. A person who plays a musical instrument is known as an instrumentalist. ❖ Common use. ZOLTAN KODALY Kecskemét, Hungary, on December 16, 1882. Although born into a musical family, his early interests were towards literary studies. As his father was a railway official, the Kodály family had a rather peripatetic existence: from 1884 until 1891 they lived in Galánta (later to be immortalized in the orchestral dances Kodály based on folk music from the area), then moving to Nagyszombat (now Trnava, Slovakia), where Zoltán studied violin and piano and sang in the cathedral choir – an early introduction to the importance of choral singing. He explored the scores in the cathedral music library, and taught himself the cello to make up the numbers for his father’s domestic quartet-evenings. From a young age he was already composing: in 1897 the school orchestra played an overture of his, to be followed by a Mass for chorus and orchestra a year later. ZOLTAN KODALY ❖ Is a noted Hungarian composer, ethnomusicologist, leader of the Hungarian Nationalist School, and music educators. ❖ It is said that every child in Hungary is a pupil of Kodaly. ❖ Music classes is an expression of happiness and confidence. ❖ Music is an academic discipline in Hungary. The average man and woman in the streets can read and write music as competently as he speaks his own language. ❖ At early age, a child is expected to be musically conversant; a grade three pupil who cannot read music is considered illiterate. ZOLTAN KODALY METHOD: Focus on expressive and creative skills Closely related to Musical Ear training CENTRAL PRINCIPLES OF KODALY METHOD: Music should be taught at a young age. Music should be taught logical and sequential manner Should be a pleasure in learning music Voice is the most accessible universal instrument Musical material be taught in the context of mother- tongue ZOLTAN KODALY BELIEVES THAT EVERY PERSON: Is musically literate and independent, capable. Knows the culture of his country. Has high standards of musical taste. ZOLTAN KODALY SCALE OF HAND SIGNALS KODALY METHODICAL PROCEDURES Only clap the rhythm Sing the rhythm on a single tone Sing the melody on a syllable suitable for vocalization Sing the melody on sol-fa syllables  words and music by Clark Gesner in Bb transpose to C =100 HAP-PI- NESS IS TWO KINDS OF ICE CREAM, FIND-ING YOUR SKATE KEY, Tell-ing the time. Hap-pi- ness is lear-ning to whis-tle…… Ty-ing your shoe for the ve-ry first time…  HAP-PI- NESS IS PLAY-ING THE DRUM IN YOUR OWN SCHOOL Band…. And hap-pi-ness is walk- ing hand in hand……(you) Hap-pi- ness is mor-ning and eve- ning day-time and night time too… for  HAP-PI- NESS IS AN-Y ONE AND AN-Y THING AT ALL… THAT’S Loved by you…….. Verse 2: Happiness is five diff’rent crayons, knowing a secret, climbing a tree Happiness is having a sister, sharing a sandwich, getting along Happiness is singing together when day is through And happiness is those who sing with you.. WHAT SHOULD I DO? Practice the song "Happiness" with your group. Sing and add simple choreography for your presentation. Consider using musical instruments to enhance the performance. Perform confidently and aim to entertain your audience. GRADED BASED ON THESE CRITERIA: Vocal Performance. 10pts. Choreography execution. 5pts. Creativity and confidence. 5pts. Overall entertainment value. 5pts. Music Elements of ///14 September 2023 the Medieval, Renaissance, and Baroque Period. Prepared by: ALEX H. MAQUINANA LEARNING COMPETENCIES Describes the musical elements of selected vocal and instrumental music of Medieval, Renaissance and Baroque music; MU9MRB -Ib-f-5 Relates Medieval, Renaissance and Baroque music to other art forms and its history within the era. MU9MRB-Ic-f-3 WORD ACTIVITY 01 SEARCH Search six (6) elements of music from the WORD SEARCH Box. Write the words you search IN YOUR NOTEBOOK.  musical tones with respect to time. Matching Elements ___2. The softness or A. loudness of music. A Dynamics B ___3. The combination of tones played together B. with one melody. Harmony ___4. Succession of C. Texture pitches D. ___5. The thinness or Rhythm thickness of sound. E. Melody ___6. The musical structure of a F. Form composition  ¡MEDIEVAL 700- 1400! Sacred Music of the Medieval Period: The CHARACTERISTICS Gregorian Chant 1. Unaccompanied Monophonic Song there is only one melody sang by male monks no accompaniment is used/purely vocal 2. Free Meter the Latin text determines how long each note should be sustained no of steady pulse / irregular meter  ¡MEDIEVAL 700- 1400! CHARACTERISTICS 3. Modal the Church modes was the existing scale used ✓ Ionian ✓ Dorian ✓ Phrygian ✓ Lydian ✓ Mixolydian ✓ Aeolian ✓ Locrian *The Locrian is not used in the Liturgy as it was called the mode of the devil.  ¡MEDIEVAL 700- 1400! CHARACTERISTICS 4. Usually based on Latin Liturgy Latin is used in the text since music is widely used in the sacred liturgy. Ecclesiastical Latin is the universal language of the Roman Catholic Church. 5. Use of Neume Notation Square notes  ¡MEDIEVAL 700- 1400! Secular Music of the Medieval Period: The Troubadour Music CHARACTERISTICS 1. Usually, Monophonic - Single melody/no harmony 2. Sometimes with improvised accompaniment - Instruments: pipe, psaltery, lyre, shawm, sackbut, vielle,  ¡MEDIEVAL 700- 1400! CHARACTERISTICS 3. About chivalry and courtly love -The story of Robin Hood was popular 4. Originated in France 5. Written in the French language RENAISSANCE 1400-1600 CHARACTERISTICS 1. Mostly imitative polyphonic 2. Imitation among the voices is common o Each voice uses the same melodic ideas abut starts at different times 3. Use of word painting in texts and music o Example: If the text says climbing a mountain, the pitch rises; if the text says hell, the pitch goes low. 4. Melodic lines move in a flowing manner 5. Melodies are easier to perform because these move along a scale with a few large leaps. RENAISSANCE 1400-1600 Sacred Music of the Renaissance Period: The MASS CHARACTERISTICS 1. Polyphonic 2. May be sung a cappella or with orchestral accompaniment 3. Text may be: a. syllabic – one assigned note for each syllable of text. b. neumatic – a few notes set to one syllable of text. c. melismatic – many notes assigned to one syllable of NOTE: The Five Main Sections of the Mass were written in Latin except for Kyrie which is written in Greek. RENAISSANCE 1400-1600 Secular Music of the Renaissance Period: The MADRIGAL CHARACTERISTICS 1. Polyphonic 2. Sung a cappella 3. Through-composed 4. Frequently in 3 to 6 voices BAROQUE 1685- 1750 CHARACTERISTICS 1. Melodies sound elaborate and ornamental 2. Melodies are not easy to sing or remember 3. Primarily contrapuntal textures with some homophony BAROQUE 1685- 1750 MUSIC GENRES a. Concerto – a form of orchestral music that employs a solo instrument accompanied by an orchestra b. 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. BAROQUE 1685- 1750 MUSIC GENRES c. 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 form a single brief tune of strong musical character. d. 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 BAROQUE 1685- 1750 MUSIC GENRES Examples: Handel’s “Messiah,” “Samson,” “Israel,” and “Egypt” Bach’s “Christmas Oratorio” Haydn’s “ The Creation” e. Chorale – musical compositions that resemble a harmonized version of hymnal tunes of the Protestant Church during the Baroque era. Original Baroque Chorale Gott, Bleib bei uns BAROQUE 1685- 1750CHARACTERISTICS 6. Orchestra consists of strings and continuo 7. Harpsichord and organ are the keyboard instruments that are commonly used. 8. New forms: a. Binary – AB, b. Ternary – ABA c. Rondo  MUSICAL ELEMENTS and its ACTIVITY 02 CHARACTERISTIC S  Composit Word passion, and/or life changing story in the ion: Painting vernacular/local dialect below the staff. 2. Mark and identify lyrics by syllables. (Based on syllabic, neumatic, melismatic and psalmodic). 3. Use word painting in the song. 4. The composition is through-composed. 5. Music form is either Binary or Ternary. (choose your genre) 6. Perform with groupmates. (Either solo with back-up or chorus) 7. For accompaniment, Live or Canned music is accepted. ¿RUBRICS? (35points) 8 5 3 Additional rubric: Presentation (3points) TOTAL of 35 points. Thank You Very  Sports Officiating  01 02 Officiates practice and Facilitate and competitive officiate sports games. activities in school PE9GSIb-h-5 and community  Qualities of Sports Official! qualities refer to the physical attributes of an officiating official. Physical Since an officiating official need to catch up with every detail of what the athletes or players do on court, he needs to have a high level of fitness to be able to perform his job. Several ways to determine one’s fitness which are basis in improving it include: a. Body Mass Index b. PMHR and THR (Personal Maximal Heart Rate and Training Heart Rate) c. Fitness or Exercise Program d. Nutrition and weight management  Emotional 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.  Mental Mental toughness is the term used to refer to all 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 manage of thoughts and feelings and one’s command and control of the environment.  Social Refers 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 and complaints 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.  Activity 1 My Ideal Officiating Official Based on the qualities of a good sports officiating official mentioned, find (make a research/includes biography) a person who is an outstanding official in sports (foreign or local). Post his/her picture in A4 size paper. Attached his qualities as he’s considered great. Submit on September 20, 2024.  Volleyball Volleyball is a non-invasive sports game of a net type where there are two competing teams of six members who control the ball with parts of their body. The objective of the game is to send the ball over the net to ground it on the opponent’s court, and to prevent the same effort by the opponent. The team has three hits for returning the ball (in addition to the block contact).  History ▪ February 9, 1895 - WILLIAM G. MORGAN (PE director at YMCA in Holyoke Massachusetts) invented the game from a combination of Tennis and Handball. He aimed less physical and less contact game for all ages to enjoy. ▪ July 7, 1896 – The name Mintonette is changed to Volleyball by Alfred Halstead after certain observations. ▪ 1900 – the game reached Canada ▪ 1906 – Japan ▪ World War 1 – spread to Europe brought by American Army  About the video ▪ 3 sets to win the game. ▪ 12 players / 6 to play on court. (2 CANNOT: setter, 1 libero, right, mid, left hitters) ▪ 25 points to win a set (2 points) 1) Hit the ball out of playing area. ▪ 15 points to win deciding set. 2) Hit the ball twice in succession. ▪ Net is 8ft – 2.43m, 7’4” in – 2.24m. 3) Catch or throw the ball. ▪ 3 touches – pass/bump, set, spike. 4) Step over the line during a serve. ▪ Rotate clockwise. 5) Touch the net or run underneath ▪ BLOCK – to stop an attack. net. ▪ DIG – to stop the ball to hit ground. 6) Hit the ball in the net antenna. ▪ LIBERO – defensive specialist/ in 7) Hit the ball more than 3 times. different colored jersey. ▪ SUBSTITUTION – to change player A team scores a point: 1. When an opponent team commits a fault; 2. When the opponent team receives a penalty; 3. By successfully landing the ball on the opponent’s court. 1. Each team may consist of 12 players including one or two optional Libero/s. 2. Each team are entitled to three hits in addition to blocking. 3.Games are played up to 25 points with an advantage of two points in sets 1 to 4 and up to 15 points with an advantage of two points in the fifth and deciding set. SERVICE ERRORS -Stepping on the line during execution of service -Serving out of turn. -Serving outside the imaginary extension line of the sideline. -Did not toss or release the ball during service FAULTS IN PLAYING THE BALL -FOUR HITS: a team hits the ball four times before returning it. -ASSISTED HIT: a player takes support from a team-mate or any structure/object to hit the ball within the playing area. -CATCH: the ball is caught and/or thrown; it does not rebound from the hit. -DOUBLE CONTACT: a player hits the ball twice in succession or the ball contacts various parts of his/her body in succession. PLAYER’S FAULTS AT THE NET -A player touches the ball or an opponent in the opponent's space before or during the opponent’s attack hit. -A player interferes with the opponent's play while penetrating the opponent’s space under the net. -A player’s foot (feet) penetrates completely into the opponent's court. -Touching the net between the antennae or the antenna itself during his/her action of playing the ball, -Ball fails to pass over the net and falls on the side of the offensive team. -Playing the ball on the opponent’s playing space or reaching beyond the net. DIRECTIONS: 1. Understand and memorize all the given Referee’s Hand Signals and Line Judge’s Flag Signals in Volleyball. 2. Execute hand signals in the Individual Graded Recitation (Monday, September 16, 2024) and in actual volleyball game. 3. Make an infographic about volleyball. (includes brief history, famous Filipino players, and other trivia) (print it in A4 size bond paper) September 26, 2024 Thank you. WELLNESS, HEALTH, AND FITNESS MAPEH 9 Lesson 1 https://exrx.net/Calculators/BMI Prepared by: ALEX H. MAQUIÑANA  Is a state of complete physical, mental, and social well-being. It includes the mental, HEALTH social, emotional, spiritual, and physical aspects that expand our potential to live and work effectively. Achieving a high degree of health will make you feel most energetic, most satisfied, and most content with your life.  P.A. READINESS QUESTIONS 1. Has your doctor prescribed drugs for your blood pressure or heart condition? 2. Do you feel chest pain when you do physical activity? 3. Do you loose balance because of dizziness or do you ever lose consciousness? 4. Do you have a bone or joint problem that could be made worse by a change of physical activity? 5. Do you know of any other reason why you should not do physical activity?  PHYSICAL FITNESS Is a set of health- and skill-related attributes. The degree to which we possess these attributes determines our level of fitness. Fitness can be described as a condition that helps us look, feel, and do our best. It is the process of becoming aware of and making choices toward a more successful life. The key words in this definition are explained below. o Process: A process means that we always have the possibility of improving. o Awareness: Being aware means we focus on understanding our present condition and continually seek more information about how we can improve. o Choices: Making choices means that we have considered a variety of options and we make a selection. o Success: Success is what we are as individuals determine to be over personal collection of accomplishments in life. To get your Target Heart Rate (THR). Compute your Maximum Heart Rate (MHR) first. Here is the formula. MHR=220 - (your age) AGEyou get Once BEGINNER your MHR, thisINTERMEDIATE is now called your ADVANCEDPredicted Maximal Beats/Minute Heart RateBeats/10 (PMHR). You can now Beats/Minute Beats/10 getBeats/Minute your THR Beats/10 for light-intensity, moderate-intensity, seconds and high-intensity workout seconds seconds Light Intensity: To 19 years 121-141 THR 20-24 = (MHR)141-161 x.65, Moderate: 24-27 (MHR) 161-181 x.7527-30 old High Intensity: THR = (MHR) x.85  FITNESS SELF- ASSESSMENT The purpose of the Fitness Self-Assessment is to assess overall physical fitness levels by conducting cardiovascular, muscular endurance and flexibility tests. It is important to remember that you do not need to score in the excellent category on every test. This is a tool to help you track your fitness levels and make fitness improvements or maintain your current fitness level before testing again  This test measures overall flexibility of the legs, back, arms and shoulders. a) Remove shoes and sit with your back and pelvis flat against the wall and legs flat on the ground. b) Slide the sit and reach box underneath your feet until your heels rest flat against the box. c) Hold your arms out straight in front of you and place one hand over the other. d) Move the adjustable measuring arm until the end touches your fingertips. e) Take a deep breath and as you exhale push the slider forward without bouncing or separating your hands. f) You have 3 attempts; record your best score to the nearest centimeter. g) https://exrx.net/Calculators/SitReach  Test measures how many push-ups a person can do in 1 minute and is a good indicator of upper body strength and endurance. Men do push ups from their toes and women from their knees. a) Start on your stomach with legs together, hands under your shoulders, fingers pointing forward. b) Push up into a plank position keeping hands under the shoulders with back and hips aligned. c) Bend elbows so that chest is 3-4 inches away from the ground, then return to plank position. d) Do as many repetitions as possible in 1 minute. e) https://exrx.net/Calculators/PushUps  This test measures how many curl ups a person can do in 1 minute and is a good indicator of core strength. a) Start on your back with knees bent at a 90-degree angle, feet on floor. b) Place hands on thighs with arms straight. c) Begin your curl up by contracting your abdominal muscles, lifting your head off the floor until your hands touch your knees then return to starting position. d) https://exrx.net/Calculators/CurlUp PHYSICAL FITNESS TEST COMPONENTS BEING MEASURED ZIPPER TEST UPPER ARM AND SHOULDER FLEXIBILITY SIT AND REACH TEST LOWER EXTREMITIES (HAMSTRING) FLEXIBILITY THREE-MINUTE STEP TEST CARDIOVASCULAR ENDURANCE PUSH-UP UPPER EXTREMITIES STRENGTH CURL-UP ABDOMINAL MUSCLE STRENGTH 50-METER SPRINT RUNNING SPEED BASKETBALL PASS UPPER BODY MUSCLE POWER AND STRENGTH STANDING LONG JUMP LEG MUSCLE POWER AND STRENGTH HEXAGON AGILITY TEST AGILITY STICK DROP TEST REACTION TIME PAPER JUGGLING COORDINATION STORK BALANCE STAND TEST BALANCE