Handout No. 1 in Physical and Personal Development in the Arts PDF

 CO QAH + MELC LW Course Outline & Quality HANDOUT No. 1 Assured Handouts paired with MELC- Based Learner’s in Physical And Personal Development in the Arts Worksheet MELC: 1. Identifies the parts of the body involved in the creation/performance of diffe...

 CO QAH + MELC LW Course Outline & Quality HANDOUT No. 1 Assured Handouts paired with MELC- Based Learner’s in Physical And Personal Development in the Arts Worksheet MELC: 1. Identifies the parts of the body involved in the creation/performance of different art forms (AD_PPD12-Ia-c-1) Semester: 1st, Quarter 1 Week No. 1 Day: 1-4 LESSON: Parts Of The Body Involved In The Creation/Performance Of Different Art Forms :Visual/Media Arts and Performing Arts – Music What makes the ocean blue? Why does sand look tan? What happens when we see a beach ball? As visual/media artists it is important to know how we see colors. TOPIC 1: Vision and Color Sample Image Organ Description Role in creating traditional/di gital art Rods and cones send electrical signals to in the retina let the brain know of the light entering the eye through the optic nerve Recognition of light into information needed to create the art form Optic nerve sends the signals to the thalamus to convert it into information Visual Cortex interpretation of shape, Identification motion, and color. These of the essential signals are combined into elements of art a whole image  prefrontal cortex where the brain processes Integration of information from the the art senses and combines it elements to with other kinds of human information, such as psychology memories and emotions. This is only designed to give you a brief understanding of how your voice works. Vocal anatomy is fairly complex. TOPIC 2: The Vocal Anatomy Sample Images Organ Description Role in Singing vocal cords/folds membranes that snap Controls dynamics and pitch open and closed while singing, speaking, or making noises “false” vocal folds prevent food, etc. from don’t play a major role in entering the trachea speech or singing. when swallowing voice box (or made of four basic The intrinsic muscles alter larynx) components: the the position, shape, and skeleton, “intrinsic tension of the vocal cords muscles” (which move and can bring them close the vocal cords, among together, spread them apart, other things), “extrinsic or stretch them in length. muscles” (which adjust the position of the larynx in the neck), and mucosa. The Resonators tongue, palate, oral responsible for vocal quality cavity, nasal cavity, sinus cavity, chest cavity, pharynx sinus cavities Part of your resonators where you’ll resonate your highest notes. nasal cavity, your these three is referred to where your head voice lies. teeth/lips, and the as “the mask” This area is also important upper pharynx for high belting. oral cavity, soft Part of your resonators where you'll resonate your palate, and middle chest voice pharynx upper chest cavity) Where you will make where much of your chest and lower pharynx your breast bone vibrate voice singing resonates. Diaphragm power source for singing generate a force which directs a controlled air stream between the vocal folds which is necessary for vocalization to occur  REFERENCES ology. n.d. Seeing Color. https://www.amnh.org/explore/ology/brain/seeing- color#:~:text=Light%20travels%20into%20the%20eye,Cone%20cells%20help%20detect%20colors. Secrets, Singing. n.d. How Singing is Created. http://voicestudio.kristinaseleshanko.com/VocalAnatomy.htm.  CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No.1 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Identifies the parts of the body involved in the creation/performance of different art forms (AD_PPD12-Ia-c-1) Objectives/Subtasks: 1. Identifies the parts of the body involved in the creation/performance of different art forms Topic: Parts of The Body Involved in The Creation/Performance of Different Art Forms: Visual/Media Arts and Performing Arts – Music Semester: 1st, 1st quarter Week No. 1 Day: 1-4 Directions: Match column A with column B Column A Column B a. prefrontal cortex b. diaphragm c. upper chest cavity and lower pharynx 1. d. sinus cavities e. vocal folds f. rods and cones g. nasal cavity, your teeth/lips, and the upper pharynx h. false vocal folds i. visual cortex j. thalamus 2. 3.  4. 5. 6.  CO QAH + MELC LW Course Outline & Quality Assured HANDOUT No. 2 Handouts paired with MELC- in Physical And Personal Development in the Arts Based Learner’s Worksheet MELC: 1. Identifies the parts of the body involved in the creation/performance of different art forms (AD_PPD12-Ia-c-1) Semester: 1st, Quarter 1 Week No. 2 Day: 1-4 LESSON: Parts Of The Body Involved In The Creation/Performance Of Different Art Forms : for Performing Arts – Dance and Theater The human body is the dancer's instrument of expression. Understanding how the body works can help a dancer stay in shape, improve performance, increase confidence and add longevity to his or her performing career. This is also true for the actors. TOPIC 1: Anatomy of a Performer General Anatomical Terms Anatomical position: Descriptions in human anatomy are expressed in relation to anatomical position. These positions describe where different body parts are found or what the direction of a movement is relative to the midline of the body or to another body part. Anatomical positions are referred to according to their orientation: Term Definition Sample Images Superior toward the head Inferior toward the feet Anterior toward the front of the body Posterior toward the back of the body Medial toward the midline of the body  Lateral away from the midline of the body Body cavity: Houses the internal organs. There are three main body cavities: thoracic the space above the cavity diaphragm. It encloses the heart and lungs within the ribcage, sternum (breastbone) and twelve thoracic vertebrae. abdominal houses the abdominal cavity viscera, begins below the diaphragm and ends at the top of the pelvis, at about waist level pelvic cavity extends from the end of the abdominal cavity to the pelvic floor.  Organ:/ A group of tissues that Viscera. perform a particular function. For example, the heart, lungs, liver and kidney are all organs. Pelvic floor: A group of muscles that reach from the pubic bone back to the sacrum. One function of the pelvic floor is to support the internal organs.  Tissue A group or collection of similar cells and their intercellular substance that act together to perform a particular function. The primary tissues are epithelial, connective, skeletal, muscular, glandular and nervous The Systems of the Body All systems are important for normal body functioning but, for a dancer/actor, sound knowledge of the following systems is particularly helpful: Term Definition Sample Images  musculoskeletal system This system's primary function is movement. central nervous system involves the brain and the spinal cord. It is the control centre of the nervous system. peripheral nervous system consists of any nervous tissue that is not encased in the skull or vertebral column. It includes the peripheral nerves and the sensory organs they stimulate in different parts of the body. The peripheral nervous system is important in balance. autonomic nervous system chiefly concerned with the regulation of visceral activity. It is involuntary  Bones Bone (osseus tissue): A specialized form of dense connective tissue consisting of bone cells (osteocytes) embedded in a matrix of calcified intercellular substance. The main functions of bone are to: 1. Protect vital structures 2. Support the body 3. Provide a basis for movement through muscle and tendon attachments 4. Provide attachment points for ligaments 5. Store important mineral salts such as calcium 6. Produce red blood cells which transport oxygen and carbon dioxide to and from tissues  Muscles and Related Terms Term/Muscle Role/Description Sample Images Core The dancer's centre, or core, involves a balance of stability and strength between the abdominal muscles, the back muscles and the pelvic floor muscles. The diaphragm is also an important part of the dancer's core. A strong core is very important in maintaining good posture and control of limb movement. Diaphragm: The diaphragm is the most important breathing muscle. Hip joint muscles: Adductors the muscles running along the inside of the leg from the groin area. Flexibility in the adductors makes it possible to do side splits. lateral rotators found deep in the buttock region. They are often very well developed in the ballet dancer who performs many movements in the "turned-out" position. medial rotators have the dual function of internal rotation (opposite to the turned-out position) and abduction (moving the leg away from midline). They are the antagonistic, or opposite, muscle group to the lateral rotators. Extensors are used in moving the leg backwards, in jumping and in straightening from a crouched position. Flexors bring the leg forward or the knee toward the chest. Iliotibial band A fibrous muscle structure running from the outside of the hip joint to the lower leg just below the knee joint. It is a continuation of the gluteus maximus muscle, which is the largest muscle in the buttock.  Hamstring A group of muscles found along the back of the leg running from the pelvis to just below the knee that effect hip and knee movements. The semitendinosus and the semimembranosus are found on the medial side and the biceps femoris is found on the lateral side. REFERENCES 101, Dance. n.d. Glossary of Human Anatomy Terms. http://www.artsalive.ca/en/dan/dance101/anatomy.asp.  CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No. 2 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Identifies the parts of the body involved in the creation/performance of different art forms (AD_PPD12-Ia-c-1) Objectives/Subtasks: 1. Identifies the parts of the body involved in the creation/performance of different art forms Topic: Parts of The Body Involved in The Creation/Performance of Different Art Forms: for Performing Arts – Dance and Theater Semester: 1st, 1st quarter Week No. 2 Day: 1-4 Directions: 1. Create a simple dance routine and identify the parts of the body involved. 2. Record your performance and explanation on video. 3. Submit your output to the teacher’s Gmail or thru flash drive. 4. Your output will be assessed according to the following rubrics: Excellent Good Fair Poor 10 pts 7 pts 5 pts 2 pts Presentation Extremely Some enthusiasm, and Showed little No enthusiasm, no enthusiastic, interest in activity enthusiasm, little interest interest in activities motivating, obvious presented, projected in activities being being presented, barely interest in activity voice, audible presented, somewhat audible presented, clear, audible audible voice Content Firm grasp on Basic knowledge and Some knowledge and Demonstrated little knowledge and understanding of the understanding of the knowledge or understanding of the topic being presented topic presented missing a understanding of the topic being few important facts topic being presented. presented, showed complete knowledge, covered all important facts Organization Instructed in easy-to- somewhat organized, sometimes hard to unorganized, follow sequence, easy to follow follow, not well planned confusing, hard to organized, well out follow, not planned out planned out Video Quality Proper equipment, Good location and Acceptable location and Poor location, poor excellent location, equipment, lighting equipment, audio and equipment, poor perfect lighting, and visuals clear, good visual unclear at times lighting, low visual and clear audio and audio audio quality visual, overall excellent quality Creativity & Excellent sense of Good use of graphics Minimal use of design Use of elements Design design. Effective and/or other design elements. No transitions. detracts from video. camera techniques elements. Some Too many or too gaudy used for the video transitions are graphics; transitions, and pictures. Smooth inappropriately placed. too many clips, transitions are backgrounds and/or appropriate and aid sounds detract from in delivery of the content. presentation. Timeliness Deadline was met. Deadline was met. Deadline was not met, Deadline was Those that were late negatively impacting the disregarded, having a did not have finished project. significant impact on significant impact on the final project. the finished project.  CO QAH + MELC LW Course Outline & Quality Assured HANDOUT No. 3 Handouts paired with MELC- in Physical And Personal Development in the Arts Based Learner’s Worksheet MELC: 1. Identifies hazardous materials, industry-related injuries and their causes used in art production (AD_PPD12-If-g-3) Semester: 1st, Quarter 1 Week No. 3 Day: 1-4 LESSON: Hazards and Injuries in Art Production: Visual/Media Arts and Performing Arts - Music Painting may seem like light work to others, but as a painter, you likely know there are many hazardous conditions you face consistently. TOPIC 1: Hazards and Injuries for Visual/Media Artists Injury/Hazard Description/Causes Sample images Slips and falls Risk factors for ladders and climbing include:  Dripping paint that creates a slippery surface  Placing ladders on uneven surfaces  Using wrong ladders  Carrying heavy equipment while climbing and losing balance Exposure to Paint, glue and contaminants lacquer all contain and fumes potentially harmful chemicals if not handled correctly. Fumes may become dangerous if the workplace is not properly ventilated. Continued exposure to these chemicals may result in upper respiratory or lung diseases. Breathing in gases, mists, vapors and dust can cause bronchitis or asthma.  Repetitive While the act of stress injuries painting may not seem to be straining, the repetitive motions and heavy lifting often cause injuries. Examples of these injuries include:  Myofascial damage  Tendinitis  Carpal tunnel syndrome Continuous lifting can even cause muscle strains and tearing of the rotator cuff. Eye injuries Mixing paint, cleaning painting equipment and painting in general can result in chemicals splashing into your eye. Vocal cord disorders are any anatomical or functional issue that affects the vocal cords. The vocal cords (also called vocal folds) are two bands of smooth muscle tissue found in the larynx (voice box). The vocal cords vibrate and air passes through the cords from the lungs to produce the sound of your voice. Some of the more common vocal cord disorders include the following. TOPIC 2: Hazards and Injuries for Musicians Vocal Cord Description/Causes Sample Images Disorder Laryngitis Laryngitis causes a raspy or hoarse voice due to inflammation of the vocal cords. Vocal nodules Vocal nodules are noncancerous calluses on the vocal cords caused by vocal abuse. Vocal nodules are often a problem for professional singers. They most often grow in pairs (one on each cord). The nodules most often form on parts of the vocal cords that get the most pressure when the cords come together and vibrate. Vocal nodules cause the voice to be hoarse, low and breathy. Vocal polyps A vocal polyp is a soft, noncancerous growth, similar to a blister. They can include blood within the blister that resolves over time to produce a clear blister. Voice polyps cause the voice to be hoarse, low and breathy. Vocal cord Paralysis of the vocal paralysis cords may happen when one or both vocal cords doesn’t open or close properly. When one vocal cord is paralyzed, the voice can be weak or food or liquids can slip into the trachea and lungs, whereby people have trouble swallowing and may choke or cough when they eat. Patients with both vocal cords paralyzed may have trouble breathing. Vocal cord paralysis may be caused by the following:  Head, neck, or chest injury.  Problem during surgery.  Stroke.  Tumor.  Lung or thyroid cancer  Certain neurological disorders, such as multiple sclerosis or Parkinson's disease.   Viral infection.  Treatment may include surgery and voice therapy. Sometimes, no treatment is necessary and a person recovers on his or her own. REFERENCES Hall, Gretchen. n.d. Common injuries in the painting industry. https://www.ghalllaw.com/blog/2017/02/common-injuries-in-the- painting-industry/. Vaninder Kaur Dhillon, M.D. n.d. What are vocal cord disorders? https://www.hopkinsmedicine.org/health/conditions-and- diseases/vocal-cord-disorders. CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No. 3 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Identifies hazardous materials, industry-related injuries and their causes used in art production (AD_PPD12-If-g-3) Objectives/Subtasks: 1. Create an instructional video of hazards and injuries in visual/media arts and music production. Topic: Hazards and Injuries in Art Production: Visual/Media Arts and Performing Arts - Music Semester: 1st, 1st quarter Week No. 3 Day: 1-4 Directions: 1. Choose 2 hazards/injuries for visual/media artists and 2 hazards/injuries for musicians. 2. Create a video of your chosen hazards/injuries. (in the home /workplace environment)  A video means that in the video, identify and briefly discuss the hazards/injuries being presented.  Submit your output to via the teacher’s Gmail or flash drive 3. Your output will be assessed through the following rubrics: Very Good Good Fair Poor 10 pts 7 pts 5 pts 2 pts Presentation Extremely enthusiastic, Some enthusiasm, Showed little No enthusiasm, no motivating, obvious interest and interest in enthusiasm, little interest interest in activities in activity presented, clear, activity presented, in activities being being presented, audible voice projected voice, presented, barely audible audible somewhat audible Content Firm grasp on knowledge Basic knowledge and Some knowledge and Demonstrated little and understanding of the understanding of the understanding of the knowledge or topic being presented, topic being presented topic presented understanding of the showed complete missing a few important topic being presented. knowledge, covered all facts important facts Organization Instructed in easy-to-follow somewhat organized, sometimes hard to unorganized, sequence, organized, well easy to follow follow, not well planned confusing, hard to planned out out follow, not planned out Video Quality Proper equipment, excellent Good location and Acceptable location and Poor location, poor location, perfect lighting, equipment, lighting equipment, audio and equipment, poor clear audio and visual, and visuals clear, visual unclear at times lighting, overall excellent quality good audio low visual and audio quality Creativity & Excellent sense of design. Good use of graphics Minimal use of design Use of elements Design Effective camera techniques and/or other design elements. No transitions. detracts from video. used for the video and elements. Some Too many or too pictures. Smooth transitions transitions are gaudy graphics; are appropriate and aid in inappropriately transitions, too many delivery of the presentation. placed. clips, backgrounds and/or sounds detract from content. Timeliness Deadline was met. Deadline was met. Deadlines was Deadline was Those that were late not met, negatively disregarded, did not have impacting the finished having a significant significant impact on project. impact on the the finished final project. project.  CO QAH + MELC LW Course Outline & Quality HANDOUT No. 4 Assured Handouts paired with MELC- Based Learner’s in Physical And Personal Development in the Arts Worksheet MELC: 1. Identifies hazardous materials, industry-related injuries and their causes used in art production (AD_PPD12-If-g-3) Semester: 1st, Quarter 1 Week No. 4 Day: 1-4 LESSON: Hazards and Injuries in Art Production: Performing Arts – Dance and Theater As the dance and actor express their art through their bodies, injuries and hazards revolve around the human body. TOPIC 1: Hazards and Injuries for Dancers and Actors Common Injuries are: Hazard/ Description Causes Sample Images Injury Sprain a stretching or Ankle — Walking or tearing of exercising on an ligaments — the uneven surface, tough bands of landing awkwardly fibrous tissue that from a jump connect two bones Knee — Pivoting together in your during an athletic joints. The most activity common location Wrist — Landing on for a sprain is in an outstretched hand your ankle. during a fall Thumb — Skiing injury or overextension when playing racquet sports, such as tennis muscle an injury to a Acute strains can be strain muscle or a caused by one event, tendon — the such as using poor fibrous tissue that body mechanics to lift connects muscles to something heavy. bones. Minor Chronic muscle injuries may only strains can result from overstretch a repetitive injuries muscle or tendon, when you stress a while more severe muscle by doing the injuries may same motion over and involve partial or over. complete tears in these tissues. Carpal is a condition that It happens because of tunnel causes numbness, pressure on your syndrom tingling, or median nerve, which e weakness in your runs the length of hand. your arm, goes through a passage in your wrist called the carpal tunnel, and ends in your hand. Bursitis is a painful Bursitis often occurs condition that near joints that affects the small, perform frequent fluid-filled sacs — repetitive motion. called bursae — that cushion the bones, tendons and muscles near your joints. Bursitis occurs when bursae become inflamed. Tendiniti is inflammation or frequent repetitive s irritation of a motion. tendon — the thick fibrous cords that attach muscle to bone. The condition causes pain and tenderness just outside a joint. Myofasc a chronic condition Myofascial pain may ial pain that affects the develop from a syndrom fascia (connective muscle injury or from e tissue that covers excessive strain on a the muscles). It may particular muscle or involve either a muscle group, single muscle or a ligament or tendon muscle group. Dystonia a movement Brain trauma disorder in which a Stroke person's muscles Tumor contract Oxygen deprivation uncontrollably. The Infection contraction causes Drug reactions the affected body Poisoning caused by part to twist lead or carbon involuntarily, monoxide resulting in repetitive movements or abnormal postures. nerve caused when a Repetitive injury and entrapme peripheral nerve trauma to a nerve nt losses mobility, flexibility, or becomes compressed by surrounding tissues. A nerve entrapment can cause neuropathic / neurogenic pain that can be either acute or chronic in nature. Epicond an inflammation or frequent repetitive ylitis damage to the area motion. of an epicondyle of bone ganglion a small sac of fluid frequent repetitive cyst that forms over a motion. joint or tendon (tissue that connects muscle to bone). Inside the cyst is a thick, sticky, clear, colorless, jellylike material. Depending on the size, cysts may feel firm or spongy Tenosyn the inflammation of frequent repetitive ovitis the fluid-filled motion. sheath (called the synovium) that surrounds a tendon, typically leading to joint pain, swelling, and stiffness. Trigger a condition in repetitive gripping finger which one of your actions fingers gets stuck in a bent position  REFERENCES n.d. Bursitis. https://www.mayoclinic.org/diseases-conditions/bursitis/symptoms-causes/syc- 20353242#:~:text=Bursitis%20(bur%2DSY%2Dtis,the%20shoulder%2C%20elbow%20and%20hip. n.d. Carpal Tunnel Syndrome. https://www.webmd.com/pain-management/carpal-tunnel/carpal-tunnel-syndrome#3. n.d. Ganglion Cyst. https://www.webmd.com/a-to-z-guides/ganglion-cyst#. n.d. Medical Definition of Epicondylitis. https://www.medicinenet.com/script/main/art.asp?articlekey=64374. n.d. Repetitive Motion Disorders Information Page. https://www.ninds.nih.gov/Disorders/All-Disorders/Repetitive-Motion- Disorders-Information-Page. n.d. Tendinitis. https://www.mayoclinic.org/diseases-conditions/tendinitis/symptoms-causes/syc-20378243. Vaninder Kaur Dhillon, M.D. n.d. "What are vocal cord disorders?" hopkinsmedicine.org. https://www.hopkinsmedicine.org/health/conditions-and-diseases/vocal-cord-disorders. n.d. Muscle Pain (Myofascial Pain Syndrome). https://www.webmd.com/pain-management/guide/myofascial-pain- syndrome#:~:text=Myofascial%20pain%20syndrome%20(MPS)%20is,tissue%20that%20covers%20the%20muscles). n.d. Dystonia: Causes, Types, Symptoms, and Treatments. https://www.webmd.com/brain/dystonia-causes-types-symptoms-and- treatments#2. n.d. Nerve entrapment. https://www.physio-pedia.com/Nerve_entrapment#:~:text=pinched%22%20peripheral%20nerve.- ,Definition,acute%20or%20chronic%20in%20nature.  CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No. 4 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Identifies hazardous materials, industry-related injuries and their causes used in art production (AD_PPD12-If-g-3) Objectives/Subtasks: 1. Create an a video of hazards and injuries in dance and theater production. Topic: Hazards and Injuries in Art Production: Performing Arts – Dance and Theater Semester: 1st, 1st quarter Week No. 4 Day: 1-4 Directions: 1. Choose 1 hazard/injury commonly experienced by dancers and 1 hazard/injury commonly experienced by dancers from the lesson. 2. Create a video of your chosen hazards/injuries. (in the home /workplace environment)  A video means that in the video, identify and briefly discuss the hazards/injuries being presented.  Submit your output to via the teacher’s Gmail or flash drive 3. Your output will be assessed through the following rubrics: Very Good Good Fair Poor 10 pts 7 pts 5 pts 2 pts Presentation Extremely enthusiastic, Some enthusiasm, and Showed little enthusiasm, No enthusiasm, no motivating, obvious interest in activity little interest in activities interest in activities interest in activity presented, projected voice, being presented, somewhat being presented, presented, clear, audible audible barely audible audible voice Content Firm grasp on Basic knowledge and Some knowledge and Demonstrated little knowledge and understanding of the topic understanding of the topic knowledge or understanding of the being presented presented missing a few understanding of the topic being presented, important facts topic being presented. showed complete knowledge, covered all important facts Organization Instructed in easy-to- somewhat organized, easy sometimes hard to follow, unorganized, follow sequence, to follow not well planned out confusing, hard to organized, well follow, not planned planned out out Video Quality Proper equipment, Good location and Acceptable location and Poor location, poor excellent location, equipment, lighting and equipment, audio and equipment, poor perfect lighting, clear visuals clear, good audio visual unclear at times lighting, low visual audio and visual, and audio quality overall excellent quality Creativity & Excellent sense of Good use of graphics Minimal use of design Use of elements Design design. Effective and/or other design elements. No transitions. detracts from video. camera techniques used elements. Some transitions Too many or too for the video and are inappropriately placed. gaudy graphics; pictures. Smooth transitions, too many transitions are clips, backgrounds appropriate and aid in and/or sounds detract delivery of the from content. presentation. Timeliness Deadline was met. Deadline was met. Deadlines was not met, Deadline was Those that were late did negatively impacting the disregarded, having a not have significant impact finished project. significant impact on on the finished project. the final project.  CO QAH + MELC LW Course Outline & Quality Assured HANDOUT No. 5 Handouts paired with MELC- in Physical And Personal Development in the Arts Based Learner’s Worksheet MELC: 1. Practices basic first-aid measures according to hazards during art production (AD_PPD12-Ii-j-5) Semester: 1st, Quarter 1 Week No. 5 Day: 1-4 LESSON: Basic First-Aid measures: for Visual/Media Arts and Performing Arts – Music Not all accidents, injuries or illnesses require a trip to the hospital especially if there is a show going on. But it doesn’t mean they don’t cause pain and suffering. Therefore it is important to learn basic first-aid for injuries commonly experienced by artists. TOPIC 1: First Aid for Visual/Media Arts Injuries Injury/ First-Aid Procedures Sample Images/videos Hazard Slips  Place a cold and falls compress or ice pack on any bumps or bruises.   Give acetaminophen or ibuprofen for pain  Let the person rest, as needed, for the next few hours. Exposur Make sure that there is Refer to video provided: e to no other risk - for you or How to help and give First Aid for a person with Chemical Ingestion contami the victim - due to nants administering first aid. If there is internet connection: and If possible: https://youtu.be/hCb8I7O2_Tk fumes 1. Identify the poison, drug or food, and keep its vessel, remnants or cover. 2. Identify the dosage or the intake of such substance. 3. Verify the duration (since how long has the victim taken it). 4. Identify the victim’s age and weight. 5. If poisoning is deliberate or by mistake. 6. Observe the symptoms (acute or mild). 7. If the victim vomits, keep the vomited material (for test purposes by the concerned authorities). 8. Call the Poison Control or hospital and get the first aid advice. 9. Call the ambulance or medical assistance, or carry the victim to the nearest hospital. 10. Make sure to have the toxic material and its bottle along with the victim to the hospital. 11.If the victim is unconscious: Check hi breath and provide C.P.R if needed.​ Repetiti  rest, icing, splinting ve stress and elevation. injuries  Often an anti- inflammatory or, less frequently, a steroid injection may be used.   A splint or wrap may help protect and rest the injured area. Eye Flush your eye with injuries water. Use clean, lukewarm tap water for at least 20 minutes. Use whichever of these approaches is quickest:  Get into the shower and aim a gentle stream of water on your forehead over your affected eye. Or direct the stream on the bridge of your nose if both eyes are affected. Hold the lids of your affected eye or eyes open.  Put your head down and turn it to the side. Then hold the lids of your affected eye open under a gently running faucet. If you have access to a work site eye-rinse station, use it.  Don't rub the eye — this may cause further damage.  Don't put anything except water or contact lens saline rinse in the eye. And don't use eyedrops unless emergency personnel tell you to do so.  TOPIC 2: First Aid for Musicians Vocal Cord First-Aid Procedures Sample Images Disorder Laryngitis voice rest, drinking fluids and humidifying your air Vocal  Avoiding nodules yelling/screaming  Learning to properly imitate when pretend- playing  Drinking plenty of water  Maintaining a healthy diet  Managing symptoms of reflux and allergies: Many times, the swelling of the vocal folds that lead to nodules are triggered by regurgitation, so reflux management may be recommended Vocal  Avoiding polyps yelling/screaming  Learning to properly imitate when pretend- playing  Drinking plenty of water  Vocal cord voice therapy, bulk paralysis injections, surgery or a combination of treatments. REFERENCES n.d. Chemical splash in the eye: First aid. https://www.mayoclinic.org/first-aid/first-aid-eye-emergency/basics/art-20056647. Health, Ministry of. n.d. Chemical Poisoning. https://www.moh.gov.sa/en/HealthAwareness/EducationalContent/Firstaid/Pages/005.aspx. n.d. Repetitive Stress Injury. https://my.clevelandclinic.org/health/diseases/17424-repetitive-stress-injury.  CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No. 5 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Practices basic first-aid measures according to hazards during art production (AD_PPD12-Ii-j-5) Objectives/Subtasks: 1. Perform basic first-aid measures for injuries commonly experienced by visual/media artists and musicians. Topic: Basic First-Aid measures: for Visual/Media Arts and Performing Arts – Music Semester: 1st, 1st quarter Week No. 5 Day: 1-4 Directions: 1. Choose 4 injuries from the lesson and perform basic first-aid for those injuries. 2. The victim should be someone who is from your own household. 3. Record your performance on video. 4. Submit your output to via the teacher’s Gmail or flash drive 5. Your output will be assessed through the following rubrics: Needs Improvement Average Very Good Advanced Shows no knowledge Steps taken and Most of the time was able Easily Identifies and recall attempted to aid to identify and perform Executes treatment task 20 pts 30 pts 40 pts 50 pts Performa Showed some of the Showed 50% proper Showed 75% proper Identified each problem nce proper technique, many technique but did not technique, victims’ and was able to show steps were missed draw correct conclusions problem(s) were well 90%+ technique as to injury identified competently by rescuer Emapthy Spoke very little to either Spoke to victim (con or Reassured victim in calm Reassured victim to Victim concsious or unconcious Uncon) and showed voice (con or uncon) throughout time spent with victim, lack of some compassion victim (con or uncon) compassion Language Used very little first Satisfactorily was able Did well in wording the Easily communicated in a responder vocabulary to communicate to a problem identified and medical lingo at all times fellow rescuer, in first solutions were clear with aid lingo appropriate key words Timeline Deadline was Deadlines was Deadline was met. Deadline was met. ss disregarded, not met, negatively Those that were late did not having a significant impacting the finished have impact on the project. significant impact on the final project. finished project.  CO QAH + MELC LW Course Outline & Quality Assured HANDOUT No. 6 Handouts paired with MELC- in Physical And Personal Development in the Arts Based Learner’s Worksheet MELC: 1. Practices basic first-aid measures according to hazards during art production (AD_PPD12-Ii-j-5) Semester: 1st, Quarter 1 Week No. 6 Day: 1-4 LESSON: Basic First-Aid measures: for Performing Arts – Dance and Theater Not all accidents, injuries or illnesses require a trip to the hospital especially if there is a show going on. But it doesn’t mean they don’t cause pain and suffering. Therefore, it is important to learn basic first-aid for injuries commonly experienced by artists. TOPIC 1: First Aid for Performing Arts Dance and Theater Hazard/Injury First-Aid Procedures Sample Image Sprain  Rest the injured limb  Ice the area.  Compress the area with an elastic wrap or bandage.  Elevate the injured limb above your heart whenever possible to help prevent or limit swelling. muscle strain  Apply ice right away to reduce swelling. Wrap the ice in cloth. Do not place ice directly on the skin. Apply ice for 10 to 15 minutes every 1 hour for the first day and every 3 to 4 hours after that.  Use ice for the first 3 days. After 3 days, either heat or ice may be helpful if you still have pain.  Rest the pulled muscle for at least a day. If possible, keep the pulled muscle raised above your heart.  Try not to use a strained muscle while it is still painful. When the pain starts to go away, you can slowly increase activity by gently stretching the injured muscle. Carpal tunnel  put ice on your wrist or soak it syndrome in an ice bath. Try it for 10 to 15 minutes, once or twice an hour.  gently shake your wrist or hang it over the side of your bed for pain that wakes you up at night.  Some experts suggest you put your hand in warm water, around 100 F, then gently flex and extend your hand and wrist. Try it 3-4 times a day.  Rest your hands and wrists as much as possible. Give them a break from things that trigger your symptoms.  To ease pain, take over-the- counter meds like aspirin, ibuprofen, or naproxen. Bursitis  Rest and don't overuse the affected area.  Apply ice to reduce swelling for the first 48 hours after symptoms occur.  Apply dry or moist heat, such as a heating pad or taking a warm bath. Tendinitis  Apply ice or cold packs for 10 to 15 minutes at a time, as often as 2 times an hour, for the first 72 hours. Keep using ice as long as it helps.  Take over-the-counter pain relievers Myofascial Physical therapy pain syndrome "Stretch and spray" technique: This treatment involves spraying the muscle and trigger point with a coolant and then slowly stretching the muscle. Massage therapy Trigger point injection Dystonia  Physical therapy or occupational therapy or both to help ease symptoms and improve function  Speech therapy if dystonia affects your voice  Stretching or massage to ease muscle pain nerve  Occupational therapy entrapment  Splints  Pain reliever Epicondylitis  Rest your arm by avoiding the movement that caused the condition.  Take an over-the-counter (OTC) medicine that reduces swelling, such as ibuprofen, naproxen, or aspirin.  Apply an ice pack to your elbow for 15 to 20 minutes, 3 times a day.  Wrap affected area in a compression bandage. ganglion cyst  rest and wearing a splint or brace.  Anti-inflammatory medicines can help ease minor pain or discomfort. Tenosynovitis  Immobilizing your thumb and wrist, keeping them straight with a splint or brace to help rest your tendons  Avoiding repetitive thumb movements as much as possible  Avoiding pinching with your thumb when moving your wrist from side to side  Trigger finger  taking a break from repetitive activities for four to six weeks  wearing a brace or splint to restrict motion and rest the hand  applying heat or ice to reduce swelling  placing your hand in warm water several times throughout the day to relax the tendons and muscles  gently stretching your fingers to enhance their range of motion REFERENCES n.d. Sprain: First aid. https://www.mayoclinic.org/first-aid/first-aid-sprain/basics/art-20056622. n.d. Strains. https://medlineplus.gov/ency/article/000042.htm#:~:text=Apply%20ice%20for%2010%20to,for%20at%20least%20a%20day. n.d. Bursitis. https://www.mayoclinic.org/diseases-conditions/bursitis/symptoms-causes/syc- 20353242#:~:text=Bursitis%20(bur%2DSY%2Dtis,the%20shoulder%2C%20elbow%20and%20hip. n.d. Carpal Tunnel Syndrome. https://www.webmd.com/pain-management/carpal-tunnel/carpal-tunnel-syndrome#3. n.d. Ganglion Cyst. https://www.webmd.com/a-to-z-guides/ganglion-cyst#. n.d. Medical Definition of Epicondylitis. https://www.medicinenet.com/script/main/art.asp?articlekey=64374. n.d. Repetitive Motion Disorders Information Page. https://www.ninds.nih.gov/Disorders/All-Disorders/Repetitive-Motion- Disorders-Information-Page. n.d. Tendinitis. https://www.mayoclinic.org/diseases-conditions/tendinitis/symptoms-causes/syc-20378243. Vaninder Kaur Dhillon, M.D. n.d. "What are vocal cord disorders?" hopkinsmedicine.org. https://www.hopkinsmedicine.org/health/conditions-and-diseases/vocal-cord-disorders. n.d. Muscle Pain (Myofascial Pain Syndrome). https://www.webmd.com/pain-management/guide/myofascial-pain- syndrome#:~:text=Myofascial%20pain%20syndrome%20(MPS)%20is,tissue%20that%20covers%20the%20muscles). n.d. Dystonia: Causes, Types, Symptoms, and Treatments. https://www.webmd.com/brain/dystonia-causes-types-symptoms-and- treatments#2. n.d. Nerve entrapment. https://www.physio-pedia.com/Nerve_entrapment#:~:text=pinched%22%20peripheral%20nerve.- ,Definition,acute%20or%20chronic%20in%20nature.  CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No. 6 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Practices basic first-aid measures according to hazards during art production (AD_PPD12-Ii-j-5) Objectives/Subtasks: 1. Perform basic first-aid measures for injuries commonly experienced by dancers and actors. Topic: Basic First-Aid measures: for Performing Arts – Dance and Theater Semester: 1st, 1st quarter Week No. 6 Day: 1-4 Directions: 1. Choose 4 injuries from the lesson and perform basic first-aid for those injuries. 2. The victim should be someone who is from your own household. 3. Record your performance on video. 4. Submit your output to via the teacher’s Gmail or flash drive 5. Your output will be assessed through the following rubrics: Needs Improvement Average Very Good Advanced Shows no knowledge Steps taken and Most of the time was able Easily Identifies and recall attempted to aid to identify and perform Executes treatment task 20 pts 30 pts 40 pts 50 pts Performance Showed some of the Showed 50% proper Showed 75% proper Identified each problem proper technique, technique but did not technique, victims’ and was able to show many steps were draw correct conclusions problem(s) were well 90%+ technique missed as to injury identified competently by rescuer Emapthy to Spoke very little to Spoke to victim (con or Reassured victim in calm Reassured victim Victim either concsious or Uncon) and showed voice (con or uncon) throughout time spent unconcious victim, some compassion with victim (con or lack of compassion uncon) Language Used very little first Satisfactorily was able to Did well in wording the Easily communicated in a responder vocabulary communicate to a fellow problem identified and medical lingo at all times rescuer, in first aid lingo solutions were clear with appropriate key words Timeliness Deadline was Deadlines was Deadline was met. Deadline was met. disregarded, not met, negatively Those that were late did not having a significant impacting the finished have impact on the project. significant impact on the final project. finished project.  CO QAH + MELC LW Course Outline & Quality Assured HANDOUT No. 7 Handouts paired with MELC- in Physical And Personal Development in the Arts Based Learner’s Worksheet MELC: 1. Develops proper personal hygiene regimen suitable for the art form (AD_PPD12-Ih-4) Semester: 1st, Quarter 1 Week No. 7 Day: 1-4 LESSON: Proper Hygiene for the Art Form Good personal hygiene is one of the best ways to protect yourself from getting gastro or infectious diseases such as COVID-19, colds and flu. This is one of the foundations that we need to learn as artists. TOPIC 1: Visual/Media Arts Hygiene Hygiene Regimen Procedure Clean Water-Based 1. Scrape Off Excess Paint Finishes And Latex  Use the rim of a can and then work some of the paint onto newspaper before cleaning Paints in soapy water. 2. Wash the Brush In a Pail of Soapy Water  Work the paint free of the bristles with your hands and a brush comb. 3. Spin the Brush In a Pail  Remove any remaining paint and water. 4. Rinse the Bristles In a Pail of Clean Water  Work the bristles with your hand. After a few minutes, spin the brush again and then rinse it in another pail of clean water. 5. Wrap the Brush With Heavy Paper  Pre-fold the paper, then wrap it around the brush and tie it loosely with string. Clean Oil-Based 1. Rinse the brush thoroughly in paint thinner. Work the bristles with your hands (wear chemical- Varnishes And resistant gloves, which are available at your hardware store or home center). If necessary, use a Paint From brush comb to get rid of paint clinging to the brush. This is less of a problem with oil paint than Brushes with latex. 2. Spin the brush for 10 seconds. Use a brush-and-roller spinner after nearly all the paint solids are out of the brush. 3. Dip the brush into a clean container of paint thinner. Work any remaining paint out of the bristles. Agitate the bristles for at least two minutes. 4. Spin the brush again. 5. Dip the brush into a container of lacquer thinner. Agitate the brush for about a minute to remove any remaining paint residue. Shake the brush onto newspaper to remove the lacquer thinner and residue. Lacquer thinner is extremely flammable—be sure to do this outside. 6. Clean the brush in a bucket of soapy water. Use laundry or dish soap. Work the bristles for only one minute. Purists may not want to do this, especially with natural-bristle brushes. A quick cleaning with water won't damage the bristles, though. Spin the brush free of water and then shape the brush as shown above. Cleaning Shellac- Cleaning clear shellac varnish or pigmented shellac paints requires a different solvent than does latex Based Paints and oil. You must use denatured alcohol or an ammonia household cleaner. When using an ammonia solution, mix it with warm water at twice the strength recommended for cleaning floors. Then rinse the brush in lukewarm water, and spin and wrap it as shown above. When using denatured alcohol, follow the same steps as for the oil-based paint cleanup, but use the alcohol instead. Cleaning petrified 1. You can buy either of the brush to dissolve the crusty hard paint on your brushes. However, choose brushes carefully. The solvent-based cleaner is great for any brush (natural or synthetic), but the water-based cleaner is only good for synthetic brushes. 2. Both solvents will remove hardened latex and oil-based paint. The brushes must soak overnight. If the paint isn't softened after 24 hours, let the brushes soak another day. You must suspend the brushes or the bristles will look like hockey sticks as they soften and settle into the bottom of the jar. 3. Once the bristles are supple, remove the brush and comb away any solids. If you're using the solvent-based cleaner, soak the brush again for an hour in clean solution to remove any more solids, and then follow the procedure for cleaning oil-based paint from brushes. If using the water-based cleaner, wash the brush in soapy water and follow the directions for cleaning latex paint from a brush. Artist hygiene/self- Wear: care  Work Gloves.  Protective Eyewear.  Masks & Respirators.  Coveralls.  Hard Hats.  Fall Protection.  Knee Pads. Before and after painting:  bathe; clean yourself  wash hands  make sure that gear and coveralls is clean/cleaned  TOPIC 2: Performing Arts – Music Hygiene Hygiene Regimen Procedures For singers Maintain good general health. Get adequate rest to minimize fatigue. If you do become ill, avoid "talking over your laryngitis" - see your physician and rest your voice. Exercise regularly. Eat a balanced diet. Including vegetables, fruit and whole grains, and avoid caffeinated drinks (coffee, tea, and soft drinks) and alcohol. Avoid spicy, acidic, and dairy foods if you are sensitive to them. Maintain body hydration; drink two quarts of water daily. Avoid dry, artificial interior climates. A humidifier at night might compensate for the dryness. Limit the use of your voice. High-ceilinged restaurants, noisy parties, cars and planes are especially damaging to the voice. If necessary, use amplification for vocal projection. Avoid throat clearing and voiced coughing. Stop yelling, and avoid hard vocal attacks on initial vowel words. Adjust the speaking pitch level of your voice. Use the pitch level in the same range where you say, "Umm-hmm?" Speak in phrases rather than in paragraphs. Breathe slightly before each phrase. Reduce demands on your voice - don't do all the talking! Learn to breathe silently to activate your breath support muscles and reduce neck tension. Take full advantage of the two free elements of vocal fold healing: water and air. Vocal athletes must treat their musculoskeletal system as do other types of athletes; therefore, vocal warm-ups should always be used prior to singing. Vocal cool-downs are also essential to keep the singing voice healthy. Singers who engage is physical training that includes weight lifting or bursts of high intensity (like kick boxing) should always exhale when they lift or during a burst of force. Holding your breath and/or "grunting" can damage the vocal folds. Singers should also be very aware that medications can have an adverse effect on the voice. Here is a link to a list of common medications and the potential side effects from the National Center for Voice and Speech  For instrumentalists All musicians or students should have their own instrument if possible. All musicians or students should have their own mouthpiece if possible. All students and faculty sharing reed instruments MUST have their own individual reeds. Reeds should NEVER be shared. If instruments must be shared in class, alcohol wipes or Sterisol germicide solution (both available from the Department of Music) should be available for use between different people. When renting or using a Department-owned musical instrument, each user must understand that regular cleaning of these musical instruments is required in order to practice proper hygiene. TOPIC 3: Performing Arts – Dance/Theater Hygiene Hygiene Regimen Procedures Management of body be sure to bathe, wear deodorant, and wear cologne or perfume odor and bad breath brush your teeth, gargle with mouthwash, have mint with you For body Keep hands moisturized and nails trimmed/manicured What to wear to stay Fabrics made of: fresh 100% Cotton Pima cotton Modal Linen Wool Cashmere Tencel Seersucker Bamboo Colors That Hide Sweat Black White Dark colors like Navy Patterns & Prints REFERENCES n.d. DANCE HYGIENE – WHY IT'S IMPORTANT TO HAVE GOOD HYGIENE WHEN SOCIAL DANCING. https://www.serendipitydancestudio.com/blogosphere/2018/7/18/dance-hygiene-why-it-is-important-to-have-good-hygiene- when-social-dancing. n.d. DANCE FLOOR HYGIENE: DRESS TO STAY FRESH. https://www.latangoacademy.com/blog/2015/10/9/dance-floor-hygiene- dress-to-stay-fresh#:~:text=Loose%2Dfitting%20undershirts%20(100%25,a%20fresh%20undershirt%20as%20needed.). n.d. Department of Music. http://www.fresnostate.edu/artshum/music/health/index.html. n.d. How to Clean Paint Brushes. https://www.familyhandyman.com/project/how-to-clean-paint-brushes/.  CO QAH + MELC LW Course Outline & Quality Assured LEARNING WORKSHEET No. 7 Handouts paired with MELC- in Physical and Personal Development in the Arts Based Learning Worksheet Name: _________________________________ Grade & Section: _________________________ Teacher: _______________________________ Date Submitted: __________________________ MELC: 1. Develops proper personal hygiene regimen suitable for the art form (AD_PPD12-Ih-4) Objectives/Subtasks: 1. Perform proper personal hygiene regimen suitable for the art form Topic: Proper Hygiene for the Art Form Semester: 1st, 1st quarter Week No. 7 Day: 1-4  Directions: 1. Make a vlog of your working area focusing on hygiene and organization. (according to your specialization) 2. Record your performance on video. 3. Submit your output to via the teacher’s Gmail or flash drive 4. Your output will be assessed through the following rubrics: (video log Excellent Good Satisfactory Needs Improvement rubrics) 20 pts 15 pts 10 pts 5 pts Content Quality Appropriate, Appropriate and Vlogs and comments done, Vlogs not engaging, engaging, reflective, respectful to others. but lacks engagement, are irrelevant, or are and respectful to Vlogs have a purpose or analysis or substantial difficult to follow in others. Vlogs are in- main topic about reading reflection, or may be off meaning. depth, analytical, and is reflective. topic. reflective, make a point and make connections beyond the text. Speech & Vlog has originality Speech is fluent. Vlog Vlog may contain several Vlog may contain Grammar and flair, emphasizing may contain one or two errors in grammar; errors may significant errors in important points; errors in grammar; errors impede viewer’s grammar; errors may contains no errors in do not impede viewer's understanding. Speech lack cause confusion for grammar. understanding. fluency. the viewer. Speech is choppy without complete sentences or clear topic. Video Quality Video is well lit and Video is well lit and Video is fairly well lit within Camera may be jerky, frames subject frames the subject within minimal movement. Subject making it difficult to appropriately. Editing the frame without is usually within the frame. view, poorly lit, or enhances cohesiveness excessive movement. subject not clearly in of vlog. video. Sound Quality Sound is clear and Vlog is understandable Vlog somewhat difficult to Vlog is difficult to volume is appropriate. and volume is hear or is occasionally too hear or is too loud. appropriate. loud. ANSWER KEY  Prepared by: PAMELA GRACE S. TARRAYO CADSEV-SHST I / 0955-816-0942 Inspected: Noted: LANGIE RINALYN CORIE BOY B.C. SENOLOS C.BESO ENRIQUEZ PhD. MERCEDITA S. GARCIA DR. NICOLAS ADHNA JAIME P. E. B.TIMAGOS SAGAYAP TARRAYO Language Content Content Editor Editor EPS-1 MAPEH Content ContentEditor Editor