WORK BOOK

IN
MAPEH 9

PREPARED BY:

ROSE CEBELLE B. AÑONUEVO

MAPEH TEACHER
MUSIC
UNIT I Music of Medieval, Renaissance, and Boroque Period
Lesson 1.1 Medievel Period historical and cultural background
Lesson 1.2 Medievel Period Famous Composers
Lesson 1.3 Renaissace Period Music Instrument
Lesson 1.4 Renaissace Period Famous Composers
Lesson 1.5 Music of the Baroque Period

ARTS
UNIT I WESTERN AND CLASSFICAL ART TRADITIONS
Lesson 1.1 Characteristics of Art during the Ancient Period
Lesson 1.2 Prehistorical Art
Lesson 1.3 Famous prehistorical art masterpieces

PHYSICAL EDUCATION

UNIT I PHYSICAL FITNESS

Lesson 1.Weight Management
Lesson 1.2 Nutritionn and Healthy Eating Habits
 MUSIC

Lesson 1.1 • Medievel Period historical and cultural background

Learner Targets

The students will be able to:

 Discuss the historical and cultural background.
 Identify the characteristics of Gregorian chants.
 Listens perceptively to selected vocal and instrument music of Medieval.

WHAT TO KNOW

The Medieval period is also known as the Middle Ages or ‘Dark Ages” that started with the fall
of the Roman Empire. During this time, the Christian Church influenced Europe’s culture and political
affairs.
Monophonic plainchant was named after Pope Gregory I, who made this the approved music of
the Catholic Church. Pope Gregory’s action made monophonic plainchants popular. Although it was
originally transmitted orally, scholars agreed to put it in notation to assist dissemination of chants across
Europe.
Characteristics of the Gregorian Chants:
 Monophonic
 Free meter
 Modal
 Usually based on Latin liturgy
 Use of Neume notation

Activity

Listen to the link that features a Gregorian Chant of the Medieval Period.
http://www.youtube.com/watch?v=kK5AohCMX0U.
KWL (Known Want and Learned)
Instruction: Allow the students to fill in each column about their knowledge about music of Medieval Period.
KNOWN WANT LEARNED
 Assessment

Direction: Match column A with the correct answer on column B, write only the letter of answer on the
blank before the number.

A B

_______ 1. A form of monophonic, unaccompanied sacred a. modal

song of western Roman Catholic Church. b. free meter
_______ 2. No regular repeating rhythm. c. Gregorian chants
_______ 3. Monophonic plainchant was named after _______. d. based on Latin liturgy
_______ 4. Consisting of a single musical line, without e. Pope Gregory I
accompaniment. f. authentic
_______ 5. Is also known as the Middle Ages or ‘Dark Ages” g. secular
_______ 6. A sign for one or a group of successive musical h. use of Neume notation
pitches, predecessor of modern musical notes. i. plagal
_______ 7. Known as scales, modes are patterns of notes. j. Medieval Period
_______ 8. Range of fifth above the finalis and descend fourth k. monophonic
below the finalis.
_______ 9. Range of octave above finalis or tonic in major or
minor scale.
______ 10. The term most commonly refers to the mass of the
Roman Catholic church.
 ARTS

Lesson 1.1 • Characteristics of Art during the Ancient Period

Learner Targets

The students will be able to:

 Identify distinct characteristics of art during the ancient period.
 Reflect on and derive the mood, idea or message emanating from selected artworks.
 Use artworks to derive the traditional/ history of an art period.

WHAT TO KNOW

Ancient art refers to the collection of works around the time when history was first recorded.
These artworks were made by advanced civilizations like those in the early history of China, India,
Mesopotamia, Babylonia, Persia, Egypt. Greece, and Rome.
The following societies have evolved in their respective characteristics during their time.

EGYPTIAN

 Artworks represented their gods,

goddesses and pharaohs.
 Symbolism played an important role
during that time to establish a sense of
order.
 Animals and colors are two of most
important symbols of their art.

SUMERIAN

 Ancient Sumerian artifacts were made during the 5th

millennium BC.
 Sumerians were popular with their decorative
pottery with cedar oil paints.
 Greatest architectural achievement of the Sumerians
was the arch
BABYLONIAN

 Babylonians took advantage of the

abundance of clay in Mesopotamia to
create bricks.
 Stone was popularly used, leading to
high perfection in the art of gem-cutting.
 The use of bricks is the most massive
development of pilaster and column,
frescoes, and enameled tiles.

GREEK

 Coin design, pottery, and gem carving was one of

their minor arts during the time
 In terms of painting, the panel painting was the
most prestigious.
 The sculpture during this period was known for
contrapposto the standing position of the figure.

ROMAN

 Roman art copied and, at best, modified Greek and

another art.
 Artists during the Ancient Roman period signified the important events in the life of the state and
glorified emperors and expressed ideas of beauty, nobility, and inner life of the people.
 Few of the portraits painted on glass and medals from the empire have survived.

CHINESE

 Under the Shang and Zhou Dynasty,

multitudes of artistic bronzeware vessels
were developed for practical purposes.
 Chinese art shows more continuity
between ancient and modern periods.
 The most well-known artistic relics
remains during this period are the
terracotta army, which includes the
infantry, horses with chariots and cavalry,
archers, and military officers.
INDIAN

 The first sculptures of India were small

carvings and bronze castings made around
5,000 years ago.
 Paintings and sculptures were considered
to be the masterpieces of both Buddhist
and universal pictorial art.
 Unrivaled temple carvings, huge shrines,
such as the one at Ellora, were made.

Activity

Instruction: Color the image below using the famous colors that symbolize Egyptians.
 Assessment

Direction: Word Scramble. Find from untangled letters that would compose the components associated
with Ancient Arts. The words could be in any direction as long as the letters are all inter-connected.

P Z G A Q C W R O E F Z X C V J K L O P M
S H G I L I T Y K L V L D T Y U E M G T N
T O A Y B Y W Q L L P U E O S U Y R E W O
E U Y R O M A N P O E D F X H W T Y N O I
N D Z H A E G J U R D R Q B A I I Y N K T
G Y N G C O F K B A B Y L O N I A N A C C
T N M F M R H N D C R A N C G F I N D N A
H A B O D Y C S M A O S I T I O N L I I E
T S Y D Q T Y U I V Z C G R E E K U O T A
U T U S S R U J K E M R E X C B N M S T X
C Y O K R I T I O S B O Y D F G H J K L Y
E H M E Y E L L O W Y L O V E B L U E R
R G I A Y O U T Y H U M E D A L L I O N O
T R F N A M O N U I V O H A P P Y Y O U S
W S U M E R I A N T Q T E G Y P T I A N E
W V R E D S M E M E B A B Y K K C E B D D
S B T Y N K E A R B U D D H I S T I S S U

Buddhist Roman Egyptian

India Chinese Sumerian
Shang Gennadios Babylonian
Medallion Zhou Dynasty Pharaohs
Kritios Boy Greek Ellora Caves
 PHYSICAL EDUCATION

Lesson 1.1 • Weight Management

Learner Targets

The students will be able to:

 Realize the importance weight management
 Compute one’s body mass index (BMI)

WHAT TO KNOW

Physical Activities

There are many physical activities and

physical fitness components where people can be
involved. Household chores as physical fitness are
substitute for physical exercise. These physical
activities may help one to manage and control
one’s weight.

Healthy Eating Habits

Another component of weight management is healthy eating
habits. In the next lesson, nutrition and daily food guide will
be discussed.

Body Mass Index (BMI)

As important as physical activities and healthy food intake, monitoring weight must also considered.
Knowing one’s body mass index (BMI) can help one regulate physical exercise and food intake.
The body mass index (BMI) is measure of weight relative to height and is commonly used to classify
underweight, overweight, and obesity. It is defined as weight in kilograms divided by the square of the height in
meter squared or in formula, BMI = kg/ m2.
 BMI = mass (kg)
height (m)2

Example: 55 = 55 = 21.15 (Normal)

(1.61)2 2.60
Below is the calibration used to determine if one is underweight, normal, or overweight. Table also shows
the classification to obese and extreme obese.

BMI Weight Status

Below 18.5 Underweight
18.5-24.9 Normal
25.0-29.9 Overweight
30.0 and higher Obese
40.0 and higher Extreme obese

Activity

Direction: Form groups of 5 to 6 members. Using the formula on how to get the Body Mass Index (BMI). Help
each other to compute the BMI of each member. Categorize the results whether Normal, Overweight, or Obese.
Use the table below to record the results.

Name Weight (kg) Height (m) BMI Category

1.
2.
3.
4.
5.
6.
 Assessment

Direction: Compute the BMI and categorize the result whether Normal, Overweight, or Obese.

1. 35 (kg)
1.55 (m)2

2. 63 (kg)
1.80 (m)2

3. 82 (kg)
1.72 (m)2

4. 40 (kg)
1.22 (m)2

5. 86 (kg)
1.43 (m)2

6. 79 (kg)
1.61 (m)2