DIVISION OF CITY SCHOOLS

VILLAMOR HIGH SCHOOL

Pasig Line St. Sta Ana Manila

MODULE IN

MAPEH 10
SECOND GRADING PERIOD

NAME

SECTION

ADVISER

MAPEH TEACHER
 MUSIC
ACTIVITIY 1 - TRADITIONAL MUSIC OF AFRICA
Instructions: Write the description of the following Traditional Music of Africa and identify its origin.

1. AFROBEAT
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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2. APALA (AKPALA)
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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3. AXE
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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4. JIT
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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5. JIVE
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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6. JUJU
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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7. KWASSA KWASSA
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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8. MARABI
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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9. SALSA
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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10. SAMBA
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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11. ZOUK
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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12. MARACATU
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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13. SOCA
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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14. WERE
Origin: _____________________________________
Definition: _________________________________________________________________________________________________________
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ACTIVITY 2 – WHAT TO KNOW
1. From the descriptions of African and Latin-American music discussed, do you still hear such music on the radio, television,
YouTube videos, and others? If so, which types are these. Cite examples.
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2. Among the types of African music, which evolved into dance forms that remain popular today?
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3. What are the different musical instruments included in the maracatu?
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ACTIVITY 3 – MUSICAL INTRUMENTS OF AFRICA

Instructions: Identify and draw the different musical instruments of Africa.

NAME:
CLASSIFICATION:

DEFINITION:
A West African xylophone. It is a pitched percussion instruments with bars made
from logs or bamboo

NAME:
CLASSIFICATION:

DEFINITION:
One type of horn made from the horn of the kudu antelope. It releases a mellow
and warm sound that adds a unique African accent to the music. Today, it is used in
football matches, where fans blow on to cheer for their favorite teams.

NAME:
CLASSIFICATION:

DEFINITION:
Also known as thumb piano or finger xylophone is from Zimbabwe that is used
throughout the continent. It consists of wooden board with attached metal tines (a
series of a wooden, metal, or rattan tongues) of graduated sizes. It may also have
an added resonator like a calabash (gourd) to increase its volume. It is played by
holding the instrument while plucking the tines with the thumbs, producing a soft
plucked sounds.
NAME:
CLASSIFICATION:

DEFINITION:
The Africa’s most sophisticated harp, while also having features similar to lute. Its
body is made from gourd or calabash. A support for the bridge is set across the
opening and covered with a skin that is held in place with studs. The leather rings
around the neck are used to tighten the 21 strings that have the instrument a range
of over three octaves.

NAME:
CLASSIFICATION:

DEFINITION:
A type of gourd and shell megaphone from West Africa, consisting of a dried gourd
with beads woven into a net covering the gourd.

NAME:
CLASSIFICATION:

DEFINITION:
It is one of the best-known African drums. It is shaped like a large goblet and played
with bare hands. The body is carved from a hollowed trunk and is covered with goat
skin. Log drums come in different shapes and sizes as well as tubular drums, bowl-
shaped drums, and friction drums. Some have one head while others have two. The
bigger the drum the lower the tone or pitch. The more tension in the drum’s head,
the higher the tome produced. These drums are played using hands or sticks or both,
while being held under the armpit or with a sling. They sometimes have rattling
metal jingles attached to the outside, or seeds and beads placed inside the drum.
NAME:
CLASSIFICATION:

DEFINITION:
A single bell or multiple bells that had its origins in traditional Yoruba music as well
as in the samba bacteria ensembles. It may be called “the oldest samba instrument
based on West African Yoruba single or double bells.” It has the highest pitch among
the bacteria instruments

NAME:
CLASSIFICAITON:

DEFINITION:
Vessels made of seashells, tin, basketry, animal hoofs, horn, wood, metals, cocoons,
palm kernels, or tortoise shells. These may range from single to several objects that
are either joined or suspended to create sound as they hit each other

NAME:
CLASSIFICATION:

DEFINITION:
It consists of cane pipes of different lengths tied in a row or in a bundle geld
together in wax or a cord, and generally closed at the bottom. They are blown
across the top, each producing a different note.
 NAME:
CLASSIFICATION:

DEFINITION:
An oboe-like double reed instrument from northwest Africa. It is one of the
primary instruments used by traditional music ensembles from Morocco.

NAME:
CLASSIFICATION:

DEFINITION:
The lute, originating from the Arab states, is shaped like the modern guitar and
played in similar fashion. It has resonating body, a neck, and one or more strings
which stretch across the length of its body and neck. The player tunes the strings
by tightening or loosening the pegs at the top of the lute’s neck.

ARTS
ACTIVITY 1 – WHAT TO KNOW
1. Describe how technology and digital art made possible.

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2. What devices can now be used to create digital art? Do you own such devices? Cite examples.

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3. Name one or two computer programs that can enable you to create an original illustration from scratch.

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4. What is mobile phone art?

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5. Name some computer programs that are designed for digital painting.

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6. What is digital photography?

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7. What are the two main types of digital photography used today?

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8. What does the acronym DSLR stand for?

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9. Give 5 tips for taking good photographs

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10. Give 5 styles in photography

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HEALTH
ACTIVITY 1 – PRE-ASSESSMENT
Instructions: Identify the policy being described in each number. Choose from the box the letter of the correct answer in
the table.
a. Consumer Act g. Cybercrime Prevention Act
b. Traditional and Alternative Medicine Act h. Anti-Child Pornography Act
c. Responsible Parenthood and Reproductive i. National Blood Services Act
Health Act j. Anti-Hazing Law
d. Philippine AIDS Prevention and Control Act k. National Environmental Awareness and Education
e. Comprehensive Dangerous Drugs Act Act
f. Tobacco Regulation Act
l. Seatbelts Use Act
m. Anti-Drunk and Drugged Driving Law

ANSWER DEESCRIPTION OF THE POLICY

1. Provides for the inclusion of environmental education programs in various national institutions

2. Supervises the legal production of cigarettes in the country

3. Provides assistance for the prevention and control of AIDS

4. Provides for the regulation of products and services being sold and offered in the country

5. Describe the blood donation program in the Philippines

6. Prohibits physical and emotional harm and abuse as initiation to a certain social group

7. Penalizes for the regulation of narcotic and other related substances being sold/imported in the country

8. Provides for the regulation of narcotic and other related substances being sold/imported in the country

9. Identified scientifically proven herbs as medicinal plants

10. Penalizes vehicle users who will not wear safety belts while on the road
 11. Protects children from any malicious acts online

12. Provides for criminal offences committed online

13. Provides for maternal and child healthcare, family planning, and responsible parenthood

ACTIVITY 2 – PILLARS OF FOUNDATIOIN

Instructions: Identify the pillars below by unscrambling the letters.
1. NFDEORMI COHICE

As stated in the Act, effective and quality reproductive healthcare services, which are ethically and medically safe, legal,
accessible, and affordable, shall be given primacy to ensure the health of the mother and child. Also, the government
shall promote and provide unbiased information and access to these services. This pillar also covers the provision for
the integration of reproductive health and sexuality education in schools, and other educational settings.

2. TESPCER OFR FIEL

The Act recognizes that abortion is illegal and punishable by law. However, mothers will be identified to have aborted
an unborn child will be served with post-abortive treatment and counseling in a humane, nonjudgmental, and
compassionate manner.

3. TIRHB LOTRONC

Reproductive healthcare information and supplies shall be made available most especially to poor beneficiaries.
However, the Act provisions also that the government must respect the citizen’s individual preferences and choices of
family planning method.

4. LEBOSRPNISE HONTPERAOD

Couples determine their ideal family size. In addition, the government shall equip parent with needed information in
all aspects of family life, reproductive health, and this pillar.

ACTIVITY 3 – TRUE OR FALSE

Instructions: Write TRUE if it is according to the policy, and FALSE if not.
ANSWER
1. A person with HIV/AIDS is allowed to donate blood, tissues, or organs

2. HIV testing is not compulsory and required

3. Pre- and post-test counseling sessions are given to those who undergo HIV testing in
accredited centers
4. People with HIV/AIDS are not allowed to avail services provided by public hospitals because
infection might spread
5. AIDSWATCH monitors the incidences of HIV infection in the country and writes reports
about it
6. A person with HIV/AIDS is treated with utmost confidentiality by medical personnel

7. A patient’s case is still confidential even if there is an interference by a court

8. The AIDS Prevention and Control Act of 1998 promotes discrimination against people with
HIV/AIDS
9. The Philippine National AIDS Council manages the HIV testing in various accredited centers
10. A person with HIV/AIDS is not allowed to travel abroad.

ACTIVITY 4 – REFLECTION
Instructions: Write a short reflection on how HIV affect a person’s life and others.
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ACTIVITY 5 – GATEWAY OR GET-AWAY

Instructions: List the examples of gateway drugs.
KINDS OF ALCOHOL KINDS OF TOBACCO

How can you avoid using them? Give examples.

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ACTIVITY 6 – CIGARETTE PACKS

Instructions: Design the pack of cigarette and include the examples of warnings required by Tobacco Regulation Act of
2003

ACTIVITY 7 – STUDENT LAWYERS

Instructions: Read and analyze the situations. What health policy/policies is/are concerned in each situation and how do
these affect the character.
1. A factory worker voluntarily underwent HIV testing. The result shows that the worker is positive with the infection.
He reported about it to the administration. He is now hearing discriminatory remarks from the co-workers. Apparently,
the administrator spread the news of his condition to the workers.
HEALTH POLICY:
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HOW DOES THIS LAW AFFECT THE CHARACTER?

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2. A couple is getting married in a few months. They are required to attend seminars on a family planning.
 HEALTH POLICY:
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HOW DOES THIS LAW AFFECT THE CHARACTER?

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WHAT ADVICE WOULD YOU GIVE TO THE COUPLE?

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3. Upon scouting the area, neighbor A identifies a certain plant as a source of an addictive substance. The area is owned
by a rich businessman in the city.
HEALTH POLICY:
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HOW DOES THIS LAW AFFECT THE CHARACTER?

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IF YOU ARE NEIGBOR A, FROM WHOM WILL YOU ASK HELP ABOUT YOUR CONCERN?
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4. An old person consults a doctor and is advised to undergo alternative health care. The old person is apprehensive and
doubtful of the health care option.

HEALTH POLICY:
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HOW DOES THIS LAW AFFECT THE CHARACTER?

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WHY DO PEOPLE THINK LOWLY ABOUT ALTERNATIVE AND COMPLEMENTARY HEALTHCARE MODALITIES?
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