MUSIC

SYMPHONY

A multi-movement work for orchestra, the

symphony is derived from the word “Sinfonia” which
literally means “a harmonious sounding together”. It is a
classical music for the whole orchestra, generally in four
movements.

4 movements of the symphony:

1st Movement: Fast: Sonata-allegro form

2nd Movement: Slow : gentle, lyrical – typical
ABA form or theme and
variation
3rd Movement: Medium/Fast: uses a dance form (Minuet or
scherzo)
4th Movement: Fast: typically Rondo or Sonata form
Below is an example of theme from “Surprise Symphony” by Haydn

• As the 18th century progressed, instrumental music was patronized primarily by the nobility which led to the
rise of public taste for “comic opera”.

• The music was mostly of a simple yet pleasant character, while the singing was highly flexible and
sensitive and could freely express emotion through melody.
CLASSICAL OPERA

• Opera is a drama set to music where singers and musicians perform in a

theatrical setting. The two distinct styles of opera, Opera Seria and Opera
Buffa, were developed during the Classical Period. The Opera Seria (serious
opera) usually implies heroic or tragic drama that employs mythological
characters, which was inherited from the Baroque period. “Idomeneo” by
Mozart is an example of Opera Seria. The Opera Buffa (comic opera) from
Italy made use of everyday characters and situations, and typically
employed spoken dialogues, lengthy arias and was spiced with sight gags,
naughty humor and social satire. “The Marriage of Figaro”, “Don Giovanni”,
and “The Magic Flute” are examples of popular Opera Buffa by Mozart.
INDIVIDUAL ACTIVITY:

Procedure:

• Describe the music of W.A. Mozart’s Piano Sonata No 11 in A major K 331

(Rondo) 3rd movement and answer the questions below.
(TEACHER WILL SEND A VIDEO FOR THIS PIECE)

1. What is the meter?

2. What is the tempo?
3. What dynamics were used?
4. What is the texture?
WHAT TO UNDERSTAND
• Music of the Classical Era is usually associated with the nobility. During that time most of the members
of the nobility would financially support the musicians. Music was played in the courts which make the
music of the classical era more familiar to the nobility than the lower classes.
• This association of the rich and Classical music is still being experienced in some parts of the world.
• However, with the dawn of radio and TV, classical music may now be experienced by the masses.
• In this stage, you are given the opportunities to have a deeper understanding of the importance of
Classical music. The given activities here will also give you a chance to show and enhance your talents
through composition and performance.

• The name classical is applied to the period because in art and literature,
there was keen interest in, admiration for, and emulation of the classical
artistic and literary heritage of Greece and Rome. Intellectually, this era
has also been labeled the Age of Enlightenment.
• The dates of the classical period in Western music are generally accepted
as being between about 1750 and 1820.
ACTIVITY:

“Commercial Break”

• Procedure:
1. You will do this individually
2. Each of you will be assigned to advertise a product of your own choice wherein classical music will be
used as background music.
3. You will video yourself and pass it to your teacher.
4. Video must only be 1 minute. (You can use any editing app)

• Criteria for grading:

1. Choice of music (must be a Classical Period piece and appropriate for the
product) ------------------------------------------------ 30%
2.Originality (use of own concept) --------------------- 40%
3.Creativity (use of props, costumes)------------------ 30%
TOTAL---------------------------------------------------------100%
ARTS
WHAT TO UNDERSTAND?

• Art forms in the Philippines are diverse. Western influences can be seen in Philippine arts such as:
painting, dancing, weaving, sculpting, and pottery.

• In the 16th century, the Baroque style was carried by the Spanish and Portuguese to the Philippines
where it became the prominent style of building for large and small churches.

• Large Baroque churches often have a proportionally very wide facade which seems to stretch between
the towers.

• During this time, the Spaniards used paintings as religious propaganda to spread Catholicism throughout
the Philippines. These paintings, appearing mostly on church walls, featured religious figures in Catholic
teachings.

• The pre- colonial architecture of the Philippines consisted of nipa huts made from natural materials.
However, there are some traces of large- scale construction before the Spaniards came. An example of
this is the pre-colonial walled city of Manila which was dismantled by the Spaniards and rebuilt as
Intramuros with its houses, churches, and fortress after the Spanish colonization.
 During three hundred years of Spanish colonization, the Philippine architecture was
dominated by Spanish influences.

Intramuros, Manila

Some Baroque Churches

in the Philippines

The “Sta. Maria Church” in Sta. Maria, Ilocos Sur

 San Agustin Church, Manila

San Agustin Church, Paoay, ilocos Norte

Sto. Tomas de Vil anueva Church, Miag-ao, Iloilo

 PHYSICAL
EDUCATION
 Readings: Nature and Background of Social Dances and Dance Mixers

• Social dances and dance mixers are dances intended primarily to get to know other people in attendance to a certain social
function. They are also called ballroom dances. They are usually performed in pairs, male and female, but may also be
performed in groups. Social dances are classified into two major classifications namely the Latin American Dances and the
Modern Standard Dances. Social Dances are communal dances performed in social gatherings in any given space. They are
synonymously referred to as ballroom dances, but the former is performed in balls or formal social functions.

• Latin American Dances include the salsa, mambo, meringue, swing, cha-cha-cha, rumba, samba, jive, boogie, and paso doble.
They are called Latin American dances because most of them are from the Latin-American countries. While the Modern
Standard Dances include the slow waltz, tango, Viennese waltz, foxtrot and quickstep.

• Social or ballroom dances are different from dancesport because the latter is freer in nature and are primarily intended to
widen one’s social horizon, for recreation; and fitness. The former is performed in competitions and are referred to as
competitive ballroom dancing. The

• required athleticism has established rules of different levels of difficulty and is limited to five dances per category only. They are
the cha-cha-cha, rumba, samba, paso doble and jive for the Latin category and slow waltz, tango, Viennese waltz, foxtrot and
quickstep for the standard category.
 The origin of dances in both the Latin American and Modern Standard groups might also help in
understanding the nature and background of social dances and dance mixers. Below is where each of the dances
enumerated came from:

Latin American Dances Origin Modern Standard Dances Origin

Cha-cha-cha Cuba Slow Waltz Austria

Rumba Cuba Tango A r g e n tin a
Samba Brazil Viennese Walt z Vienna
Paso Doble Spain Foxtrot USA
Jive/Boogie USA Quickstep USA
Swing USA
Merengue Dominican Republic
Salsa Cuba
Mambo Cuba

• Dance mixers, on the other hand, are social dances which allow group of performers to change partners periodically
while dancing to allow chance to get to know other members of the performing group. Its primary function is to
maximize the social dimensions of dancing. There are specific dance mixers that are performed in social events but
ballroom or social dance can be converted into dance mixers by expanding it from a pair-dancing to group dancing
activity with exchange of partners periodically while dancing.
The Fitness Side of Social Dancing and Dance Mixers

• There is more to dancing than dancing itself. It has the power to maintain or
even improve learners’ fitness. In their previous lesson on fitness, it has
already been discussed that in planning their own fitness program, no matter
what their medium activity is, they always have to consider the FITT principle.
F for frequency, I for intensity, T for time and the other T for type of the
activity. Intensity being one of the most important of the four mentioned
principles, refers to the level of exertion and is closely monitored through their
heart rate. To receive maximum cardiovascular benefits, learners should dance
at an intensity that raises their heart rate from 60% to 80% of your PMHR
(Predicted Maximum Heart Rate). But if they have a special condition which
includes inactivity, overweight/obesity, pregnancy or with special medication,
they should consult their doctor before proceeding to their fitness regimen.
• Teach them how to determine their THR (Target Heart Rate) range. Tell them to follow the steps provided and on how to find
their own PMHR and THR which they could use in determining the intensity of their dancing activity and raising it to a higher level
within the given range if necessary.

• STEP 1: Ask them to find their PMHR in beats per minute by subtracting their age from 220:
• 220 - __________ = (Learners’ Predicted Maximum Heart Rate)
Example:
• 220 - 15 = 205 (PMHR of a 15 year-old individual)
• STEP 2: They will need to work out their lowest Target Heart Rate that they need to aim for during exercise by multiplying their
PMHR by 60% (or .6):
• _____(PMHR) x 60% (or .6) = (Lowest Target Hear Rate)
Example: 205x .6 = 123 beats/minute (Lowest THR of 15 year-old individual)

• STEP 3: Lastly, learners need to work out for their Highest Target Heart Rate that they can aim for during exercise by multiplying
their PMHR by 80% (or .8):
• _____(PMHR) x 80% (or .8) = (Highest Target Hear Rate)
Example: 205x .8 = 164 beats/minute
(Highest THR of 15 year-old individual)
• Tell them that when dancing, they are aiming for the range of the two figures they have come up with in Steps 2 and 3. In the
example given, the Target Heart Rate of a 15 year-old individual is from 123 to 164 beats per minute during exercise. To maximize
the benefits they can derive from social dancing in relation to cardio-vascular fitness, they need to know their Target Heart Rate.
This determines the intensity or level of exerted effort they are pouring into their dancing. This also helps them in managing their
weight depending on the level of intensity of their activities in dancing.
 ACTIVITY 6: Complete Me (Assessment of Knowledge)
In this activity, learners’ knowledge will be assessed by completing the statements below. As much as possible encourage
learners to come up with their own idea other than those already presented in the lecture-discussion. Wirite and complete this on
a ½ sheet of paper.

NAME:_____________________________ Yr./Sec.:________________Date:________

Social dances are _____________________________________________________________

_______________________________________. They are classified into two groups,
_____________________________ and _________________________________________.
Social dances are also called ________________________. _____________________ on the
other hand can be social dances performed in groups while periodically changing partners to
maximize the social dimensions of social dancing. ___________________ can be developed if
one engages in _______________________. ___________________ and
___________________ can also improve if one performs social dances regularly. The
___________________________ can guide one as to what kinds of food to eat to maintain or
improve weight too. My favorite among the social dances is____________________
because______________________________________________________________________
________________. I believe that with my participation in social dancing, I will improve my
fitness, ________________________ and may eventually help me in influencing my
_____________________ to improve their fitness too.
ACTIVITY : Let’s do the cha-cha-cha

In this activity, learners will be given opportunities to learn and master the basics of the cha-cha-cha. Let them bear in
mind that there’s more to a dance than dancing itself. After mastering the basics, they can already come up with their own
combinations. Besides, as they continue dancing, their fitness will also continue to improve.

ACTIVITY 2a: Let’s do the cha-cha-cha B a s ic Name of Step Step Pattern Counting
In this activity, learners will be given opportunities to learn and master the basics of the
cha-cha-cha. Let them bear in mind that there’s more to a dance than dancing itself. After 1 Weight Transfer R-Bw, L-Fw 1, 2
mastering the basics, they can already come up with their own combinations. Besides, as they (Rock Step)
continue dancing, their fitness will also continue to improve. 2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2
3 Weight Transfer L-Fw, R-Bw 1, 2
They will need: (Rock Step)
CD/VCD/DVD Player
Speaker 4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2
Cha-cha-cha music
Pen
5 Alemana Turn L-Fw (Pivot Halfway Turn 1, 2
Notebook R), R-Fw (Pivot Halfway
Chart indicating the basic steps, patterns and counting Turn R) leading to a
Chasse L Bw
6 New York (L over R) Step L across R in Front, 1, 2, 1 and 2
Objective: Step R in Place, Chasse L
Sw, Step R over L in Front, 1, 2, 1 and 2
Perform proficiently the basic steps and combinations in cha-cha-cha. Chasse R Sw
7 New York (R over L) Step R across L in Front, 1, 2, 1 and 2
Daily Routine Step L in Place, Chasse R
Sw, Step L over R in Front, 1, 2, 1 and 2
Let the learners accomplish the following before proceeding to the activity proper:
Chasse L Sw
Warm-up: Dynamic Stretching Exercises 8 Spot Turn Same with Alemana Turn 1, 2
HR Log: Activity Notebook but done Sw-leading to a
Here’s how: chasse Bw
HEALTH
 Lesson 2 – Survey of the Scene and the Victims
Welcome to your second safety adventure! This will be a very exciting
safety adventure because you will know the proper procedures in assessing
emergency situations for unintentional injuries and in doing the primary and
secondary surveys of the victims. It is expected that at the end of this lesson,
you can confidently and properly demonstrate these procedures, applying the
principles of first aid and displaying characteristics of a first aider which you
have learned in the previous lesson.

Objectives:

1 . Demonstrate properly the procedures in assessing emergency situations

2 . Demonstrate properly the procedures in doing primary and
secondary survey of victims

PART I - WHAT TO KNOW?

Study carefully Figure 1. It shows the procedure in assessing emergency situations.

Figure 1. Steps in Assessing Emergency Situations
(Source: The Health Curriculum in Philippine Basic Education, Vol. 2)
Here is what you need to know…
• Vital signs are measures of various physiological statistics taken in order to assess the most
basic body functions. The act of taking vital signs normally entails recording body
temperature, pulse rate or heart rate, blood pressure, and respiratory rate.
• Before, Airway, Breathing and Circulation (ABC) are mnemonics for essential steps used by
both medical professionals and lay persons such as first aiders when dealing with a patient.
• In 2010, the American Heart Association is rearranged the ABCs of cardiopulmonary
resuscitation (CPR) in its American Heart Association Guidelines for Cardiopulmonary
Resuscitation and Emergency Cardiovascular Care, published in Circulation: Journal of the
American Heart Association.
• "For more than 40 years, CPR training has emphasized the ABCs of CPR, which instructed
people to open a victim's airway by tilting their head back, pinching the nose and breathing
into the victim's mouth, and only then giving chest compressions," said Michael Sayre, M.D.,
co-author of the guidelines and chairman of the American Heart Association's Emergency
Cardiovascular Care (ECC) Committee. "This approach was causing significant delays in starting
chest compressions, which are essential for keeping oxygen-rich blood circulating through the
body. Changing the sequence from A-B-C to C-A-B for adults and children allows all rescuers to
begin chest compressions right away."
Difference between signs and symptoms

• Signs are details discovered by applying your senses – sight, touch, hearing and smell
during the course of the examination.
Example:
• Bleeding
• Swelling
• Deformities
Symptoms are sensations that the victim feels or experiences and may be able to describe.
Example:
• Nausea
• Vomiting
• Heat
• Impaired sensations
There are two ways to conduct physical examination when giving first aid:
1. Primary Survey- Primary survey of the victim is used when the victim is unconscious and to find out and immediately
treat life-threatening conditions.
a. Check for Consciousness
1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the victim’s shoulder.
2. When there is no response, not even mumbles or groans, the victim is unconscious and in need of immediate medical
help.
b. Open the Airway
1. The victim’s unconsciousness maybe due to an obstruction in his/her airway. It may also be caused by a narrowed airway
making breathing impossible.
2. Find out if there is loss of muscular control in the throat area which allows the tongue to slip back and block the throat.
3. Lift the chin and tilt the head of the victim (if the victim is an adult). This way you will be able to lift the tongue from the
back of the throat, leaving the airway clear.
c. Check for Breathing
1. Put your face near the victim’s mouth and look, listen, and feel for breathing. You should observe for:
Chest movement, sound of breathing, or feel of breath on your cheek
d. Check for Circulation
1. Locate pulse using your middle and index finger. Pulse indicates blood circulation, which is essential for the heart and
brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin. This is fatal.
3. To revive circulation, perform CPR immediately.
2. Secondary Survey - Secondary survey is used when the victim is conscious or
has revived. It aims to detect everything about the patient’s condition.
a. History Taking
SAMPLE PAIN is the mnemonic in order to perform the steps more easily.

S-ymptoms (the chief complaint of the patient)

A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking) P-revious illness (that may be
related to the problem)
L-ast meal (only for those subject for operation) E-vents prior to what happened
P-eriod of pain (How long? What started it?) A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stopped it?)
b. Checking for Vital Signs
A. PULSE RATE
Use your fingertips in getting the pulse. Follow the following procedure:
1. Place the finger tip over an artery where it either crosses a bone or lies close to the skin.
2. Feel the pulsations as the pressure wave of blood causes the vessel wall to expand – that is the pulse.
The pulse rate may be taken in different points in the body like:
1. Brachial 5. Subclavian
2. Carotid 6. Axillary
3. Wrist 7. Femoral
4. Temporal

NO-NO in Getting Pulse Rate

• Never use your thumb; it has its own pulse.
• Do not palpate both the carotid arteries at the same time.
• Do not take the pulse when the victim is in sitting position.
• Pulsations disappear as the victim is elevated to a sitting position.
• Never put too much pressure or massage the carotid. You may disturb the heart’s electrical conduction system.
Normal Pulse Rate
• 60-70 Men
• 70-80 Women
• 80-90 Children over 7 years old
• 80-120 Children over 1-7 years old
• 110-130 Infants
B. Temperature
Guidelines in checking temperature:
• It is being important to monitor temperature in the case of stroke and high fever.
• Body temperature is measured by using a thermometer within the:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)
C. Respiration
Guidelines in checking respiration:
• Count the number of breaths per minute.
• A whistle sound or wheeze and difficulty in breathing may mean an asthma attack.
• A gurgling or snoring noise and difficulty in breathing may mean that the tongue, mucous or something else is stuck in
the throat and does not let enough air to get through.
• *Between12-20 breaths per minute are normal for adults and older children; 40 breaths per minute are normal for
babies.
D. Skin color
Guidelines in checking skin color:
• Skin color reflects the circulation of blood and the saturation of oxygen in the blood.
• The presence of mucous around the mouth, inner eyelids, and nail beds is a sign of poor blood circulation.
• A healthy skin that warm and pink because blood flows normally in the blood vessels.
c.Head to Toe Examination
1. Head and neck
• Are there any lacerations or contusions in the area?
• Is there a presence of blood in the victim’s hair? If yes, immediately find out where it is coming from.
• Is there any fluid in the victim’s nose, and ears? If so, the victim has a skull fracture.
2. Eyes
• Pay close attention to the pupils.
3. Chest
• Check for cuts, bruises, penetrations, and other impairments.
• If the victim feels pain while you apply pressure onto his/ her chest, there could be a rib fracture.
4. Abdomen
• Does the victim’s abdomen hurt? Where is the pain coming from?
• Is his/ her abdomen tender?
• Did you feel any lumps? If yes, get immediate medical assistance.
5. Back
• Is there movement in the victim’s lower extremities?
• Is there sensation in these parts? If the answer is yes, do not move
• the victim. Immobilize him/ her.
Top Ten things to do in case of emergency

1 . Shout for HELP!

2 . Survey the scene and assess the situation.
3 . Determine if the accident warrants a visit to the nearest hospital or if simple
cleansing and band aid will do.
4 . If you are certified in CPR and a victim needs it, begin CPR right away.
5 . Stop the bleeding, if there is any.
6 . Treat any symptoms of shock.
7 . Look for the medical alert tag in every victim.
8 . Seek trained medical assistance.
9 . Never give anything by mouth to an unconscious victim.
1 0 . Wait for medical professionals to arrive.

*ALWAYS LOOK FOR A MEDICAL ALERT TAG IN EVERY VICTIM.

Do a scene in every situation in your area. Record a video of you doing it.

FIRM UP 1 ACTIVITY 6 PART TWO - WHAT TO PROCESS

Activity 9 - Let’s try this!

Be ready to apply the proper procedure to the situation that the teacher will give. Be sure to apply
the previous lessons. Your performance will be graded according to the following criteria:
correctness of the procedures and application of basics of first aid.

Process questions:

1 . Why is it important to assess the situation first before proceeding to the

primary and secondary survey of the victim?
2 . When should a primary survey of the victim be used?
3 . When should a secondary survey of the victim be

used? How was your performance? I am sure it was

great.

If the teacher gave you an unsatisfactory score, do not worry. You still have the chance to do better
in your next activities. Review the procedures above and try to check which steps you are not very
good at yet.
Activity : Share Your Heroism

Share with the class a real experience where you were able to help
other people in an emergency situation. (RECORD A VIDEO OF YOUR
ANSWER)

1. Have you experienced helping a person in an emergency situation?

2. How was it?
3. What did you do? Is it the same with what has been discussed?
4. How did you feel during and after helping the victim?
END OF SLIDES!

THANK YOU!