MUSIC The World of Musical Sounds What This Module is About This first module is an introduction. You will learn what MUSIC is all about, why it is important in life, and how it is related to the study of other subject areas like the arts and sciences. You will encounter examples of familiar music, as well as those from other cultures you may not be used to hearing. • What You are Expected to Learn At the end of this module, you should be able to: 1. give your own definition of music and its importance in life 2. identify sources of music and various music-making activities encountered in daily life 3. discover the use of music as a vital part of life in various cultures of the world 4. recognize the four properties of sound (timbre, pitch, duration, intensity) 5. identify various ways of preserving and passing on music 6. appreciate musical expressions of various cultures by listening to and performing some representative works 7. relate music to other disciplines and its influence to various aspects of life • How You Can Learn from This Module For you to benefit most from this module, you must – 1. 2. 3. 4.
carefully read the discussions and study illustrations, diagrams, charts, etc. complete each learning activity before proceeding to the next section keep going until you finish the module ask for help from your teacher-facilitator when you have questions, when an activity is difficult to do, and when you need the audio materials for the listening activities
• What You will Do in This Module In this module, you will do learning activities to help you understand and experience what you read about. You will listen to a few musical examples from CD 1 Tracks 1-6, so you must have a CD player ready. You will learn to sing two folksongs, one from the Tagalog region and another from Japan. You will also be doing two interviews plus a special project to be submitted towards the end of the module. Tests and some learning activities require you to answer questions. Do not write anything on this module because other students will also be using it. Write your answers in your Music Notebook. Write the title of the test or activity, draw a box beside it, and then write your answers below the title. Look at the Answer Key found at the end of this module to check your work, only when you are instructed to do so and only after completing a test or activity. Each time you finish a test or activity, put a check on the box. The examples below will guide you. Young Ji International School/College
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Module 1 Pretest [ ] 1. 2. 3
Module 1 Self-test I [ ] 1. 2. 3.
Module 1 Lesson 1, Activity 1 [ ] 1. 2. 3.
• What to Do Before You Begin: Pretest Before proceeding to your lessons, take this Pretest. It will tell you what you already know and what you still need to learn about the topics in this module. Write T if the statement is true and F if the statement is false. 1. ____ Music is a varied human activity. 2. ____ The product of music-making is meaningful sounds that express emotions or communicate ideas. 3. ____ Music-making is influenced by standards and traditions, as well as by the preferences of listeners. 4. ____ Apprenticeship is hands-on training under an expert musician. 5. ____ Listening is vital to all forms of music-making except improvising. 6. ____ The background or setting in which music-making takes place is called “context.â€? 7. ____ Culture has nothing to do with the musical values of people. 8. ____ Cultural practices of a particular group of people are not permanent; they change. 9. ____ All other cultures view music in the same way we do. 10. ____ The harana is a Filipino custom that uses music for courtship. 11. ____ Music can be part of worship but not of work. 12. ____ Music can be used as therapy for mentally ill and dying patients. 13. ____ Intensity has to do with how loud or soft sounds are. 14. ____ Duration is not a property of sound. 15. ____ Men and women have the same vocal timbres. 16. ____ The only way to write music is to use notes on a staff. 17. ____ Writing down music is called documentation. 18. ____ The practice of passing on music by constantly listening to it, practicing it, and memorizing it is called oral tradition. 19. ____ Notation helps to preserve music, make it available to more people, and improve music teaching and learning. 20. ____ Music can be studied in relation to other fields of knowledge like Science or Math. Check your answers using the Answer Key. Record your score in your notebook. Perfect Score: 20
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My Score: _______
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Lesson 1: “Just Do It!”
What comes to your mind when the word “music” is mentioned? You might remember your favorite tune or a hit song that made it to the ten most requested songs on the radio last week. You might think of your favorite rock band or that world-class symphony orchestra you saw on television performing classic masterpieces of composers who have long been dead. But what is music really all about? Music as Human Activity Music is something that people do or make. A musical piece is just a piece of paper until a musician picks it up and performs it. When he does, then music is produced. A person can even make music without using a musical piece. Your mother may have invented a soothing melody to put you to sleep when you were a little child. The organist in your church often makes up her own accompaniment for a song when there is no musical piece available for it. Whatever the case, musicmaking is a purposeful act by a person or group of persons. Activity 1: Miranda’s Painting Study carefully this copy of a painting by N. Miranda, Jr. Answer the following questions then go to the Answer Key at the end of this module to see if you are correct. 1. What are the people in the foreground of the painting doing? 2. What activity is the painting portraying? 3. If you are watching this scene as part of a movie, how would you describe the background sound? Elements of Music-Making Because music-making is a human activity, it involves four things. First, there must be a doer or maker. This person may have different levels of ability in musicmaking. He may be an expert, a beginning student, or someone who just plays for fun. The doer makes a product (which is, in this case, meaningful sounds), and he does this through some sort of activity. This activity may be singing or playing an instrument. Also, music-making is done in a particular setting. It may be a formal performance in a concert hall in the city or simply an informal family picnic in the province. In the painting you just studied, the doers or makers are two men; one is playing the guitar and the other is singing (activity). Their product is a love song suitable for courting. The setting is outdoors, in public. Young Ji International School/College
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Activity 2: Observing Music-Making Watch a musical or variety show in your town plaza or on television. Identify the elements that comprise music-making. Write your answers in your notebook and show them to your teacher-facilitator. 1. Describe the doer or maker. 2. Describe the product (the actual music made). 3. Describe the activity (how music is made). 4. Describe the setting or context in which the music is made. Music-makers around the world vary. Some become very good musicians through hands-on training under a tutor who is an expert in a particular field of music. The expert, who is well-known and respected in the community, passes on what he knows to his student by demonstrating his skills, modeling, and guiding the student while performing. This is called apprenticeship. Some become very good musicians through formal music education in a university, conservatory, or music school. Later on, they earn a living by practicing their craft as professionals. Still most music makers are amateurs who have sought some amount of training by apprenticeship or formal schooling. Amateurs develop their skills through constant practice and exposure to performances. They make music not really so that they can earn a living out of it, but simply because they enjoy doing it. Activity 3: Interviewing a Music-Maker Interview a professional or amateur composer, singer, or musician in your community. Follow the format below and use the following interview questions. Record all information in your notebook and have it autographed by your interviewee. After the interview, organize the information you have gathered and write a three-paragraph report to be checked by your teacher-facilitator. You may also be given time to share your report in front of a class. This project must be completed before you proceed to Lesson 2. Name of Interviewee: ____________________ Date of Interview: ____________ Occupation: ___________________________ Signature: __________________ 1. What is your job/work? What exactly do you do? When and how do you practice your musical profession? 2. How did you learn to do what you are doing now? Did you study under a teacher or in a formal school? How did you become a musician? 3. Do you love and enjoy what you do? Why or why not?
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Throughout the history of man, music for the voice and for instruments have been created and performed. Some have survived the test of time, yet many have been ignored or forgotten. There are musics that are known for their “singable” melodies, like many traditional and folk songs of Europe and North America. Other musics are known for their beat, like the rhythms of Central and Latin America and Africa. Still other musics are known for their functions in society (e.g. hymns for worship, brass fanfares for parades, waltzes for ballroom dancing).Music is influenced and shaped by standards and traditions set and agreed upon by experts in a particular field of knowledge and skill. Musicians consider what authorities in their field have to say. For example, a pianist should use very little or no pedal while playing J.S. Bach’s Two-Part Inventions to produce the kind of keyboard music sound of the Baroque period. Music-making is also affected by the preferences of listeners. Music is usually created and performed the way most people would like to hear them. Look at pop music as an example. A song becomes a “hit” as people listen to it and sing it over and over again. When the song remains popular even after years have gone by, it becomes a classic or standard song. Many composers and musicians write music and perform in that style because that is what most people appreciate.
Activity 4: Most Requested Songs Interview a grandparent, a parent, and a teenager. Ask them to name 10 of the most popular love songs from the 1970’s to the 1990’s that are still among the favorites of Filipinos today. Write these lists in your notebook, and encircle the songs found in more than one list. Why do you think these songs have become “classics” or “standards”? Music-Making Activities Music is produced through different kinds of human activities. Organizing sounds meaningfully and creatively is called composing. Composers make use of various sounds to express feelings and images or to communicate ideas. Sometimes, they simply re-create music from something previously composed, often for a particular purpose. This is called arranging. Once music has been composed, it needs to be performed. Performing is done by singing or playing instruments. Sometimes performers are given specific instructions as to how to interpret a musical composition; but sometimes they are given freedom to make “artistic” decisions about their singing or playing. A leader is often tasked with conducting the performance of a group of singers or instrumentalists so that they can work well together. There are also times when a performer makes up music on the spot. This ability is known as improvising.
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Activity 5: CD1, Track 1 Listen to “Lagi Kitang Naaalala.” In this example, different “doers” contributed to make music. The music was composed by Leopoldo Silos, and the words were written by Levi Celerio. It was arranged for a capella mixed voices by Joel Navarro, who also conducted this fine performance of the Ateneo Glee Club. Music-Making and Music Listening Music is not just something people do or make. It is also something people listen to. Listening is an important skill that musicians need to develop. They listen attentively to the sounds they are creating so that they can produce the outcome they desire. Listening is especially important when musicians perform as a group. They need to listen to the sounds their fellow-musicians are making so that they can make music in a coordinated and harmonious manner. Good composers and musicians also take time to listen to the music of other composers and musicians. This helps them become familiar with a particular type of music, as well as with the tastes and preferences of listeners. Truly, the act of listening is vital to all forms of music-making, whether it be composing, arranging, performing, improvising, or conducting. It is also important that you learn to listen to music carefully and intelligently so that you can better enjoy and appreciate music, even if you are not a composer or a musician. Activity 6: CD1, Track 2 Listen carefully to the entire recording of “Balon” (composed and performed by Gary Granada). Pay attention not just to the song itself, but to what happens before and after he sings. Answer the questions below, and then check your answers using the Answer Key. 1. What kind of music did he make? (product) 2. How did he make music? (activity) 3. When and where do you think he performed the song? (setting) Before you take Self-Test I, make sure you have finished all the activities in this lesson. Have you written answers in your notebook? Have all the boxes been checked?
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Self-Test I I. Write T if the statement is true and F if the statement is false. 1. ____ Music is a purposeful human activity. 2. ____ Music has to do with meaningful sounds that express or communicate something. 3. ____ A guitar player cannot make music without a printed music piece. 7 4. ____ The only way to learn how to be a good musician is to study in a university or music conservatory. 5. ____ Hands-on training under an expert musician is called apprenticeship. 6. ____ An amateur musician is someone who has some amount of musical training but does not earn a living by practicing it. 7. ____ Music-making is influenced by standards and traditions in a particular field of music, as well as by the expectations and preferences of listeners. 8. ____ Listening is vital to all forms of music-making.
II. Encircle the item that is NOT part of the group. 1. Elements of music-making: Doer or Maker Activity Setting or Context Practice 2. Music-making activities: Composing Arranging Singing Dancing Improvising
Check your answers using the Answer Key. Record your score in your notebook. Perfect Score: 10 ________
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My Score:
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ARTS Lesson 1: Colors PRIMARY COLORS– These are the colors that cannot be made by combining other colors. The primary colors are red, blue, and yellow.
SECONDARY COLORS– These are the colors produced by mixing two primary colors Blue + Yellow
Green
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Red + Yellow
Green
Red + Blue
Green
COMPLEMENTARY COLORS – These are colors that stand out from each other and do not blend together.
Red and Green
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Yellow and Violet
Blue and Orange
ACTIVITY 1: A. Draw the Philippine flag in the box provided. Use the primary color to shade it. Above your drawing, write something about the flag. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Young Ji International School/College
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______________________________________________________________ ______________________________________________________________
B. Draw objects that are green, orange, and violet in color. Label your drawings. Green
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Orange
Violet
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ACTIVITY 2 A. Make an abstract design using different shades of the primary colors (dark, darker, darkest shades).
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B. Dress these dolls using complementary colors.
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C. Fill the color wheel with the correct colors.
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Lesson 2: LINES Using the dots below, make horizontal, vertical, and diagonal lines.
Now, connect the dots by drawing straight lines.
What you have formed?
Line is an element in creating art. It is created when two points meet. Kinds of Lines
_____________________________
Straight Line
Curved Line
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Wavy line
__________________
Broken line
_____________________________
Thick line
_____________________________________________________________________________________________________________________________________________________________________________________________
Thin line
Single curve
Double curve
Spiral
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Convex
Concave
Scroll
Straight Lines
Curved Lines
A. Have fun while doodling lines. Use the boxed space below in creating your own doodle. An example has been given.
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B. Draw a rice field with a boy and a girl in it. Use the different kinds of straight and curved lines. Color your drawing afterwards.
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Play with lines. Draw the following using straight and curved lines. 1. A tree
2. A colorful rainbow
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3. An ice cream cone
4. Your Notebook
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Lesson 3: Shapes Shapes – are formed by lines. From curved lines, circles and ovals are formed when combined. Triangle – is formed from three lines that begin from a dot. Square – has four equal lines.
The rest of the shapes such as rectangle, heart, diamond, pentagon, parallelogram, and others are also formed by lines. Basic Shapes
This is simple closed curved Circle
with each point of the curved line
having
an
equal
distance from the center.
Square
This is a shape having four equal sides.
This is a shape bounded by Triangle
three sides.
This is a four-sided shape Young Ji International School/College
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Rectangle
with
two
opposite
lines
equal.
Oblong or
It is shaped like a rectangle
Oval
or an ellipse but longer in one direction that the other. OTHER SHAPES
Trapezoid
Hexagon
Diamond
Octagon
Cross
Pentagon
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A. Draw objects that have the following shapes. Examples:
Cone
Ice cream cone
Cube
Spear
Crescent B. Draw a robot using the different shapes that you have learned. Color your drawing.
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Lesson 4: Texture The surface quality of an object is called texture. Textures refer to the smoothness, roughness, softness, or hardness of an object. Texture may be natural, artificial, or visual. 1. Natural Texture One way of knowing the texture of an object is by touching it. For example, when we touch different fruits, they have different textures. Some are smooth like mangoes, and some are rough like pineapples.
2. Artificial Texture Some examples of objects with this texture are fruits make of plastic. Their textures may be the same with the real ones by touching them will tell you that they are not. This kind of texture is man-made. 3. Visual Texture An example of this is a picture of a tree. Since it is only a pictures you cannot touch the tree itself. But based on your experience, you can tell that it is hard. Draw objects having the given textures. Label them.
Soft
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hard
________________________
________________________
Smooth
________________________
________________________
Rough
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________________________
________________________
Lesson 6: Form Form in art refers to the body shape. The different parts of our body show form or figure. Some body forms are short, medium, or tall.
Short
Straight
Afro
Long
Mosaic is one of the interesting art techniques of arranging and pasting different shapes and oclores of paper, dried leaves, and clothes to make design.
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Paper Folding – is a very cheap way to create Christmas decorations and other ornaments. This is done by simply folding used or unused papers.
Tissue paper collage is another technique in coming out with a nice artwork.
Cut-and-paste – art technique uses colorful pieces of paper, cardboard, and other materials.
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Bookmark are another paper artwork that you can do for your personal use or for your loved ones.
Transfer design – is transferring the design of a drawn object from the colored .
Quilling is the art of rolling thin strips of papers into different shapes and designs.
Origami is the art of folding paper into decorative objects. The term “origami� comes from the Japanese words ori (to fold) and kami (paper).
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Lesson 8: Basic Drawing There are different types of drawing materials that you can use to perform different art activities.
You may use pencils such as H pencils and B pencils. The lead in a pencil is made from graphite and clay. H pencils are hard while B pencils are soft. When you buy any of them, remember that the higher the number, the darker the softer the lead is.
Contour Drawing The outline of something is called contour. In contour drawing, all you have to do is observe very closely what you would like to draw.
3-D Drawing 3-D Drawings appear like jumping off the paper because they are not flat-looking although they are made of simple lines.
Upside-down drawing Young Ji International School/College
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This shows a kind of drawing where everything is turned upside-down. You may copy the picture one the left.
Figure Drawing Figure drawing is a drawing of human body in different shapes and positions from head to toe. Drawing the human figure may be done by using real persons, photographs or images, and even imagination.
Portrait Drawing A portrait is a drawing, painting, or photograph of a person’s face. Human faces may be oval, round, square, heart-shaped, diamond-shaped, or triangular. A. Choose five of your classmates with different shapes of face. Illustrate each face then write your classmate.
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Lesson 9: Painting Painting – is another way of putting color to a surface such as paper, woods, glass, canvas, or other materials. Painting is fun to do but this entails a lot of patience. There are different media used in painting. These are acrylic paint, watercolor, oil paint, tempera or poster paint, spray paint, pastel, and ink. Spatter Painting this is an act of splashing paint onto a surface, such a paper or cloth. Young Ji International School/College
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Straw Painting this is a very simple style of painting wherein poster paint mixed with a bit of water is spread onto a paper then blown with a straw. Watercolor Paintingthis means that the paint is mixed with water rather that with oil. When holding a watercolor brush, just pretend you’re holding a pencil when writing. Grip the thickest part of the brush handle. Practice writing your name using the classic grip to give a linear control to your work.
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PHYSICAL EDUCATION
LESSON 1: PHYSICAL FITNESS Physical Fitness is very vital to our health and well-being. We can carry out our daily activities well when we are physically fit. Through sports and active playing with others, we develop teamwork, cooperation, and good sportsmanship. We also develop our motor skills, mental skills, and critical thinking. Children whose ages are seven or eight have uneven and incomplete muscular development. To assist you in developing your confidence, you have to be taught first how to acquire good posture. How to Stand Properly  Keep the head and the back aligned.  Put the feet together. Young Ji International School/College
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Keep the hands on both sides of the body Keep the head erect, the chest out, and the stomach in. How to Sit Properly Keep the head and the back aligned. Put the feet flat on the floor. Keep the knees together. Put the hands on the lap Bend the back slightly forward as if writing. How to Walk Properly Keep the head and the back aligned. Keep the chin up. Let the heel of the stepping foot touch the floor first. Swing the legs from the hips. Swing the arms from the shoulders. Components of Physical Fitness Agility – is the ability to move and change direction quickly. Flexibility – is the ability to bend and strengthen one’s body with ease. Power - is the ability of the body to exert maximum effort. Speed – is the ability to move and do different actions quickly. Young Ji International School/College
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Strength – is the ability of the body to resist force. Endurance – is the ability to sustain and maintain physical activity at the given time. Balance – is the capacity to hold a steady position without falling off. ACTIVITY Thick (/) the boxes that carry the components of physical fitness. Speed
Endurance
Agility Promptness Punctuality Balance Power Thriftiness Meekness Flexibility
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Lesson 2: Locomotor Movements
There are basic movement skills that are important to develop one’s physical fitness. Doing locomotor movements is when you move from one place to another. The eight locomotor movements are: Walking is alternately putting one foot in front of the other. One foot always touches the ground. The other foot is being put down as or before the other is lifted. Running is showing movement at a fast pace. The body is bent a little forward and the bended arms are brought forward and backward alternately. Hopping is jumping lightly or quickly, especially on one foot to the same foot. Jumping is taking off from one foot or boot feet and landing on both feet. Leaping is taking off from one foot and landing on the other foot.
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Sliding is moving sideways without bouncing. The leading foot steps to the side and the other foot follows quickly. Galloping is a combination of a step and a leap. It is performed forward or backward with an upward motion of the body. Skipping is hopping and stepping on the same foot. To skip is to do a step and a small hop. HOW TO DO EACH LOCOMOTOR MOVEMENT Walking Stand up straight. Do not lean forward or lean back. Eye forward and chin up. Step forward transferring the weight to the heel ball, then to the toe. Lift the heel and push off with your big toe. Running Running is good form of exercise. It strengthens the muscles of the legs and develops coordination. Bend your body forward with your chest out. Raise your knees forward and upward. Bend your elbows to a 90-degree angle and keep your arms close to your body. Young Ji International School/College
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Hopping Incline the body forward while running fast and keep it straight and upright during a slow run. Spring on one foot. Land on the ball of the same foot. Jumping Swing your arms forward. Bend your knees Land lightly with bent knees and on your toes. Jump up. Leaping Spring on one foot. Push your body forward and upward. Land on the other foot. Bend your knees for safe landing. Use your arms to balance your body. Galloping Keep one foot in front of the other Lead with the other foot. Make high gallops. Young Ji International School/College
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Sliding Move sideward. Do not bounce. Slide your feet.
Skipping Skip on one
foot with small steps.
Swing your arms for balance. Skip smoothly on your toes. ACTIVITY Draw situations when you need to run in the following places.
1. In school
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2. At home
3.In the community LESSON 3: Non-Locomotor Movements Non-locomotor movements are done on the spot without going anywhere. There are six non-locomotor movements: swinging, twisting, turning, stretching, swaying, and bending. In these movements, mainly the upper body moves. The feet stay firmly on the ground. BENDING This is a movement that brings body parts close together. This is done with the joints being bent. We bend our head, arms, trunk and knees. Young Ji International School/College
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STRETCHING This is extending the body parts apart from each other to make them longer. SWINGING This is a forward or backward motion of a body part extending from its base of support. This resembles a pendulum swinging. TURNING This is the same as rotating. This is done by allowing the body or body parts to move around in space or its axis. TWISTING This is rotating a body part around its axis with its base of support fixed on the ground. SWAYING This is the gradual shifting of the center or gravity from body part to another. HOW TO DO EACH NON-LOCOMOTOR MOVEMENT BENDING  Bend one part while holding the other part ready.  Bend as far as possible Young Ji International School/College
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STRETCHING Stretch as far as possible. Find other ways to stretch the body part. Keep stretching smoothly. SWINGING Swing easily. Make full movements. Swing in rhythm. TWISTING Twist fully. Twist the other way. Do this repeatedly until you find fulfillment. TURNING Keep your balance. Be precise in your movement. SWAYING ACTIVITY What I Can Do
Yes
No
Half knee bend Full Knee bend Young Ji International School/College
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Bend trunk forward Bend Arms Bend whole body Stretch arms upward Stretch arms sideward Stretch arms backward Stretch legs in different directions Stretch feet in different directions
LESSON 4: OTHER MOVEMENTS There are other movements that are helpful in developing speed, accuracy, and agility. These are called manipulative skills or movements that involve throwing, catching, kicking, and dribbling. Manipulative skills refer to the ability of the body to deal with an object skillfully. These can be done either with the use of the hands or the feet. THROWING This is flinging or hurling an object in any way. This also means tossing balls or objects of different shapes and sizes. CATCHING
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This is receiving or seizing a thrown object with the use of the hands. Balls or objects are grasped with the hands. KICKING This is striking a ball or an object with one’s foot. This movement puts the ball away from the body using the foot. DRIBBLING This is bouncing a ball while moving in a given direction. This advances the ball to shoot in a basket while in a difficult situation in basketball. HOW THESE MANIPULATIVE SKILLS ARE DONE
THROWING Use a large ball. Keep your legs apart always. Keep your arms straight on the
forward
swing. Follow through after the release of the ball. CATCHING Move in a ready position.
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Meet the ball with cupped hands with slightly bent elbows. Bring your feet to a stride position. Bend your knees then lean forward in the direction of the incoming ball.
KICKING Keep your eyes on the ball. Bend your knees before
kicking.
Follow through the
direction of
the kick. Kick the ball below its center with your instep and not with your toes.
DRIBBLING Flex your knees and trunk slightly. Bounce the ball below your waist. Push the ball slightly forward to move.
ACTIVITY
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Think of other ball games that you can do. You may illustrate them inside the boxed space below.
LESSON 5: SIMPLE STUNTS Stunts help improve flexibility, streght, and coordination. With stunts, our body moves safely and gracefully. FROG JUMP To do this, one must start from a squat position. Place hands on the floor slightly in front at the feet. Jump forward to a short distance. Land on hands and feet simultaneously. HEEL SLAP This stunt involves jumping and then slapping the heels together before landing. Begin in a crouched position. Put arms sideways. Jump and slap both heels before you land. This can be done higher and higher. Young Ji International School/College
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ALLIGATOR CRAWL Begin by lying face down on the floor. Bend elbows and support the body by lifting the chest slightly. Move along the floor by moving the right arm and left leg. Follow it up with the movement of the left arm and right leg. Repeat alternately in different directions. CAMEL WALK To do the camel walk, bend trunk and place arms at the back with interlocked hands or fingers. The hump of the camel will be represented by the arms. For every step made, raise head and chin. Walk slowly right and left in any direction. You can sit and kneel then walk again. PUPPY OR DOG RUN Place your hands on the floor. Bend your arms and legs slightly. Walk and run like a puppy. DUCK WALK Bend your knees. Put your hands under armpits. Walk forward in this position. Flap your arms as if you have wings. BEAR WALK Bend forward keeping the knees straight. Touch the ground with both hands. Walk forward on hands and feet.
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CRAB WALK Begin in a squat position. Reach backward and put hands on the floor without sitting down. Walk in the direction of the feet, and keep head and body in a straight line. PARTNER STUNTS There are physical feats that require special skills and are performed by two persons working together. These kinds of stunts need the cooperation of both partners. INTERLACED BACK-UP Sit back to back on the floor with your partner in a hook sitting position: knees bended and elbows interlocked. Push against each other’s back to rise up from the floor. If both of you can get up quickly in an interlaced technique, your stunt is a success.
SHOULDER WRESTLING Do this by kneeling side by side with your partner. Your shoulders are either right to right or left to left. Place hands at the back then interlace fingers. Attempt to push each other at the teacher’s signal. The one who loses his or her balance loses the game.
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BOUNCING BALL Get a partner then tell him or her to go on a deep-knee squat position. He or she will be the ball and you will be the bouncer. Dribble as if he is a ball, and let him bounce high and low. Change position with your partner. ACTIVITY Illustrate how a wheelbarrow looks like.
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LESSON 6: RHYTHM AND DANCE Types of dance CLASSICAL (Ballet) Ballet is a classical dance that requires precise movements. This is often described as the basis of all other kinds of stage dance. Ballet dance increases physical fitness components such as strength and flexibility. Ballet dancers observe proper posture. FOLK DANCE A folk dance follows different basic arm and foot positions. This dance depicts how groups of people relate to one another and how they live in their community. It reflects their moods, feelings, customs, and traditions, as well as their everyday activities and experiences. Folk dances are handed down from generation to generation and are performed on special occasions.
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ETHNIC DANCE This type of dance represents a particular cultural group. Ethnic dances imitate nature and life. They are usually performed during rituals and celebrations.
SOCIAL DANCE For meeting different kinds of people, this type of dance is enjoyed. Many social dances are performed by partners or groups.
ACTIVITY Choose three of the dance steps on the previous page. Research on them and write how they should be done. Young Ji International School/College
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1.
2.
3.
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LESSON 7: GAMES Ball games are games that use balls. These games enables us to develop our locomotor skills. HOPSCOTCH (PIKO) This is a game that uses grids on the sidewalk or on the ground. You can jump from one end of the grid to the other.
RUBBER BAND JUMPING (CHINESE GARTER) This game is very popular in the Philippines. This is known to us as Chinese Garter. You only need a long garter to play this game. Two players hold each end of the garter while the jumper begins to jump over the garter on different levels.
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RING CALL BALL Players form a circle. The leader stays at the center to throw the ball in the air. Before the ball bounces, the leader calls out a name to be responsible in catching the ball. If the player catches the ball, he or she returns to the circle. If the player fails to catch the ball, he or she changes places with the thrower. The game will go on until all the players have had the chance to become the �it�. MAGIC CARPET The players in standing position follow the leader of the game. All together, they hold hands and do what the leader does, like walking, skipping, or running through the squares called the magic carpets. At the signal, everybody must stop. Those caught inside the magic carpet are eliminated. Music may be played while playing this game. A. Rate yourself on how you can do each ball game by checking (/) the appropriate column. SKILL
GOOD
BETTER
BEST
Dribbling Passing
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Shooting Tossing Catching Bouncing Pitching
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