MODULE IN MUSIC 7

First Quarter
Module 1

MELC:
 Describe the musical characteristics of representative vocal selections from the
lowlands of Luzon after listening (MU7LU-la-1).
 Analyses the musical elements of some lowland vocal and instrumental music
selections (MU7LU-la-2).

Lesson 1 Secular Vocal Music in the Lowlands of Luzon

Aside from sacred music, Secular music was also introduced in the Philippines.
In the lowlands of Luzon, Spanish influence made an impact in music and was evident
through art, dances, and songs.

Secular Music can be described as non-religious music. It is a music which does

not concern anything about religion particularly the Catholic Church. This music can
be categorized into socio-historical context, musical forms, issues and musical
context.

A. Folk Songs
The songs may have an impact to the people’s heart of any region in the Philippines
because it is their natural expression of the mood, emotion, taste and aspirations.
These songs are passed through one to generation to the next.
Now…Have you been serenaded? What do you think is the difference between how
serenade was done in the past and present?

Images taken from halohalomixmix.com and

medium.com

B. Other types of Secular Vocal Music in the Lowlands of Luzon:

 Harana – (Spanish, Jarana)

A traditional song to serenade wherein a young boy usually sings to court a girl
he likes accompanied by a guitar.

 Kumintang (originally a war song)

The oldest and most popular song among Filipino Christians.
It is a night song sung with the guitar or violin as its
accompaniment. It expresses the history, character and
tradition of the Filipino and deals with joys and sorrows of
love. Nicanor Abelardo’s
MUTYA NG PASIG is
the popular
Kumintang song.
 Kundiman (Kung Hindi Man)
A Tagalog love song with a triple time signature, said to be derived from the
lively Spanish bolero, mostly sung by women.

 Sarswela (adapted from Zarswela, Spain)

A form of musical theatre with singing, and dancing
usually with themes of love and or longing for
freedom. It is usually performed with dances such as
Danza (a duple time Cuban Dance) and Balse(also
known as Waltz in triple time).
Walang Sugat is Sarswela masterpiece
of the writer Severino Reyes, also known as
Lola Basyang.
 Lesson 2 Secular Vocal Music in the Lowlands of Luzon and
its Musical Elements
Secular music like vocal, instrumental music or combination of two are classified
under musical forms that developed in rural communities.

We need to understand how music is performed with correct pitch, rhythm,

expression, and style.
 A Folk Song speaks of the lives of the people
in a barrio and region. An example is
“Magtanim ay Di Biro”. It tells us a story of
As farmers plant, singing
the life in the farm. It simply speaks of how to the tune of kudyapi
makes the work faster.
Image taken from Galerie
hard work pays off at end. Joaquin.com

 Harana simply talks about love in duple meter. It is usually performed by a man
to serenade the woman he likes. Accompanied by guitar and a few friends, and
stages to undergo until he gets the approval of the woman he admires.

 Kundiman is simply the Tagalog Love song in triple meter. It started with a minor
key and shifts to major key at the second half until the end. Themes were all
about stories of love from being heartbroken to being in-love.

Ms. Pamela Rose Sumera, a teacher

in CAANHS in her younger years,
singing “Anak Dalita” by Francisco
Santiago in a kundiman-singing
competition

 Kumintang is sometimes mistaken as kundiman. It is a song originated from

Batangas. A war song, livelier than the Kundiman.

Musical elements play a big part in understanding Philippine music. The elements of
music in each vocal, instrumental, and even musical theatre would simply give us an idea
of what our Culture and tradition is.

Below are the Musical elements:

  RHYTHM or Duration
 MELODY or Tone of music
 DYNAMICS or Volume
 FORM or Structure
 TEMPO or Steady Beat
 TEXTURE or Layering of sound
 TIMBRE or Tone Color
 STYLE or Categories
 MOOD or Emotion/Function

WHAT I HAVE LEARNED

Activity No 1: Describe Me
Listen to the song and answer the chart below. This will evaluate your understanding
of the lessons learned from this week.
https://www.youtube.com/watch?v=gVZgJGC8u2k

Musical Characteristics

Title:
Place of Origin:

Style /Type of Secular Vocal Music:

Meaning of the Song:

Time Signature:

Pitch:

References:
Readings:
 https://www.slideshare.net/brendaescabal/music-of-the-lowlands-of-luzon-grade-7
 https://www.slideshare.net/EhlieWinters/mapeh-7-music-of-the-lowland-luzon
 https://www.slideshare.net/BrendaE,Cachero/mapeh-7-Vocal Music of lowland-luzon
 https://www.slideshare.net/Ynnos Pakingan/mapeh-7-music-of-the-lowland-luzon
 https://prezi.com/0vq_ik8pza0o/music-of-the-lowlands-of-luzon-1/
 www.depedbataan.com/resources/12/tg_in_music_grade_7_-_q1_q2.pdf
 https://www.brainly.ph
 https://filipinofolksongsatbp.blogspot.com
 https://www.Sinupan.org
 https://www.ncca

Videos:
 https://www.youtube.com
 https://www.youtube.com/watch?v=DiOGLiPBfik
 https://www.youtube.com/
 https://www.youtube.com/watch?v=X1FmTt0n-KU
 https://www.youtube.com/watch?v=I5wekHQ_qCc
 https://www.youtube.com/watch?v=Dkg5HbClJqI
 https://www.youtube.com/watch?v=mR0ozMBN3Ns
 MODULE IN ARTS 7
First Quarter
Module 1

Lesson 1 Arts and Crafts in Cordillera Administrative

Region
Topic: Arts and Crafts in Cordillera Administrative Region
Competency: Analyzes elements and principles of art in the production of one’s arts
and crafts inspired by the arts of Luzon (highlands and lowlands).
WHAT’s IN
Let’s study the given map below.

The Cordillera Administrative Region (CAR) is a region in the Philippines composed of

the provinces of Abra, Apayao, Benguet, Ifugao, Kalinga, and Mountain Province. The
region is home to numerous indigenous tribes collectively called the Igorot.

WHAT’S NEW

A. Benguet is the homeland of three tribes: The Ibaloi in the southeast. The
Kankanai in the northwest and the Kalanguaya in the east. They are collective
named Igorots. Tinalik is the known basket from Ibaloi.

B. Kalinga are skilled in pot making, baskestry, and loom weaving.

C. Ifugao was named in the term of “i-pugo” which means “i” (from/people) and “pugo”
(hill), thus “people of the hill.” Banaue Rice Terraces is the famous heritage in
Ifugao. Ikat is the Ifugaos weave loincloth which means “to bind together”. Bul-ul is
the Ifugao sculpture Rice God of Banaue Rice Terraces

D. Mountain Province is known in their Tattoo Art as form of folk arts in their
province. There are three types of tattooes: chaklag; breast tattoo of headhunter;
pongo; arm tattoo of both sexes, and fatek; tattoed on the hands of old woman.

WHAT IS IT
A. Analyze the following pictures and give short description about it.

1. __k__t: _____________________________________________________________

2. f__ __ __k: __________________________________________________________

3. __in__l__ __: ________________________________________________________

4. b__ __-__ __: _________________________________________________________

5. __ __a__l__ __: ______________________________________________________

WHAT I HAVE LEARNED

 Cordillera Administrative Region (CAR) is composed of 6 provinces.
 Igorots are numerous indigenous tribes living in this region
 Three tribes living in Benguet are Ibaloi, Kankanai, and Kalanguaya
 Ibaloi tribes in Benguet are known in their basket making called “tinalik”
 Kalinga province is excellence in art and crafts such as pottery, baskestry, and
weaving.
 Ifugao was known to be the “people of the hill”.
 Mountain Province has their form of arts known as “tattoo art” namely: chaklag,
pongo, and fatek

References:
https://en.wikipedia.org/wiki/CAR
https://www.google.com.ph/?gfe_rd=cr&ei=Zx0bWKGZHcHLugS9q7eIBg#q
https://www.google.com.ph/?gfe_rd=cr&ei=Zx0bWKGZHcHLugS9q7eIBg#q=Benguet+Kankanai
https://kodao.org/2015/11/021 tattoo_patek

Lesson 2 Arts and Crafts of LUZON -Ilocos Region

WHAT’S IN
Map of Ilocos Region

The region is in the Northwest of Luzon. In it’s borders are regions of Cordillera
Administrative Region and Cagayan Valley and in the south is Central Luzon.. The
region is composed of four provinces namely: Ilocos Norte, Ilocos Sur, La Union,
Pangasinan. Its regional center is San Francisco, La Union.

WHAT’S NEW
Folk Arts of Ilocos Region
A. ILOCOS Ilocanos (people in Ilocos) art the largest ethno-linguistic group in the
country. They are highly influenced by Christianity. Most of them are living in La
Union, Abra, Isabela and in other parts of the country.
1. Architecture
Most of the architectural designs in Ilocos have distinct Spanish influences like:
Paoay Church was build of coral blocks and stucco-plastered bricks and considered
the oldest church in Ilocos. Old Houses in Vigan, the colonial metropolis is
considered as the Intramuros of the North.

2. Inabel Fabric: Abel in Ilocano refers to the process of weaving while Inabel is the
final woven product made from cotton and other natural fibers.
3. Burnay is an earthern jar with small opening. It is used for storing food and drinks
such as rice, salt,sugar, basi (local wine), bagoong (fermented fish).

Inabel fabric cloth Burnay

WHAT IS IT
Directions: Identify what is being described. Write your answer on the blank.
1. _____________ The oldest church in Ilocos.
2. _____________ It refers to the process of weaving.
3. _____________ Traditional thread is the sap of black plum.
4. _____________ Known as the “Intramuros of the North”.
5. _____________ Oldest Ilocano weaving tradition.

WHAT I HAVE LEARNED

 Ilocanos (people in Ilocos) art the largest ethno-linguistic group in the

country.
 Paoay Church was built of corals blocks and stucco-plastered bricks and
considered the oldest church in Ilocos
 Old Houses in Vigan, the colonial metropolis is considered as the Intramuros of the
North
 Abel in Ilocano refers to the process of weaving while Inabel is the final woven
product
 Burnay is an earthen, unglazed air-tight jar that is solid and sturdy. It was used for
storing food and drinks

References:
https://www.google.com/search?
q=burnay+jar&source=lnms&tbm=isch&sa=X&ved=2ahUKEwidnuuNyp3qAhWKfXAKHRQJD20Q_AUoAXo
ECA0QAw&biw=1366&bih=657#imgrc=C3VVuQhZY_U0YM
https://en.wikipedia.org/wiki/Ilocos_Region

MODULE IN P.E 7
 First Quarter
Module 1

MELC
1. differentiate physical fitness from physical fitness tests/assessments;
2. perform the different physical fitness assessments appropriate to your age;
3. value the importance of physical fitness tests/assessments.
Lesson 1 Physical Fitness Assessments

PHYSICAL FITNESS is the body’s ability to function effectively and efficiently

without excessive fatigue in work, leisure activities, to meet emergency situations and to
resist diseases from inactive life.
PHYSICAL FITNESS TEST refers to the assessment of the fitness level of an
individual conducted twice a year; in the beginning and at the end of the school year.

What are the different physical fitness tests/assessments?

HEALTH- RELATED PHYSICAL FITNESS ASESSMENTS

1. BMI or Body Mass Index evaluates a person in terms of height and weight. It also
serves as guide to consider if you are at risk of becoming obese.
FORMULA for BMI COMPUTATION CLASSIFICATION OF BMI
BMI = weight (kg) Underweight ˂ 18.5
Height (m)2 Normal 18.5 - 24.9
Example: Overweight 25.0 – 29.9
BMI= 68kg Obesity ˃ 30.0
(1.65) Extreme Obesity ˃40.0
= 24.98 (normal)

2. Flexibility Assessment: Sit and Reach

Objective: To assess the lower back and hamstring
Equipment: meter stick, wall
Procedure:
Sit on the floor with your back, shoulder and hand leaning against the wall.
With the legs extended in front, knees are straightened and the heels are one foot
apart. Overlap your hands to reach. Record the farthest point.

CLASSIFICATION MEN WOMEN

SUPERIOR ˃27 ˃30
EXCELLENT 17 to 27 20 to 30
GOOD 6 to16 11 to 19
AVERAGE 0 to 5 1 to 10
FAIR -1 to -8 0 to -7
POOR -9 to -20 -8 to -15
VERY POOR ˂-20 ˂-15

3. Flexibility Assessment: Zipper Test

Objective: To measure the flexibility of the shoulder joints
Equipment: ruler
Procedure: With your right hand, reach over your right shoulder and at the same
time, place your left behind your back and try to touch the fingers of the right hand.
Perform the test with the other hand. Record the score as passed (when you had reached)
and failed (if not).

4. Muscular Endurance Assessment: Modified Curl-Up Test

Objective: To assess the endurance of the abdominal muscles
Equipment: mat, stopwatch
 Procedure:
Lay on the mat/floor with arms straight and hands extended, shoulders are relaxed, palms
down, finger straight with the knees bent and feet flat on the floor. Do the curl-up in a
manner of extending the hands above the knees in 1 minute. Count the number of ups
until the time stops or the executer pauses/ relaxes in a while.

MEN CLASSIFICATION WOMEN

˃74 EXCELLENT ˃44
68 – 74 56 - 59
VERY GOOD
61 – 67 51 - 55
54 – 60 46 - 50
AVERAGE
46 – 53 41 - 45
39 – 45 33 - 40
POOR
31 – 38 26 - 32
20 – 30 15 - 25
VERY POOR
˂20 ˂15

5. Strength Assessment: Modified Push-Up Test

Objective: To assess the upper body’s strength and endurance
Equipment: mat, stopwatch
Procedure:
 BOYS- Begin with a push up position with your body supported by
your hands and shoulders wide apart. Maintain a 90 degrees angle of
the elbows. Do this in 1 minute.
 GIRLS- Start with your body or back in a straight position supported
by your hands and bent knees position. Fingers should be pointed
forward. Lower your chest on the floor with your back straight then
go back to the starting position. Do this in 1 minute or until your
desired strength.

(for boys) (for girls)

6. Cardiovascular Endurance Assessment: 3- Minute Step Test

Objective: To measure your cardiovascular recovery
Equipment: bench (12 inches in height), stopwatch
Procedure:
A. Before taking the fitness test, get your resting heart rate (the heart beats per
minute before starting any activities) through your pulse. Pulse is the regular
expansion of an artery caused by the ejection of blood into the arterial system by
the contractions of the heart. You can easily locate your pulse either in the carotid
or radial artery. Your pulse rate or heart rate is the number of times the heart
beats per minute (bpm).

B. Start performing the 3 -minute step test at a correct pace within 3 minutes. After 3
minutes, stop doing the activity and remain standing to count your pulse in 15
seconds. Then multiply it by 4. The result of this is your recovery heart rate (the
beats per minute after the quick respond or recovery).

SKILL- RELATED PHYSICAL FITNESS ASESSMENTS

1. Speed Assessment: 40- Meter Sprint
Objective: To measure the acceleration and speed
Equipment: markers, stopwatch
Procedure: Record the time for a full running sprint in 40 meters.

FEMALE
AGE POOR FAIR GOOD EXCELLEN
T
12 ˃8.10 7.60-8.10 7.20- 7.59 ˂7.20
13 ˃8.10 7.60-8.10 7.10- 7.59 ˂ 7.10
14 ˃ 7.90 7.31-7.90 6.40- 7.30 ˂ 6.40
15 ˃ 7.60 7.11-7.60 6.10- 7.10 ˂ 6.10

MALE
AGE POOR FAIR GOOD EXCELLEN
T
12 ˃ 8.00 7.41- 8.00 7.00- 7.40 ˂ 7.00
13 ˃ 8.00 7.31- 7.90 6.50- 7.30 ˂ 6.50
14 ˃ 7.00 6.61- 7.00 5.90- 6.60 ˂ 5.90
15 ˃ 6.90 6.41- 6.90 5.80- 6.40 ˂ 5.80

2. Agility Assessment: Hexagonal Agility Test

Objective: To determine the quickness or leg power and speed at the
same time maintaining a balance.
Equipment: 60cm (13 years old and above) or 50cm (12 years old and
below) hexagonal marked in the floor, meter stick/tape measure,
stopwatch
Procedure:
a. Stand in the middle of the hexagon facing outside.
b. At the command “GO” start the stopwatch and jump with your
both feet over line B and go back to the middle, then over line.
c. Move back again to the middle and so on. Stop the time as you
reached all the sides. The shortest the time, the highest your
classification.
d. Do this for clockwise and counter clockwise route. Measure the test in
seconds.
GENDER EXCELLENT ABOVE AVERAGE BELOW POOR
AVERAGE AVERAGE

MALE ˂ 11.2 11.2 - 13.3 13.4- 15.5 15.6-17.8 ˃ 17.8

FEMALE ˂ 12.2 12.2 - 15.3 15.4- 18.5 18.6- 21.8 ˃ 21.8

3. Reaction Time Assessment: Stick Drop Test

Objective: To measure the reaction time.
Equipment: ruler
Procedure:
a.) A partner holds a ruler in front of you.
b.) Place your index finger and thumb on the side of the
50cm without contact. Hold the ruler vertically with 1 pointing downward.
c.) Your partner will drop the ruler without your knowledge
and you must catch it with your finger and thumb.
d.) Record the level at the point where his/her index finger
lies.

4. Coordination Assessment: Paper Juggling

Objective: To assess your hand- eye coordination.
Equipment: balled paper, stopwatch
Procedure:
a. Stand straight.
b. Juggle the paper alternately right and left hands for 3 minutes. Once it
falls, stop the time.
 RATING SCORE
EXCELLENT ˃35
GOOD 30-35
AVERAGE 20-29
FAIR 15-19
POOR ˂15

5. Balance Assessment: Stork Balance Stand Test

Objective: To measure your balance with a one foot
Equipment: stopwatch
Procedure:
a. Stand straight. Put your hands on your hips.
b. Raise one foot (non- supporting foot) on his side of your
knees of your supporting leg.
c. Raise the heel to balance the ball on your foot as the time
starts. Time stops when your hand/s come off the hips, your
foot wobbles or moves in any direction and the heel of your
non- supporting foot fails to connect with knee of your
supporting foot.
d. Do it with the other leg.
RATING SCORE
EXCELLENT ˃50 sec
GOOD 40-50 sec
AVERAGE 25-39 sec
FAIR 10-24 sec
POOR ˂10 sec

6. Power Assessment: Standing Long Jump

Objective: To measure the leg power
Equipment: tape measure and meter stick
Procedure:
a. Stand behind the take-off line making sure that the tip of your shoes does
not go beyond.
b. In a crouch position, swing your arms backward and jump forward as far as
you can and land in both feet.
c. Upon stepping down the floor, spot the mark where the back of the heels
closest to the take- off line.
d. Do it in two trials and record the farther distance in centimeter.

Assessment
Now, that you are finished accomplishing the module, let us check what you have
learned.
Directions: Read the questions below and write the letter of your answer.
1. It is the ability of the body to function effectively and efficiently without excessive
fatigue.
A. Exercise B. Health-Related C. Physical Fitness D. Skill-Related
2. Body Mass Index determines the total body mass through height and ___________.
A. arm span B. fitness C. sitting height D. weight
3. It is one of the health-related physical fitness assessments that measures the
lower back and hamstring.
A. Push-up B. Sit and Reach C. Zipper Test D.40-Meter Sprint
4. Which of the following physical fitness tests assesses the endurance of the
abdominal muscles?
A. Curl-up B. Push-up C. Sit and Reach D. Zipper Test
5. Below are the health- related physical fitness assessments except one.
A. Curl-up C. Push-up
B. Hexagonal Agility Test D. Sit and Reach
6. What skill-related physical fitness assessment measures your acceleration and
speed?
A. 40-Meter Sprint C. Stick Drop Test
B. Paper Juggling D. Stork Stand test
7. A skill-related physical fitness assessment that determines the quickness and leg
power is ________.
A. 40-Meter Sprint C. Hexagonal Agility Test
 B. 3-Minute Step Test D. Push- up
8. Below are the skill-related physical fitness assessments except ________.
A. Standing Long Jump C. Stork Balance Stand Test
B. Stick Drop Test D. Zipper Test

9. Which is NOT a health-related physical fitness component?

A. Endurance C. Strength
B. Flexibility D. Reaction time
10. Which of the following is NOT a skill-related physical fitness component?
A. Agility C. Body Composition
B. Balance D. Coordination

MODULE IN HEALTH 7
First Quarter
Module 1

MELC
1. explain the dimensions of holistic health (physical, mental/intellectual,
emotional, social, and moral-spiritual);
2. analyze the interplay among the health dimensions in developing holistic health.
Lesson 1 Growing Holistically Healthy
Holistic Health
The definition of holistic is relating to the idea that things should be studied as a
whole. On the other hand, health is defined by World Health Organization (WHO), as a
state of complete physical, mental, and social well-being and not merely the absence of
disease or infirmity.
Dimensions of Health
Nowadays, health focuses on wellness. It is a positive approach that includes all the
dimensions of health: physical, mental, emotional, social and moral-spiritual. Being
healthy means having a balance of the dimensions of health. This results in attaining
holistic health.
1. Physical Health. It means how well your body functions. It means you can carry out
everyday tasks without becoming too tired. It also means you have enough energy to enjoy
activities and to meet emergencies.
2. Mental or Intellectual Health. A mentally healthy person is open to new ideas and
experiences that can improve personal, family, and community life.
3. Emotional Health. It refers to how well you meet the demands of daily life and how you
adjust to new situations. It also means expressing your happiness, love, joy and hope as
well as your sadness, anger, and fear in healthful productive ways.
4. Social Health. It refers to how well you get along with other people, how you react to
social situations and how you interact with various social institutions.
5. Moral-Spiritual Health. It means being at peace and in harmony with yourself, with
others and with the Creator. What you feel, think and say what you believe in or value are
shown in how you act. It refers to your personal beliefs, values, and faith.
Interrelatedness of Health Dimensions
The five dimensions of holistic health are connected. An individual is affected
physically if food and shelter are not fully satisfied. This person will also be affected
emotionally as she/he may feel inadequate, insecure, and unsafe. And how will this affect
the mental health of the person? Anxiety may develop when a person is worrying about
his/her condition. Relationship with family, friends, and with others may suffer also when
a person is not contented and his/her longing for love and affection is not met. When the
physical, mental, emotional, and social needs are not satisfied, a person may resort to
unethical behaviour to satisfy his/her basic needs.
It is very clear that each dimension affects the other. The dimensions are equally
important to attain wellness or good health. These are like puzzle pieces that need to be
fitted together for meaningful health dimensions interrelationship.
 We all seek a harmonious balance of all health dimensions to lead a happy and
fulfilled life. It may sound difficult to attain but developing each dimension at this stage in
your life will benefit you for a lifetime.

Assessment

Directions: Classify the health dimension of the following habits. Copy the table shown
below.
1. Studying Bible
2. Telling the truth
3. Listening to mood music
4. Jogging around the park
5. Reading your favorite books
6. Getting enough rest and sleep
7. Finding friends in Social Media
8. Playing strategic online games
9. Eating a balanced diet regularly
10. Going out with family and friends
11. Having faith to Heavenly Creator
12. Joining support group discussions
13. Sharing jokes with family members
14. Respecting your parents and elders
15. Playing chess, checkers, and Math games

Mental/ Moral-
Physical Social Emotional
Intellectual Spiritual
Health Health Health
Health Health

References

BOOKS
Lacia, Gerardo et. al., The 21st Century MAPEH in Action, Worktext in Music, Arts,
Physical Education, and Heath 7, REX Publishing. Quezon City, Philippines 2015

(no author) Physical Education and Health Grade 7 Learners Material First Edition, 2017

Learning Module for Health 7, pp. 1-18