Practical MAPEH Second Edition Grade 7e-TextbookPhilippine Copyright 2021 by DIWA LEARNING SYSTEMS INCAll rights reserved. Printed in the Philippines.Editorial, design, and layout by .No part of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or any information storage and retrieval systems, without permission in writing from the copyright owner.The Web addresses referenced in this book were live and correct at the time of the book’s publication but may be subject to change.Published and exclusively distributed byDIWA LEARNING SYSTEMS INC4/F SEDCCO 1 Bldg.120 Thailand corner Legazpi StreetsLegaspi Village, 1229 Makati City, PhilippinesTel. No.: (632) 8790-7800 * Fax: (632) 8817-8700 e-ISBN 978-971-46-1640-0AuthorsELEAZAR C. ENGUERO finished his bachelor’s degree in Secondary Education (major in Music Education) from the Philippine Normal University (PNU) in Taft Avenue, Manila. He also received his master’s degree in Music Education from the same university. Mr. Enguero has been teaching for 17 years handling junior high school music-related classes and programs. He is a former MAPEH Coordinator at St. James Academy (SJA) – Malabon. Currently, he is the school director/consultant of Words of Wisdom Christian Academy (WOWCA) – Valenzuela, a part-time teacher for senior high school, and the owner of PD Academic and Music Tutorial Center in Valenzuela. Mr. Enguero became one of the speakers/facilitators for the “DIWA Design Thinking,” “DIWA Innovation Workshop for Educators,” and “DIWA IFLEX for Home-Based Education.”Mr. Enguero is also the consultant of Hagibis and Buhawi magazines, Practical MAPEH for Physical Education, and one of the authors of the MAPEH Works (First and Second Edition), Practical MAPEH (Second Edition), and the author of SHS Physical Education and Health 1 and 2 (Second Edition), which are all exclusively distributed by Diwa Learning Systems Inc.ARLENE L. DAVE, Ed. D. finished her bachelor’s degree in Education (major in Religious Education and in Physical Education) at St. Columban College, Inc. in 1989. In 2013, she obtained her doctorate in Educational Management at President Magsaysay State University. She also received a National Certification II in Dressmaking and Trainer’s Methodology 1 under the Technical Education and Skills Development Authority (TESDA). She was a catechist, a private school teacher, and a college instructor. In 2014, she became a public secondary school teacher. At present, she is the sports coordinator of New Cabalan National High School-Senior High School (NCNHS-SHS). She is the organizer and adviser of the NCNHS-SHS Physical Education and Health, Sports and Performing Arts (PEHSPA) Club. JOSELITO P. GRANDE, JR. obtained his master’s degree in Biology Education at the University of the Philippines – Diliman. He received his bachelor’s degree in Nursing from Arellano University. He also earned 18 units of teacher education from the same university. At present, Mr. Grande is a full-time science teacher at Las Piñas City National Science High School. He was a former grade school teacher at the University of Perpetual Help System DALTA, where he taught for three years.
This book is produced by an academic publisher whose quality management system is cered to ISO 9001.ConsultantsEARL CLARENCE L. JIMENEZ, Ph.D. finished his bachelor’s degree in Musicology at the University of the Philippines – Diliman, where he also received a diploma in Creative and Performing Musical Arts in Piano. He obtained his master’s degree in Ethnomusicology at the Philippine Women’s University. He then earned his doctorate in Ethnomusicology from the same university. Dr. Jimenez is an ethnomusicologist who has participated in research projects and conducted field works among different ethnolinguistic groups in the Philippines, most notably among the Tboli of Lake Sebu, South Cotabato. He has presented research papers at local and international academic conferences, on which the latest was at the Workshop on Safeguarding Strategies in the Pacific Region (November 2019) at the Shanghai Conservatory of Music. His papers have been published in academic journals such as Sabangan and Studia Instruemntorum Musicae Popularis. He also conducts workshops on Philippine and Asian music. His research interests include organology, music instrument collection, soundscapes, music and religion, music and the body, and archiving. He maintains a website (www.musikoleksyon.com) that features his personal collection of more than 500 indigenous music instruments worldwide. His professional affiliations include the International Society for Music Education (ISME), the International Council on Traditional Music (ICTM), and the International Association of Sound and Audiovisual Archives (IASA). He is in the editorial board of the Asian-European Music Research Journal (AEMR) published by the Shanghai Conservatory of Music. He is currently the dean of the Philippine Women’s University School of Music.MARIA BERNADETTE SOLINA-WOLF received her bachelor’s degree in Fine Arts (major in Visual Communications) at the University of the Philippines – Diliman. Ms. Wolf has been able to publish 25 illustrated books, with her most recent books titled Barefoot Bulayan (about a Bagobo boy) and Ang Sorpresa ni Razaq to be one of the 20 big books to be translated into eight different languages: Bahasa Sug, Chavacano, Iranun, Maguindanaon, Meranaw, Sinama, Teduray, and Yakan. These books will be distributed to the different Bangsamoro provinces. She is also one of the founding members of the Ilustrador ng Kabataan (INK). This is an organization of artists dedicated to uplift and professionalize the craft of children’s book illustration in the Philippines. She was also a visual communication lecturer at the UP College of Fine Arts – Diliman, and then worked as a full-time, live-in visual arts instructress at the Philippine High School for the Arts in Makiling, Laguna for five years.Aside from illustrating for children’s books, she paints images of indigenous people and other Filipiniana motifs on polished coconut shells. Her husband Michael, who is a German national, has conceptualized her works. These coconut artworks, which they branded Nutart, have been on a traveling exhibition for nearly three years (2015–2018) among the different historical museums and shrines of the National Historical Commission of the Philippines. ANTONIO MEISNER L. BASMAYOR obtained his master’s degree from the College of Education of the University of the Philippines – Diliman. He also earned his bachelor’s degree in Physical Education and Diploma in Sports Coaching from the College of Human Kinetics from the same university. Mr. Basmayor is currently a full-time faculty member and sports club moderator in the grade school Physical Education Department of Xavier School in Greenhills, San Juan. He has been a faculty member of Xavier School for 28 years and has given professional conversation talks in MAPEH for public school teachers.ReviewersANNA PATRICIA B. RODRIGUEZ-CARRANZA has a master’s degree in Music (major in Music Education) from the University of the Philippines – Diliman. She graduated magna cum laude with a bachelor’s degree in Music (major in Music Education) from the same university. Ms. Rodriguez-Carranza is a member of the junior faculty of the Music Education Department of the College of Music of UP. She handles classes on Community Education Program (recorder class), Preschool Music Methods and Practicum, Orff Methods Arranging for Classroom Ensemble, and Creative Music Experiences for Children (UP CMU Extension Program), to name a few. Ms. Rodriguez-Carranza is the secretary of the Philippine Society for Music Education, a nonstock, nonprofit, SEC-registered national organization dedicated to the advancement of music education.ERMA EUGENIA L. CAPUCION has a master’s degree in Fine Arts (major in Studio Arts) from the University of the Philippines – Diliman. She has a bachelor’s degree in Fine Arts (major in Advertising) from the University of Santo Tomas. She is currently affiliated with Silliman University in Dumaguete City, Negros Oriental, where she is the chairperson and an assistant professor of the Fine Arts Department and the interim gallery director of the Ariniego Art Gallery. Prior to this, she was an assistant professor of the Department of Humanities of the College of Arts and Sciences in the University of the Philippines – Los Baños. She was also an instructor of the Department of Behavioral Sciences in the De La Salle University in Dasmariñas, Cavite.Ms. Capucion has made several solo exhibitions such as Revisiting Aklat (Manila, 2018), Aklat (Dumaguete City, 2017), Another Place (Dumaguete City, 2017), Formal Elements (Pasay City, 2016), Self Portraits (Makati City, 2015), and My Greens (Makati City, 2012). In 2016, she received the Asian Cultural Council Fellowship Grant, which is a three-month research grant to observe mural arts and practices in New York City, Philadelphia, and Detroit.MARINA E. BALCE has a doctorate in Science Education major in Biology from the University of the Philippines – Diliman and a master’s degree in Biology Education from the De La Salle University – Manila. Dr. Balce has been a Science Education Specialist at the University of the Philippines – National Institute of Science and Mathematics Education Development (UP–NISMED).
PREFACEThe Praccal MAPEH Second Edion textbook series follows the latest K to 12 curriculum, which focuses on the mastery of four key subjects: music, arts, physical educaon (PE), and health. You will be able to perform real-life and standard-based acvies that will let you apply what you have learned in your MAPEH lessons. You will also be able to innovate through the design thinking approach. In this novel approach, you will empathize and experience the actual situaon as a learner, dene lessons and problems with a clear view, ideate creave soluons for the lesson and the dened problem, do prototyping of possible soluons by making the actual product, and test your output for evaluaon and eecvity. This textbook contains a collecon of actual curriculum-based and competency-aligned exercises for formave and summave assessment. The following are the important features of the series:1. Dierenated instrucon (DI) for all types of learners2. Lessons that are in line with 21st century skills 3. ICT integraon for technology enhanced acvies4. College readiness standards for long-term learning5. The ve K to 12 methods: collaborave, integrave, inquiry-based, reecve, and construcvist6. Design thinking strategies that allow you to solve a problem through innovaon7. Diwa Learning Town (DLT) for a variety of addional online acvies and sources such as supplemental educaonal magazine (SEMs)Each Praccal MAPEH Second Edion textbook is divided into four units.Music/Arts – Both the music and the arts curricula will allow you to learn and apply design thinking through knowledge, skills, and values necessary for arsc expression and cultural literacy. Music and arts are performance-based disciplines that can be eecvely learned through acve parcipaon, performance, creave expression, aesthec valuaon, crical response, and interpretaon. Physical Educaon – Move to learn is the context of physical acvity as the means for learning. Learn to move, on the other hand, embodies the learning of skills and techniques and the acquision of understanding needed to parcipate in varied physical acvies such as exercise, games, sports, dance, and recreaon. The secons on design thinking for innovaon will enhance your knowledge, understanding, and skills on tness and health.Health – Health educaon emphasizes the development of posive heath atudes and relevant skills to achieve a good quality of life. A comprehensive body of knowledge has been provided to serve as a foundaon in developing desirable health atudes, habits, and pracces.Each lesson of this textbook has the following components:• Install serves as a movaonal acvity and springboard of the lesson. It contains ICT-based acvies such as watching video clips, listening acvies, online games, and other technology-based instruconal materials that will introduce the lesson.• Access contains guide quesons and reecve quesons that will inspire you to parcipate and give your own opinions on the acvies in Install. • Network is the body of the lesson. It features essenal informaon about the ideas, concepts, and discipline of each topic. You will also nd pop-up components for meaningful and acve learning experiences. These pop-up components are the following: Acvity features a quick assessment in execung the target skills to be developed. Big Idea provides quick essenal learning secons of the topic. Connect contains an interesng trivia about the topic. Extensions contains web-based acvies or online references for further reading.• Upgrade is the assessment part of the lesson. It contains various test formats that measure what you have learned about the lesson and/or performance tasks in GRASPS format.• Decode poses reecve quesons with real-life applicaons. • Let Us Innovate is the unit closer and an enrichment acvity. It follows the design thinking approach that allows you to enhance your creavity and nd soluons to the idened problem in the unit. You will Emphathize to discover the problem, Dene to idenfy specic problem, Ideate to innovate, design, and create soluons, Prototype a possible soluon with the use of the available materials, and Test to evaluate the eecvity of the designed innovaon.The Praccal MAPEH Second Edion textbook series intends to broaden your knowledge and allows you to engage in various acvies that will bring out the best in you as future professionals. The Series Consultants
TABLE OF CONTENTSUnit I The Music of the Philippines ..........................................................................................................1Chapter 1 The Music of Luzon (Lowlands) ......................................................................................................2Lesson 1 The Melodies of Love ............................................................................................................................2Lesson 2 The Tunes of Sacred Beliefs ...................................................................................................................8Lesson 3 The Philippine Rondalla and the Brass Band .......................................................................................12 Lesson 4 The Creave Sound of Bamboo Instruments .......................................................................................16 Lesson 5 The Music of Angklung and Pangkat Kawayan ....................................................................................20Chapter Test ....................................................................................................................................................................25Chapter 2 The Music of Cordillera, Mindoro, Palawan, and Visayas ............................................................. 27Lesson 1 Cordillera: The Indigenous Sound ...................................................................................................... 27 Lesson 2 Mindoro and Palawan: Instrumental and Vocal Sounds ..................................................................... 35 Lesson 3 The Music of the Visayas .................................................................................................................... 40 Chapter Test ................................................................................................................................................................... 45Chapter 3 The Music of Mindanao ...............................................................................................................47Lesson 1 Mindanao: The Vocal Music ................................................................................................................47 Lesson 2 Mindanao: The Music of Kulintang .....................................................................................................53 Lesson 3 Mindanao: The Instrumental Music ....................................................................................................60Lesson 4 Mindanao: The Music of the Lumads ..................................................................................................64Chapter Test ....................................................................................................................................................................67Chapter 4 Philippine Fesvals ......................................................................................................................69Lesson 1 The Origins of Some Philippine Fesvals ............................................................................................ 69 Lesson 2 Religious Fesvals as Philippine Tradions ......................................................................................... 72Lesson 3 The Philippine Stage of Folk Drama ......................................................................................................77Lesson 4 The Origins of Philippine Entertainment ............................................................................................ 81Chapter Test ................................................................................................................................................................... 86Let Us Innovate ..................................................................................................................................................... 89Unit II Philippine Tradional Art ............................................................................................................ 91Chapter 5 The Arts and Cras of Luzon ....................................................................................................... 92Lesson 1 The Molding Arts and Cras of Luzon ................................................................................................ 92Lesson 2 Weaving and the Art of Ornamentaons of Luzon ............................................................................. 98Lesson 3 The Dwelling Designs of Luzon ......................................................................................................... 104Chapter Test ..................................................................................................................................................................110Chapter 6 The Arts and Cras of MIMAROPA and the Visayas .....................................................................113Lesson 1 The Moldings Arts and Cras of MIMAROPA and the Visayas ..........................................................113Lesson 2 Weaving and the Art of Ornamentaons of MIMAROPA and the Visayas .........................................118Lesson 3 The Dwelling Designs of MIMAROPA and the Visayas .......................................................................123Chapter Test ...................................................................................................................................................................130Chapter 7 The Arts and Cras of Mindanao .............................................................................................. 132Lesson 1 The Molding Arts and Cras of Mindanao ....................................................................................... 132Lesson 2 Weaving and the Art of Ornamentaons of Mindanao .................................................................... 138Lesson 3 The Dwelling Designs of Mindanao .................................................................................................. 144Chapter Test ................................................................................................................................................................. 149Chapter 8 Fesvals and Theatrical Forms in the Philippines .......................................................................152Lesson 1 Philippine Local Theater Tradions ....................................................................................................152Lesson 2 The Philippine Colonial and Modern-Day Theatrical Tradions ........................................................157Lesson 3 A Celebraon of Philippine Fesvals …… ...........................................................................................163Chapter Test ................................................................................................................................................................. 169Let Us Innovate ................................................................................................................................................... 173
Unit III Personal Fitness and Exercise Training .......................................................................................175Chapter 9 Physical Fitness through Individual Sports .................................................................................176Lesson 1 Your Physical Fitness Maers ............................................................................................................176Lesson 2 Plan on Why and How You Do What You Do .....................................................................................185Lesson 3 Run for Your Cardiovascular Endurance and Speed ..........................................................................194Lesson 4 Your Balance and Flexibility Fit Rhythmic Gymnascs .......................................................................204Chapter Test ...................................................................................................................................................................213Chapter 10 Physical Fitness through Dual and Combave Sports .................................................................215Lesson 1 Badminton: Flying the Bird High with Your Agility and Power ...........................................................215Lesson 2 Table Tennis: Spinning a Ball onto a Wood Surface ............................................................................226Lesson 3 Arnis: Your Agility, Power, Accuracy, and Timing (APAT) Maer .........................................................232Chapter Test ..................................................................................................................................................................243Chapter 11 Physical Fitness through Folk Dancing .......................................................................................245Lesson 1 Dance: Turning Your Hard Skills to So Skills .....................................................................................245Lesson 2 Tracing Our Filipino Character and Culture through Folk Dances ......................................................253Lesson 3 Ethnic or Tradional Dances ..............................................................................................................261Chapter Test ................................................................................................................................................................. 266Chapter 12 Fesval Dances ......................................................................................................................... 268Lesson 1 The Panagbenga Fesval in Baguio City ........................................................................................... 268Lesson 2 The A-Ahan, Dinagyang, and Sinulog Fesvals ............................................................................. 271Lesson 3 The Masskara Fesval and Other Nonreligious Fesvals ...................................................................276Lesson 4 Physical Fitness Post-assessment ..................................................................................................... 280Chapter Test ................................................................................................................................................................. 282Let Us Innovate ................................................................................................................................................... 284Unit IV Health ...................................................................................................................................... 287Chapter 13 Growth and Development ........................................................................................................ 288Lesson 1 Achieving Holisc Health .................................................................................................................. 288Lesson 2 Reaching Developmental Milestones ............................................................................................... 296Lesson 3 Dealing with Health Concerns during Adolescence .......................................................................... 302Lesson 4 Checking of Health Status ................................................................................................................. 308Lesson 5 Coping with Health Concerns during Adolescence ........................................................................... 314Chapter Test ................................................................................................................................................................. 317Chapter 14 Nutrion .................................................................................................................................. 320Lesson 1 Following Nutrional Guidelines ...................................................................................................... 320Lesson 2 Learning about Malnutrion and Micronutrient Deciencies .......................................................... 331Lesson 3 Recognizing Some Eang Disorders .................................................................................................. 337Lesson 4 Prevenng and Controlling Eang Disorders among Adolescents .................................................... 342Lesson 5 Developing Healthy Eang Habits .................................................................................................... 346Chapter Test ................................................................................................................................................................. 349Chapter 15 Personal Health ........................................................................................................................ 352Lesson 1 Achieving Good Mental Health ........................................................................................................ 352Lesson 2 Geng to Know the Good and the Bad Stress ................................................................................. 357Lesson 3 Understanding Common Stressors That Aect Adolescents ............................................................ 361Lesson 4 Facing the Stress and Responding to It ............................................................................................. 366Lesson 5 Recognizing and Managing Common Mental Health Disorders ....................................................... 371Chapter Test ................................................................................................................................................................. 374Chapter 16 Prevenon and Control of Noncommunicable Diseases and Disorders ...................................... 377Lesson 1 Geng to Know Noncommunicable Diseases .................................................................................. 377Lesson 2 Determining the Causes of Noncommunicable Diseases ................................................................. 380Lesson 3 Treang Noncommunicable Diseases ............................................................................................... 389Lesson 4 Prevenng and Controlling Noncommunicable Diseases ................................................................. 393Lesson 5 Keeping a Personal Health Record .................................................................................................... 399Chapter Test ................................................................................................................................................................. 402Let Us Innovate ................................................................................................................................................... 405Bibliography ....................................................................................................................................................... 407
The Music of the PhilippinesUnitIIn this unit, you will be able to answer ƚŚĞ ĨŽůůŽǁŝŶŐ ƋƵĞƐƟŽŶƐ͗1. What is Philippine music?Ϯ͘ tŚĂƚ ĂƌĞ ƚŚĞ ĐŚĂƌĂĐƚĞƌŝƐƟĐƐ ŽĨ Philippine music?ϯ͘ tŚĂƚ ĂƌĞ ƚŚĞ ĨƵŶĐƟŽŶƐ ŽĨ ŝŶĚŝŐĞŶŽƵƐ musical instruments in Philippine music?My Unit ExpectationsIn this unit, I will be able to
2 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessThe Music of Luzon (Lowlands)Chapter1NetworkInstallLesson1The Melodies of LoveChoose three words from the box, and then complete the sentences below. Share your thoughts about your chosen words. Then answer the questions posed in Access.FolkKumintangHaranaKundimanBalitawI chose the word _________________ because __________________________________________.I chose the word _________________ because __________________________________________.I chose the word _________________ because __________________________________________.1. What can you say about the given words in the box? Which of these words are familiar to you? Explain.2. Have you heard any of the music mentioned above? Are they worth listening to? Why do you say so?3. What is Philippine music to you?Filipinos have been winning singing competitions worldwide. That should not be a surprise, as Filipinos are known to be musically talented. Music has always been part of our culture and way of life. In fact, there are music for work, worship, rituals, and of course, for festivals.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 3In this lesson, you will familiarize yourself with the songs that make up the richness of Filipino culture in the lowlands of Luzon. The songs that will be discussed here are secular songs. A secular song is a type of song that is non-religious in nature. This kind of song is primarily for entertainment, but it can also be used as a work song or a song for a particular celebration.Folk SongsAn example of a Luzon lowland folk song is “Magtanim Ay Di Biro.” This popular folk song describes the tedious task of rice-planting. The song also expresses the hope of a bright future if you are prepared for the challenges ahead. When you listen to the song, you can hear a rhythmic beat that is synchronized to the way rice seedlings are planted.Here’s a sample video of “Magtanim Ay Di Biro” sung by the Mabuhay Singers, which you can listen to by visiting https://youtu.be/KPJJ_dzPaqg.Another example of a folk song from lowland Luzon is “Manang Biday,” which comes from the Ilocos region. This is a courtship song wherein Biday, the name of the lady, is requested to open the window to see and hear the good intentions of the man courting her. Folk songs from other parts of the country outside lowland Luzon include “Ili-Ili Tulog Anay,” a Visayan lullaby, and “Salidummay,” a group of folk songs from northern Luzon. You may listen to a sample of “Manang Biday” here: https://www.youtube.com/watch?v=Nc2cLyZmEJA. Here are the lyrics of the famous Ilocos hymn. Manang BidayIlokano folk songThe secular music of Luzon ŵŝƌƌŽƌƐ ƚŚĞ ĞǀĞƌLJĚĂLJ ůŝǀĞƐ ŽĨ the Filipinos living there. Big Idea
MUSIC4 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳHaranaHarana or serenading is part of the Filipino traditional way of courtship. When doing a harana, the man usually sings with a guitar to the woman he is courting. He performs outside the woman’s house in front of her family. If the man is not talented enough to sing, he may hire someone who can perform the love song. Nowadays, you seldom see courtship done this way. Activity 1Activity 2Form groups with six members each. Analyze the musical elements of the song “Manang Biday,” and then present a song-and-dance performance featuring it. Assign the following tasks to the members of the group:1. Singers2. Instrumentalists [use any available instrument (e.g., guitar for the harmony, recorder for the melody, and rhythm sticks for the rhythm)]3. Dancers Note͗ $ǀĞƌLJ ƟŵĞ LJŽƵ ĂƌĞ ĂƐŬĞĚ ƚŽ ĂŶĂůLJnjĞ Ă ŵƵƐŝĐ ƉŝĞĐĞ͕ ƉĂLJ ĂƩĞŶƟŽŶ ƚŽ ƚŚĞƐĞ ƐĞǀĞŶ ŵƵƐŝĐĂů ĞůĞŵĞŶƚƐ͗1. "ƵƌĂƟŽŶ ʹ dŚŝƐ ƉĞƌƚĂŝŶƐ ƚŽ ƚŚĞ ůĞŶŐƚŚ ŽĨ ŶŽƚĞƐ ĂŶĚ ĞǀĞŶ ƚŚĞ ǁŚŽůĞ ƉŝĞĐĞ͘ zŽƵ ĂůƐŽ ŶŽƚĞ ƚŚĞ ƚĞŵƉŽ ĂŶĚ ƟŵĞ ƐŝŐŶĂƚƵƌĞƐ͘ &ĞĂƚƵƌĞƐ ƚŚĂƚ ŝŶǀŽůǀĞ ƚŚĞ ƌŚLJƚŚŵ ŽĨ ƚŚĞ ƉŝĞĐĞ ĂƌĞ ĂůƐŽ ƉĂƌƚ ŽĨ ĚƵƌĂƟŽŶ͘2. "LJŶĂŵŝĐƐ ʹ dŚŝƐ ƌĞĨĞƌƐ ƚŽ ƚŚĞ ǀŽůƵŵĞ͕ ǁŚŝĐŚ ĐĂŶ ďĞ ƌĞůĂƚĞĚ ƚŽ ƚŚĞ ǀŽůƵŵĞ ŽĨ ŝŶĚŝǀŝĚƵĂů ŶŽƚĞƐ Žƌ ƚŚĞ ǁŚŽůĞ ƐŽŶŐ ŝƚƐĞůĨ͘ #LJŶĂŵŝĐƐ ĂůƐŽ ŝŶĐůƵĚĞƐ ƚŚĞ ƵƐĞ ŽĨ ƚĞĐŚŶŽůŽŐLJ͘ϯ͘ ,ĂƌŵŽŶLJ ʹ dŚŝƐ ƌĞĨĞƌƐ ƚŽ ƚŚĞ ƉƌĞƐĞŶĐĞ ŽĨ ĐŚŽƌĚƐ ĂŶĚ ǁŚĂƚ ƚŚĞ ĐŚŽƌĚ ƉƌŽŐƌĞƐƐŝŽŶ ŽĨ ƚŚĞ ŵƵƐŝĐ ƉŝĞĐĞ ŵĂŬĞƐ you feel.4. Melody ʹ dŚŝƐ ƌĞĨĞƌƐ ƚŽ ƚŚĞ ƐĞƋƵĞŶĐĞ ŽĨ ƐŽƵŶĚƐ͕ ƚŚĞ ƐŝŶŐůĞ ŶŽƚĞƐ͕ ǁŚĞƚŚĞƌ ƚŚĞLJ ĂƌĞ ƐƵŶŐ Žƌ ƉůĂLJĞĚ͘ dŚŝƐ ĞůĞŵĞŶƚ ŝŶĐůƵĚĞƐ ŵŽĚƵůĂƟŽŶ͕ ŝŶƚŽŶĂƟŽŶ͕ ƌĂŶŐĞ͕ ĂŶĚ ƉŝƚĐŚ ďůĞŶĚƐ͘5. ^ƚƌƵĐƚƵƌĞ ʹ dŚŝƐ ƉĞƌƚĂŝŶƐ ƚŽ ƚŚĞ ƐĞĐƟŽŶƐ ƚŚĂƚ ŵĂŬĞ ƵƉ ƚŚĞ ŵƵƐŝĐ ƉŝĞĐĞ͘ dĂŬĞ ŶŽƚĞ ŽĨ ƚŚĞ ŝŶƚƌŽ͕ ǀĞƌƐĞ͕ ĐŚŽƌƵƐ͕ ďƌŝĚŐĞ͕ ŝŶƐƚƌƵŵĞŶƚĂů ƐŽůŽ ƐĞĐƟŽŶƐ͕ ĂŶĚ ŽǀĞƌĂůů ƚŚĞŵĞ ŽĨ ƚŚĞ ŵƵƐŝĐ ƉŝĞĐĞ͘ tŚĞŶ LJŽƵ ĐƌŝƟƋƵĞ ƚŚĞ ƐƚƌƵĐƚƵƌĞ͕ LJŽƵ ƐĂLJ ƐŽŵĞƚŚŝŶŐ ĂďŽƵƚ ǀĂƌŝĞƚLJ ĂŶĚ ĐŽŶƚƌĂƐƚ ŝŶ ƚŚĞ ƐĞĐƟŽŶƐ ŽĨ ƚŚĞ ŵƵƐŝĐ ƉŝĞĐĞ͘6. Texture ʹ dŚŝƐ ƉĞƌƚĂŝŶƐ ƚŽ ƚŚĞ ŶƵŵďĞƌ ŽĨ ŝŶƐƚƌƵŵĞŶƚƐ ƵƐĞĚ ŝŶ ƚŚĞ ƉŝĞĐĞ͘ dŚŝƐ ĂůƐŽ ŝŶĐůƵĚĞƐ ŵƵƐŝĐĂů ǀŽŝĐŝŶŐƐ͘ ,Žǁ ƚŚĞ ŝŶƐƚƌƵŵĞŶƚƐ ĂīĞĐƚ ƚŚĞ ŽǀĞƌĂůů ĨĞĞů ŽĨ ƚŚĞ ƉŝĞĐĞ ŝƐ ĂůƐŽ ƉĂƌƚ ŽĨ ƚĞdžƚƵƌĞ͘ϳ͘ dŝŵďƌĞ ʹ dŚŝƐ ƌĞĨĞƌƐ ƚŽ ƚŚĞ ƚŽŶĞ ŽĨ ƚŚĞ ƉŝĞĐĞ͘ tŚĞŶ LJŽƵ ĨŽĐƵƐ ŽŶ ƟŵďƌĞ͕ LJŽƵ ĚĞƐĐƌŝďĞ ƚŚĞ ǁĂLJ ƚŚĞ ŝŶƐƚƌƵŵĞŶƚƐ Žƌ ƚŚĞ ǀŽŝĐĞƐ ŝŶ ƚŚĞ ŵƵƐŝĐ ƉŝĞĐĞ ƐŽƵŶĚ͘connect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ƚŚĞƌĞ ŝƐ Ă ƐĞƌĞŶĂĚŝŶŐ company in the Philippines that lets you Ŭ Ă ŚĂƌĂŶŝƐƚĂ? Go online and watch a video clip of a harana titled "Philippine Cultural Heritage 'Harana"'on https://www.youtube.com/watch?v=98HBr8HkIDA. Write a one-page insight about the video, and share it with the class.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 5BalitawA Tagalog balitaw is another type of folk song in 34time signature. This folk song expresses love verses for both the man and the woman. The balitaw can also be danced. It has a rhythmic pattern in the bass. While the Visayan balitaw is in the minor key, the Tagalog balitaw is in the major key. A balitaw may run for several hours until the woman answers the man’s proposal, thus ending the lengthy exchange of melodies. Activity 3Watch and listen to the song Visayan Balitaw: Kukok – Filipino Folk Song (Ilonggo) by Mabuhay Singers on https://www.youtube.com/watch?v=MS1qcf1CK4g.“Kukok”Kukukukuku-ko Kanta sa alimokon Kukukukuku-ko Nga masinadyahon Kukukukuku-ko Ay si alimokon Kukukukuku-ko, Kukukukuku-ko May duha ka pispis sa kahoy nga tambis Naghirup-hirupay Kag nag-haluk-halukay Napuno sang kasadya Kag puno sang kalipay Kukukukuku-ko Kanta sa alimokon Kukukukuku-ko Nga masinadyahon Kukukukuku-ko Ay si alimokon Kukukukuku-ko, Kukukukuku-ko May duha ka pispis sa kahoy nga tambis Naghirup-hirupay Kag nag-haluk-halukay Napuno sang kasadya Kag puno sang kalipay Kuku-ko, kuku-ko Kuku-ko, Kukukuku-ko Kuku-ko, kuku-ko Puno sang kalipayPerform the song with your group mates in front of the class. Then explain the characteristics of the song based on its origin.KumintangKumintang is a song and dance style from the 19th century. Some sources say that the term kumintang is the former name of Batangas, where the style of music originated from. Meanwhile, other accounts considered the kumintang a war song.
MUSIC6 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳSimilar to balitaw, kumintang is also performed by a man and a woman who exchange musical phrases that concern love and courtship. While the exchange of music is going on, dancers and members of the audience would pass around a glass of lambanog, a Filipino native wine made from coconut sap. In 1997, an extensive study by Elena R. Mirano state that the kumintang, as documented (with musical transcriptions) by 19th century historians and writers (Jean Baptiste Mallat de Bassilan, Pedro Paterno, Wenceslao Retana, Manuel Walls y Merino), is partly characterized by improvised tune formulas based on a hemitonic mode (contains semitones, or the half-steps). Just like other indigenous song-forms, the kumintang is used to render varying texts, both oral and written, such as the romance narrative awit. Awit is also a common term for “song.”An example of a kumintang is a song titled “Prinsesa de Kumintang.” However, there is no musical exchange between a man and a woman in this piece. Here is a sample video clip of “Prinsesa de Kumintang” by Francisco Buencamino: https://youtu.be/x6hcEjJkJmI. KundimanThe kundiman follows a form and tonality that is distinct from other love songs. This folk song may have a binary (two large sections) or a ternary (three large sections) form. The binary form is in the minor mode followed by part(s) in the major mode. The kundiman’s union of text and melody expresses unrequited love, but ends with hope. Famous Filipino composers of kundiman include Nicanor Abelardo, Bonifacio Abdon, Francisco Santiago, and Antonio Molina.Though many songs of kundiman is about love, some songs also express nationalism. The popular kundiman song “Bayan Ko” is a patriotic song famous during the 1986 EDSA Revolution. This piece was taken from the zarzuela titled “Walang Sugat.” Molina also mentioned in his paper a song called “Ang Kundiman ng Himagsikan,” which is considered as the kundiman of the Katipuneros. If you read the lyrics of the song, the first letter of each line of the lyrics would form the name “Jocelynang Baliuag.” Thus, historians consider the kundiman as having political undertones, wherein the woman of affection refers to the motherland. Activity 4Dive into the beauty of original Pilipino music. Form a group and choose one song in the following list. The members of each group will sing the song (a capella or with accompaniment) in front of the class.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 7Extensions1. Know more about kundiman composers by visiting https://www.gmanetwork.com/news/lifestyle/artandculture/662605/kundiman-a-dying-art-not-with-a-new-crop-of-composers/story/.2. Learn more about kundiman songs by visiting https://www.filipinaslibrary.org.ph/himig/more-than-a-love-song/. 3. Go to the Diwa Learning Town website at http://bit.ly/diwa-PMAP2ED7, and read the article titled “Blast from the Past: Recognizing and Enjoying Harana” from Buhawi 7.UpgradeWrite T if the statement is true, and F if it is false. ____ 1. A secular song is a type of song that is non-religious in nature.____ 2. Philippine folk songs are usually connected to a particular act or function.____ 3. Harana or serenading is a traditional way of courtship in the Philippines.____ 4. A balitaw is a folk song that expresses love verses for both the man and the woman.____ 5. Many kundiman songs are about love, but some songs also express nationalism.Decode1. What are the functions of secular music in the lowlands of Luzon?2. What can you say about the different types of Filipino songs such as harana, balitaw, kumintang, and kundiman? How did these songs make you feel about being a Filipino?1. “Minamahal Kita” (1940) by Mike Velarde Jr.:http://www.youtube.com/watch?v=2W4RX1S6jUU2. “Dahil Sa ‘Yo” (1937) by Mike Velarde Jr.:https://www.youtube.com/watch?v=7lhHo9l8-uc3. “Bituing Marikit” (1926) by Nicanor Abelardo:http://www.youtube.com/watch?v=Gp6-0x9JlME4. “Pakiusap” (1921) by Francisco Santiago:http://www.youtube.com/watch?v=fiNjvB1M7_c5. “Ang Maya” (1905) by Jose Estrella:http://www.youtube.com/watch?v=ENHl2jfEWfA
MUSIC8 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson2The Tunes of Sacred BeliefsFind a partner. Share your insights about the two images below. Then answer the questions posed in Access.1. What occasions do the images above show?2. What do you think is the kind of music used in the occasions shown in the two images?3. How does music affect your understanding of and feelings about religion?Sacred music is a type of music that is religious in nature or with a religious purpose (e.g., for worship). Some forms of sacred music trace their roots to organized forms of worship, such as the Catholic Church.A popular example of sacred music from the Catholic Church is the Gregorian chant. Historically, sacred music is based on the Western musical traditions, which cites the Gregorian chant as one of its foundations. Other systems of belief also have their own sacred music such as the Hindus, Jews, Buddhists, and Muslims. Much of the sacred music in the Philippines is rooted in the Spanish colonial traditions. In this lesson, sacred music will be discussed in the local Catholic context, with two sub-classifications—liturgical and devotional. >ŝƚƵƌŐŝĐĂů ŵƵƐŝĐ ĂŶĚ ĚĞǀŽƟŽŶĂů ŵƵƐŝĐ ĂƌĞ ďŽƚŚ ƉƌĂĐƟĐĞĚ ŝŶ !ĂƚŚŽůŝĐ ďĞůŝĞĨƐ͘ >ŝƚƵƌŐŝĐĂů ŵƵƐŝĐ ŝƐ ƵƐĞĚ ĚƵƌŝŶŐ ƚŚĞ ,ŽůLJ DĂƐƐ͕ ǁŚĞƌĞĂƐ ĚĞǀŽƟŽŶĂů ŵƵƐŝĐ ŝƐ ƵƐĞĚ ŽƵƚƐŝĚĞ Ă ůŝƚƵƌŐŝĐĂů ƐĞƫŶŐ͘Big Idea
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 9Liturgical music refers to music that is used during the Holy Mass, and in other forms of non-Eucharistic liturgies such as vespers, lauds, and Bible-based texts. Liturgical music is based on the text of the Mass that is mostly on the “ordinary” prayers, namely, the Kyrie (Lord have mercy), the Gloria (Glory to God), the Credo (Creed), the Sanctus (Holy, Holy!), and the Agnus Dei (Lamb of God).Here is a music sheet of “Panginoon Kaawaan Mo Kami” by Dom Benildus Maramba, OSB. This song was played during the Papal visits in 1995 and in 2015. Activity 1Form groups with six members each. Practice how to properly sing the song “Panginoon, Kaawaan Mo Kami.” The elements and the style of the music should be observed while singing the song in unison. Play the song that can be found at https://www.youtube.com/watch?v=x-TKPvgEhqY as music accompaniment.Did you notice the repetition of the phrases? This is an example of an antiphonal setting, wherein a phrase is sung alternately by two groups. In the given song, the singing of the first phrase is done by the cantor or the choir leader, and the second phrase is sung by the members of the congregation.
MUSIC10 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 2Devotional music refers to music that expresses respect and devotion to God outside of a liturgical setting. Music heard in religious activities such as Senakulo, Pasyon, Flores de Mayo, and Salubong may be considered as devotional music. The Pasyon, Senakulo, and Salubong are community traditions practiced throughout the Philippines. These religious activities narrate the story of the Passion of Jesus Christ. The songs used in these events vary from place to place. They are an important part of Filipino culture and tradition. The song “Salubong” is also used in an award-winning Filipino movie “Two Funerals.” The movie was featured in the Cinemalaya movie festival in 2010. Listen to the same song rendered in Latin. Go to https://youtu.be/UH0ly94jPhI?t=2m8s.Form a group and choose one devotional song in the list below. The members of each group will sing in unison their chosen song with audio recording accompaniment in front of the class.1. Pasyon 2. Flores de Mayo 3. SalubongExtensions1. Know more about the Senakulo by visiting https://spirituality.knoji.com/senakulo-traditional-dramatization-of-the-passion-of-jesus-christ/.2. Read the following article to know more about the status of music in the different religions across the world: https://www.quora.com/What-is-the-status-of-music-in-religions-across-the-world.^ĞŶĂŬƵůŽ WĂƐLJŽŶ
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 11UpgradeI. The following is a part of The Constitution on the Sacred Liturgy in 1963. Read and explain it in three to four sentences in relation to what you have learned about sacred music in the Philippines. “The treasure of sacred music is to be preserved and fostered with great care. . . . but bishops and other pastors of souls must be at pains to ensure that, whenever the sacred action is to be celebrated with song, the whole body of the faithful may be able to contribute that active participation which is rightly theirs.”Source: Vatican Council 2, The Constitution on the Sacred Liturgy, 1963, 114II. You and your friends are choir members in your parish church. Your group will perform a devotional song in the concert for a cause that will be held in your parish. The guests and audience will witness your performance. The producer of the concert will evaluate your performance based on the given rubric. So, make sure to sing the song with clarity, feelings, and energy. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe performance was very relevant and relatable to the audience. The message of the song was clear and detailed.The performance was relevant and relatable to the audience. The message of the song was clear.The performance was relevant and relatable to the audience, but the message of the song was not clear.The performance was somewhat relevant and not so relatable to the audience. The message of the song was not clear.PresentationThe performance was creative. The performers had good posture and dynamics.The performers met the standard in terms of good posture and dynamics.The performance did not go well, but the performers had good posture and dynamics.The performance was poor and needed improvement.MasteryThe performers showed mastery in all aspects.The performers showed some mastery in singing a devotional song.The performers showed a little mastery in singing a devotional song.The performers did not show mastery in singing a devotional song.Decode1. What are your thoughts about the kind of sacred music you hear in churches nowadays?2. Do you think sacred music helps strengthen your own faith?
MUSIC12 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson3The Philippine Rondalla and the Brass BandWatch the video of the performance of the song titled “Kahit Ayaw Mo Na” – (Band Rondalla Version) at https://www.youtube.com/watch?v=Ghf1PxFoB04. Sing along to the lyrics of the song if you are familiar with it. Here is an alternative link where you can find the song: https://www.youtube.com/watch?v=IrO6YscqRTg. Then answer the questions posed in Access.1. What is your impression of the music of the rondalla while singing along to the song?2. Do you appreciate the sound produced by a rondalla? Why or why not?3. What is the place of the music of a rondalla in the next generation? The rondalla has been part of our musical tradition since the Spaniards brought it to our shores during the 1800s. Unfortunately, this type of music is no longer as popular as before. Today, you can mostly find rondalla musical groups in schools and other learning institutions. Usually, the rondalla performs as an instrumental group to accompany a dance or singing performance. The group comprises different stringed instruments, namely, the bandurria, the octavina, the laud, the guitar, and the contrabass. The ensemble also has several percussion instruments that add color to the pieces being played. The bandurria, the octavina, and the laud are played with a pick that strums a group of strings very fast. This produces a tremolo sound that characterizes the rondalla sound. The guitar may also be plucked, but it is mostly strummed. The contrabass provides the low notes that balance off the bandurria’s shrill sound. This sound comes from the bandurria’s high metallic register. See the differences of these instruments in terms of their physical aspects on the next page.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 13;ĂͿ ďĂŶĚƵƌƌŝĂ;ďͿ ůĂƵĚ(c) ŽĐƚĂǀŝŶĂ;ĚͿ ŐƵŝƚĂƌ(e) contrabassActivity 1Form groups with three members each. Analyze the following videos and make a short review to be presented in front of the class:1. “Titibo-tibo” cover by ICNHS Himig Kwerdas Rondalla:https://www.youtube.com/watch?v=ZJI6tcmsau82. SOSA Rondalla “Sarung Banggi”:https://www.youtube.com/watch?v=4a5cO5_SU-I In the Philippine setting, the brass band is more often a combination of brass, percussion, and woodwind instruments. The performers wear colorful costumes and preceded by a group of girls as majorettes in street parades. These are the marching bands that you see in the streets during fiestas and other forms of festivities in the Philippines. Similar to the rondalla, the brass band has also existed since the Spanish period. The Banda Zabat of Nueva Ecija is one of the earliest known bands in the country. The Banda Zabat was organized by Eliodoro Chico y Bustamante, a Filipino priest, in the 1800’s. A town fiesta will not be complete without these groups of musicians. The performers in these bands continue to improve and pass on their craft for future generations. Today, a brass band performer may enter a school of music to further hone his or her talents and eventually become a professional musician. You can watch many street marching bands in provinces such as Rizal, Laguna, Cavite, and Bulacan.The street marching band also performs in concerts. During religious festivities such as Christmas, a brass band may present symphonic concerts in their communities.
MUSIC14 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳFrom the humble beginnings of local brass bands until today, Philippine brass bands have performed in other parts of the globe. The Philippine Constabulary Band formed in 1902 made history when they performed at the St. Louis World Exposition in 1904. Today, music schools such as the UP College of Music and the UST Conservatory of Music have sent their symphonic bands to festivals in China, Taiwan, Thailand, and other Asian countries. ExtensionsUpgradeActivity 2Listen to the songs in the album “The Best of Parada Pilipino” by Malabon Brass Band on https://www.youtube.com/watch?v=u1cklGe4rsw. Then learn how to play simple melodic lines using available instruments or improvised bottle instruments with different water levels that produce different pitches. 1. Read the article titled “Stringed roots: Rondalla rocks!” that can be found on https://www.philstar.com/test-microsite-clone/2013/07/20/991911/stringed-roots-rondalla-rocks to know more about the history of Philippine rondalla. You can also look for other reliable sources online.2. Read the article titled “Philippine Band Music” that can be found on https://www.filipinaslibrary.org.ph/himig/philippine-band-music/ to know more about the history of the Philippine brass band. dŚĞ ŵƵƐŝĐ ƉƌŽĚƵĐĞĚ ďLJ ƌŽŶĚĂůůĂ ĂŶĚ ďƌĂƐƐ ďĂŶĚƐ ƌĞŇĞĐƚƐ ƚŚĞ ƐŽƵŶĚ ŽĨ ŽƌŝŐŝŶĂů WŝůŝƉŝŶŽ ŵƵƐŝĐ ;KWDͿ ƚŚĂƚ ŝƐ ƉĂƌƚ ŽĨ WŚŝůŝƉƉŝŶĞ ĐƵůƚƵƌĞ ĂŶĚ ƚƌĂĚŝƟŽŶ͘Big IdeaI. How can you help promote rondalla and brass band music in the Philippines where Western popular music and digital music are the popular forms of music especially among the youth? Write your answer in three to five sentences.II. You are a sound engineer. You are asked by your former professor to create a remix of rondalla music and brass band music of the Philippines. This will serve as an intermission entry for a music festival in your alma mater. All the professors, students, guests, and participants will listen to your remix. Make sure to present a creative and clear remix that showcases the originality of rondalla and Philippine brass band music. The director of the music department of the school will evaluate your work based on the following rubric:
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 15CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe music was very relevant and relatable to the audience. The audio was very clear.The music was relevant and relatable to the audience. The audio was clear.The music was relevant and relatable to the audience. The audio was somewhat clear.The music was somewhat relevant and relatable to the audience. The audio was not clear.PresentationThe remix was creatively presented. The remix met the standard requirement.The remix was not presented well.The remix was poor and needed improvement.MasteryThe sound engineer showed mastery in all aspects.The sound engineer had some mastery in producing a remix of music.The sound engineer had little mastery in producing a remix of music.The sound engineer did not show mastery in producing a remix of music.Decode1. What can you say about the status of rondalla and brass band music in the Philippines today?2. In what occasions would you recommend rondalla and brass band music to be played? Why do you say so?
MUSIC16 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson4dŚĞ "ƌĞĂƟǀĞ ^ŽƵŶĚ ŽĨ !Ăŵ /ŶƐƚƌƵŵĞŶƚƐWatch the video clip titled “Sometimes You Only Have 2 Hours to Make a Pan Flute” at https://www.youtube.com/watch?v=3VgLclYuULk. Then answer the questions posed in Access. 1. Describe the sound of the pan flute.2. What can you say about the sound produced by this particular instrument made of bamboo?3. Bamboo is a good material for making a musical instrument. What do you think makes it good for making musical instrument?connect$ƉƉƌŽƉƌŝĂƟŽŶ ŝƐ ƚŚĞ ĂĚŽƉƟŽŶ Žƌ ƵƐĞ ŽĨ ĞůĞŵĞŶƚƐ ŽĨ Ă ƉĂƌƟĐƵůĂƌ ĐƵůƚƵƌĞ ƚŽ ĂŶŽƚŚĞƌ ĐƵůƚƵƌĞ͘ /Ŷ ƚŚŝƐ ĐĂƐĞ͕ tĞƐƚĞƌŶ ŵƵƐŝĐĂů ŝŶƐƚƌƵŵĞŶƚƐ ŚĂǀĞ ďĞĞŶ ĂĚŽƉƚĞĚ ŝŶƚŽ ŝŶĚŝŐĞŶŽƵƐ &ŝůŝƉŝŶŽ ŝŶƐƚƌƵŵĞŶƚƐ͘This lesson focuses on two instruments appropriated to our culture—(1) the musikong bumbong, from marching brass bands, and (2) the bamboo organ, patterned after the pipe organ.Musikong BumbongThe musikong bumbong imitates brass and woodwind instruments from Western culture (classical orchestra). Musikong bumbong, which translates to “bamboo music,” stems from the Spanish era when nationalist Filipinos thought of “localizing” the Western brass band. Thus, they thought of creating musical instruments from bamboo, which is a type of grass found throughout the Philippines. It was important for the nationalists that these bamboo instruments were created. In fact, the march “Veteranos de Revolucion” was first played by a musikong bumbong.Instruments such as flutes, trumpets, trombones, reed instruments, and even drums were made of bamboo. Bamboo instruments produced a sound that is distinct from that of Western instruments. Some of these instruments are played by blowing into holes.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 17KďƐĞƌǀĞ ƚŚĞ ƌŽƵŶĚ ŚŽůĞ ǁŝƚŚ Ă ǀŝďƌĂƟŶŐ ŵĞŵďƌĂŶĞ near the mouthpiece. Activity 1Watch the video clip about the musikong bumbong titled “iJuander: Musikong Bumbong, ang makalumang instrumento ng mga Bulakenyo” at https://www.youtube.com/watch?v=e3PcKtD8xlw. Then write a one-page description paper on the distinguishing characteristics of the musikong bumbong in relation to its culture and geography. Present your output in a group discussion.The Bamboo OrganThe bamboo organ is adapted from the Western pipe organ that is made of metal tubes. The only surviving and functioning bamboo organ in the country is the Las Piñas Bamboo Organ located inside St. Joseph Parish Church. The 200-year-old instrument has been named a National Cultural Treasure by the National Museum of the Philippines. A Spanish friar, Fray Diego Cera, built the instrument for eight years. He finished it in 1824. The bamboo organ had gone through many natural calamities. By the early 1900s, the instrument was unplayable, but the church folk kept the pipes safely in the sacristy. It was not until in the 1970s that the Philippine government decided to restore the instrument. In 1972, the pipes were brought to Bonn, Germany for restoration. This initiative was spearheaded by Johannes Klais Orgelbau. In 1975, the Las Piñas Bamboo Organ came back to life, and from then on, the church that houses the organ has been blessed with the organ’s unique sound. Also, to feature the famous instrument, an annual music festival is also celebrated in Las Piñas—the Bamboo Organ Festival. The ŵƵƐŝŬŽŶŐ ďƵŵďŽŶŐ ĂŶĚ the Las Piñas Bamboo Organ ĂƌĞ ĞdžĂŵƉůĞƐ ŽĨ ŚŽǁ ŵƵƐŝĐ ŝŶƐƚƌƵŵĞŶƚƐ ĂƌĞ ĂĚĂƉƚĞĚ ĨŽƌ local use.Big Idea
MUSIC18 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsUpgrade1. To know more about the musikong bumbong, read the article titled “Bamboo music rekindled in the Philippines” at http://www.cctv.com/program/cultureexpress/20080622/102585.shtml.2. To know more about the bamboo organ, read the article titled “The World’s Only Bamboo Organ Celebrates 40th Anniversary” at https://www.choosephilippines.com/do/festivals/2433/las-pinas-bamboo-organ-international-festival/. 3. Learn more about the musikong bumbong by visiting https://quizlet.com/218062514/musikang-bumbong-and-pangkat-kawayan-flash-cards/. I. Write T if the statement is true, and F if it is false. ____ 1. The musikong bumbong imitates brass and woodwind instruments from Western culture.____ 2. Bamboo instruments produce a sound that is distinct from that of Western instruments.____ 3. The bamboo organ is adopted from the Western pipe organ that is made of metal tubes.____ 4. A Spanish friar, fray Diego Cera, built the bamboo organ for eight years.____ 5. Appropriation is the adaption or use of elements of a particular culture to another culture.II. You are a music vlogger. You have been commissioned by a music company to make a vlog with the theme “The Music of Bamboo Instruments.” You will travel to different parts of the country to interview musicians and show snippets of these interviews on your vlog. Your vlog will be posted online for public viewing. The director of the company will first evaluate your work based on the following rubric. So, make sure that the content of your video is clear and reliable. Activity 2Watch the video clip “iBilib: Bamboo Organ Museum” at https://www.youtube.com/watch?v=GnQhtJITpyU. Identify and describe each part of the bamboo organ and find out how it produces sounds. Then share your findings with the class.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 19Decode1. Is it beneficial for young musicians to learn how to play instruments made of bamboo? Why do you say so?2. How can you help promote the importance of bamboo musical instruments in relation to Philippine culture and traditions?CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe vlog was very relevant and relatable to the audience. The message was clear and detailed.The vlog was relevant and relatable to the audience. The message was clear.The vlog was relevant and relatable to the audience, but the message was not so clear.The vlog was somewhat relevant and relatable to the audience, but the message was not clear.PresentationThe ideas were presented on the vlog creatively. The vlog met the standard requirement.The vlog was not presented well. The vlog was poor and needed improvement.MasteryThe vlogger showed a great mastery in making vlogs.The vlogger showed some mastery in making vlogs.The vlogger showed a little mastery in making vlogs.The vlogger did not show mastery in making vlogs.
MUSIC20 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson5The Music of Angklung and Pangkat KawayanWatch the following videos. Then answer the questions posed in Access.1. “How to Make Angklung”: https://www.youtube.com/watch?v=4PqGt7E0xfA2. “Pangkat Kawayan – Isang Pasasalamat”: https://www.youtube.com/watch?v=6PMrTAmIv9w1. What are the things to consider in making angklung instruments?2. Who are the founders of the Pangkat Kawayan?3. What can you say about the sounds of Angklung and Pangkat Kawayan? Differentiate them.AngklungThe angklung is an Indonesian instrument that has become part of Philippine music. Each angklung can only produce one note. To make several notes, it is normally played in a group or in an ensemble. To be playable for a solo performer, many angklungs are hung in a row. The angklung may also be stacked in a rack to have the complete scale and even have octaves of it.The performer of the angklung must pay close attention to the music or the song so that he or she knows when to play his or her part. In some groups, the conductor visually guides each member as to when to shake a particular angklung. Angklungs have two or three modifications of bamboo tubes. The size and the length of a tube determine its pitch. Thus, there is an angklung for a specific melody, bass part, or chord. Bamboo tubes used for melody and bass are usually two tubes tuned an octave apart to give them depth. Tubes that ^ŽƵƌĐĞ͗ ŚƩƉƐ͗ͬͬƐͲŵĞĚŝĂͲĐĂĐŚĞͲĂŬϬ͘ƉŝŶŝŵŐ͘ĐŽŵͬϳϯϲdžͬϮϰͬϲĨͬϲϭͬϮϰϲĨϲϭϲďϱϲϭĐϰϳϯĐϴĚϵϴďĐďϰĐďϰĞďϮĂϲ͘ũƉŐ
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 21produce chords are tuned a third apart to complete a triad. The greater the number of tubes in an angklung, the louder is the sound.Angklung notation is still based on the diatonic scale. But instead of notes, numbers are used in the scale. See the table for details.DoReMiFaSolLaTiDo1234567Take note that the higher octave of do has a dot over it. This indicates that the second octave of do will have to be played an octave higher. If the note is to be played lower, the dot is placed under the number. To indicate rhythm, bars are placed above the number. One bar is an eighth note value (), whereas two bars above indicate a 16th note value ().Simple Western and Southeast Asian Music for the Angklung Twinkle, Twinkle Little Star 2/4 || 1 1 5 5 | 6 6 5 | 4 4 3 3 | 2 2 1 | | 5 5 4 4 | 3 3 2 | 5 5 4 4 | 3 3 2 | | 1 1 5 5 | 6 6 5 | 4 4 3 3 | 2 2 1 || The Flower Carol 4/4 || 1 1 1 2 | 1 1 5. — | 6. 5. 6. 7. | 1 — 1 — | | 1 1 1 2 | 1 1 5. — | 6. 5. 6. 7. | 1 — 1 — | | 5 4 3 2 | 3 2 1 — | 6. 5. 6. 7. | 1 — 1 — | | 5. 5. 6. 7. | 1 1 2 — | 5 4 3 2 | 1 4 1 — || Mary Had a Little Lamb 2/4 || 3 · 2 1 2 | 3 3 3 | 2 2 2 | 3 5 5 | | 3 · 2 1 2 | 3 3 3 | 2 2 3 2 | 1 0 || The Saints Go Marching On 2/4 || 0 1 3 4 ||; 5 — | 5 1 3 4 | 5 — | 5 1 3 4 | | 5 3 | 1 3 | 2 —— | 2 3 2 | 1 · 1 | | 3 4 5 | 5 4 4 | 4 3 4 | 5 3 | 1 2 | | 1 —— | 1 1 3 4 :[ 1 0 0 ||III
MUSIC22 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳBecause of its versatility, the angklung has gained international acceptance and has become an important tool for music education worldwide.Activity 1Activity 2A. Playing an angklung is very easy. A person plays it by holding the upper frame with one hand (usually the left hand) so the angklung hangs freely, and the other hand (usually the right hand), holding the opposite lower frame, is used to shake it. How to Play the Angklung1. Hold the instrument loosely with one hand (either the right or the left hand), and grab one edge of the bottom tube of the frame. 2. Hold the top edge loosely and shake rapidly the bottom edge of the frame.3. One person can also play more than one instrument by holding one in each hand or by hanging one on his or her forearm while holding another.4. One person can also play a set of angklung by hanging on a stand arranged by pitch. Each angklung plays only one pitch of the scale. When there are five, you can play a pentatonic scale; when there are seven or more, you can play many simple folksongs. (Source: http://www.tukangangklung.com/2011/05/how-to-play-of-angklung-instrument-or.html)B. Make an improvised instrument with the same size and shape as the angklung. Then practice playing it by holding and shaking it. This can be a group project.Watch a video tutorial on how to play an angklung at https://www.youtube.com/watch?v=LKv3s_bmwNY. Then play the basic scale (Do-Re-Mi-Fa-Sol-La-Ti-Do) with proper application of the tutorial. Pangkat KawayanThe Pangkat Kawayan was founded by Maestro Victor Toledo on 6 September 1966. This bamboo orchestra comprises different instruments made of bamboo and wood. The bamboo tubes are bored with holes where a person blows through to produce a sound.
MUSICdŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 23Activity 3The ensemble is made up of six kinds of bamboo instruments—(1) bumbong, (2) talungating, (3) tipangklung, (4) tulali, (5) kalatok, and (6) Indonesian angklung. The bumbong or bamboo tubes serve as the orchestra’s wind section. The talungating or bamboo marimba (an African xylophone) plays the melody. The tipangklung or bamboo piano also provides the melody. The tulali or bamboo flute is played like a Western flute. The kalatok or bamboo knockers is a percussion instrument with varying tones when struck. Similar to other Filipino musical ensembles, percussion instruments such as drums, cymbals, tambourines, and triangles also complete the ensemble.The repertoire of the group basically consists of Filipino songs, but may also play music from other countries. The Pangkat Kawayan has entertained audience here and abroad. It has also performed in special concerts for government officials. The group has adopted a mission of spreading and uplifting Filipino music culture through bamboo music. Today, there are other groups of “singing bamboos” as an offshoot of the success of the original Pangkat Kawayan. Watch the video of the performance of the Pangkat Kawayan at https://www.youtube.com/watch?v=C35luDCb2JY, and write your insights about the music made using bamboo instruments. Share what you have written with the class. ExtensionsKnow more about the angklung and the Pangkat Kawayan by visiting the following websites:1. “Fil-Chi chamber promotes indigenous bamboo instruments in schools” at https://www.sunstar.com.ph/article/305712. “Music for You from Singing Bamboos” at https://wol.jw.org/en/wol/d/r1/lp-e/101978129>ĞĂƌŶŝŶŐ ƚŽ ƉůĂLJ ĂŶŐŬůƵŶŐ ŝƐ ŶŽƚ Ăƚ Ăůů ĚŝĸĐƵůƚ͘ "ƉƉůLJ the basic steps in playing ĂŶŐŬůƵŶŐ͕ ĂŶĚ LJŽƵ ǁŝůů ďĞ able to create music.Big Idea
MUSIC24 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeI. Perform “Happy Birthday” using any available instrument or improvised instrument made for the activity. You can also use melodic bells as alternative instruments, if available.II. Enumerate the six kinds of bamboo instruments of pangkat kawayan and describe each.1. _____________________________________________________________________________2. _____________________________________________________________________________3. _____________________________________________________________________________4. _____________________________________________________________________________5. _____________________________________________________________________________6. _____________________________________________________________________________III. Complete the following sentences:7. Angklung is __________________________________________________________________.8. The Pangkat Kawayan is ________________________________________________________.9. Shakes (kurulung) is ____________________________________________________________.10. Jerky (centok) is _______________________________________________________________.Decode1. Would you like to be part of an angklung ensemble or the Pangkat Kawayan? Why or why not?2. If bamboo instruments such as the angklung and those used by the Pangkat Kawayan ensemble will be used to play modern music, do you think the sound will be as good and will be appreciated by listeners? Why do you say so?
dŚĞ DƵƐŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ 25Chapter estI. Answer the following:A. Identify what is being asked. 1. It is a type of song that is non-religious in nature.2. An example of this type of song is “Magtanim Ay Di Biro.”3. It is a traditional way of courtship that has elements of music.4. It is a type of folk song that expresses love verses for both the man and the woman.5. It is a song and dance style from the 19th century, which is performed by a man and a woman who exchange musical phrases that concern love and courtship.6. It is a type of song that follows a form and tonality that is distinct from the common love song.7. It is a type of music that is religious in nature or with religious purpose.8. It is a type of music that is based on the text of the Mass that is mostly on the “ordinary” prayers.9. It is a type of music that expresses respect and devotion to God outside of a liturgical setting.10. An example of this type of folk song is the popular song “Bayan Ko.”B. Match each word in column A to the word or phrase it is pertaining to in column B. A B11. Kyrie a. Lamb of God12. Gloria b. Holy, Holy!13. Credo c. Creed14. Sanctus d. Glory to God15. Agnus Dei e. Lord have mercy16. Bumbong f. Bamboo knockers17. Talungating g. Bamboo flute18. Tipangklung h. Bamboo piano19. Tulali i. Marimba20. Kalatok j. Bamboo tubes
MUSIC26 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳC. Compare the two kinds of music in Luzon (Lowlands)—secular music and sacred music. Write your answer in a two- to three-paragraph essay. II. You are a songwriter. You are tasked by the producer of a music segment to compose a secular song of Luzon. Your composition will be used as a commercial theme song in promoting the music of lowlands. The head of the screening committee will evaluate your composition based on the following rubric. So, make sure to compose a relevant song with clear message and with good melody. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe composition was very relevant and relatable to the audience. The message of the song was clear and detailed.The composition was relevant and relatable to the audience. The message of the song was clear.The composition was relevant and relatable to the audience, but the message of the song was not so clear.The composition was somewhat relevant and relatable to the audience, but the message of the song was not clear.PresentationThe composition was creatively done. The composition met the standard requirement.The composition was not presented well. The composition was poor and needed improvement.MasteryThe songwriter showed a great mastery in all aspects.The songwriter showed some mastery in composing a song.The songwriter showed a little mastery in composing a song.The songwriter did not show a mastery in composing a song.
The Music of the Philippines 27AccessThe Music of Cordillera, Mindoro, Palawan, and VisayasChapter2NetworkInstallLesson1Cordillera: The Indigenous SoundWatch the video and listen to the music of the Kalinga titled “The Kalinga Soul Through The Music of Alex Madullawan Tumapang” at https://www.youtube.com/watch?v=23rX3Q7Z5d8. Then answer the questions posed in Access. 1. Describe the vocal and instrumental music that you saw and heard in the video.2. How does the music in the video contribute to the enrichment of culture, whether local (community) or national?3. Describe the musicians and the dancers in the video and their performance.Introducing the CARThe Cordillera Administrative Region (CAR) is a landlocked region located in northern Luzon. CAR is made up of six provinces and one city: Apayao, Abra, Benguet, Ifugao, Kalinga, Mountain Province, and Baguio City. This region has different ethnic groups who have their own cultures, traditions, and languages. The famous rice terraces of Banaue and Kiangan, which are UNESCO World Heritage sites, are found here. ApayaoAbraKalingaMountain ProvinceIfugaoBenguetBaguio City •
MUSIC28 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳLook at the table for a quick reference at the different ethnolinguistic groups of the region and their locations.GroupLocation(s)Culture and Tradition1. BontocBenguet, Ifugao, Mountain Province, Kalinga, ApayaoBontocs are animists. They have tattoos on their bodies, which is an evidence of bravery among men. Women wear bright red woven skirts and make use of snake skeletons as hairpieces.2. IbaloiKabayan, Bukod, Tuba, Itogon, Tublay, La Trinidad, Sablan, AtokIbalois are friendly, hardworking people whose language is similar to Pangasinense. Farming is their main source of livelihood. Customs and traditions are similar to the Kankanaeys.3. IfugaoAmganad, Batad, Mayaoyao, TuwaliThe Ifugao culture values kinship, family ties, religious, and cultural beliefs.4. Ikalahana. Kayapa Ikalahan: Northeast Pangasinan, West Nueva Vizcaya, West Ifugaob. Keley-I Ikalahan: Northwest Aritao, Nueva Vizcaya, Napayo, Kiangan in Ifugaoc. Tinoc Ikalahan: Hungduan, Tinoc in Ifugao For the Ikalahans, the household is the basic social and economic unit.The Ikalahan society recognizes two social classes: the rich or kadangyan, and the poor or abiteng. Wealth is measured through land and animal ownership.5. IsnegKabugao, Conner, Luna, Pudtol in ApayaoThe Isneg people live along the river bank, but do their farming in the hills. Their houses are built on large wooden posts and are placed close together for security and closer community ties. They have two important rituals, namely, the Say-am for the affluent, and the pildap for the common.
MUSICThe Music of the Philippines 29GroupLocation(s)Culture and Tradition6. ItnegBanao, Binongan, Inlaod, Maeng, Masadiit, Moyadan in AbraThe livelihood of the Itneg includes swidden farming, fishing, and hunting. Their staple crop is rice.7. Kalinga (Madukayan and Mabaka Valley Kalingas)Butbut, Limos, Lower and Upper Tanudan, LubuaganKalingas are considered “the strong people of the Cordilleras.”These headhunters of Northern Luzon value extended kinship and territorial regions. Dance and music are also important aspects of their cultural heritage. Kalingas are known for their intricate hand-woven textiles and beading.8. Kankanaeya. Northern –West: Mountain Provinceb. Southern–Mankayan: Bakun, Kibungan, Buguias, Upper Kapangan in BenguetThe Kankanaey people worship nature spirits and their ancestors. Their rituals are performed for life cycles and agricultural cycles."ŽŵŵƵŶĂůŝƚLJ ŝƐ Ă "ŽƌĚŝůůĞƌĂŶ ƚƌĂŝƚ ĂƐ ƐĞĞŶ ŝŶ ƚŚĞ ĨŽůůŽǁŝŶŐ ƚƌŝďĞƐͶ;ĂͿ /ďĂůŽŝƐ͕ ;ďͿ /ĨƵŐĂŽƐ͕ ĂŶĚ ;ĐͿ !ŽŶƚŽĐƐ;ĂͿ;ďͿ;ĐͿThis lesson will discuss the diverse instrumental and vocal music of these Cordillera ethnic groups.Cordillera music is communal in nature. This means that music is shared by the members of a community. A single song is delivered by a group of people playing several instruments. While there are solo performers, most music ensembles are done in groups. (Continuation)
MUSIC30 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳInstruments are created to make music with other instruments. Vocal chants may be sung alone, but they can also be rendered with other singers and instruments. Some are also age- and gender-specific.The communality of Cordillera music is also not confined to the members of the community. Guests or tourists are always invited to join in singing and dancing activities. This is the community’s way of welcoming a visitor and letting him or her feel accepted. When invited, the tourist has to participate in the festivities as a sign of respect. Refusing to participate may be interpreted negatively by the locals.Another characteristic of Cordillera music is its oral tradition. The music is passed on from one generation to the next by teaching children how a song is performed, how an instrument is played, and how a dance is executed. Despite modern musical practices, the Cordilleras are able to keep their traditions in music and dance. Vocal Music• Salidummay refers to a song that is identified with the Cordilleras. You may hear different versions of salidummay, but each song is characterized by the seven syllables made per line. These songs may be sung for any occasion. Salidummays are usually sung by children. • Oggayam is a Kalinga chant that greets visitors in a celebration. It is delivered spontaneously. Oggayam serves as an opening prayer in gatherings and a prayer for blessing houses, peace pacts, and weddings.• Ba-diw is an Ibaloi chant directed to the spirit of a dead person. This chant is usually delivered by an elder of a community to ask for guidance from the spirits. This chant is also used to give gratitude, send a message, or ask for guidance for a particular occasion.!ŽƌĚŝůůĞƌĂ ŵƵƐŝĐ ŝƐ ƌŝĐŚ ŝŶ ƐŽŶŐƐ ĂŶĚ ŵƵƐŝĐĂů ŝŶƐƚƌƵŵĞŶƚƐ͘ /ƚƐ ŵƵƐŝĐ ŝƐ ƉĂƌƟĐŝƉĂƚŽƌLJ͕ ǁŚŝĐŚ ŵĞĂŶƐ ƚŚĂƚ members of the community are ĞŶĐŽƵƌĂŐĞĚ ƚŽ ƉĂƌƟĐŝƉĂƚĞ͘Big IdeaActivity 1Form a group and choose one kind of vocal music from Cordillera in the list of links below. Listen to the group’s chosen music and analyze its musical elements. With your group mates, compose your insights about the music and present it in front of the class. 1. “Salidummay”: https://www.youtube.com/watch?v=dPF6QWn3-hA2. “Oggayam”: https://www.youtube.com/watch?v=YcWkRi0TJQM3. “Ba-diw: Ibaloi Ritual Song”: https://www.youtube.com/watch?v=TfeV9KK56v0
MUSICThe Music of the Philippines 31Instrumental Music1. GangsaThe gangsa is a term used for the instrument and the ensemble. It is a flat gong played either by hands or with wooden sticks. The gangsa is the main musical instrument of the Cordilleras. It is played in harvests, weddings, peace pacts, and festivities that welcome back warriors. An ensemble may use four to six gongs, depending on the ethnolinguistic group. There are two ways of playing the gangsa, namely, pattung and toppaya. In the pattung style, the musician uses his or her left hand to hold the gangsa in a hanging position. Meanwhile, his or her right hand holds the wooden stick used in striking the gong. The musician normally stands while performing, but he or she may also dance with other performers. In the toppaya style, the musician is seated with the gong on his or her lap. He or she then uses his or her hands to strike the gong and produce a sound. 'ĂŶŐƐĂWĂƩƵŶŐ style of playingToppaya style of playingGong playing has an important role in celebrations and rituals of a Cordilleran community. For the Kalinga, the gangsa is used in a bodong, a renewal of peace pacts, and during peak harvest celebrations. For the Ifugaos, the gangsa is played in the baqi, a ritual that honors their gods and deities. For the Ibalois, the gangsa is played for the peshit, a series of activities that a noble family must celebrate. Also note that gangsas are also played during simple family gatherings (e.g., reunions).
MUSIC32 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ2. Bamboo InstrumentsBamboo instruments are used for celebrations usually held after harvest time. They may also be used during courtship, in recreational activities, and at work. Bamboo and gong ensembles in Cordillera play interlocking rhythms, resulting in a “melody.”a. Tongatong is a percussion instrument in Kalinga that comprises different sizes of bamboo tubes. It is played for recreation by the people of Kalinga in groups of six, with each member handling a bamboo tube. To play the tongatong, you use your right hand to pound or stamp a tongatong tube on the floor and produce a sound. Your left hand acts as a damper that closes and opens the other end of the tube. This produces a variation in sound production.b. Balingbing is another bamboo instrument used by the Kalinga and the Kankanaey group. It is called bilbil by the Kankanaeys. The balingbing is a bamboo buzzer made from a young bamboo plant that is cut in the middle to create two segments. By beating one of the tongues against the arm or wrist, the balingbing produces a buzzing sound. There is a hole close to the handle that is covered to alter its pitch. A rattan ring is used to tighten or release the two segments. This results in the differences in sound production. Six balingbing instruments make up an ensemble, though it is also a solo instrument.c. Patang-ug, which is slightly bigger than the balingbing, produces a hollow sound. The bamboo tube is cut out in the middle part, and the other half is taken off. The length of the cutout part determines the pitch of the instrument. Patang-ug is played by men in their dormitories or along trails to ward off evil spirits. It is played in groups of six with different sizes. The instrument is held at the lower end and is struck against a hard object.d. Patatag is an ensemble that comprises bamboo tubes that are cut in half to look like graduated segments of a xylophone. Each patatag is played with two sticks. Basically, this instrument is used for recreation by young boys and girls. To play the patatag, you have to sit and place the bamboo on your lap. Then you have to beat the patatag with sticks similar to how you play a drum. The beat has to be based on toppaya music.dŽŶŐĂƚŽŶŐ!ĂůŝŶŐďŝŶŐWĂƚĂŶŐͲƵŐWĂƚĂƚĂŐ
MUSICThe Music of the Philippines 33e. Tongali is the Kalinga nose flute. It is made of bamboo with one hole bored on one side and three other holes on the other side The tongali is used for recreation and courting. It produces soft tones.f. Ulibao is a Kalinga bamboo jaw’s harp, an instrument used for courting. It is a small and thin instrument placed between the lips. To play the ulibao, you hold the harp with your left hand while your right thumb strikes or plucks the end of its body, causing the filament to vibrate. Ulibao then produces a faint buzzing sound. The mouth serves to create varied pitches by changing the size of the cavity and the resonating chamber to amplify the sound. The instrument’s tongue produces a “curling or moving” sound when curled or moved.g. Kolitong is a polychordal zither used by Kalinga and Bontoc groups. The kolitong has strings etched from the bamboo skin itself; thus, the strings are quite tough to pluck. The instrument is held upright with the fingers of the left and right hands plucking the strings in front and at the back of the instrument.dŽŶŐĂůŝhůŝďĂŽ<ŽůŝƚŽŶŐActivity 2Watch and listen to the video clip “Cordillera Musical Bamboo Instruments 3” at https://www.youtube.com/watch?v=AMUK_1l9MXw and learn how the instruments are played. Then demonstrate in front of the class how to play a bamboo instrument using available materials or come up with your own improvised bamboo instrument.ExtensionsGo online and know more about the music of Cordillera by visiting the following links:1. “Tribal Sounds of the Philippines” at https://petitesplanetes.bandcamp.com/album/ifugao-o-hudhud-chants-and-ancient-prayers-from-the-filipino-cordillera2. “Musiko Cordillera” at http://musikocordillera.weebly.com/
MUSIC34 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeI. Enumerate and describe at least five bamboo instruments of Cordillera.1. ______________________________________________________________________________2. ______________________________________________________________________________3. ______________________________________________________________________________4. ______________________________________________________________________________5. ______________________________________________________________________________II. How can you help promote the music of Cordillera? Explain. Write your answer in three to four sentences.III. You are a maker of musical instruments. In preparation for the annual concert for the local music festival in your town, you are commissioned by the local government to create musical instruments made of bamboo similar to musical instruments of Cordillera. Local musicians will play your instruments and will evaluate your output based on the following rubric. So, make sure to create an instrument with clear and accurate sound.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe instrument was very relevant to the type of music of Cordillera.The instrument was relevant to the type of music of Cordillera.The instrument was close enough to the type of music of Cordillera.The instrument was somewhat irrelevant to the type of music of Cordillera.DesignThe instrument had a creative design. The instrument met the standard design requirements.The design of the instrument was not that creatively done. The design of the instrument was poor and needed improvement.MasteryThe maker of the instrument showed great mastery in creating the musical instrument.The maker of the instrument showed some mastery in creating the musical instrument.The maker of the instrument showed little mastery in creating the musical instrument.The maker of the instrument did not show mastery in creating the musical instrument.Decode1. How important is preserving Filipino indigenous music? Explain.2. How can we make the music of the Cordilleras relevant to people living in cities? Cite a specific example.3. How can you help propagate the music of Cordillera?
MUSICThe Music of the Philippines 35AccessNetworkInstallLesson2Mindoro and Palawan: Instrumental and Vocal Sounds1. Go to http://www.mangyan.org/content/mangyan-culture, and gather information about the Mangyan.2. Watch a video of a performance of Palawan music at https://www.youtube.com/watch?v=-WxbRlRP01A.3. Answer the questions posed in Access.1. What did you observe about the different tribes in Mindoro?2. Describe the music of Palawan in the video.Palawan and Mindoro provinces are part of Region IV-B or MIMAROPA. It comprises five provinces, namely, (1) Occidental Mindoro, (2) Oriental Mindoro, (3) Marinduque, (4) Romblon, and (5) Palawan. The main sources of livelihood of the people here are agriculture, fishing, and forestry. WĂůĂǁĂŶKĐĐŝĚĞŶƚĂů DŝŶĚŽƌŽKƌŝĞŶƚĂů DŝŶĚŽƌŽDĂƌŝŶĚƵƋƵĞRomblonPuerto Princesa
MUSIC36 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳEthnic GroupsSimilar to CAR, Palawan also has several ethnolinguistic groups. Know more about them and their culture here. Batak – They live in the northeast interior of Palawan. Bataks live close to nature and are peace-loving. They believe that spirits reside in nature and communicate with them through a babaylan, a religious healer who is usually a female. Batak culture is threatened because of the diminishing number of its members. Illegal logging and other economic activities drive many Bataks to leave their homes.Palawano – These are island inhabitants occupying the southeast and southwest parts of the island.Palaweño – The Palaweños are divided into three groups—(1) the Agutaynon from Agutaya Island, (2) the Cuyonon from Cuyo Island, and (3) the Molbog from Bayacbac Island.Tagbanwa – The Tagbanwa people reside in Puerto Princesa, and are known for their necklaces, anklets, and traditional clothing made of tree bark.Tau’t bato – This group stays at the Singnapan Basin in southwestern Palawan. The Tau’t bato usually live in caves through swidden farming. They also engage in hunting and trading of goods. The culture of Mindoro centers on the lives of the Mangyans, which form the main indigenous group found in this island. Like the ethnic groups of the Cordilleras, the Mangyans have a rich culture. Their handicrafts are not only for aesthetic appreciation; these are also communal expressions of their identity. There are eight Mangyan indigenous groups, and each group has its own aesthetic and cultural expression.1. The Alangan group occupies the area around Mt. Halcon in northern Mindoro.2. The Bangon group resides along the Binagaw River and in the municipalities of Bangsud, Bongabong, and Gloria.3. The Buhid people are called Mindoro’s “mountain dwellers.” Their hometown is the home of the ambahan, the lyric poetry of Mindoro written on bamboo slivers.4. The Hanunoo people inhabit the southern part of the island, particularly the towns of Mansalay and San Pedro. Their place is also home to the Hanunoo-Mangyan script.5. The Iraya people are found in Occidental Mindoro, but they are not concentrated on a particular area. Once animists, many Iraya people have embraced Christianity.6. The Ratagnon people are found in the southern tip of Occidental Mindoro. They still wear their traditional clothing of wraparound skirts for women and G-strings for men.7. The Tadyawan people occupy Naujan, Victoria, Socorro, Pola, Gloria, and Bansud in Oriental Mindoro. They live through swidden farming. They also wear traditional clothing like the Ratagnons.
MUSICThe Music of the Philippines 378. The Tawbuid people occupy Central Mindoro (Eastern Tawbuid group), Sablayan and Calintaan in Occidental Mindoro, and Bongabong in Oriental Mindoro (Western Tawbuid group). They wear loincloths as traditional clothing.The Representative Song from MindoroAs a song, the ambahan is a rhythmic poem that expresses the Mangyans’ life and community. The song has a meter of seven syllables per line presented through recitation and chanting, though there is no definite pitch or accompaniment that follows. Basically, these poems are personal expressions of those who deliver them. Ambahan normally becomes a “verbal contest” among those who do the chant. This may be compared to the Tagalog balagtasan, where a chanter composes verses spontaneously in a debacle with another expert. Visit this link that presents an example of ambahan cradle songs, translated in both English and Filipino: http://mangyan.org/content/ambahan-birth-infancy.Activity 1Watch and learn from the video clip about ambahan at https://www.youtube.com/watch?v=ISSSrwAM7Ic. Then write a short summary of what you have learned and discuss it with your seatmate. Learn the simple melodic line of ambahan.The Vocal Music of PalawanPalawan’s traditional song is called kulilal. Kulilal is a love song based on a poem called karang. This song has two types of chants, namely, ulit and tultul. Both chants are examples of vocal music from the Palaweños in Palawan. The chants are held in high respect and are not sung for entertainment. They are believed to connect mortals to higher forms of beings that they believe in. It is said that the chants become a means of communication beyond the mortal world. Thus, there is a relationship between the chanting of epics to animism and mythology.The chanting of epics is done during nighttime. For Palaweños, the epics are linked to the sacred world. It is forbidden for anyone to chant during daytime. A famous epic of Palawan titled “Kudaman” tells of the beliefs, ethics, and way of life of Palaweños. The epic consists of six songs that require several nights to finish.^ŽŵĞ ƉĞŽƉůĞ ďĞůŝĞǀĞ ƚŚĂƚ ĐŚĂŶƟŶŐ ŵĂŬĞƐ Ă ƉĞƌƐŽŶ ĨĂĐĞ ƚŚĞ ĨĞĂƌ ŽĨ ĚĞĂƚŚ ĂŶĚ ŐĞƫŶŐ ŽůĚ͕ ĂŶĚ ŝƚ ďƌŝŶŐƐ Ă ƉĞƌƐŽŶ ƚŽ Ă ďĂůĂŶĐĞĚ ůŝĨĞ͘Big Idea
MUSIC38 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳMusical Instruments from Palawan1. Kusyapiq is a Filipino two-stringed fretted boat-type lute. A kusyapiq has two forms, a big instrument that measures two meters and a smaller instrument. This instrument accompanies the kulilal. The kusyapiq plays the same melody as the song, but it does an instrumental part at every end of a stanza. The smaller version of the kusyapiq plays the bagit, a form of vocal music, to depict sounds of nature and the surrounding environment. In the kusyapiq, the first string is used for drone, while the other string is for melody.2. Suling/Beberek is a ring flute that is played by blowing the hole found at the bottom of the instrument. It has five finger holes at the top and one finger hole at the lower end of the bamboo tube.3. Gabbang is a bamboo xylophone found among the Palaweños, and the Yakan, Sama and Tausug in Mindanao. Gabbang has graduated slats placed on top of a trapezoidal box that acts as the instrument’s resonator. The Palawan gabbang comprises five slants that are placed on cloth ropes, which serve as cushions when the slats are struck with a pair of wooden sticks.<ƵƐLJĂƉŝƋ^ƵůŝŶŐ'ĂďďĂŶŐActivity 2Go to the following links to learn more about the musical instruments of Palawan. With your partner, learn to play a basic pattern using any available or improvised instrument.1. “Gabbang”: https://www.youtube.com/watch?v=Ok83kx17aXg2. “Suling”: https://www.youtube.com/watch?v=7VeOfeiI53IExtensionsKnow more about the music of Mindoro and Palawan by visiting the following links:1. “The origin of the ambahan” at http://www.mangyan.org/content/origin-ambahan2. “Folk music of the Palawan” at https://studylib.net/doc/9593819/folk-music-of-the-palawan
MUSICThe Music of the Philippines 39UpgradeI. How can you help preserve and promote the music of Mindoro and Palawan? Write your answer in three to four sentences.II. You are a vlogger. You are commissioned by the head of the marketing department of a private company to make a vlog about the music of Mindoro and Palawan to be uploaded on a video hosting site (e.g., YouTube). You need to record video performances and conduct interviews about their music. The director of the company will evaluate your output based on the following rubric. So, make sure that your vlog is creatively done and has reliable content.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe vlog was very relevant and relatable to the audience. The message was clear and detailed.The vlog was relevant and relatable to the audience. The message was clear.The vlog was relevant and relatable to the audience, but the message was not so clear.The vlog was somewhat relevant and relatable to the audience, but the message was not clear.PresentationThe vlog was presented creatively. The vlog met the standard requirements.The vlog was not presented well. The vlog was poor and needed improvement.MasteryThe vlogger showed great mastery in making vlogs.The vlogger showed some mastery in making vlogs.The vlogger showed little mastery in making vlogs.The vlogger did not show mastery in making vlogs.Decode1. What can you do to support the advocacy of preserving indigenous music such as the music of Mindoro and Palawan?2. As a Filipino, do you agree to have a law that obliges Filipinos to learn to play indigenous instruments? Why or why not?
MUSIC40 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson3The Music of the VisayasSing the song “Kasadya Ning Taknaa” to the tune of “Ang Pasko Ay Sumapit.” Play the song at https://www.youtube.com/watch?v=uYfS3S_gMmY. Then answer the questions posed in Access.Kasadya Ning TaknaaIKasadya ning taknaaDapit sa kahimayaanMaoy akong nakitaAng panagway’ng masanagonIIBulahan ug bulahanAng tagbalay nga giawitanAwit nga halandon sa tanang pasko magmalipayon!Repeat (I and II)Chorus:Bag-ong tuigBag-ong kinabuhiDuyogan ta sa atong gibatiAtong awiton ug atong laylayonAron magmalipayon!1. How do you feel while you were singing the song?2. Do you find the lyrics of the song easy to sing? Why or why not?3. What can you say about the lyrics of the song? You may search online for the translation of the song.Visayas is one of the three geographical divisions of the Philippines. This area comprises a collection of islands located in central Philippines. It was in this place where Ferdinand Magellan landed from his expedition and founded this archipelago. This is also where General Douglas MacArthur returned at the end of the Second World War to liberate the Philippines from Japanese forces.
MUSICThe Music of the Philippines 41There are nine major island groups that make up the Visayas region—Cebu, Bohol, Siquijor, Negros, Guimaras, Panay, Romblon, Samar, and Leyte. Each of these islands has its distinct culture, celebrations, and festivals. It is of course expected that in these happy gatherings and in the daily lives of people, you hear the music that is unique of the place.Activity 1Form groups with five members each. Practice a performance featuring the song “Dandansoy.” Perform it in front of the class with accompaniment of improvised instruments similar to the instruments of the Visayas. One representative of each group will explain the content of his or her group’s performance. Visit https://www.tagaloglang.com/dandansoy-song-lyrics/ for the lyrics of the song.Representative Songs of the VisayasBalitawThe balitaw is the “signature” song of Visayas, similar to the kundiman of the Tagalogs. This song is usually written in 34 time signature, and it usually talks of love and other aspects of life. Although it is mainly for singing, balitaw may also be used for dancing in some occasions. The balitaw is best accompanied by the guitar, but it may also be played by any other instrument or ensemble. The balitaw was originally a song–dance debate between a man and a woman. In the debate, they try to beat one another through an exchange of romantic verses. Today, the song has become a simple love song that expresses a man’s love for his woman.PastoresThe pastores is a reenactment of the nativity of Jesus during Christmas. This Visayan musical tradition recalls the shepherds’ visit to the manger where Jesus was born. Visayan Folk Songs Folk songs in the region speak of various topics that entertain listeners. These include love and life in the countryside. A Visayan folk song’s melody is considered similar to that of Luzon lowland songs. But Visayans have more variety in their melodies when you listen closely. A prominent characteristic of their music is the high level of romanticism. Melodic contour and the manner and delivery of the performance give the listener a greater feel of the emotions in the songs. The music of the Visayas ŝƐ ƌŝĐŚůLJ ŝŶŇƵĞŶĐĞĚ ďLJ ƚŚĞ ^ƉĂŶŝƐŚ ĐŽůŽŶŝĂů ŵƵƐŝĐ ƚƌĂĚŝƟŽŶ͘ dŚĞ ŵƵƐŝĐ ĞdžƉƌĞƐƐĞƐ ĞŵŽƟŽŶƐ͕ ƐĞŶƟŵĞŶƚƐ͕ ǁĂLJ ŽĨ ůŝĨĞ͕ ĂŶĚ ŝŶƚĞƌĂĐƟŽŶƐ ŽĨ ƚŚĞ ƉĞŽƉůĞ ƚŽ ƚŚĞŝƌ ĞŶǀŝƌŽŶŵĞŶƚ͘ Big Idea
MUSIC42 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳVisayan ComposoThe Visayan composo is considered one of the long-surviving literary-musical forms of the region. It is a musical form with content that changes through time and situation. The composo is originally a narrative song that uses a repetitive melody. Today, it has adapted to present situations and events in its lyrics. During the Spanish period, a composo would narrate about ordinances, Catholic beliefs, and legends. Manugcomposo, the composers who sing their written works, eventually became instruments of propagating old cultures and values. This was also an outlet to the changing morality within the youth during the time of liberation. Activity 2Form groups with five members each. With your group mates, listen to the song “Ili-Ili Tulog Anay” that can be found at https://www.youtube.com/watch?v=XC9M_PHUjM4. Sing the song in unison using a guitar as accompaniment. Ili-Ili Tulog Anay[Intro]Am[Verse] Am E7 AmIli ili tulog anay wala diri imo nanay Dm AmKadto tienda bakal papay E7 AmIli ili tulog anay[Chorus] AmIli ili tulog anay E7 AmWala diri imo nanay DmKadto tienda AmBakal papay E7 AmIli ili tulog anay[Instrumental]Am Am E AmDm Am E7 Am[Outro]AmIli ili inday pag tulog anay
MUSICThe Music of the Philippines 43Instrumental Ensembles of the VisayasTultugan is an indigenous term for the bamboo drum. Today, a festival of the same name is held annually in Iloilo city to promote the bamboo industry of Maasin, a municipality in Iloilo. Tultugan has been used by the natives of Panay Island for centuries. People use a tultugan to send distress calls to another community by beating the drums fast and loud. The receiving community would reply with the same beats, indicating that the message has been received.Binanog is a traditional courtship dance from the indigenous community of Panay-Bukidnon. It is inspired by the movements of the banog, a local term for eagle, wherein the flight of the bird is imitated, resulting in a lively choreography. The musical instruments used in binanog are drums and gongs, and other percussion instruments.Rondalla in the Visayas is in no way different from the Luzon Rondalla except for its repertoire, which obviously points to a Visayan folk music repertoire. The instruments used are basically the same, so is the number of instrumentalists per group.Extensions1. Watch the video of how tultugan is performed at https://www.youtube.com/watch?v=FkfRP_I68yI.2. Watch the video of how Binanog is being performed at https://www.youtube.com/watch?v=h8cz8u1ivhw.!Ăŵ ĚƌƵŵƐ ŝŶ dƵůƚƵŐĂŶ &ĞƐƟǀĂů^ŽƵƌĐĞ͗ ƉŚ͘ǁĂŶƚĞĚůLJ͘ĐŽŵͬƉŽƌƞŽůŝŽͬƉƌŽũĞĐƚƐͬϭϲϴϳϮUpgradeI. Identify what is being asked. 1. It is the signature song of the Visayas, similar to the kundiman of the Tagalogs.2. It is the reenactment of the nativity of Jesus during Christmas.3. It is considered as one of the long-surviving literary-musical forms of the Visayas region.4. It is an indigenous term for the bamboo drum.5. It is a courtship dance that portrays and imitates the movement of the banog, a local term eagle.
MUSIC44 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳII. You are a music professor. You have been invited by the local government officials to a music conference in the Visayas. As a guest, you will give a talk and evaluate musical compositions of the participants from the different parts of the region. You need to provide handouts as a guide for your talk. Many music experts will attend the convention who will then evaluate you based on the following rubric. Make sure to present a clear and reliable presentation.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe presentation was very relevant and relatable to the audience. The message was clear and detailed.The presentation was relevant and relatable to the audience. The message was clear.The presentation was relevant and relatable to the audience, but the message was not so clear.The presentation was somewhat relevant and relatable to the audience, but the message was not clear.PresentationThe presentation was very creatively done.The presentation met the standard requirements.The presentation was not done well.The presentation was poor and needed improvement.MasteryThe presenter showed mastery in all aspects.The presenter showed some mastery in evaluating musical compositions.The presenter showed a little mastery in evaluating musical compositions.The presenter did not show mastery in evaluating musical compositions.Decode1. Do you find Visayan music globally competitive? Why do you say so?2. Visayan music is said to have a strong romantic character. Do you think that it also reflects the culture and personality of the Visayan people? Why do you say so?
The Music of the Philippines 45Chapter estI. Answer the following:A. Write T if the statement is true, and F if it is false. _____ 1. The Bontocs are animists._____ 2. The Ibalois are friendly and hardworking people._____ 3. The Ifugao culture values kinship, family ties, religious, and cultural beliefs._____ 4. The Ikalahans focus on the value of household as the basic social and economic unit._____ 5. The Isneg people have two important rituals—the Say-am and the pildap._____ 6. The livelihood of the Itneg includes swidden farming, fishing, and hunting._____ 7. The Kalingas are considered “the strong people of the Cordilleras.”_____ 8. The Kankanaey people worship nature spirits and their ancestors. _____ 9. Cordillera music is communal._____ 10. Oggayam is a Kalinga chant that greets visitors in a celebration.B. Enumerate the different ethnic groups in Palawan.11. ____________________12. ____________________13. ____________________14. ____________________15. ____________________C. Fill in the blank with the missing word.16. The ____________________ group occupies the area around Mt. Halcon in northern Mindoro.17. The ____________________ group resides along the Binagaw River and in the municipalities of Bangsud, Bongabong, and Gloria.18. The ____________________ people are called Mindoro’s “mountain dwellers.”19. The ____________________ people inhabit the southern part of Mindoro, particularly the towns of Mansalay and San Pedro.20. The ____________________ people are found in Occidental Mindoro, but they are not concentrated in a particular area.21. The ____________________ people are found in the southern tip of Occidental Mindoro.
MUSIC46 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ22. The ____________________ people occupy Naujan, Victoria, Socorro, Pola, Gloria, and Bansud in Oriental Mindoro.23. The ____________________ people occupy Central Mindoro, Sablayan, and Calintaan in Occidental Mindoro, and Bongabong in Oriental Mindoro.24. The ____________________ is a rhythmic poem that expresses the Mangyan’s life and community.25. ____________________ is the Palawan’s traditional song.D. Describe each of the following in three to four sentences. Write your answers on a sheet of paper.1. The music of Cordillera 2. The music of Palawan 3. The music of VisayasII. You are a member of a group of musicians. Your group has been competing with other groups in the annual music festival in your town for several years now. This year, your group will perform music from Cordillera, Palawan, and Visayas as contest pieces. You will perform in front of judges who will evaluate your performance based on the following rubric. So, make sure to perform with creativity and excellence.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe performance was very relevant and relatable to the audience. The music was clear and detailed.The performance was relevant and relatable to the audience. The music was clear.The performance was relevant and relatable to the audience, but the music was not so clear.The performance was somewhat relevant and relatable to the audience, but the music was not clear.PresentationThe performance was very creatively done.The performance met the standard requirements.The performance was not presented well.The performance was poor and needed improvement.MasteryThe performers showed mastery in all aspects.The performers showed some mastery in performing the music of Cordillera, Palawan, and Visayas.The performers showed little mastery in performing the music of Cordillera, Palawan, and Visayas.The performers did not show mastery in performing the music of Cordillera, Palawan, and Visayas.
The Music of the Philippines 47AccessThe Music of MindanaoChapter3NetworkInstallLesson1Mindanao: The Vocal Music Watch the video about the Lumads of Mindanao at https://www.youtube.com/watch?v=yiBDrzdoe9E and https://www.youtube.com/watch?v=SZI8Q3ZXeek&t=51s. Then answer the questions posed in Access.1. What made the Lumads of Mindanao notable?2. What can you say about the different dresses of the Lumads? What does the way they dress say about them?3. Describe the music used in the video.Mindanao vocal music is diverse due to the different indigenous groups and influences from neighboring Southeast Asian nations. You can expect a broad spectrum of sound coming from the “Land of Promise.”Most people in Mindanao embrace Islam as their religion. Islam was introduced to them around the 14th century. By the time the Spaniards reached Mindanao, Islam was already prevalent in the region. While there are more Christians among the Mindanaoans today, the people in Mindanao are often characterized by their rich Muslim and animist culture. Lumad is a Visayan term meaning “native.” A Lumad refers to an indigenous community in Mindanao who are non-Muslims. Lumads are animists or people who believe in a supernatural supreme being who takes care of the universe and everything in it. In their belief, every object
MUSIC48 WƌĂĐƟĐĂů D$W&, ^ĞĐŽŶĚ &ĚŝƟŽŶ 'ƌĂĚĞ ϳespecially those found in nature are with souls or are controlled by a particular god that requires reverence and respect.Here are some of the indigenous groups of Mindanao:1. Tausug – Tausugs are the ruling people of the ancient Sultanate of Sulu. They embrace war as a social process; thus, they are considered a major force. Fishing and trading are their sources of livelihood. They also create fine Muslim textiles and metalwork. They are known for their lullabies and tarasul, a song that gives advice.2. Maranao – This group is known as the “people of the lake” because they live on the northern edge of Lanao Lake. They were the last group of people converted to Islam. They have a rich cultural tradition of art, music, and literature. Their famous “Darangen” epic has been singled out by UNESCO as a Masterpiece of the Oral and Intangible Heritage of Humanity.Maranao art is famous for its okir motif. The okir motif reflects the inherent artistic skills of the Maranaos. This art form is usually rendered in hardwood, brass, or wall painting. It is considered an exclusive artistic cultural heritage of the Maranaos of Lanao.3. Maguindanaon – The Maguindanaons are known as the “people of the flood plain.” According to a Manobo creation myth, the place where the Maguindanaons live is the “land of the beginning” or the place where life started here on Earth. This emphasizes their regard for their fertile soils. Maguindanaons live in Maguindanao and Cotabato. Their main source of livelihood is agriculture. They also weave mats and baskets.4. Sama – They are the “loyal commoners” in the hierarchy of Muslim groups. They live on houses above coastal waters. Their houses stand on stilts or long posts that keep them above water.Source͗ ŚƩƉ͗ͬͬϯ͘ďƉ͘ďůŽŐƐƉŽƚ͘ĐŽŵͬͺyŶǀK>:!^%ͺϬͬd/ͲĂƌŝ(dyŶ/ͬ$$$$$$$$!ĞYͬŵ^ũŵ,ϭŚdžKhŬͬƐϰϬϬͬ"/D'Ϯϯϴϰ͘:W'tŽŵĞŶ ĨƌŽŵ ^ĂŵĂ ŐƌŽƵƉdƌĂĚŝƟŽŶĂů zĂŬĂŶ ǁĞĚĚŝŶŐ5. Yakan – A cultural group living in Basilan Island, they are considered “gentle” people. Yakans are an Islamic people with animist beliefs. They create the best textiles among the people of Mindanao; thus, they are considered a highly artistic indigenous group.
MUSICThe Music of the Philippines 496. Teduray – The Teduray are horse-riding hill people, occupying the mountains, plains, and coasts of southwest Mindanao.dĞĚƵƌĂLJƐ ŝŶ ƚŚĞŝƌ ƚƌĂĚŝƟŽŶĂů ĐůŽƚŚŝŶŐdŚĞ !ƵŬŝĚŶŽŶƐ7. Bukidnon – The Bukidnons are an ethnic tribe in the north and central parts of Mindanao whose ancestors are the aborigines of what is now Misamis Oriental. The Bukidnons are artistic people, as shown through their arts and crafts, dances, and music. Their musical instruments include bamboo flutes, jaw harps, and one-stringed violins.dΖďŽůŝ ǁŽŵĂŶ8. T’boli – The T’boli’s of Lake Sebu in South Cotabato are considered one of the most artistic people of Mindanao. Their crafts, costumes, dances, and music are known for their high degree of artistry. 9. Bagobo – The Bagobos live on the eastern coast of the Gulf of Davao. The group has a culture of manufacturing metal artworks and has a rich tradition in weaponry. # ƉĞƌĨŽƌŵĂŶĐĞ ĚĞƉŝĐƟŶŐ ƚŚĞ ůŝĨĞ ŽĨ ƚŚĞ !ĂŐŽďŽƐdƌĂĚŝƟŽŶĂů ĚĂŶĐĞ ŽĨ DĂŶŽďŽ10. Manobo – The Manobos are settled in the highlands of Mindanao. They are known for their adaptability to any ecological space whether upland or coastal. Manobos are still in the subsistence level economy and practice slash-and-burn agriculture. They practice prearranged marriage as this also serves as an alliance among families that values reciprocation.The last three groups, namely, the T’boli, the Bagobo, and the Manobo are mostly animists.
MUSIC50 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳdŚĞ ǀŽĐĂů ŵƵƐŝĐ ŽĨ DŝŶĚĂŶĂŽ ŵŝƌƌŽƌƐ ƚŚĞ ĐƵůƚƵƌĞ͕ ƚƌĂĚŝƟŽŶ͕ ĂŶĚ ƌŝƚƵĂů ƉƌĂĐƟĐĞƐ ŽĨ ƚŚĞ ƉĞŽƉůĞ ŝŶ DŝŶĚĂŶĂŽ͘Big IdeaActivity 1The Vocal Music of MindanaoThe focus of this lesson is on a lullaby and an epic from two different groups—a lullaby of the Tausug, and the monumental Maranao epic “Darangen.”Langan Bata Bata Lullabies are sung to put a baby or a child to sleep. A lullaby is usually a simple song that goes with the slow rhythm of the swaying duyan or the rocking cradle. The lyric and melody of a lullaby are repetitive with meaningful messages that talk of family life and hopes for the child’s future. Lullabies are part of the Tausug’s culture of oral tradition. Compose your own lullaby by following the guidelines here.1. Write the title of your lullaby.2. Write a four- to eight-line lyric with rhyme words every after line.3. Focus the lyric of your lullaby about family and hopes for the child in the future.4. Create a repetitive tune that is slow in rhythm.Maranao DarangenThe “Darangen” is the epic chant of the Maranao of Lanao del Sur. This epic has been inscribed in the heritage list of Intangible Cultural Heritage of Humanity in 2005. It has also been declared a National Treasure of the Philippines by the National Museum. Made up of 72 000 lines, the “Darangen” narrates in song the episodes of Maranao history and describes the tribulation of their mythical heroes. The first part deals with the reign of Diwatandao Gibon, the first ruler of Bembaran and how he built his kingdom singlehandedly before passing it on to his sons. The second part details the journey of Bantogen and his sons in search of the right woman whom they will live with the rest of their lives. This part also talks about how to play the kulintang and other Maranao musical instruments. The third part deals with the art of war, techniques of warfare, and proper use of the sword. The last part deals with the conflicts of the characters of the “Darangen,” particularly between Bantogen, and the wives and their husbands, which led to their separation.The famous epic also talks about Maranao’s customary laws, traditions, norms and standards of behavior, and way of living. Having existed before the arrival of Islam, the “Darangen” gives us a picture of what life was during the pre-Islam days of the Maranao people.
MUSICThe Music of the Philippines 51Activity 2Learn more about the Darangen by watching the video at https://www.youtube.com/watch?v=4VzzhNkbjgg. Then write a two-paragraph insight about the video.ExtensionsWatch the videos and listen to the music of Mindanao. Then identify the characteristics of the music that makes it different from others.1. “Darangen Salatan”: https://www.youtube.com/watch?v=KYUDGYZZ0lk2. “Keumew Nu’k Manama” (Manobo): https://www.youtube.com/watch?v=ralHsvlzTYgI. Identify what is being described in each item. Choose your answer from the words in the box.Darangen Lumad MaranaoMaguindanao Tausugs1. This refers to an indigenous community in Mindanao who are non-Muslims.2. They are the ruling people of the ancient Sultanate of Sulu.3. This group in Mindanao is known as the “people of the lake.”4. This group in Mindanao is known as the “people of the flood plain.”5. It is the epic chant of the Maranao of Lanao del Sur.II. You are a songwriter. You are one of the participants in a songwriting contest that features the music of Mindanao. You will compose a song with a simple accompaniment. Your song will be interpreted by your chosen singer. The board of judges will listen to your composition during the contest proper and will evaluate your composition based on the following rubric. So, make sure to create a relevant, clear, and emotional composition.Upgrade
MUSIC52 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe composition was very relevant and relatable to the audience. The message of the song was clear and detailed.The composition was relevant and relatable to the audience. The message of the song was clear.The composition was relevant and relatable to the audience, but the message of the song was not so clear.The composition was somewhat relevant and relatable to the audience, but the message of the song was not clear.PresentationThe composition was presented creatively. The composition met the standard requirements.The composition was not presented well. The composition was poor and needed improvement.MasteryThe songwriter showed great mastery in composing a song.The songwriter showed some mastery in composing a song.The songwriter showed little mastery in composing a song.The songwriter did not show mastery in composing a song.Decode1. Find out how Islam has influenced the music of Mindanao. Share what you have discovered.2. What is the significance of learning specific music forms from the region of Mindanao? Is it worth your time to know the music of Mindanao? Why or why not?
MUSICThe Music of the Philippines 53AccessNetworkInstallLesson2Mindanao: The Music of KulintangWatch the following videos, and observe how the kulintang is played. Then answer the questions posed in Access.1. https://www.youtube.com/watch?v=7doqhTB_Dk82. https://www.youtube.com/watch?v=qF9DbckSdlg1. What other musical instruments do you know of that are from Mindanao?2. Describe the sound of the kulintang.The kulintang is an instrument that comprises gongs that are usually numbered from five to eight per set. It is laid on a stand where a thin rope is tied to support the weight of the gongs. It is played using two wooden sticks (made of light wood) with a length of about one foot and a diameter of around one inch. There are no definite pitch measurements for the gongs. The gong’s pitch does not conform to the pitches of the major scale nor the minor scale, though it has a preferred pattern of intervals for the eight gongs. This pattern produces a uniformity even when heard or played in different kulintang sets. KulintangKulintang does not use notation because it is part of the oral tradition. But a type of notation was developed to help students play the instrument. A cipher notation is used wherein the numbers indicate the gong/pitch to be played and the flags of the kinds of notes to indicate rhythm.
MUSIC54 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAn example of a kulintang ensemble is the palabunyibunyan of Maguindanao. This is a kulintang ensemble that comprises five instruments, namely, kulintang, dabakan, babandir, gandingan, and agung.The dabakan is a drum carved out of wood with a drum head made of animal skin. It is an important part of the ensemble as it provides the rhythmic mode. Through its rhythm, the sound of the ensemble is given a stronger bond and blend.Babandir ŝƐ Ă ƐŝŶŐůĞ ŶĂƌƌŽǁ ƌŝŵ ŐŽŶŐ ƚŚĂƚ ƐĞƌǀĞƐ ĂƐ ƚŚĞ ƟŵĞŬĞĞƉĞƌ ŽĨ ƚŚĞ ĞŶƐĞŵďůĞ͘DabakanAgungGandinganGandingan is a set of four shallow-bossed, thin-rimmed, hanging gongs. It is a secondary melodic instrument after the kulintang. The gandingan is played using two wooden mallets with a rubber wrapped on one end.The agung is a pair of large and heavy, wide-rimmed gong that provides the low gong sound. The two gongs have slightly different sizes. The larger gong is called the pangandungan, and the smaller one is called the panentekan.The kulintang is not as ancient or primitive as you may think, though it may trace its roots on some old idiophone instrument. The kulintang has always been popular among its practitioners in Mindanao. The term “primitive” also does not give justice to the music and the people who play and appreciate it. It is best to "ŶLJ ŵƵƐŝĐŝĂŶ ǁŝƚŚ ŐƌĂĐĞ ĂŶĚ ŇƵŝĚŝƚLJ ĐĂŶ ƉůĂLJ ƚŚĞ kulintang͘ Big Idea
MUSICThe Music of the Philippines 55Activity 1acknowledge the instrument and the ensemble as a “world music” instrument especially now that its popularity has reached city centers around the country. Primarily, the kulintang and its auxiliary instruments are for entertainment and secular celebrations. Traditionally, the kulintang is considered a “feminine” instrument as it is best played with grace and fluidity. Today, kulintang is played by both male and female musicians. There are five rhythmic modes from that Maguindanao kulintang is based on. These rhythmic modes are sinulog, binalig, tidtu, duyog, and tangunggo, which is used for rituals and healings.A. Form a group with five members each. Practice playing the kulintang using the cipher notation or numbered musical notation. Consider the following on how to play the kulintang:1. The kulintang is numbered starting from the biggest gong as the number 1 to the smallest gong as the number 8.ϭϮϯϰ56ϳϴ2. One box is equivalent to one beat in a measure.3. One horizontal line is equivalent to an eighth note.4. Two horizontal lines are equivalent to sixteenth note.5. A single number in the box is a quarter note.
MUSIC56 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳB. Practice the given examples in cipher notation. 1. Sinulog for solo kulintang . 333333332× 45 54 3 23 33 32× 45 54 4 4 65 67 6 6 6 666 54 42 333 33 333 3555 553 3 4 65 67 88 76 66 78 8833 35 58 76 6 56 54 353 3 45 5 43 3 3 56 76 5 565 24 223 333332. Binalig 3.3.3.3.22 2 2 22 2 1 111 11 14×3 3 4 2 2 2211 112×3 3 4 4 53 3 422 212322211 112×3 3 4 2 2 2211 11 13× 3 4 3 5 5 67 7 6 65 43 322 2 22 3 34521 11 1 22 2 2 22 2 1 111 11 13×
MUSICThe Music of the Philippines 573. Tidtu 6.6.66>66>66>55>66>55>554349×66>55>66>55>5543343×2×66>55>66>55>5543344×66>55>66>55>64>33>44>33>55433433231122×2×4×44>33>44>33>3321123×4×55>44>55>44>34434434. Duyog 33334 . 544 . 54 433333×3×2×5 5. 54 4 56 5 . 54332×5 67 7776 5 . 5435 67 777 6 5 . 54535 5. 546 5 . 54333×3rdtime 535 5 76 76 5 5 54353 3 3 45 43 3 3 45 67 77 65 5 55 431 2 21 2 42×
MUSIC58 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ5. Tangunggo 3.3.33332×33 321 2 3×3 4 3 3 45 432221 2 111 2 3×2×3 45 456 65 67 656 65 67 677 61111111111112×5 67 656 611115 65 4321 2 3 4 4 43 3 3221 2 2×3 3 45 5 5 4522 3All the kulintang cipher notation pieces are from a book titled Kulintang Studies on the Kulintang of the Maguindanaon, Kalagan, and T’boli by Kristina Benitez, Ph.D. Activity 2Make your own improvised pattern of cipher notation for the kulintang instrument. Use the activity sheet below for the pattern.Activity sheet:
MUSICThe Music of the Philippines 59ExtensionsUpgradeDecode1. Watch the videos and listen to the music of the kulintang on the following links:• https://www.youtube.com/watch?v=YNwANViYU3w• https://www.youtube.com/watch?v=HY9FIjQTarc2. Go to the Diwa Learning Town website at http://bit.ly/diwa-PMAP2ED7, and read the article titled “Southern Music” by Manny Ubiadas from Buhawi 7. Why is the kulintang considered the most important musical instrument of Mindanao? Explain your answer in three to four sentences. 1. What is the role of musical instruments such as the kulintang in the culture and traditions of Mindanao?2. What can you say about the idea of having a kulintang ensemble performed in different parts of the Philippines? Would it create an impact if staged together with modern musical instruments? How do you say so?
MUSIC60 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson3Mindanao: The Instrumental MusicObserve the picture. Look at how the musical instrument is handled and played. Then answer the questions posed in Access.1. How does the instrument in the picture produce sounds?2. What is the instrument made of? Describe its structure.3. Based on how the instrument is handled, do you think it can produce variety of sounds? Why do you say so?YƵŝŶƟŬ KĨŽŶŐ ƉůĂLJƐ ƚŚĞ kubing ;dΖďŽůŝͿThe kubing and the gabbang are both idiophone instruments. The sounds they produce come from either their bodies or substances inside their bodies. The kubing is a jaw harp found in numerous Mindanao groups. The kubing is placed between the lips with one end plucked to produce the sound. It is the bamboo or the instrument itself that produces the sound. The mouth serves as the resonator to make the volume louder.The Tausug gabbang is a bamboo xylophone. Bamboo slants are made in graduated lengths and are placed on top of a trapezoidal wooden box, which serves as the instrument’s mounting stand and resonator. The bamboo slants are fastened by nailing them on the box. The gabbang is played using two wooden sticks.KubingGabbang
MUSICThe Music of the Philippines 61dŚĞ ƉƌĞƐĞŶĐĞ ŽĨ ŝŶĚŝŐĞŶŽƵƐ ďĂŵ ŝŶƐƚƌƵŵĞŶƚƐ ƌĞŇĞĐƚƐ ƚŚĞ ĞƚŚŶŝĐŝƚLJ ŽĨ ƚŚĞ ƉĞŽƉůĞ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ ĂŶĚ ŝŶ ĐŽƵŶƚƌŝĞƐ Ăůů ŽǀĞƌ "ƐŝĂ͘ /Ŷ DŝŶĚĂŶĂŽ͕ ƚƌĂĚŝƟŽŶĂů ŐŽŶŐ ŝŶƐƚƌƵŵĞŶƚƐ ŚĂǀĞ Ă ƐƚƌŽŶŐ ĐƵůƚƵƌĂů ǀĂůƵĞ͘ Big IdeaMeanwhile, the suling is an aerophone instrument that requires air to be blown into the body for sound to be produced. It is classified as a ring flute and is the smallest bamboo flute of Maguindanaons. A suling is also a lesser known instrument of the ethnic group. To play a suling, you have to blow air on one end, similar to how you play a flute. Then cover the holes to control the pitch. Several Mindanao indigenous groups use a suling. These include the Bilaan, Maguindanao, Subanon, Tausug, Tiruray, and Yakan.The bantula is a bamboo slit drum found among the Bukidnons. The drum is closed at both ends with a slit cut on its body. This drum is struck with beaters that are also made of bamboo slants. The traditional function of this instrument is to call the community’s attention for an important announcement. The bantula is another kind of idiophone.The sludoy is a type of a zither. A zither has strings and a sound box. In the sludoy, the strings are carved out of bamboo skin and are raised by a bridge, with the bamboo cylinder itself as the sound box. The bamboo tube / cylinder is more than half a meter in length. The instrument is played by plucking the bamboo strings, with the bamboo tube serving as resonator and string frame. Native boat lutes, are found in many places in Mindanao. A type of boat lute is the Maguindanao kudyapi. The instrument is carved from a soft wood, and it is about six feet long. It has a boat-like shape and is the only two-stringed instrument found in Maguindanao. The low string provides the drone, or a recurring one-pitch pattern, and the higher string carries the melody line. The kudyapi is played by plucking the strings with a bamboo pick. Pitch is controlled by placing the fingers of your other hand on the fingerboard on the neck of the instrument.BantulaSludoyconnect"Ŷ ethnomusicologist ŝƐ Ă ƌĞƐĞĂƌĐŚĞƌ ǁŚŽ ƐƉĞĐŝĂůŝnjĞƐ ŝŶ ƚŚĞ ƐƚƵĚLJ ŽĨ ŵƵƐŝĐ ŝŶ ĐŽŶƚĞdžƚ ƚŽ ƚŚĞ ĐƵůƚƵƌĞ ŝƚ ďĞůŽŶŐƐ͘ #ƚŚŶŽŵƵƐŝĐŽůŽŐŝƐƚƐ ĚĞĂů ǁŝƚŚ Ăůů ƚLJƉĞƐ ŽĨ ŵƵƐŝĐ͕ ǁŚĞƚŚĞƌ ƵƉůĂŶĚ Žƌ ůŽǁůĂŶĚ͕ ĨŽůŬ͕ ƉŽƉ͕ ĐůĂƐƐŝĐĂů͕ Žƌ ĐŽŶƚĞŵƉŽƌĂƌLJ͘ dŚĞLJ ĂƌĞ ŶŽƚ ůŝŵŝƚĞĚ ƚŽ ƚŚĞ ƐƚƵĚLJ ŽĨ ŝŶĚŝŐĞŶŽƵƐ ŵƵƐŝĐ ĂůŽŶĞ͘Suling
MUSIC62 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsUpgradeActivity 2Learn how to play the kubing by following the given instructions here:1. Hold the kubing with your left hand or right hand.2. Place the kubing in between your lower and upper lips.3. Pluck the soft edge of the kubing to produce sound.4. Slightly open and close your mouth to create variation of sounds.5. Improvise a pattern for plucking, as well as, for opening and closing of the mouth to create melodic lines.Learn more about a kulintang ensemble of Maguindanao by visiting the following links:1. https://www.youtube.com/watch?v=HY9FIjQTarc2. https://www.youtube.com/watch?v=VdNFowzkNFA3. https://www.youtube.com/watch?v=ENswhQYZ9aU I. Write T if the statement is true, and F if it is false. ______ 1. The kubing is placed between the lips with one end plucked to produce the sound.______ 2. The Tausug gabbang is a bamboo xylophone.______ 3. The suling is an aerophone instrument that requires air to be blown into the body for sound to be produced.______ 4. The bantula is a bamboo slit drum found among the Bukidnons.______ 5. The kudyapi is a type of boat lute in Maguindanao.II. You are a musical instrument expert. You have been participating in musical conventions held every year, which is usually hosted by an Asian country. You are given a task by the organizer of the convention to make a demo presentation of the different bamboo musical instruments in Mindanao that will be witnessed by all other participants from different parts of Asia. So, make sure to present clear and reliable information.
MUSICThe Music of the Philippines 63CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe content of the presentation was very relevant and relatable to the audience. It was clear and detailed.The content of the presentation was relevant and relatable to the audience. It was clear and easy to understand.The content of the presentation was relevant and relatable to the audience but it was not so clear.The content of the presentation was somewhat relevant and relatable to the audience but not clear.PresentationThe presentation was very creatively executed.The presentation met the standard requirements.The presentation was not executed well.The presentation was poor and needed improvement.MasteryThe presenter showed great mastery in all aspects.The presenter showed some mastery in doing demo about the instruments.The presenter showed little mastery in doing demo about the instruments.The presenter did not show mastery in doing demo about the instruments.Decode1. If you were given an opportunity to perform with a group of bamboo musicians, what specific bamboo instrument from Mindanao would you prefer to learn and play? Why?2. Do you appreciate the sounds produced by bamboo instruments despite their limited pitch capabilities? Why or why not?
MUSIC64 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson4Mindanao: The Music of the LumadsTo know more about the tribal sounds of the T’boli tribe, watch the video that can be found on https://www.youtube.com/watch?v=c0DU3zvo_JA. Then answer the questions posed in Access.1. Describe the music of the T’boli tribe in the video.2. From what other forms of tribal music can you compare the music of the T’boli to? What are their similarities?3. What is your impression on the vocal and instrumental sounds of T’boli music of Mindanao?The Lumads are natives in Mindanao who are non-Muslims. Economic development has severely affected many Lumad groups. When government and private entities began exploiting the natural resources of Mindanao, the homes of Lumad communities were damaged as well. This resulted in their displacement, which threatens their indigenous culture. Today, the Lumads and their supporters continue to advocate for their rights to keep their ancestral lands and their distinct culture.The biggest group of Lumads is the Subanen (Subanon) of Zamboanga. The Subanons have different kinds of vocal music, such as the dionli, a love song; the buwa, a lullaby; and the giloy, a form of funeral song. Examples of instrumental music are gagong, kolintang, and durugan.This lesson will focus on the music of the Lumads, their songs, chants, and instrumental music. EŽŶͲ/ƐůĂŵŝĐ ŵƵƐŝĐ ŝƐ Ă ǁŝĚĞ ƌĞƉĞƌƚŽŝƌĞ ŽĨ ĚŝīĞƌĞŶƚ ƐŽƵŶĚƐ ƉĞƌĨŽƌŵĞĚ ŝŶ ĚŝīĞƌĞŶƚ ŽĐĐĂƐŝŽŶƐ ǁŝƚŚ ŵƵƐŝĐĂů ŝŶƐƚƌƵŵĞŶƚƐ ŵĂĚĞ ŽĨ ďƌĂƐƐ ĂŶĚ ŽƚŚĞƌ ƚLJƉĞƐ ŽĨ ŵĂƚĞƌŝĂůƐ ƵƐĞĚ ĂƐ ĂĐĐŽŵƉĂŶŝŵĞŶƚ͘ Big Idea
MUSICThe Music of the Philippines 65connectEŽŶͲ/ƐůĂŵŝĐ ŵƵƐŝĐ ƌĞĨĞƌƐ ƚŽ ƚŚĞ ŵƵƐŝĐ ŽĨ ƉĞŽƉůĞ ǁŚŽ ĚŽ ŶŽƚ ĞŵďƌĂĐĞ ƚŚĞ /ƐůĂŵŝĐ ĨĂŝƚŚ͕ ƐƵĐŚ ĂƐ ƚŚĞ >ƵŵĂĚƐ͘ dŚĞƌĞ ŝƐ ŶŽ ŵƵƐŝĐ ƚŚĂƚ ĐĂŶ ďĞ ĐŽŶƐŝĚĞƌĞĚ ĂƐ /ƐůĂŵŝĐ ĞdžĐĞƉƚ ĨŽƌ ƚŚĞ ĐŚĂŶƚƐ ƵƐĞĚ ŝŶ /ƐůĂŵŝĐ ǁŽƌƐŚŝƉ͘ The Manobos of Agusan, Davao, Bukidnon, and Cotabato have ritual and ceremonial songs. They also have lullabies and songs of nature. Their main musical instruments are the kuglung, an indigenous lute, and the saluray, a bamboo zither.The T’bolis are highly expressive of their feelings; thus, they usually sing at any type of occasion. Their music is also characterized by the imitation of sounds from their environment, such as the waters, the birds, and the air. One principal instrument of the T’boli is the hagalong, another name for an indigenous lute, which can be found in other regions of the Philippines.The Teduray group in upland Mindanao has a great diversity of songs for different occasions. Lendugan is their love song; balikata is a melodic phrase and pattern used in debates and conversations. Foto moto and meka-meka are songs that relate to married life. In terms of instrumental music, the Tedurays are known for their agung ensembles.The Bagobo is situated in the western part of Davao. Their music is like most indigenous groups wherein they have songs for their beliefs, celebrations, and daily activities. They have musical instruments used for rituals to please their gods and to provide them with bountiful harvests. They have a gong ensemble called tangunggo or tagungguan.ActivityComplete the table by supplying the needed information.Lumad Groups of MindanaoCharacteristics of Their MusicMain Musical Instrument(s)1.2.3.4.
MUSIC66 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsRead the following articles to learn more about the Lumads: 1. “The Lumads of the Philippines: Struggling from Conflict toward Peace” at https://globalecco.org/the-lumads2. “No choice: Why the Lumad and their children are on the march” at https://www.bulatlat.com/2017/09/09/no-choice-lumad-children-march/UpgradeI. What made the music of the Lumads survive despite problem of being displaced from their homeland? Write your answer in three to four sentences.II. You are a music researcher. You are given a task by the producer of a music program to document the music of the Lumads in Mindanao through an audiovisual presentation. Your presentation, which should be in the form of a documentary, will be featured in one of the segments of the program. The producer of the program will evaluate your documentary based on the following rubric before showing it to the public. So, make sure to present a clear, creative, and reliable audiovisual presentation. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe audiovisual presentation was very relevant and relatable to the audience. The content was clear and detailed.The audiovisual presentation was relevant and relatable to the audience. The content was clear.The audiovisual presentation was relevant and relatable to the audience, but the content was not so clear.The audiovisual presentation was somewhat relevant and relatable to the audience, but the content was not clear.PresentationThe documentary was creatively done.The documentary met the standard requirements set by the producer.The documentary was not presented well.The documentary was poor and needed improvement.MasteryThe researcher showed great mastery in all aspects.The researcher showed some mastery in making the documentary.The researcher showed little mastery in making the documentary.The researcher did not show mastery in making the documentary.Decode1. What is the role of the Lumads in preserving the non-Islamic music of Mindanao?2. Would you recommend the music of the Lumads to be used in occasions in other parts of the country? Why?
The Music of the Philippines 67I. Answer the following:A. Identify what is being asked.1. It is a jaw harp solo instrument that is placed between the lips with one end plucked to produce the sound.2. It is the bamboo xylophone of Tausug.3. It is an aerophone instrument that requires air to be blown into the body for sound to be produced. It is the smallest bamboo flute of Maguindanaons. 4. It is a bamboo slit drum found among the Bukidnons.5. It is a type of boat lute in Maguindanao.6. It is a type of zither that has strings and a sound box.7. They are the natives of Mindanao who are non-Muslims.8. This non-Muslim group has the kuglung and the saluray as its main musical instruments.9. This non-Muslim group has the hagalong as one of its principal musical instruments.10. This non-Muslim group is known for its agung ensembles.B. Enumerate the following:i. Bamboo Instruments of Mindanao11. _____________________________12. _____________________________13. _____________________________14. _____________________________15. _____________________________ii. Indigenous Groups of Mindanao16. _____________________________17. _____________________________18. _____________________________19. _____________________________20. _____________________________21. _____________________________22. _____________________________23. _____________________________24. _____________________________25. _____________________________Chapter est
MUSIC68 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳII. Answer each of the following questions in two to three sentences: 1. What are the problems that the Lumad people face in the industrialized world?2. What is the importance of Darangen to the Maranao community?3. What is the role of the kulintang in the culture and tradition of Filipinos in Mindanao?III. You are a composer. You are commissioned by the coordinator of a recording company to compose a song that promotes the music of Mindanao. Your composition must showcase the beauty of the music of Mindanao, highlighting both vocal and instrumental music, as well as featuring non-Islamic music. The song is subject for final approval of the committee of the recording company. So, make sure to create an original song with unique expression and style.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe composition was very relevant and relatable to the audience. The message of the song was clear and detailed.The composition was relevant and relatable to the audience. The message of the song was clear.The composition was relevant and relatable to the audience, but the message of the song was not so clear.The composition was somewhat relevant and relatable to the audience, but the message of the song was not clear.PresentationThere was a very creative presentation of the composition.The presentation of the composition met the standard requirements set by the committee.The composition was not presented well.The composition was poor and needed improvement.MasteryThe composer showed great mastery in all aspects.The composer showed some mastery in composing a song.The composer showed little mastery in composing a song.The composer did not show mastery in composing a song.Guide Questions:1. What is the subject of your song composition?2. What are the things you considered when composing the song?3. What part of the song gave emphasis to the elements of expression and style? Explain.
The Music of the Philippines 69AccessWŚŝůŝƉƉŝŶĞ &ĞƐƟǀĂůƐ!ŚĂƉƚĞƌ4NetworkInstallLesson1dŚĞ KƌŝŐŝŶƐ ŽĨ ^ŽŵĞ WŚŝůŝƉƉŝŶĞ &ĞƐƟǀĂůƐ1. Read the articles about the Kadayawan Festival on the following links: • “Kadayawan: How it began” at https://www.sunstar.com.ph/article/1758294• “Kadayawan Festival” at http://clickdavao.com/kadayawan/about-kadayawan.php2. Watch the video about the Ibalong Festival on https://www.youtube.com/watch?v=6znk0DLizZM. 3. Answer the questions posed in Access.1. What is the main purpose of celebrating the Kadayawan Festival?2. What is the story behind the Ibalong Festival?3. What is the role of Philippine festivals, specifically the Kadayawan Festival and Ibalong Festival, in the history of our community and our country as a whole?For this lesson, you will be introduced to some festivals celebrated in the Philippines. This first discussion will focus on two secular festivals—Kadayawan of Davao and Ibalon of Bicol.Kadayawan Festival of DavaoThe Kadayawan Festival is held every third week of August in Davao City. It is a celebration of thanksgiving to bathala (god) for the good harvest of fruits and orchids throughout the year. The streets are lined with fruit and flower decorations during the festival week. Different activities, such as street dancing, horse fighting, a beauty contest, a colorful street parade, await tourists who come for this event.<ĂĚĂLJĂǁĂŶ &ĞƐƟǀĂů/ďĂůŽŶŐ &ĞƐƟǀĂů
MUSIC70 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳIn 1986, the festival was called “Apo Duwaling” when the local government of Davao first held the event to showcase the culture and wealth of the province. It was also an event that aimed to unite the people of Davao. In 1988, the event was renamed as “Kadayawan sa Dabaw” by then Mayor Rodrigo R. Duterte.The Kadayawan Festival showcases Davao’s culture through dance and music. The Agongan Ug Kulintangan event is a concert wherein the indigenous instruments of Mindanao are presented. The Lumagnong Kagikan is the indigenous people’s festival wherein local culture, music, and dance of the communities are presented. The Sayaw Mindanaw features indigenous dances. The Banda Lanog features parade bands competing to be the best brass band of the year. The Halad is an event when the floral float parade caps the celebration with floral-themed floats parading around town.Ibalong Festival of BicolThe Ibalong Festival of Bicol is held every August in Legaspi City. This festival began only in 2011; thus, it is one of the “young” festivals we have in the country. The festival allows Bicolanos to showcase their culture and lifestyle to tourists here and abroad. It also stands as a monument to their resiliency against severe weather disturbances that come their way. During the event, there are street carnivals, musical and dance performances, and a fireworks display that tourists and locals look forward to every year.The Ibalong Festival is based on the Ibalong epic that has three heroes—Baltog, Handyong, and Bantong. Baltog is a warrior who killed Opon, a giant wild boar who destroyed the taro plants that Baltog and the members of his community planted for food. Second, Handyong defends their land from oppressors. One of these oppressors is Oryol, a serpent-siren that changes her appearance; she then lures and destroys the townsfolk in the process. Last, Bantong is a friend of Handyong who came into the scene when he died; he eventually brought peace to the land of the Ibalong. The heroes and villains of this epic are sources of the concepts of the street parade. Performers do mock battles in dance as they parade along the streets of Legaspi City, amidst the backdrop of Mayon Volcano. WŚŝůŝƉƉŝŶĞ ĨĞƐƟǀĂůƐ ƐƵĐŚ ĂƐ Kadayawan and Ibalong aim to promote tourism. The beauty of music, dance, and local culture are proudly ƉƌĞƐĞŶƚĞĚ ŝŶ ƚŚĞ ĐĞůĞďƌĂƟŽŶ ŽĨ ƚŚĞ ĨĞƐƟǀĂůƐ͘Big IdeaActivityFind a partner. Go online and watch videos about the Kadayawan Festival and the Ibalong Festival. While watching the videos, take note on the following:• How the music in each festival contributes to the performance of the musical production• Characteristics of each festival and its theatrical forms• How the story is communicated in the musical performance in each festival
MUSICThe Music of the Philippines 71ExtensionsUpgradeRead the following articles and learn more about the Kadayawan Festival of Davao and the Ibalong Festival of Bicol:1. “Kadayawan Festival: A celebration of heritage, culture, and a bountiful harvest” at http://primer.com.ph/tips-guides/2016/07/06/kadayawan-festival-a-celebration-of-heritage-culture-and-a-bountiful-harvest/2. “A festival of epic origins and proportions: Legazpi City’s Ibalong Festival” at http://primer.com.ph/event/2016/07/03/a-festival-of-epic-origins-and-proportions-legazpi-citys-ibalong-festival/I. Compare the Kadayawan Festival of Davao to the Ibalong Festival of Bicol. Write your answer in three to four sentences.II. You are a photojournalist. You have been commissioned by the editor of the features section of a local newspaper to cover the Kadayawan Festival of Davao and the Ibalong Festival of Bicol. You will exhibit your work in the municipal hall of your town. Also, provide audio recordings to set a good mood for the exhibit. The government officials and the locals in your town will be the audience of your exhibit. So, make sure to prepare the most creative exhibit.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe exhibit was very relevant and relatable to the audience. The exhibit was relevant and relatable to the audience. The exhibit was somewhat relevant and relatable to the audience. The exhibit was not so relevant and relatable to the audience. PresentationThe exhibit was creatively executed and very detailed.The exhibit was creatively executed.The exhibit was not presented well.The exhibit was poor and needed improvement.MasteryThe photojournalist showed great mastery in all aspects.The photojournalist showed some mastery in doing exhibit.The photojournalist showed little mastery in doing exhibit.The photojournalist did not show mastery in doing exhibit.Decode1. What is the role of Philippine festivals in preserving our culture and tradition? Should they be performed in a way that is more relevant to the times? Why or why not?2. What do you think makes the people from other countries want to witness and take part in celebration of festivals in the Philippines?
MUSIC72 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson2ZĞůŝŐŝŽƵƐ &ĞƐƟǀĂůƐ ĂƐ WŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶƐVisit the following websites and observe the different pictures of religious festivals in the Philippines. Then answer the questions posed in Access.1. Moriones Festival: https://www.tagaloglang.com/moriones-festival-of-marinduque/2. Sinulog Festival: http://www.cebu-tourism.techcellar.net/sinulog-festival/1. What did you observe about the pictures taken during the Moriones Festival and the Sinulog Festival?2. What do you think are these festivals about? What is/are common between them? 3. What are the props or costumes used in the Moriones Festival and Sinulog Festival?In this lesson, you will get to know four popular religious festivals in the country. One common trait in these festivals is that all of them have Jesus Christ or the Christ Child as focus. The Sinulog Festival and the Ati-Atihan Festival center on the Child Jesus, who is locally known as the Santo Niño. The Moriones Festival is based on the passion of Jesus. Finally, the Sublian is based on the devotion to the Holy Cross of Bauan and Agoncillo in Batangas.Ati-Atihan of AklanThe word Ati-atihan means “be like the Atis or the Aetas.” The Aetas are considered the earliest inhabitants of Panay Island, where the festival is held. It is also believed that this festival of dances started in the 13th century when 10 datus from Borneo came to Panay Island. They were granted land and access to produce by the locals. After the exchange of goods, the natives or the Aetas would dance in joy and gratitude for the food given to them. "ƟͲ"ƟŚĂŶ &ĞƐƟǀĂů
MUSICThe Music of the Philippines 73With the arrival of Christianity in the 16th century, the dancing event gained a religious influence with the incorporation of the devotion to the Child Jesus. Procession of the Santo Niño would begin with the Ati-Atihan groups dancing to the beat of the drums and chants of “Hala Bira!” The devotees believed that the act of dancing during the Ati-Atihan rite would give them protection from harm and illness. Ati-Atihan inspired other festivals that celebrate the feast of the Child Jesus. Popular examples are the Dinagyang Festival of Iloilo and the Sinulog Festival of Cebu.The rhythmic music of the Ati-Atihan is vibrant and pulsating. Though there is no definite pattern, its music is so infectious that one would feel like dancing whenever he or she hears it.Activity 1Form groups with five members each. Practice a simple dance routine of Ati-Atihan while chanting “Hala Bira!” repeatedly. Improvise a drum beat pattern to accompany your dance and chant. Then perform it in front of the class.Sinulog of CebuThe Sinulog Festival is held every third Sunday of January during the national feast day of the Santo Niño. The festival celebrates Catholicism, as it was introduced more than 400 years ago and how the locals embraced the religion. Before the arrival of the Spanish colonizers, the natives practiced animism. With the coming of Christianity, a new paradigm on worship and belief began. Today, the Philippines is considered the bastion of Catholicism in Asia.The Sinulog Festival runs for nine days. The event culminates at the Sinulog Grand Parade where different organizations, schools, and community sectors prepare dance routines and tableaus to be presented to tourists. The festival has gained so much popularity that recent grand parades of Sinulog have been televised.Chants of “Pit Señor” are heard throughout the festival, as it honors the image of Santo Niño de Cebu, a gift of Ferdinand Magellan to the baptismal rite of Rajah Humabon’s wife, Amihan. The image of the Santo Niño in Cebu City is more than 400 years old. The festival is characterized by a dance movement that moves two steps forward, and a step backward to the beat of the drums. Participants in colorful costumes would adopt this as their basic steps while joining the parade.^ŝŶƵůŽŐ &ĞƐƟǀĂů
MUSIC74 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 2Activity 3Form groups with five members each. Create a tableau about the Sinulog Festival and present it in front of the class for one minute. One representative from each group will explain the group’s tableau.Moriones of MarinduqueThe Moriones Festival is a folk-religious event during the Holy Week. The word morion refers to the headgear worn by Roman soldiers during the time when Jesus was crucified. Thus, Moriones refers to the festival wherein participants are dressed and masked to resemble Roman soldiers out to crucify the Christ. One of the highlights of the festival is the search for Longinus, a soldier who has one blind eye and the one who pierced the side of Jesus as He was hanging on the cross. Biblical account points out that the blood that came out of the wound reached Longinus’s blind eye and cured his blindness. This miracle converted Longinus, which in turn earned the ire of his companions. Eventually, he was killed. This reenactment is held through the Moriones Festival. #Ŷ ĞdžĂŵƉůĞ ŽĨ Ă >ŽŶŐŝŶƵƐ ŵĂƐŬ ƵƐĞĚ ŝŶ ƚŚĞ DŽƌŝŽŶĞƐ &ĞƐƟǀĂůAnswer the following. Write your answer in one paragraph. 1. What is the story behind the Moriones Festival?2. In your opinion, why is the Moriones Festival still celebrated?Sublian of BatangasSublian is a two-week celebration held in Batangas City, which culminates on the 23rd of July each year. The festival is another folk-religious event rooted in the Batangueños’ devotion to the Holy Cross of Bauan and Agoncillo, and the Santo Niño venerated in Batangas City. The Holy Cross is said to have been found in Alitagtag, Batangas during the Spanish period. Sublian comes from the word “subli,” a name of a local dance accompanied by drums and chants. The Subli dance is presented by a couple or a group of eight pairs, where the male dancers do intense choreography with bamboo sticks, and the women do intricate wrist and finger movements expressing beauty, finesse, and femininity.dŚĞ ,ŽůLJ !ƌŽƐƐ ŝŶ #ůŝƚĂŐƚĂŐ͕ Batangas
MUSICThe Music of the Philippines 75Activity 4Form groups with five members each. Practice simple wrist and finger movements of Sublian. Take note that these movements express beauty, finesse, and femininity. You can search online or watch a video of people performing Sublian dance to know the proper hand movements of the dance. Prepare a 30-second routine, and perform it in front of the class.The Sublian Festival today includes sociocultural and economic elements, as it presents not only the Batangueño culture, but also the products of the province such as the nilupak, a native snack created from bananas and sweet potato. dŚĞ WŚŝůŝƉƉŝŶĞƐ ŝƐ ƌŝĐŚ ŝŶ ƌĞůŝŐŝŽƵƐ ĨĞƐƟǀĂůƐ͘ #ǀĞƌLJ ĨĞƐƟǀĂů ŵŝƌƌŽƌƐ ƚŚĞ ƌĞůŝŐŝŽƵƐ ĐƵůƚƵƌĞ ĂŶĚ ĐƵůƚƵƌĂů ƌŽŽƚƐ ŽĨ ƚŚĞ ĐŽŵŵƵŶŝƟĞƐ ƚŚĂƚ ĐĞůĞďƌĂƚĞ ƚŚĞŵ͘ DĂŶLJ ƌĞůŝŐŝŽƵƐ ĨĞƐƟǀĂůƐ ŚĂǀĞ ƌŽŽƚƐ ŝŶ !ĂƚŚŽůŝĐŝƐŵ͘Big IdeaExtensionsUpgrade1. Visit https://www.ourawesomeplanet.com/awesome/2014/01/fiesta-10-most-awesome-fiestas-of-the-philippines.html, and learn more about the different festivals in the Philippines.2. Listen to the music played in festivals on the following links:• Sinulog: https://www.youtube.com/watch?v=w4huqNFWGXs• Ati-Atihan: https://www.youtube.com/watch?v=xkAjbMP4bhAI. Answer the following:A. Complete the table by supplying the needed information.FestivalPlace of OriginEvent/Feast1. Ati-Atihan2. Sinulog3. Moriones4. SublianB. Why do you think there are many Filipino festivals in the country?
MUSIC76 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDecodeII. You and your friends are percussionists. The coordinator of an event has asked you to perform a live musical number during your town fiesta. You will create and practice percussion patterns similar to the music used in the Ati-Atihan Festival. It will be performed live in front of officials, locals, and guests during the fiesta. So, make sure to come up with a very creative percussion pattern and that you perform lively.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe performance was very relevant and relatable to the audience. The music was clear and detailed.The performance was relevant and relatable to the audience. The music was clear.The performance was relevant and relatable to the audience, but the music was not so clear.The performance was somewhat relevant and relatable to the audience, but the music was not clear.PresentationThe performance was very creatively executed and lively.The performance was creatively executed and lively.The performance was not creatively executed, but it was lively.The performance was poor and needed improvement.MasteryThe performers showed great mastery in all aspects.The performers showed some mastery in creating percussion patterns and in performing.The performers showed little mastery in creating percussion patterns and in performing.The performers did not show mastery in creating percussion patterns and in performing.1. How are festivals related to the rituals and beliefs of the Catholic faith?2. How do the celebration of festival promote the religious and cultural roots of one community? Explain.
MUSICThe Music of the Philippines 77AccessNetworkInstallLesson3dŚĞ WŚŝůŝƉƉŝŶĞ ^ƚĂŐĞ ŽĨ &ŽůŬ "ƌĂŵĂThe picture here is the top view of the Metropolitan Theater in Ermita, Manila. When the theater was still up and running, it was where many Philippine musicals and plays were performed. Watch the video to know more about it on https://www.youtube.com/watch?v=LSKMPWtbTmg&t=16s. Then answer the question posed in Access. 1. How did the Philippine theater become popular to the Filipinos?2. What are the different forms of Philippine theater?3. How is the musical play performed in the Philippines nowadays?In the previous lesson, you were introduced to some representative festivals of the country. This time, you will learn about the local musical theater forms that Philippine culture has to offer. Komedya/Moro-moro and Araquio are different from the usual Broadway-type musicals that are presented in big theaters in Metro Manila. The mentioned theater forms are folk in nature, and they are usually presented in public places such as town plazas and even basketball courts. Also, you don’t need to have tickets to watch these shows. These presentations are shared with the community and its visitors. Music for the Moro-moro/Komedya and Araquio is interspersed with dialogues and songs, and instrumental music. A brass band usually accompanies the performance of the singers. The band also provides appropriate music for different parts of the presentation as needed. For example, a fight scene in a moro-moro is made more exciting with band music. Love songs in the shows are also made more romantic with band accompaniment.Another distinct character of Filipino folk theater is that it lasts for hours or even days from beginning to end. You can stay and leave at any time during the performance.
MUSIC78 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳThe presentation of these local theater forms serves as a venue to strengthen socialization among the community members and their visitors. Just like Filipino indigenous music, folk theater is communal.Komedya/Moro-moroThe Komedya and the moro-moro depict the same story. They recount the conflicts between Christians and Muslims (Moro), with the Muslims converting to Christianity in the end. You can see performances of the Komedya in the Ilocos region, in the province of Pampanga, in the Tagalog and Bicol regions , and the Visayas. These places are predominantly Christian. The Komedya and the moro-moro were once a major theater tradition. But because of the proliferation of other forms of entertainment, these theater forms have faded gradually. The problem of this folk-theater form today is the receding number of actors and players; thus, they face the problem of discontinuity.The Komedya began in the Philippines in 1766; it then flourished until 1820. The folk-theater form has its origins in the theater traditions of Mexico and Spain; thus, it has distinct Hispanic influences. The Komedya is a colorful theater form whose plot revolves around the social, political, and religious conflicts between the Christians and the Muslims. The story is presented through music, dance, and stylized acting. The actors wear exotic and colorful costumes during the performance. The show is presented during big community events such as fiestas and other celebratory activities. As the Komedya has adapted to its locality, it is presented in the vernacular. This means that there are Komedyas in Ilokano, Kapampangan, Tagalog, Bicolano and Bisaya.AraquioThe Araquio is a festival-theater activity based in Peñaranda in Nueva Ecija. This theater form is similar to the Komedya—it has a plot that revolves around the conflict of Christians and the Muslims. Its music is also accompanied by a brass band. The only difference is that the script of Araquio is written in old Tagalog.The Araquio has a set number of 16 participants/actors, with nine actors portraying as Christians and seven as Muslims. The Christians are led by a Reyna Elena and a Haring Constantino. The Muslims have Ordalisa as their emperor. The performers sing and dance to the music as directed by a director, but the script remains faithful to the old Tagalog version.Putri Anak: Isang Bagong Komedya held Ăƚ ƚŚĞ !ƵůƚƵƌĂů !ĞŶƚĞƌ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ ŝŶ ϮϬϭϳSource͗ ŚƩƉ͗ͬͬǁǁǁ͘ƚƌĂǀĞůƚŽƚŚĞƉŚŝůͲŝƉƉŝŶĞƐ͘ŝŶĨŽͬǁƉͲĐŽŶƚĞŶƚͬƵƉͲůŽĂĚƐͬϮϬϭϮͬϭϮͬEƵĞǀĂͲ$ĐŝũĂͲ#ƌĂͲƋƵŝŽͲ&ĞƐƟǀĂůϭ͘ũƉŐ
MUSICThe Music of the Philippines 79ActivityThe Araquio is a week-long festival presented in the month of May in Nueva Ecija. Different groups present their version of this theater form in the town plaza. Just like the Komedya, the event may also run for a week because of the various groups participating in the festivities. It is said that the Araquio was first presented in Peñaranda around the year 1881. It continues to exist because of the support of the local community. Every year, hermanos and hermanas take turns in sponsoring a presentation. There are even pledges of sponsoring a specific presentation for the years to come. &ŽůŬͲƚŚĞĂƚĞƌ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ ŵĂLJ ƐĞĞŵ ƌĞůŝŐŝŽƵƐ ŝŶ ĐŽŶƚĞdžƚ due to a common story of ĐŽŶŇŝĐƚ ďĞƚǁĞĞŶ !ŚƌŝƐƟĂŶƐ ĂŶĚ DƵƐůŝŵƐ͘ ,ŽǁĞǀĞƌ͕ ŬĞĞƉ ŝŶ ŵŝŶĚ ƚŚĂƚ ĨŽůŬͲƚŚĞĂƚĞƌ performances are not ƌĞůŝŐŝŽƵƐ ĞǀĞŶƚƐ͘Big IdeaForm two groups. Each group will perform a different set of tasks.Group 1: Fish Bowl DiscussionThis group will be divided into two mini groups—the inner group and the outer group, with both having equal number of members. The inner group will talk about the answer to the question “How does Komedya adapt to the modern era of musical theater? Justify.” The outer group will listen and take note of the key points raised during the discussion. One representative from the outer group will share the summary of their discussion points in front of the class.Group 2: Roses, Thorns, and BudsThis group will be divided into three mini groups, namely, Roses, Thorns, and Buds. Each group will list the following:• Roses: The good characteristics of Araquio• Thorns: The flaws of Araquio• Buds: The improvement needed for AraquioOne representative from this group will discuss the summary of their work in front of the class.Extensions1. Visit the following websites and know more about the Philippine theater: • https://www.britannica.com/art/Southeast-Asian-arts/The-Philippines#ref402383• https://www.solaireresort.com/article/the-evolution-of-philippine-theatre
MUSIC80 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeI. Complete the following sentences:1. The Komedya and the moro-moro needs to . . . 2. I can say that Araquio is . . .II. You are a folk-theater director. One local producer has commissioned you to conduct an audition for the remake of the Komedya and the moro-moro. You will facilitate the audition by providing guidelines and tasks for the aspiring actors and actresses in video format. You and your staff will shoot a video scene that will serve as a study video for the people who will be auditioning. So, make sure to present a reliable video with clear tasking. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe video was very relevant and relatable to the people who auditioned. The message was clear and detailed.The video was relevant and relatable to the people who auditioned. The message was clear.The video was relevant and relatable to the people who auditioned, but the message was not so clear.The video was somewhat relevant and relatable to the people who auditioned, but the message was not clear.PresentationThe video was very creatively done and reliable.The video was creatively done.The video was not presented well.The video was poor and needed improvement.MasteryThe director showed great mastery in all aspects.The director showed some mastery in facilitating the audition.The director showed little mastery in facilitating the audition.The director did not show mastery in facilitating the audition.Decode1. Watch an example of a musical play online. Then compare it to folk-theater.2. Is there a possibility that a folk-theater performance will be staged in a private venue? Why or why not?2. Watch a short trailer of a Komedya on the following links: • https://www.youtube.com/watch?v=iULaIe_rbLI • https://www.youtube.com/watch?v=bloBsAlO00s
MUSICThe Music of the Philippines 81SarswelaThe Tagalog sarswela is a form of entertainment that features music and dance woven into a play; it started during the period of Spanish colonization in our country. When Dario Cespedes brought the Spanish zarzuela to the Philippines, the Spaniards aimed to familiarize Filipinos with Spanish values and traditions. When it was locally presented with local talents, the zarzuela became appropriated into the sarswela that we know today. The Tagalog sarswela traces its roots in the last decade of the 19th century. At the turn of the century, the Tagalog sarswela became an outlet for nationalist sentiments against the wrongdoings during the American occupation. Throughout Philippine history, the Tagalog sarswela expressed Filipino values and ways of life, as well as their sentiments and aspiration for freedom. It symbolized the sign and spirit of the times. Sarswela ŝƐ ƚŚĞ ĐŽŵďŝŶĂƟŽŶ of theater elements with ǀĂƌŝĂƟŽŶƐ ŽĨ ƐŽŶŐƐ ĂŶĚ ĚĂŶĐĞƐ ŽĨ ĚŝīĞƌĞŶƚ ƚLJƉĞƐ͘ Big IdeaAccessNetworkInstallLesson4dŚĞ KƌŝŐŝŶƐ ŽĨ WŚŝůŝƉƉŝŶĞ "ŶƚĞƌƚĂŝŶŵĞŶƚ1. Read and analyze the lyrics of the song “Nabasag Ang Banga” from the sarswela titled Dalagang Bukid in 1919 on https://www.tagaloglang.com/nabasag-ang-banga-dalagang-bukid-lyrics/.2. Watch and listen to the song “Nabasag Ang Banga” on https://www.youtube.com/watch?v=qwBsd8TQb0Y.3. Visit the following websites, and watch the video clips from the sarswela titled Walang Sugat:• https://www.youtube.com/watch?v=-kxFEnA6FvY• https://www.youtube.com/watch?v=SpZVnxly__Q4. Answer the questions posed in Access.1. What is the song “Nabasag Ang Banga” all about?2. What can you say about the music used in the videos?3. Do you think today’s youth would appreciate and understand this kind of music? Why or why not?
MUSIC82 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳThe Tagalog sarswela features grand opening and closing numbers. Opening numbers usually have the complete cast in song and dance. Closing production numbers include conflicts being resolved through a big chorus in one happy song and dance spectacle. Atang dela Rama, the star of “Dalagang Bukid,” was a Filipino artist whose name is already synonymous with the sarswela. The rhythm, tempo, and musical form used for sarswela are based on folk and popular dances such as danza, polka, foxtrot, marcha, pasadoble, valse, balitaw, and tango. Sarswela music is generally light, happy, and entertaining, which at several points of its plot may also be serious. The characters of the sarswela are usually typecast. Female actresses or heroines are demure and reflective of the iconic dalagang Filipina. The male lead is strong and brave, loving and sincere, and loyal and chivalrous. Antagonist roles or contrabidas go against the grain of the ideal and traditional Tagalog mold. The servant role, called comico, and his partner (inamorata) provide comic relief as they go about with their daily chores.Values shown in sarswela plots exemplified Tagalog conventions of ideal behavior. Here, women do not allow themselves to be touched; they are neither kissed nor embraced. Unspoken communication is done with a handkerchief, a fan, a beckoning look, and a gentle manner of speaking. A woman cannot openly express her appreciation for a man and can only insinuate her feelings. The man epitomizes chivalry in the tradition of the times. He exhibits patience in waiting for his loved one and is ready for the call of his community to serve, protect, and fight if needed. Tagalog city-dwellers got drawn to the sarswela by the last decade of the 19th century, as shown by the production of sarswelas in different Philippine languages. Locals appropriated the Hispanic theatrical art of zarzuela and became their choice of entertainment. The earliest sarswela in Tagalog was “Budhing Nagpahamak,” written by Maximino de los Reyes and with music by Maestro Isidoro Roxas. The turn of the 20th century saw the flowering of the Tagalog sarswelas. There was a hiatus in the production of sarswelas when the technology of motion pictures reached the Philippines. But it is to be recognized that a number of Filipino film musicals during the years 1919 to the 1950s featured sarswelas and patterned musicals after the theater form. It was in the 1980s that a move to revive the theater form was initiated by the Cultural Center of the Philippines. Though we have seen revivals in the past decades and an influx of modern sarswelas, some people still wish that there would be more productions of the sarswela, not only in Tagalog, but also in other Philippine languages such as Ilokano and Hiligaynon. Historically, sarswelas were also written in these non-Tagalog languages.Today, there is no popular song from a sarswela staged during its heyday, except for “Bayan Ko,” which was first heard in “Walang Sugat,” a sarswela by Severino Reyes, the original text of which was written by Jose Alejandrino. The Tagalog text we know of today is attributed to Jose Corazon de Jesus.
MUSICThe Music of the Philippines 83connect,ĂǀĞ LJŽƵ ŚĞĂƌĚ ŽĨ >ŽůĂ !ĂƐLJĂŶŐ͍ tĞůů͕ >ŽůĂ !ĂƐLJĂŶŐ ŝƐ ŶŽƚ LJŽƵƌ ƚƌĂĚŝƟŽŶĂů ŐƌĂŶĚŵŽƚŚĞƌ͘ dŚĞ ĐŚĂƌĂĐƚĞƌ ŝƐ ĂĐƚƵĂůůLJ Ă ŵĂŶ͘ ^ĞǀĞƌŝŶŽ ZĞLJĞƐ͕ Ă ƌĞƐƉĞĐƚĞĚ &ŝůŝƉŝŶŽ playwright and one of the pioneers of the Tagalog sarswela͕ ƵƐĞĚ ͞>ŽůĂ !ĂƐLJĂŶŐ͟ as a pseudonym when he wrote for Liwayway Magazine͘ ͞tĂůĂŶŐ ^ƵŐĂƚ͕͟ ͞DŝŶĚĂ DŽƌĂ͕͟ ĂŶĚ ͞ZĞƋƵŝĞƐĐĂƚ /Ŷ WĂĐĞ͟ ĂƌĞ ĂŵŽŶŐ ƚŚĞ sarswelas ƚŚĂƚ ZĞLJĞƐ ǁƌŽƚĞ͘ ZĞLJĞƐ was born in 1861, in Tondo, Manila.Here is the overture from “Walang Sugat” by Severino Reyes, as performed by the Barasoain Kalinangan Foundation for the University of the Philippines Sarswela Festival of 2009: https://youtu.be/c3XtL2U1xBQ?list=PLBF6EEC0ADE32C-6E3.Here is “Makikiliti Kang Totoo” from “Walang Sugat.” This is an example of the happy and vibrant songs that one can hear in a sarswela: https://youtu.be/uUFYLroYHN0?list=PLBF6EEC0ADE32C6E3. ActivityPractice a song and dance number for sarswela. Choose among folk and popular dances such as danza, polka, foxtrot, marcha, pasadoble, valse, balitaw, and tango to include in your performance. Then perform it in front of the class.,ĞƌŵŽŐĞŶĞƐ /ůĂŐĂŶ Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ŇŝĐŬƌ͘ĐŽŵͬƉŚŽƚŽƐͬŶĐĐĂŽĸĐŝĂůͬϭϴϰϭϵϯϯϲϰϵϲͬŝŶͬƉŚŽƚŽůŝƐƚͲƚW%ĐsŵͲƵϲ!$&sͲƵϰ%sϮďͲƚĂŐŶŐǀͲƵϲ>Ɖ'ϰͲƚW"džŽYͲƵĂŶƵϳǀͲƚWǁϳĞƋ^ĞǀĞƌŝŶŽ ZĞLJĞƐSource͗ ŚƩƉƐ͗ͬͬŬĂŚŝŵLJĂŶŐ͘ĐŽŵͬƌĞƐŽƵƌĐĞƐͬdžƐĞǀĞƌŝŶŽͺƌĞLJĞƐ͘ũƉŐ͘ƉĂŐĞƐƉĞĞĚ͘ŝĐ͘hƚŶďĐĞϱǀϵď͘ũƉŐ,ĞƌŵŽŐĞŶĞƐ /ůĂŐĂŶ ǁĂƐ ďŽƌŶ ŝŶ !ƵůĂĐĂŶ ŝŶ ϭϴϳϯ͕ ĂŶĚ ŝƐ Ă ĚĞƐĐĞŶĚĂŶƚ ŽĨ &ƌĂŶĐŝƐĐŽ !ĂůƚĂnjĂƌ͘ ,Ğ ǁĂƐ Ă ƐŝŶŐĞƌ͕ actor, and playwright. Ilagan was the other prominent sarswelista ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ͘ ,Ğ ǁƌŽƚĞ ƚŚĞ sarswela ͞%ĂůĂŐĂŶŐ !ƵŬŝĚ͕͟ ǁŚŝĐŚ ǁĂƐ ƉŝǀŽƚĂů ŝŶ ƚŚĞ ŚŝƐƚŽƌLJ ŽĨ WŚŝůŝƉƉŝŶĞ ĞŶƚĞƌƚĂŝŶŵĞŶƚ ĂƐ ŝƚ ǁĂƐ ĂůƐŽ ƚŚĞ ĮƌƐƚ ĨƵůůͲůĞŶŐƚŚ &ŝůŝƉŝŶŽ ĨĞĂƚƵƌĞ Įůŵ ƉƌŽĚƵĐĞĚ ŝŶ ϭϵϭϵ͘/ƚ ŝƐ ŝŶƚĞƌĞƐƟŶŐ ƚŽ ŶŽƚĞ ƚŚĂƚ Ă sarswela has two ĐŽŵƉŽƐĞƌƐͶŽŶĞ ĨŽƌ ƚŚĞ ŵƵƐŝĐ ĂŶĚ ŽŶĞ ůŝďƌĞƫƐƚ͘Tanghalang Pilipino’s ƌĞŵĂŬĞ ŽĨ ͞tĂůĂŶŐ ^ƵŐĂƚ͟
MUSIC84 WƌĂĐƟĐĂů D#W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳBodabilThe bodabil is an offshoot from the American vaudeville that was brought over to the Philippines to entertain American troops. This theater form was further developed upon the return of Cebuano Borromeo Lou, a jazz musician who introduced this new form of entertainment in the 1920s. It was during the popularity of the sarswela that the bodabil came, and it was not until World War II when bodabil became a famous entertainment fare of the Filipinos.At the outbreak of World War II, the production of sarswelas stopped. The same circumstances forced film production to stop as well. Artists of the stage and film had nowhere to go, and this began the staging of variety shows that we now call as bodabil. A bodabil is similar to the variety shows we see on television today. It is a mix of spot numbers featuring music, dance, drama skits, and comedy skits. This form of entertainment also has segments where magic tricks are performed, acrobats do routines, and pet animals perform tricks with their own masters. The show usually has a master of ceremonies who describes the act or introduces the artist or performer.Bodabil shows were presented in theaters lining Avenida Rizal in Rizal Avenue in Sta. Cruz, Manila. Among the prominent theaters where bodabil was shown were the Manila Grand Opera House, the Clover Theater near Jones Bridge in Sta. Cruz, Manila, the Lyric Theater in Escolta, and the revered Metropolitan Theater beside the Pasig River. It is to be noted that before bodabil, sarswelas were also shown in the same venues.Some senior television and movie artists such as Diomedes Maturan and the iconic Katy dela Cruz were products of the bodabil of the 1950s.The Metropolitan TheaterdŚĞ DĂŶŝůĂ 'ƌĂŶĚ KƉĞƌĂ ,ŽƵƐĞ$ŝŽŵĞĚĞƐ DĂƚƵƌĂŶ <ĂƚLJ ĚĞůĂ !ƌƵnj
MUSICThe Music of the Philippines 85ExtensionsVisit the following links, and know more about sarswela and bodabil:• Bodabil: https://www.youtube.com/watch?v=OAyxX8tDWHI&t=105s• Sarswela: https://www.youtube.com/watch?v=hMov-3DmWIwUpgradeI. Describe the following theater forms in three to four sentences. Theater FormDescription1. Sarswela2. BodabilII. You are a musical play director. The program committee of the local government has asked you to showcase a sarswela or a bodabil. You and your group of artists are tasked to entertain the officials, locals, and guests for an upcoming event in your community. Decide on the theme of your group performance. The performance should last for five to seven minutes only. The head of the committee will evaluate your performance based on the following rubric. Make sure to present a very entertaining play.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe performance was very relevant and relatable to the audience. The message was clear and detailed.The performance was relevant and relatable to the audience. The message was clear.The performance was relevant and relatable to the audience, but the message was not so clear.The performance was somewhat relevant and relatable to the audience, but the message was not clear.PresentationThe performance was creatively executed with the performers having good posture and dynamics.The presentation was creatively executed with the performers having good posture and dynamics.The presentation was not executed well, but the performers had good posture and dynamics.The presentation was poor and needed improvement.MasteryThe director showed great mastery in all aspects.The director showed some mastery in directing a play.The director showed little mastery in directing a play.The director did not show mastery in directing a play.Decode1. What is the role of art forms such as sarswela and bodabil in the history of the Philippines?2. If you were a producer, how would you stage performances of sarswela and bodabil but with a modern twist?
86 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳChapter estI. Answer the following:A. Choose the letter of the correct answer. ______ 1. The Kadayawan Festival is held every third week of ____________ in Davao city.a. Juneb. Julyc. Augustd. September______ 2. The Ibalong Festival of Bicol is held every ____________ in Legaspi City.a. Juneb. Julyc. Augustd. September______ 3. The word “Ati-Atihan” means ____________.a. “be like the Aetas”b. “be like the Señor”c. “be like the hermanos”d. “be like the Moro”______ 4. The Sinulog Festival is held every third Sunday of ____________.a. Januaryb. Februaryc. Julyd. August______ 5. The Moriones Festival is a folk-religious event during the ____________.a. Holy Weekb. New yearc. Christmasd. national feast day of Santo Niño
MUSICThe Music of the Philippines 87______ 6. The Sublian Festival is a two-week celebration held in ____________ City. a. Batangas b. Cebuc. Bukidnond. Davao______ 7. The Komedya and the moro-moro recount the conflicts between ____________. a. Christians and Muslims b. Christians and Buddhistsc. Muslims and Buddhistsd. Muslims and Hindus______ 8. The Araquio is a festival-theater activity in ____________ in Nueva Ecija.a. Peñaranda b. Cabanatuanc. Nampicuand. Carranglan______ 9. The Tagalog ____________ is a form of entertainment that features music and dance woven into a play.a. sarswelab. bodabilc. kumintangd. Komedya______ 10. The ____________ is an offshoot from the American vaudeville that was brought over to the Philippines to entertain American troops.a. sarswelab. bodabil c. kumintangd. Komedya
MUSIC88 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳB. Complete the table by describing the following in three to five sentences.Festival/Theater FormDescriptionKadayawanIbalongAti-AtihanSinulogMorionesSublianKomedyaAraquioII. You are a music producer and you support OPM by coming up with promotional programs. You have been asked by your director to produce a cultural concert that will showcase Philippine music, Philippine musical theater, and Philippine festivals of different tribes from around the country. You and your team will come up with a concept paper that contains the rationale and objectives of the concert, the performers, the production staff, the marketing plans, the proposed budget for the concert, and other important details in making sure that the concert goes as planned. Make sure to provide a clear, detailed, and creative concept paper. Your director will evaluate your concept paper based on the following rubric:CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe concept paper was very relevant and relatable to the audience. The content was clear and detailed.The concept paper was relevant and relatable to the audience. The content was clear.The concept paper was relevant and relatable to the audience, but the content was not so clear.The concept paper was somewhat relevant and relatable to the audience, but the content was not clear.PresentationThe concept paper was creatively put together. The concept paper met the standard requirements. The concept paper was not presented well. The concept paper was poor and needed improvement.MasteryThe people involved showed great mastery in all aspects.The people involved showed some mastery in making a concept paper.The people involved showed little mastery in making a concept paper.The people involved did not show mastery in making a concept paper.Guide Questions:1. What is the importance of producing concerts celebrating our culture in today’s generation? 2. What makes a cultural concert different from a modern concert?3. What is the importance of a concept paper or a project proposal in a project or an event such as a musical concert?
MUSICThe Music of the Philippines 89Let Us nnovate!Unify: The Heart of Filipino MusicProblem: The lack of support of young Filipinos to indigenous Filipino musicDescription: Young learners are not exposed that much to indigenous Filipino music, so they do not know how to perform it, thus leading them to not appreciate and support it.Design ThinkingActivityEmpathizeCall for a change and make a stand on how young Filipinos will appreciate indigenous Filipino music. 1. Facilitate a random and impromptu interview involving at least 10 respondents.2. Come up with guide questions that you want to ask in the interview. These questions should answer what the respondents can do to show support to indigenous Filipino music.3. Find out the view and understanding of the respondents on indigenous Filipino music.4. Use the gathered information for the next stage.DefineWrite and gather all the answers and information from Empathize to come up a specific problem. You may use the following to come up with a problem:1. What are the types of music that people usually listen to?2. What is/are common among the answer(s) of the respondents to the interview questions?3. What is the problem?IdeateThere should be no limit in finding solutions to the problem you came up with. Be creative and think of all the possibilities. Decide on the best solution afterward.Draw or describe the best possible solution. Then provide the following:a. Drawing (with description)b. Materialsc. Procedured. Design
MUSIC90 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDesign ThinkingActivityPrototypeCreate or perform the best possible solution(s) to the identified problem. The prototype should be created or performed with the features that will serve the purpose of solving the problem. See how effective your proposed solutions are. Then provide the following:a. Name of the prototypeb. Steps in making the prototypec. Photo or video of the prototyped. Improvements or changes needed for the prototype after your dry runTestTest the effectiveness of the prototype. Write your observations while testing the prototype.Was the prototype successful?1. If yes, write pieces of evidence that will prove the success of the prototype.2. If no, write the inadequacies that made the prototype unsuccessful. Then repeat the stages until you come up with the most feasible solution to the problem.CriterionVery Good(5)Good(3)Fair(1)ScoreEmpathizeThe gathered information was very relevant to the problem.The gathered information was somehow relevant to the problem.The gathered information gathered was irrelevant to the problem.Define The problem was well-defined.The problem was somehow defined.The problem was not defined.IdeateThe solution was very clear.The solution was somehow clear.The solution was not clear.PrototypeThe prototype was presented creatively.The prototype was somehow creatively presented.The prototype needed improvement.TestThe test provided a perfect solution.The test was realistic.The test needed improvement.Total(Continuation)
Philippine Traditional ArtUnitIIIn this unit, you will be able to answer ƚŚĞ ĨŽůůŽǁŝŶŐ ƋƵĞƐƟŽŶƐ͗ϭ͘ tŚĂƚ ŝƐ ƚŚĞ ƌŽůĞ ŽĨ ƚƌĂĚŝƟŽŶĂů ĂƌƚƐ ĂŶĚ ĐƌĂŌƐ ŝŶ ŽƵƌ ĐƵůƚƵƌĞ͍Ϯ͘ tŚĂƚ ĂƌĞ ƚŚĞ ĚŝīĞƌĞŶƚ ƚƌĂĚŝƟŽŶĂů Ăƌƚ forms of the Philippines and their ĐŚĂƌĂĐƚĞƌŝƐƟĐƐ͍3. What are the factors that shape the ƉƌŽĚƵĐƟŽŶ ŽĨ WŚŝůŝƉƉŝŶĞ ƚƌĂĚŝƟŽŶĂů ĂƌƚƐ ĂŶĚ ĐƌĂŌƐ͍My Unit ExpectationsIn this unit, I will be able to
92 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessdŚĞ #ƌƚƐ ĂŶĚ !ƌĂŌƐ ŽĨ >ƵnjŽŶChapter5Install>ĞƐƐŽŶ1dŚĞ DŽůĚŝŶŐ #ƌƚƐ ĂŶĚ !ƌĂŌƐ ŽĨ >ƵnjŽŶdŚĞ ƉƌŽĚƵĐƚƐ ŽĨ ƉŽƩĞƌLJ͕ ǁŽŽĚ ĐĂƌǀŝŶŐ͕ ĂŶĚ ŵĞƚĂůǁŽƌŬ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ ĂƌĞ ƌĞůĂƚĞĚ ƚŽ ƚŚĞ ƐLJƐƚĞŵ ŽĨ ƚŚĞ ůŝǀĞƐ of people in terms of usefulness, religious, moral, spiritual, social, and ecological concerns.Big IdeaLook at the following pictures. Write a simple observation and description for each picture. Then answer the questions posed in Access. 1. What is/are common among the pictures?2. Describe the objects that you saw in the pictures.3. How were the crafts in the pictures made?4. Describe the level of creativity presented in each craft making. 5. Where in the Philippines were these arts and crafts made? Why do you think the people in these places were able to produce these arts and crafts?(a)(b)(c)
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 93NetworkPotteryOne of the ethnic traditions that is a source of pride in Northern Philippines is Kalinga pottery. The clay used in pottery-making came from the soil of the Chico River. Pottery is popular among the Kalingas because they use pots for various purposes such as cooking, carrying water, and brewing sugar cane wine called bayas.Kalinga women are trained by their mothers to make pots. Aside from being utility ware, pots are also often used as decorations because of their unique geometric motifs. These designs resemble the designs used in tattooing. The Kalingas are not as skilled in the use of anthropomorphic designs in their art, unlike the indigenous people in neighboring Bontoc and Ifugao.Meanwhile, burnay making also became popular in Vigan, Ilocos Sur. The burnay is a tradition of high-temperature pottery brought into the Philippines by Fookien Chinese settlers in the early 20th century.The burnay has survived time because of consistent demand. Today, the palayok is used for cooking, the banga for storage of drinking water, the asinan for storage of salt, and the tapayan for the fermentation of basi or in the curing of bagoong. All these pots are made of clay and sand mixed for many hours using the feet of a water buffalo. The clay-and-sand mixture is then prepared for shaping using a potter’s wheel. After shaping the mixture into a particular form or design, it is subjected to extreme heat in a giant walk-in kiln set. The pots are placed on an incline inside the kiln, and they are then heated from the fire produced by burning wood. The wood used for the fire comes from nearby hills.The Kapampangans also have their own pottery tradition. They make pots and bowls of baked clay for various purposes. One of the places famous for its decorative clay jars, classic earthenware, and assorted potteries is Sto. Tomas, Pampanga. The town relies heavily on pottery-making as a primary source of income because of the abundance of clay in the place. A traditional potter in Pampanga is called a mangulyutan.The process the mangulyutan employs in pottery involves gathering clay along a nearby river. A particular kind of clay used is the ball clay or fine sedimentary clay that does not crack even when subjected to extreme heat. The mangulyutans get their clay from the towns of Minalin and Macabebe. A variety of clay called the pila that is used for a high-quality pot is obtained from the neighboring province of Tarlac.Pots in KalingaBurnay jars
ARTS94 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳWood CarvingThe Ifugaos are not only famous for their rice terraces, but also for their wood sculptures as well. Their best known sculpture is called the bulul, a wooden figure that resembles a human figure. As a deity of granaries, the bulul is known to bring a bountiful harvest of rice. The bulul is also central to Ifugao rituals on healing and on resolution of feuds among different tribes. The bulul figures usually come in pairs of a man and woman. The figures are usually sculpted in a standing or sitting position. Some bulul figures are also part of the design of spoons, bowls, walking sticks, grain containers, and other objects of everyday use. There are also carved human figures in the central post of Ifugao traditional houses. These figures are called kinabagat. These wooden sculptures are made of narra. There is a social ranking or hierarchy among the Ifugaos that is demonstrated in many ways. One of these is through the use of a huge wooden bench called the hagabi. This bench has a slightly arched midsection, and it is a status symbol of the bench owner, indicating his or her economic and political power.There is a ritual done when a hagabi is transported over mountains and hills from the carving site to the owner’s house. The owner who belongs to the upper class or the kadangyan is expected to attend a feast in the villages where the hagabi passes. The dancing and feasting goes on for several weeks. The bench is placed in a place visible to passersby once the Ifugaos have carried it to the owner’s home.There is also a wood-carving tradition found in lowland Luzon. Wood carving in Paete, Laguna produces sculpted statues, images, intricate pieces of furniture, and other products. The town’s name of Paete is from the word paet, which refers to the chisel that is the main tool used in wood carving. Paete has been declared the “Wood Carving Capital” of the Philippines because of its many wood-carving products. These carvings are usually found in churches across the country. The Church of Santiago Apostol in Paete houses wood carvings that Paeteños have carved for generations. These include the beautiful retablo (retable) carvings and a life-sized carving of the Last Supper inside the church. Paete wood carvings are also found in churches outside the country. There is an image of the Crucified Christ in St. Peter’s Basilica in Rome that was carved in Paete.The town of Paete is also known for its papier-maché product or the taka. The scarcity of wood has led locals to find other sources of livelihood, thus developing the taka industry. These products epitomize folk art in the locality and highlight the culture of Paeteños through the use of bright colors. The common motifs of the taka are simple curvilinear designs of local flora and fauna. The more intricate designs are seen on the wooden soles of Filipino footwear called bakya. The bululHagabi
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 95The dukit, a term used for wood carving, originated from the barrio of Sta. Ursula in Betis, Pampanga. The dukit tradition is as old as Betis itself, which is considered one of the earliest Spanish-era settlements in the Philippines. Even before Spanish colonization, people in Betis were already known expert blacksmiths, carvers, ship builders, and carpenters. There were Muslims who have lived in the riverside of Betis; thus, the dukit is believed to be a derivative of the Muslim tradition of okir. The dukit has grown less popular with the scarcity of talyeris (a wood-carving workshop in front of the house). This has been due to the waning interest among younger generations in Betis in becoming a mandukit (woodcarver) apprentice. There are still a few remaining matecanan mandukit (master sculptors) who keep the tradition alive despite the challenges in preserving the art.MetalworkMetalwork is an essential historical remembrance of the Philippines’ past. There are many archaeological sites where jewelry, weaponry, cannons, bells, and many other metal products are found. In the Ifugao and the Bontoc areas alone, natives cast small brass or gold jewelry pieces. The Ifugao and Bontoc dwellers make necklaces in the form of stylized animal heads or full animal figures of pigs, dogs, and deer.A rare and highly valued jewelry is the dudong. The dudong is a small brass or gold piece that represents a human figure. It is worn as a wedding accessory. Brass figures also ornament the walking sticks used for balance when walking on terraced rice fields. There are also belts made of brass coiled tightly over copper wires. All these brass materials are used by the Ilongots of Nueva Vizcaya.Some artistic traditions in the Philippines are slowly vanishing. One of these is the hammered art on thin metal sheets of brass, silver and gold. This art form was a very common tradition during the pre-Hispanic period until it started to fade from Filipino folk tradition. There are still remnants of this in some parts of Luzon especially in the Kapampangan-speaking areas. The hammering method is known in Pampanga as the pukpuk. Panday Pira was a famous blacksmith during his time. He performed the pukpuk. There are still some pukpuk artists today in the towns of Apalit and Mexico in Pampanga. These artists make traditional chest boxes in various sizes. They also make antiquated frames of mirrors and photos, and ornaments found in furniture pieces.There were once foundries in many places in the country, such as Intramuros and the port of Cavite, where metal casting was practiced. Muskets, cannons, and galleon fittings were made in these foundries. Other forms of metal hardware, such as bells, were also cast for the churches that were built across the country. " ƉŝĞĐĞ ŽĨ ŵĞƚĂůǁŽƌŬ ƵƐŝŶŐ ƉƵŬƉƵŬ ŝŶ "ŶŐĞůĞƐ͕ WĂŵƉĂŶŐĂ
ARTS96 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳconnectExtensionsWatch the videos on the following links, and learn more about the arts and crafts of Luzon:1. https://www.youtube.com/watch?v=Ap4nECBiLwI2. https://www.youtube.com/watch?v=6aKr84WPqz8ActivityThe class will be divided into three groups. The members of each group will be tasked to discuss, plan, and create about the topic assigned to them:• Group 1 – pottery • Group 2 – wood carving• Group 3 – metalwork With your group mates, research about the particular arts and crafts assigned to your group. Then draw artworks showing their characteristics on a sheet of bond paper. The drawings must be able to show the elements and principles of your assigned arts and craft.All groups will setup a photo gallery in one side of the room to showcase their outputs. One representative from each group will explain the group’s output in front of the class.UpgradeI. Answer the following:A. Write T if the statement is true, and F if it is false. ______ 1. Kalinga pottery is an ethnic tradition in Northern Philippines.______ 2. The burnay is a traditional form of high-temperature pottery.• Bolo was the primary weapon used by the ŬĂƟƉƵŶĞƌŽs ĚƵƌŝŶŐ ƚŚĞ WŚŝůŝƉƉŝŶĞ ZĞǀŽůƵƟŽŶ ĂŐĂŝŶƐƚ ƚŚĞ ^ƉĂŶŝĂƌĚƐ͘ /ƚ ŝƐ ŵĂĚĞ ŽĨ ŵĞƚĂů ĂŶĚ ƐĞƌǀĞƐ ĂƐ ƚŚĞ ƐLJŵďŽů ŽĨ ƚŚĞ <ĂƟƉƵŶĂŶ͘• ^ŽŵĞ ƉƌŽĚƵĐƚƐ ŽĨ ŵĞƚĂůǁŽƌŬ ŝŶ >ƵnjŽŶ ŚĂǀĞ ďĞĞŶ ƌĞĐŽŐŶŝnjĞĚ ůŽĐĂůůLJ ĂŶĚ ŝŶƚĞƌŶĂƟŽŶĂůůLJ ďĞĐĂƵƐĞ ŽĨ ƚŚĞ ĂƌƟƐƚƌLJ ŽĨ ƚŚĞŝƌ ŵĂŬĞƌƐ͘
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 97______ 3. The palayok is used for cooking.______ 4. The banga is used for water storage.______ 5. The tapayan is used for the fermentation of basi or in the curing of bagoong.______ 6. The mangulyutan is a traditional potter in Pampanga.______ 7. The process that the mangulyutan employs in pottery involves gathering clay along a nearby river.______ 8. The bulul is the best known sculpture in Ifugao.______ 9. The kinabagat is a wooden sculpture in Ifugao made of narra.______ 10. The hagabi is a huge wooden bench in Ifugao, and it is a status symbol of the bench owner, indicating his or her economic and political power.B. Answer each of the following questions in three to five sentences:1. What program can you suggest to the local government to preserve and promote the arts and crafts of Luzon?2. How important is it for Filipinos living in Luzon to know about their arts and crafts?II. You are a vlogger. Many of your followers are requesting you to do an educational vlog about the arts and crafts of Luzon. Create a five-minute vlog that will feature the beauty, importance, and uses of the arts and crafts of Luzon. You can feature the pottery, wood carving, and metalwork of the region. Upload the vlog on your video sharing account for public viewing. You are expected to create a clear, informative, and reliable vlog.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe vlog was very relevant and informative. The message was clear and detailed.The vlog was relevant and informative. The message was clear.The vlog was relevant and informative, but the message was not clear in some parts.The vlog was somewhat relevant and informative, but the message was not clear.PresentationThe vlog was presented creatively.The vlog met the standard requirements. The vlog was not presented well.The vlog was poor and needed improvement.MasteryThe content of the vlog was very clear and detailed.The content of the vlog was clear.Some parts of the vlog were somewhat clear. The content of the vlog was not clear.Decode1. As young learners, what can you do in promoting the rich arts and crafts of the Philippines?2. What can you say about Filipino artistry?3. Can you say that Philippine arts and crafts are for the worldwide market? Why or why not?
ARTS98 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳTextileThe ikat is an Indonesian term that literally means “to tie” or “to bind.” Ikat makes use of a technique where a design is embedded on a thread through a tie-dyed technique of using colors from natural sources. The sections that are tied resist the dye. Threads are carefully arranged on the loom to create or make the design visible for weaving. Woven blankets, G-strings, and tapis are some of the finished products using the ikat method. The ikat in the Philippines is characterized by colorful and striking designs. As stated earlier, the dyes used in the method are from natural sources. Red dye is from narra shavings, and blackish red AccessNetworkInstall>ĞƐƐŽŶ2tĞĂǀŝŶŐ ĂŶĚ ƚŚĞ "ƌƚ ŽĨ KƌŶĂŵĞŶƚĂƟŽŶƐ ŽĨ >ƵnjŽŶ Look at the picture here. The woman in the picture is Whang-od Oggay, a Filipina tattoo artist from Buscalan, Tinglayan, Kalinga. She has been recognized as the last and oldest practitioner of Kalinga tattooing. Since she was 15 years old, she has been tattooing headhunters and women of the indigenous people of Butbut. Observe the picture, and then answer the questions posed in Access. You can also search online to know more about Whang-od.1. Describe Whang-od as shown in the picture.2. What made Whang-od famous?3. Aside from tattooing and the ornaments that Whang-od are wearing, what other traditional art forms made Luzon famous?"Ŷ Ikat ƉĂƩĞƌŶ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 99dye is from mud with high-iron content. Yellow dye is obtained from ginger. There are other colors used as well. Those known to practice the ikat are the Ifugaos in Northern Philippines and the T’bolis in Mindanao.The people of Ifugao have also been found to use bark cloth made from the bark of two trees stripped and spun into rough threads, which are then woven. The cultivation of cotton in the Ilocos region had changed the materials used in weaving in adjacent parts of the Cordilleras. There was also a resurgence of traditional weaving in these areas because of the increased use of indigenous dyes from the indigo plant.In Nueva Vizcaya, Isabela, and Cagayan live the Gaddang, which is an ethnic group who wear traditional clothing with fancy striped designs. The designs are symbolic and generally feature geometric patterns. The textiles of the Gaddangs are adorned with little seed beads. The textiles made in the highlands of Luzon are believed to be inhabited by spirits. There are designs that are thought to trap or ward off these spirits, while an imperfect design is deliberately added to the textile to serve as portals for them to enter into and depart from the cloth. There are areas in lowland Luzon, such as Santa Maria, Santiago, and Vigan in Ilocos Sur; Sarrat and Paoay in Ilocos Norte; and Bangar in La Union, which are considered to be major weaving towns in the region. There are intricately designed blankets made in these places. The blankets are known as binakol and pinilian. They have repetitive geometric designs that create optical illusions.The inabel or the abel iloco is a textile made using age-old traditional weaving techniques by artisans in Ilocos Norte, Ilocos Sur, Abra, and La Union. Some products that are made using these techniques include blankets, table runners, pillow cases, dresses, and bags. Although loom-weaving is not a unique technique in the country, Ilocos loom-weaving is distinctive, as the yarns used are made of cotton and dyed from a plum sap called sagut. Northern Luzon is rich in sagut; thus, the inabel has become an important part in the lives dĞdžƟůĞ ŵĂŬŝŶŐ͕ ďĂƐŬĞƚƌLJ͕ ĂŶĚ ŽƌŶĂŵĞŶƚĂƟŽŶ ĂƌĞ ƐŽŵĞ ŽĨ ƚŚĞ ŵĂũŽƌ ƐŽƵƌĐĞƐ ŽĨ ůŝǀĞůŝŚŽŽĚ ŽĨ ƚŚĞ ƉĞŽƉůĞ ŝŶ >ƵnjŽŶ͘Big Idea" binakol ŽĨ EŽƌƚŚĞƌŶ >ƵnjŽŶ/ŶĂďĞů ďůĂŶŬĞƚƐ ŽĨ /ůŽĐŽƐ'ĂĚĚĂŶŐ ƚĞdžƟůĞ
ARTS100 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳof Ilocanos. Newly born babies in the region are wrapped in abel blanket, and those who participate in weddings wear abel clothing. Dead ancestors are also wrapped in abel blanket.BasketryTraditional Philippine art also involves the weaving of hats, baskets, and mats. Early in the history of weaving in Luzon, there are many forms of weaving such as basketry weaves, knotting and braiding, and using vegetable fibers (e.g., cane/rattan, nito, and bark/rammie).The climate in the Philippines is one of the reasons for the production of headgear. Examples of these headgear are the Ivatan vakul, the Bontoc cardinal hat, and the Ifugao rattan skullcap.The Kankanay of the Cordilleras also display a unique basket-weaving technique wherein a grain-storage basket is carved with figures of lizards on all its four corners. The necks of the lizard figures serve as hooks for string handles. There is a high level of sophistication and variety in the form and function of baskets among the Ifugaos. Decorations added to the basket must embody its intrinsic function. The Ifugao basket is unique in its own right as compared to the basket made in some other places. There are also basket categories that the Ifugao people have been accustomed to. • The acob is a basket that has a square base and a round cover. It is primarily used to store husked rice.• The agawen is a small, open basket used as a container for snails gathered in the fields.• The bangaw is a backpack with a smooth black fiber worn by travelers to cover themselves against the rain.• The binali is a basket made through a coil technique and is used for storage of grains.• The bulot is used to store locusts.• The camoan is also another basket for husked rice.• The hoop is a square basket used when carrying food to the fields.• The hulol is a funnel-shaped basket that is used when catching locust.• The pasiking is another type of backpack.• The topil is another type of food container for the field.• The ulbong is another type of basket used for grain storage.Aside from baskets, mats are also popular in the Philippines because of our climate. Mats are comfortable to use when the weather is hot and humid. Provinces with a stable mat-weaving tradition are Pangasinan, Pampanga, and Albay. Plants that have lean, fibrous, long, and supple leaves abound in these areas, and these leaves are used for weaving mats. Buri plants of Anda in Western Pangasinan and of Apalit in Pampanga, as well as the karagumoy or screw pine of Cagraray in Bacacay, Albay, are examples of plants with leaves ideal for mat weaving. These plants are types of palms.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 101The women are typically the mat weavers. The task of gathering leaves in the forests is left to the men. The leaves are then prepared and weaved by women.OrnamentationTattooing or the batek is a practice in Kalinga and other parts of the Cordillera region that is associated with beauty and status. The identity, membership, and belongingness to a particular community are signified through the batek. The practice is also believed to be a way of warding off evils spirits and diseases. Last, a tattoo is indicative of privilege, strength, honor, and prestige in a community. A male can be tattooed to indicate seniority, bravery, and prowess in headhunting. Meanwhile, women who do not have a tattoo are regarded as being barren, and girls may be subject to teasing by the boys.The practice of batek is filled with symbolisms and imagery. A tattoo of a centipede eating a lizard may suggest being strong and agile. A tattoo of a head axe may pertain to the tattoo bearer’s participation in headhunting. A moon and stars tattoo symbolizes having light in the midst of darkness.Indigenous people also use shells and beads to adorn themselves. An example is a Kalinga woman who decorates her skirt with shells and brightly colored antique beads. The Gaddangs wear shell butterflies as ear ornaments. The entire shell, on the other hand, is used as hip ornament by people in Bontoc. Beads as decorations are popular among the Tinguian of Abra and the Gaddangs. They use beads to adorn their clothes and other things. Capes, loincloths, jackets, and hats are used by the men, while beads are used in women’s blouses, skirts, pouches, hairpieces, and combs.ExtensionsWatch the videos on the following links to learn more about the arts and crafts of Luzon:1. https://www.youtube.com/watch?v=yUE0X4e7iL42. https://www.youtube.com/watch?v=HmzHbWR4WPI3. https://www.youtube.com/watch?v=jDXd7U5PhDU4. https://www.youtube.com/watch?v=vJxId5ghjfUOrnaments
ARTS102 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivityWatch the video about the batek of the Kalingas on https://www.youtube.com/watch?v=4qaU-PiiBC8. Focus on the motifs or symbols used in batek in the video. Using a black pen or a pencil, make your own batek design in the illustration of hands below. Then explain your design in front of the class.UpgradeI. Answer the following:A. Identify what is being described in each item.1. It is an Indonesian term that literally means “to tie” or “to bind.”2. It is a textile made using age-old traditional weaving techniques by artisans in Ilocos Norte.3. It is the Bontoc cardinal hat.4. It is a type of basket that has a square base and a round cover.5. It is a small, open basket used as a container for snails gathered in the field.6. It is a backpack basket with a smooth black fiber worn by travelers to cover themselves against the rain.7. It is a basket made through a coil technique and is used for the storage of grains.8. It is a basket used to store locusts.9. It is a funnel-shaped basket that is used when catching locusts.10. It is a practice in Kalinga and other parts of the Cordillera region that is associated with beauty and status.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 103DecodeB. What do you think life would be like without clothes, baskets, and personal ornaments? Explain your answer in three to four sentences.II. You are a graphic artist in an advertising company. Your manager has asked you to create a promotional poster for print and website advertising. Your poster should promote the arts and crafts of Luzon with emphasis on textile, basketry, and ornamentation. The marketing head of the company will evaluate your output based on the following rubric. So, make sure to create the poster with clarity, creativity, good content, and accurate information.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe poster was very relevant and relatable to the audience. The content of the poster was clear and detailed.The poster was relevant and relatable to the audience. The content of the poster was clear.The poster was relevant and relatable to the audience, but its content was not so clear.The poster was somewhat relevant and relatable to the audience, but its content was not clear.PresentationThe design of the poster was very creative. The design of the poster was creative. The design of the poster was not so creative. The design of the poster was poor and needed improvement.MasteryThe artist showed great mastery in designing a poster.The artist showed some mastery in designing a poster.The artist showed little mastery in designing a poster.The artist did not show mastery in designing a poster.1. What is the importance of preserving the traditional arts and crafts of Luzon?2. If you were given a chance to meet Whang-od, what would you tell her about her art? Why?3. What can you say about the traditional arts and crafts of Luzon such as textile, basketry, and ornamentation?
ARTS104 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstall>ĞƐƐŽŶ3dŚĞ "ǁĞůůŝŶŐ "ĞƐŝŐŶƐ ŽĨ >ƵnjŽŶ Watch the video about bayanihan at https://www.youtube.com/watch?v=9UX1nC_ZTnM. Write your short insight about the video and share it with the class. Then answer the questions posed in Access.1. What important values of Filipinos are evident in the video?2. What did you observe about the types of houses in the video?3. Is bayanihan still practice nowadays? Why do you say so?Upon learning the skills of farming, domesticating farm animals, and forming communities, early Filipinos started to build their homes. Even before the arrival of the colonizers, the houses built were plain and rectangular in shape and were built on stilts. The design allows our ancestors to easily carry their houses from one place to another, as can be seen in the bayanihan attitude among community members.Bahay KuboOne of the most popular forms of traditional housing in the Philippines is the bahay kubo or the hut. The bahay kubo’s design creates an illusion that it is floating because of its stilt supports. These traditional houses are similar to those seen in neighboring countries of Malaysia and Indonesia, and perhaps in some other parts of Southeast Asia. The bahay kubo is also called an Austronesian type of housing as the structure fits the tropical climate of the Philippines and in some parts that surround the Pacific Ocean.dŚĞ ƌĞŇĞĐƟŽŶ ŽĨ ŽƵƌ ĐŽƵŶƚƌLJ͛Ɛ ŚŝƐƚŽƌŝĐĂů and cultural heritage can be seen in ŝƚƐ ĂƌĐŚŝƚĞĐƚƵƌĂů ĚĞƐŝŐŶƐ͘ ^ŽŵĞ ŽĨ ƚŚĞ prominent historic structures are based on ŝŶĚŝŐĞŶŽƵƐ "ƵƐƚƌŽŶĞƐŝĂŶ, Chinese, "ŵĞƌŝĐĂŶ, and ^ƉĂŶŝƐŚ ŝŶŇƵĞŶĐĞƐ͘Big Idea!ĂŚĂLJ ŬƵďŽ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 105The main part of the bahay kubo is the elevated flooring that has one or two rooms depending on the size of the hut. The bahay kubo usually has no partition for rooms for cooking, sleeping, or dining. Underneath the bahay kubo are the stored palay or unhusked rice, containment spaces for small farm animals, piles of firewood, or stock of tools for various purposes. The elevation of the bahay kubo serves as a means to insulate the house from the heat of the ground during summer or the cold air of the night, and to protect the household from the threat of flooding and the attack of wild animals.The roofing of a bahay kubo is typically made of woven nipa or cogon, while the walls, the floor, and the partitions are made of bamboo sheets. The columns that support the hut are hardwood that comes from trees. The ceiling of the hut is high enough to let the air circulate better. The windows are big and wide enough as well. The bahay kubo has become a symbol of the Filipino’s adaptability with his or her environment. Despite experiences of extreme heat and strong rains, the bahay kubo is still a comfortable place to be in. Some modern architectural designs in the Philippines have adapted the design principles of the bahay kubo.FaleThe Ifugaos of Cordillera have traditional houses called the fale. The fale is square-shaped and has a pointy roof with barely a window on it. This type of house has three segments—the basement, the middle portion of the house, and the alang. The house has posts called the tukud to support it. The tukud has wooden disks or halipan that connect each tukud and the middle portion of the fale. The halipan serves as protection against rodents. The middle portion of the fale is where household activities such as sleeping, cooking, and dining happen. You need to climb a ladder to get to this segment of the house. The stairs can be detached from the house. The alang, on the other hand, is the upper space where food and harvested rice are stored. It also serves as a support on the roof of the fale. The term fale is commonly used in Banaue. Some of the related terms used by different groups are bale (Kiangan), pwale (Mayoyao), baley (Bakod), ba-ey (Bakun), bo-oy (Kayan), booy (Asiga), be-ey (Tiempo), boroy (Bonot), foruy (Bangad), buloy (Mabaca), fuloy (Bugnay), pfoloy (Talalang), bfuruy (Maducayan), fyarey (Natonin), and biloy (Lubuagan). Aside from the fale, there are also the abong and inappal that characterize Ifugao architecture. Abong is a type of house in Ifugao that is erected or built directly on the ground. The inappal is built only slightly elevated from the ground. These simple structures serve as temporary housing for farmers who are looking out on their farms. The abong and the inappal may very well be permanent houses for the Ifugaos who have no capacity of building a more sophisticated fale.&ĂůĞ
ARTS106 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ!ďŽŶŐ/ŶĂƉƉĂůSinadumparan In Batanes, there are low houses with heavy stone walls and covered with thick thatched roofs that are not typically seen in houses found in other parts of the country. The shapes of these houses are specially designed to respond to extreme conditions, such as earthquakes, hot-humid summer months, monsoon rains, and severe typhoons, which affect the province. The historic folk architecture has been preserved due to the unpredictable weather conditions in Batanes, as well as the distances between islands that make up the province.A particular type of Ivatan house is the sinadumparan, which is a house with walls of stones and lime mortar. The stones may be either volcanic, basalt, or metamorphic in composition. Coral stones are also used by those houses close to the sea. The stones are put together with a lime mortar, thus creating a strong and interlocking edifice. The roof of the sinadumparan is made of cogon.A larger and taller sinadumparan is expected when it is used as living quarters. A higher ceiling in the lower level of the house is needed to accommodate jars, boats, household belongings, and animals. Agricultural products, such as yam, sweet potato, wood, and charcoal, are also stored in this level. A wooden floor separates the lower level from the upper level. The upper level serves as the main living quarters.Bahay na BatoThe bahay kubo has been influenced by the style of architecture brought by the colonizers into the archipelago. The bahay na bato has become the new version of the bahay kubo. During the Spanish colonization, the colonizers built houses and structures using local techniques. Because of the series of fires that occurred, the Spaniards built houses, churches, government facilities, and other buildings made of stone. ^ŝŶĂĚƵŵƉĂƌĂŶ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů $ƌƚ 107ExtensionsThese stone structures, however, were also destroyed due to frequent earthquakes in those times. The Spaniards had attempted to adapt designs for buildings that accounted for the natural conditions in the archipelago. Spanish architects and designers brought together the elements of the traditional bahay kubo and modern elements of Western architecture. They considered some factors such as comfort and stability of the structures. This is the reason for the rise of the bahay na bato.The lower portion of the bahay na bato is made of stone, whereas the upper part is made of wood. The house is earthquake-proof because the materials used for the upper portion is made from light materials. The lower portion is usually a storage space for tools, the karwahe, or harvested rice. This space may also be turned into a work space. The living room found on the upper floor is the central space of the house. Large windows made of capiz shells are also part of the upper level of the house. The house is also well-ventilated and has a breezy and pleasant vibe. Despite changes in the design, the essence of the bahay kubo remained in the bahay na bato.Some houses of illustrious Filipinos are preserved in Vigan, Ilocos Sur. Most of Vigan’s Spanish colonial era architecture, as can be seen in its Calle Crisologo, have been named as a UNESCO World Heritage Site. There are also traditional bahay na bato houses in Taal, Batangas and Pila, Laguna. The houses in Pila are so well-preserved that the town has been declared as a National Historical Landmark. "ŽŶƐƚƌƵĐƚĞĚ ŝŶ ϭϳϰϰ͕ ƚŚĞ "ĂƐĂ KƌĚŽǀĞnjĂ ŝŶ DĂũĂLJũĂLJ͕ >ĂŐƵŶĂ ŝƐ ďĞůŝĞǀĞĚ ƚŽ ďĞ ƚŚĞ oldest bahay na bato ŝŶ >ƵnjŽŶ͘ /ƚ ŚĂƐ ďĞĞŶ demolished and will be reconstructed at ƚŚĞ >ĂƐ "ĂƐĂƐ &ŝůŝƉŝŶĂƐ ĚĞ $ĐƵnjĂƌ ŝŶ !ĂŐĂĐ͕ Bataan.Watch the videos on the following links to learn more about indigenous and colonial architecture in Luzon:1. https://www.youtube.com/watch?v=OfOSYIk9bww2. https://www.youtube.com/watch?v=PP0R8NTsjyY3. https://www.youtube.com/watch?v=t6vPp8gWWOY4. https://www.youtube.com/watch?v=CmCv2Dgk1Po
ARTS108 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivityMake a design of your dream house. In your design, make sure to incorporate the elements, forms, and principles of indigenous and colonial architecture in Luzon. Use a sheet of bond paper, pencil, pen, coloring materials, eraser, and ruler in making your design. Copy the following template for the activity. Then share your house design with the class. My Dream House DesignName: _________________________________________Grade and Section: _________________________________________Short description of the design:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________UpgradeA. Describe each of the following forms of traditional housing in the Philippines. Write your answers on a sheet of paper.1. Bahay kubo2. Fale3. Sinadumparan4. Bahay na bato
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 109Decode1. What can you say about the different indigenous and colonial architectural designs in Luzon?2. How does learning the roots of traditional housing designs in the Philippines affect your understanding and appreciation of our country’s culture and traditions? Why?B. You are an artist who specializes in making miniatures. You are tasked by the local government to make a miniature of a traditional house in Luzon using popsicle sticks and other indigenous materials. Your work will be displayed in an exhibit sponsored by the National Commission for Culture and the Arts. You are expected to come up with a well-designed miniature of your assigned traditional house.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe miniature was very relevant and relatable to the audience. Its design was clear and detailed.The miniature was relevant and relatable to the audience. Its design was clear.The miniature was relevant and relatable to the audience, but its design was not so clear.The miniature was somewhat relevant and relatable to the audience, but the design was not clear.PresentationThe exhibit was excellently done.The exhibit was presented well.The exhibit was presented clearly.The exhibit needed improvement.CreativityThe miniature was original and creatively done.The miniature was original and somewhat creatively done.The miniature was not original, but it was creatively done.The miniature was not creatively done or original.
ARTS110 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳChapter estI. Answer the following:A. Choose the letter of the correct answer.For numbers 1–3, use the following options:a. Potteryb. Wood carvingc. Metalwork d. Textile______ 1. It is popular among the Kalingas because they use its products for various purposes.______ 2. Bulul, a wooden figure that resembles a human figure, is a product of __________.______ 3. The dudong is a small brass or gold piece that is a product of __________. For numbers 4–8, use the following options:a. Burnayb. Palayok c. Tapayand. Bangae. Asinan______ 4. It is a tradition that involves high-temperature pottery. ______ 5. This is a type of burnay jar that is used for cooking.______ 6. This is a type of burnay jar that is used for the storage of drinking water.______ 7. This is a type of burnay jar that is used for the storage of salt.______ 8. This is a type of burnay jar that is used for fermentation of basi.For numbers 9–11, use the following options:a. Hagabib. Kinabagatc. Bululd. Mandukit
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 111_____ 9. As a deity of granaries, it is known to bring a bountiful harvest of rice._____ 10. It is a huge wooden bench that is a status symbol of the owner, indicating his or her economic and political power._____ 11. It is a human carved figure in the central post of Ifugao traditional houses.For numbers 12–15, use the following options:a. Dukitb. Bakyac. Takad. Dudong_____ 12. It is a paper-mâché product from the town of Paete, Laguna._____ 13. It is a term used for wood carving, originated from the barrio of Sta. Ursula in Betis, Pampanga. _____ 14. It is the wooden soles of Filipino footwear._____ 15. It is a small brass or gold piece that represents a human figure.B. Match each word or phrase in column A to the word it is pertaining to in column B. AB16. A basket that is used to store husked rice17. A basket that is used to store gathered snails in the field18. A basket that is used as cover against the rain19. A basket that is used for the storage of grains20. A basket that is used to store locusts21. Mayoyao22. Kiangan23. Bakun24. Kayan25. Bakoda. bulotb. binalic. bangawd. agawene. acobf. bo-oyg. ba-eyh. baleyi. pwalej. baleC. Write T if the statement is true, and F if it is false. _____ 26. The bahay na bato has become the new version of the bahay kubo._____ 27. A particular type of Ivatan house is the sinadumparan._____ 28. The Ifugaos of Cordillera have traditional houses called the fale._____ 29. The roofing of a bahay kubo is typically made of woven nipa or cogon.
ARTS112 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ_____ 30. Commonly underneath the bahay kubo is the stored palay or unhusked rice of the owner._____ 31. The bahay kubo’s design creates an illusion that it is floating because of its stilt supports._____ 32. The practice of batek is filled with symbolisms and imagery._____ 33. There is a high level of sophistication and variety in the form and function of baskets among the Ifugaos._____ 34. The ikat is a popular weaving tradition in the Luzon highlands._____ 35. The hammering method is known in Pampanga as the pukpuk.D. Which among the arts and crafts in Luzon are you most interested to create? What can you do to develop a talent for creating your chosen arts and crafts? How are you going to do these? Write your answers in two to three sentences.II. You are a videographer. You will shoot a video that will showcase the beauty of the arts and crafts of Luzon as an entry to a contest organized by the Department of Tourism (DOT). The contest aims to feature the arts and crafts of Luzon. Upload your entry on a video hosting site (e.g., YouTube). The screening committee will choose the best video among all the entries. So, make sure to create a video that has relevance, clear content, and creative presentation.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe video was very relevant and relatable to the audience. The message was clear and detailed.The video was relevant and relatable to the audience. The message was clear.The video was relevant and relatable to the audience, but the message was not so clear.The video was somewhat relevant and relatable to the audience, but the message was not clear.PresentationThe video was presented very well. The video met the standard requirements. The video was not presented well.The video was poor and needed improvement.CreativityThe video was original and creatively done.The video was original and somewhat creatively done.The video was not original but creatively done.The video was not creatively done or original.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 113AccessdŚĞ #ƌƚƐ ĂŶĚ !ƌĂŌƐ ŽĨ MIMAROPA and the VisayasChapter6Install>ĞƐƐŽŶ1dŚĞ DŽůĚŝŶŐ #ƌƚƐ ĂŶĚ !ƌĂŌƐ ŽĨ MIMAROPA and the Visayas NetworkWatch the video about the products from the different tribes in MIMAROPA on https://www.youtube.com/watch?v=HUFRTl-NGbU. Share your insights about the video with the class. Then answer the questions posed in Access. 1. How did the arts and crafts of MIMAROPA flourish?2. What were the primary sources of income of the people of Calamianes in Palawan before weaving?3. Do you think the crafts featured in the video will be given this much attention if Miss Universe 2015, Pia Wurtzbach, did not endorse them? Why do you say so?PotteryAnthropologists claim that human development can be described through pottery. If this is the case, ancient Filipinos displayed a high degree of artistry and skill as shown in the artifacts obtained from archaeological excavations. A classic example is the Manunggul jar made in a cave in Palawan. The jar (890–710 B.C.) has a lid portraying two figures paddling a boat. The Manunggul jar has been used as a secondary burial jar where the bones of someone who was previously buried were stored. The lid of the jar is very symbolic of the view of the afterlife by the natives of the islands.Manunggul jar
114 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳMeanwhile, in Romblon, early inhabitants also displayed ingenuity in their pottery. The artisans demonstrated knowledge of ceramic engineering as well as their inclinations toward art. Pottery was heavily associated to socioreligious practices in ancient Romblon. The pots found in grave sites and burial caves in Guyangan, Banton Island are vessels that were entombed with the dead through a ritual. These vessels were labeled by anthropologists as “grave furniture.”Another interesting group is the Mangyans who have displayed a rich culture through their artifacts. Those living in Southern Mindoro during the pre-Hispanic era were exceptional in pottery. As for those in Torrijos, Marinduque, pottery was a means of livelihood. Locals of Barangay Poctoy were found to have high regard for Gabisan pottery. This enhanced the production of clay pots and brick works.There were also excavations in the Visayas region where fine pottery, such as those in Samar, was found. These artifacts indicate the level of technology required to produce them; thus the precolonial inhabitants were considered to be advanced in their techniques of pottery making. Today, many areas in the Visayas are still engaged in pottery and brick production. Tanauan in Leyte provides the best source of clay in the Visayas region. Meanwhile, Biliran’s source of pride is the ceramic pottery made of white clay.Earthenware made famous in Bandoja, a barangay in Tibiao, Antique, displays good quality and durability of its bricks. The pottery also comes with a wide variety of shapes and decorative techniques. Terracotta bricks, ornamental jars, mini cooking sets, flower pots, and mini clay slippers are among the finished products. Old pottery designs used geometric and stylized nature motifs. These products were only once used as decoration. In time, more functional pots were developed. Bandoja is an ideal location for pottery as a form of cottage industry with its 450 000 metric tons of clay reserves.Miagao in Iloilo is also one of the places in the Philippines that has a strong pottery making tradition that survived the test of time. Pottery making is next to the hablon weaving industry, which is the main cottage industry in the area. It takes a great amount of skill and creativity to produce the pots and earthenware in the province. A specific place in Miagao called Cagbang is known for its pottery tradition. Cagbang was once the only source of earthenware in the province at some point in Iloilo’s local history of pottery making. Traditional method of pottery making continues to exist.dŚĞ ƉŽƚƚĞƌLJ͕ ǁŽŽĚ ĐĂƌǀŝŶŐ͕ ĂŶĚ ŵĞƚĂůǁŽƌŬ ŽĨ D/D#ZKW# ĂŶĚ ƚŚĞ sŝƐĂLJĂƐ ĂƌĞ ǁĞůůͲŬŶŽǁŶ͘ dŚĞƐĞ ĂƌĞ ŵĂŝŶůLJ ŚĂŶĚĐƌĂĨƚĞĚ ŶŽƚ ďLJ Ă ƐŝŶŐůĞ ƉĞƌƐŽŶ ďƵƚ Ă ŶƵŵďĞƌ ŽĨ ƉĞŽƉůĞ ŽĨ ƚŚĞ ĐŽŵŵƵŶŝƚLJ͘Big IdeaWŽƚƐ ŝŶ !ĂŐďĂŶŐ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 115Pottery making flourished in Iloilo because the daga or the clay used were just found in the backyards of houses, in open fields, or near a river. Earthenware by the Cagbang potters is both decorative and functional. The banga are jars used to store clean water, and the kalan (the stove) and the kulon (the native pot) are used for cooking. The paso (the pot for plants) are used to adorn houses. These forms of earthenware are sold in local markets in Iloilo. Wood Carving Some wood carving designs of the Tagbanua of Palawan are birds, lizards, turtles, snakes, and pigs, which they use for their rituals. These seemingly whimsical sculptures are used to decorate houses or serve as toys for children. These sculptures are made of the tika, a white soft wood dried under the sun for two days until it is ready to be carved using a small knife. After carving the figures, they are smoothened using sandpaper, and they are then rubbed with a primer such as fresh camote leaves. Once polished, they are blackened with soot produced from burning the bark of the cashew tree. Soot may also be applied on the sculptures through an open flame of burning wood resin. Small designs are incised or etched on the surface, thus exposing the white wood underneath.Considered a major furniture producer in the country, Cebu was a center of rattan furniture making and is now known for its fine wood furniture works. Since the 1600s, the people of Cebu have been crafting furniture pieces. It started when numerous skilled Chinese craftsmen went to the province to create furniture.MetalworkMetalwork was a major tradition among the precolonial Visayans as well as those from Palawan, Mindoro, and Marinduque. The metal products displayed a high level of craftsmanship and artfulness that indicated a growing cultural connection and maritime trade with other places in Southeast Asia. Even before colonization, the Visayas region especially Cebu, Leyte, and Samar were actively involved in diverse and sophisticated metalworks. This suggests that early communities in these provinces have already manifested prosperity and achievement. Furthermore, you may see in their metalworks how Visayans considered metalwork as an esteemed form of art. An example is bolo making in Badiangan, Iloilo that has been considered the most popular backyard industry in the municipality. Most people in the community are pandays or blacksmiths. Because of this, they have become experts in the trade using manual and improvised pieces of equipment. This made the municipality a popular source of finely crafted bolos called the bingawan bolo. #ŝīĞƌĞŶƚ ŬŝŶĚƐ ŽĨ ďŽůŽ
ARTS116 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳBadiangan has several other kinds of bolo based on specific use.1. The binakuko is used for chopping wood.2. The sinuwak is primarily used in carpentry and in trimming plants.3. The ginunting is essentially similar to sinuwak in terms of use. 4. The pinuti is used to slice meat.5. The tangkap is used mainly in the kitchen.6. The linamay, surot, and balintawak are bolos for gardening purposes.7. The kayog is used for harvesting rice.8. The wasay is for chopping lumber and tree trunks.A single bolo takes long hours to produce, and the men in the community are tasked to form the metal to be used. The women assist the men by way of hasiwas. Hasiwas is a process wherein two wooden implements are pumped to a metal pipe to supply air that will produce the heat for shaping the metal according to the design or function of the bolo.ExtensionsWatch the videos on the following links to learn more about the arts and crafts of MIMAROPA:1. https://www.youtube.com/watch?v=K7P6iqjSPm82. https://www.youtube.com/watch?v=ms2JdZp13wMActivityExperience wood carving using improvised materials. Follow the instructions here in doing the activity.1. Search online for a wood carving design from the Tagbanua of Palawan and print it.2. Search for some local traditional techniques in wood carving and apply what you have learned in making your own sculpture.3. Use a wood carver or any available tools in carving. Be careful in using these tools. 4. Be precise when carving small details of your design.5. Explain your artwork in front of the class.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 117I. Complete the table by describing each of the following arts and crafts of MIMAROPA and the Visayas.Arts and CraftsDescriptionMIMAROPAVisayasPotteryWood carvingMetalworkII. You are an art exhibit organizer. You are commissioned by a local artist to present an audiovisual presentation for an upcoming art exhibit in your community with the theme “The Arts and Crafts of MIMAROPA and the Visayas.” Your presentation will be one of the highlights of the exhibit. So, make sure to come up with a creative, reliable, and clear presentation.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe audiovisual presentation was very relevant and relatable to the audience. Its message was clear and detailed.The audiovisual presentation was relevant and relatable to the audience. Its message was clear.The audiovisual presentation was relevant and relatable to the audience, but its message was not so clear.The audiovisual presentation was somewhat relevant and relatable to the audience, but its message was not clear.PresentationThe presentation was excellently done. The presentation was creatively done.The presentation met the standard requirements.The presentation was poor and needed improvement.ClarityThe content of the presentation was very clear and reliable.The content of the presentation was somehow clear and reliable.The content of the presentation was clear but not reliable.The content of the presentation was not clear and reliable.UpgradeDecode1. What are the things to consider in making arts and crafts such as pottery, wood carving, and metal products?2. What can you say about the future of the arts and crafts of MIMAROPA and the Visayas with the new trends of technology today?
ARTS118 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstall>ĞƐƐŽŶ2tĞĂǀŝŶŐ ĂŶĚ ƚŚĞ "ƌƚ ŽĨ KƌŶĂŵĞŶƚĂƟŽŶƐ ŽĨ D/D"ZKW" ĂŶĚ ƚŚĞ sŝƐĂLJĂƐ Form a group with three members. With your group mates, watch the video about the arts and crafts in MIMAROPA on https://www.youtube.com/watch?v=gwEvUK9upnk. Discuss your insights on the elements and principles of art in the production of the arts and crafts in MIMAROPA as presented in the video. Then answer the questions posed in Access. 1. What are the different arts and crafts in MIMAROPA?2. How are these arts and crafts related to the culture and history of the different groups of people in MIMAROPA and the Visayas?3. How do these arts and crafts shape the way of life of the people of MIMAROPA and the Visayas?TextileThe Mangyans of Southern Mindoro excel in indigenous weaving. Clothing among males and females differ. Loincloths are used by males to cover their lower bodies. Meanwhile, females wear a skirt and a shirt. Each tribe has its own unique term and material in weaving, but the Hanunuos have exceptional designs among the rest. The Hanunuos use indigo blue to dye their textiles. They use a design in embroidery that they call pakudos. The design is found at the back of the textile and on woven bags.Loom weaving is also popular in Torrijos, Marinduque, with women being the major loom weavers. The weavers use manual looms to create intricate weaves of various colors and patterns that are made of buntal fiber. The source of these fibers is the stems of buli trees, which are abundant in Torrijos.The Warays also displayed prowess in textile weaving. The textiles produced are turned into clothing. The men wore the marlota, a long collarless striped shirt made of cotton, along with the faldeta, a piece of cloth draped around the waist and extends to the knees, and the bajag that is made of two or more fathoms of abaca mat. ,ĂŶƵŶƵŽ ǁĞĂǀĞƌ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 119Activity 1A white or greyish bajag is worn by a commoner, whereas a cotton or silk bajag is worn by the datu or the noblemen in a village. Those who wear a red bajag called the pinajusan are those regarded for their bravery. A knee-length skirt of linen with colored silk or cotton set is worn by the upper class women, whereas a shorter skirt is worn by those in the lower class in the community. A baro extended above the waist is worn to cover the women’s breasts. Short kerchiefs as head coverings are also used to match the skirt and the baro.Watch the video on https://www.youtube.com/watch?v=p443TQqJT6c to learn more about ikat, a weaving style common to different world cultures. It is also a dyeing technique used to pattern textiles and considered one of the oldest forms of textile decoration. Find a partner and discuss with him or her the elements of ikat textile. Then share the highlights of your discussion with the rest of the class.BasketryThere is an active basket-making tradition in the MIMAROPA and Visayas regions. The Tagbanua of Palawan make good baskets called basag. The basket has a conical cover. The Hanunuo, on the other hand, make baskets by over-plaiting on a basic woven surface. Those in Marinduque make a living out of nito weaving. In this type of weaving, nito vines are made into coasters, placemats, and baskets to be sold as souvenir or gift items. The Iraya-Mangyans also have their own version of nito baskets.Romblon boasts of their basketry products not just for economic reasons. These baskets are also aesthetically appealing due to the use of unique materials and weaving techniques. The kokolongkoy vine is an important material in Romblon baskets. These vines are used to form a small bowl in a technique called roping. The kokolongkoy vine may also be split to form a jar-shaped butit or locust jar used for collecting grasshoppers.Mat making is also a consistent traditional art in the area. On their wedding day, couples in Romblon dance on a white buri mat that has lacelike design on the edges. For the Tagbanuas, mats with uniform strands showcase their workmanship. Meanwhile, the Aklanons make plain brown mats with beige geometric decorations.Another locality known for its mats is Basey, Samar, where mat making has become an industry participated by both women and children. The mats are made from tikug straw gathered from the swamps of Tanauan, Dulag, Dagami, Burauen, and Alang-alang in Leyte. The tikug straws are dĂŐďĂŶƵĂΖƐ ďĂƐŬĞƚƐ
ARTS120 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳdried, flattened, dyed, and then woven into mats by weavers; they use maroon and green colors as the mats’ traditional background. The weaving process that include twisting, twining, and embroidering results in designs in the form of peacocks, birds of paradise, multihued flowers, and other traditional designs. OrnamentationIn Oriental and Occidental Mindoro, the women of the Buhid tribe use woven black and white upper garments or linagmon, and black and white skirts or abol for clothing. Body ornaments, such as braided nito belts, blue thread earrings, beaded headbands, bracelets, and long necklaces, are worn by unmarried women. The men wear G-strings as clothing along with accessories such as tight chokers, or long beaded necklaces and bracelets. Both men and women wear bags for their personal items.A bajag, paired with a jacket-style shirt, is the primary outfit of Hanunuo men. The women, on the other hand, wear indigo-dyed ramit skirts woven using back strap looms. Rattan belts with pockets around the waist are typically worn by both men and women. Men with long hair tie them at the back of their heads using a cloth band. Meanwhile, beaded headbands are used by women to adorn their long hair. They also use beaded bracelets and necklaces as accents. A design called pakudos is observed among women’s jewelry and embroideries. The pakudos displays a simple symmetrical organization with a neat use of lines and spaces.Body tattooing is also a form of ornamentation in MIMAROPA and Visayas. There are some men of the Batak tribe in Palawan who sport a tattoo design called the sipra. A sharp pointed piece of bamboo or a needle (dipped in soot obtained from the smoke of burning oil or fat) is used in tattooing the arm or the chest. Despite being painful, tattooing for Batak men is a ritual of manhood. Their tattoos are also regarded aesthetically.Tattooing has been predominant in precolonial Visayas. The prevalence has been acknowledged by Spanish colonizers, thus tagging the Visayas as “Islas de los Pintados” or Islands of the Painted Ones. The designs were very elaborate that they were mistaken as printed cloth when viewed from a distance. Visayan tattoo artists pricked the skin using sharp pieces of iron. The artists applied powdered charcoal to open wounds, and the skin permanently absorbed the powder. Samar and Leyte also performed body tattooing especially as a rite of passage to manhood among the men. The tattoos were appealing and were usually found from the groin to the ankles, and from the waist to the chest. There were those who had their tattoos placed on their necks, temples, and foreheads to mark their fierceness. Tattoos on the hands and wrists were typically observed among the women, and the designs were usually flowers and knots. These designs embellished or enhanced the sheen of the women’s gold rings and bracelets.!ŽĚLJ ƚĂƩŽŽŝŶŐ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 121Jewelries were also popular ornaments. The Warays in the old days wore gold earrings called panicas or pamarang through two or three holes in their ears. There were spokes through the sides of the earrings, and a golden flower (along with pearls or precious stones) was seen through the center. There were earrings made of carabao horn, ivory, sea shells, and turtle cases. At the bottom of the ear was the biggest earring, while the top of the ear lobe had the smallest.Old bracelets, rings, necklaces, and beads of gold garnets of several colors and sizes were all used to accentuate the body. Thick cords of glossy gold looped several times around their necks were used by the Warays. They also had trinkets on their arms.Visayan women had two to three bracelets on one of their arms. Meanwhile, the men wore ankle rings made of glass beads. Women with menstrual difficulties used black coral formed into ornamental strings for the wrists for medicinal purposes. Bands covering the legs of the men wearing them signified bravery. The women treasured their jewelry family heirlooms. They kept these jewelries in palm-made boxes called capipi.dŚĞ ƉƌŽĚƵĐƚƐ ŽĨ ƚĞdžƟůĞ ŵĂŬŝŶŐ͕ ďĂƐŬĞƚƌLJ͕ ĂŶĚ ŽƌŶĂŵĞŶƚĂƟŽŶ ŽĨ D/D"ZKW" ĂŶĚ ƚŚĞ sŝƐĂLJĂƐ ĂƌĞ ŵĂĚĞ ŽĨ ŵĂƚĞƌŝĂůƐ ƚŚĂƚ ĐĂŵĞ ĨƌŽŵ ŶĂƚƵƌĂů ƌĞƐŽƵƌĐĞƐ͘ dŚĞƐĞ ǁĞƌĞ ĐƌĞĂƚĞĚ ĂƐ ƉĂƌƚ ŽĨ ƚŚĞ ƉĞŽƉůĞ͛Ɛ ĞǀĞƌLJĚĂLJ ůŝĨĞ͘Big IdeaActivity 2ExtensionsWatch the videos on the following links to learn more about the arts and crafts of Luzon:1. https://www.youtube.com/watch?v=T8yoaeVsfuw2. https://www.youtube.com/watch?v=m-u5djUtnu83. https://www.youtube.com/watch?v=-p42fRnavi8Watch the video tutorial on how to weave basic wall art at https://www.youtube.com/watch?v=Ydme_xKFDU4. Follow the steps shown in the video, and make your own hanging wall art. Prepare the following materials for the activity: different colors of yarn, dowel, fork, a pair of scissors, tapestry needle, at least 30-centimeter (cm) long tree branch, and a 5-cm wide piece of cardboard.
ARTS122 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDecode1. Why should you be proud of the arts and crafts of MIMAROPA and the Visayas?2. With the basic knowledge you acquired in making baskets and in weaving, do you think that it is worthwhile to pursue these crafts? Why or why not?3. What significant learning have you acquired from the lesson?I. Fill in the blank with the missing word.1. The Hanunuos use a design in embroidery that they call ______________________.2. Waray men wore ______________________, a long collarless striped shirt made of cotton. 3. The ______________________ is a piece of cloth draped around the waist and extends to the knees of Waray men.4. The ______________________, a piece of cloth, is made two or more fathoms of abaca mat. 5. Waray men who wear a red bajag called the ______________________ are those regarded for their bravery.6. The women of the Buhid tribe use woven black and white upper garments called ______________________. 7. A design called ______________________ is observed among Hanunuo women’s jewelry and embroideries.8. There are some men of the Batak tribe in Palawan who sport a tattoo design called the ______________________.9. The Warays in the old days wore gold earrings called ______________________.10. The Visayan women treasured their jewelry as family heirlooms by keeping them in palm-made boxes called ______________________.II. You are an interior designer. You are commissioned by a store owner to design a store that promotes the arts and crafts of MIMAROPA and the Visayas. You will create a presentation of your design that will be shown to and evaluated by the store owner based on the following rubric. So, make sure to present a reliable, clear, and creative design.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe design was relevant and relatable to the audience. The content was clear and detailed.The design was relevant and relatable to the audience. The content was clear.The design was relevant and relatable to the audience, but the content was not so clear.The design was somewhat relevant and relatable to the audience, but the content was not clear.PresentationThe design was clear and attractive.The design was clear.The design was clear but needed more details.The design was poor and needed improvement.CreativityThe design was original and creatively done.The design was original and somewhat creatively done.The design was not original but creatively done.The design was not creatively done or original.Upgrade
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 123Install>ĞƐƐŽŶ3dŚĞ #ǁĞůůŝŶŐ #ĞƐŝŐŶƐ ŽĨ D/D"ZKW" and the VisayasBelow is the Philippine map. Color the parts of the map where the MIMAROPA region is located. Then answer the questions posed in Access.
ARTS124 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳdŚĞ ƚƌĂĚŝƟŽŶĂů ĂƌĐŚŝƚĞĐƚƵƌĂů ĚĞƐŝŐŶƐ ŽĨ ƚŚĞ ŚŽƵƐĞƐ ŝŶ D/D"ZKW" ĂŶĚ ƚŚĞ sŝƐĂLJĂƐ Įƚ ƚŚĞ ƚƌŽƉŝĐĂů ĐůŝŵĂƚĞ ŽĨ ƚŚĞ ĐŽƵŶƚƌLJ ĂŶĚ ĂƌĞ ƌĞŇĞĐƚĞĚ ŝŶ ƚŚĞ ĐŽŵĨŽƌƚĂďůĞ ĚǁĞůůŝŶŐƐ ŽĨ ŝŶĚŝŐĞŶŽƵƐ ƉĞŽƉůĞ͘Big IdeaAccessNetwork1. What are the provinces included in MIMAROPA?2. What do you observe about the geographic structure of MIMAROPA?3. What are the common products that represent MIMAROPA? Why do you say so?Prehistoric DwellingsCaves and large rock formations in Palawan are considered to be the early forms of architecture in the Philippines. Early humans in the Philippines were protected from rain, cold, heat, and wind because of the structure of the caves. Also, because early settlers were nomadic, there was no need to build permanent structures. Eventually, when the objects used for everyday living were invented, early settlers also learned how to build their homes and other structures such as tents. Traditional HousesEarly people on the island were able to build permanent houses once they learned how to farm, raise animals, and create a permanent community. Houses were built to last despite the kaingin lifestyle that has persisted since the making of makeshift dwellings. The Mangyans of Mindoro, who were farmers, built either a single-family dwelling or a communal house. Several families occupied the communal house, but these houses had no partitions. Each family occupied a space marked by a mat on the floor. A Mangyan house built on a slope has an entrance that faces the rising sun. The steep roofing is made of cogon grass. The sidings use a tree bark, and the floor uses logs and saplings. The Mangyan house appears to have no windows, but there is a narrow strip of opening between the roof and the wall of the house.Batak settlements are typically found in river valleys (between mountain regions) and in the seacoast of the northeastern part of the province of Palawan. Simple dwellings patterned after dŚĞ ƌĞŵĂŝŶƐ ŽĨ ƚŚĞ ĞĂƌůŝĞƐƚ ŵĞŶ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞ ĂƌĐŚŝƉĞůĂŐŽ ǁĞƌĞ ĨŽƵŶĚ ŝŶ ƚŚĞ dĂďŽŶ ĐĂǀĞƐ ŝŶ WĂůĂǁĂŶ͘
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 125those of neighboring groups, such as the Tagbanua, characterize the Batak traditional house. A large Batak nipa hut can accommodate many families. The hut is only divided by lines or sticks on the floor. These divisions indicate the limits allotted for every member of the household. Houses then were typically made of thatch, bamboo, and wood, with a short staircase made of bamboo poles. Sometimes, the fence made of tall, thin reeds or bamboo poles that are pounded together are built around the house.The Ati tribe in Western and Central Visayas built houses made of round timber, cogon grass for the roof, and a wall made of small bamboos. The flooring used bamboo slats. It is interesting to note is that an Ati house does not use nails. Instead, the house is secured using a rope. The Ati house is about 2.5 by 2.7 square meters (about 8 by 9 square feet) and has a receiving area for visitors. There is also a space allocated for storing cooking and eating utensils. These houses are typically found at the uplands where few people have access to. Colonial ChurchesThe religious architecture that the Spanish colonizers brought into the archipelago is largely influenced by the architectural design of Mexico and Europe. The rise of the Baroque style in Mexico around the 17th and 18th centuries became the inspiration for the architecture of religious structures in the Philippines during those times. These structures were called peripheral Baroque.The Spanish friars who were not architects themselves relied on their visual memory of Baroque structures that they have seen in Mexico and Spain. They built magnificent churches to show to the natives the superiority of the ecclesiastical architecture of the conqueror. These structures were seen as an expression of dominance, power, and authority. The materials and techniques used during the construction of these churches took into consideration the climate in the islands. The friars also took note of the cultural and sociological situation in the archipelago. In the Visayas, the batong-apog or limestone is the material used, and its color changes depending on its element and composition. The whitish batong-koral (coral stone) was used to construct the churches in Panay and Cebu. Those built in the coastal areas were facing the sea. Those built in town centers were facing east.dLJƉŝĐĂů ďĂƚĂŬ ƐĞƩůĞŵĞŶƚƐ
ARTS126 WƌĂĐƟĐĂů D$W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳ^ƚŽ͘ dŽŵĂƐ ĚĞ sŝůůĂŶƵĞǀĂ WĂƌŝƐŚ "ŚƵƌĐŚ ;DŝĂŐĂŽͿ"ŚƵƌĐŚ ŽĨ ƚŚĞ /ŵŵĂĐƵůĂƚĞ "ŽŶĐĞƉƟŽŶ ŽĨ DĂƌLJ ;!ĂĐůĂLJŽŶ͕ !ŽŚŽůͿ^ƚ͘ "ĂƚŚĞƌŝŶĞ ŽĨ $ůĞdžĂŶĚƌŝĂ "ŚƵƌĐŚ ;"ĂƌĐĂƌ͕ "ĞďƵͿDifferent religious friars competed with one another in the design of the churches. The criteria for judging were based on the design of the church the friar had constructed, the height of the bell tower and the number of the bells in the tower, and the grandeur of his home. Because of the frequent earthquakes that hit the archipelago, churches in the Philippines were not built too high. The walls were thick and were supported by buttresses. Light materials were used for the walls on the upper part of the church. These are typical characteristics of a Baroque church.There are four Baroque churches in the Philippines declared as UNESCO World Heritage Sites. This include the Sto. Tomas de Villanueva Parish Church in Miagao, Iloilo. Some colonial churches with a Baroque style found in the Visayas are as follows:• San Pedro Apostol Parish Church in Loboc, Bohol• Our Lady of Light Church in Loon, Bohol• Church of the Immaculate Conception of Mary in Baclayon, Bohol• Nuestra Señora del Patrocinio de Maria Parish Church in Boljoon, Cebu• Immaculate Conception Parish Church in Guiuan, Eastern Samar• San Isidro Labrador Parish Church in Lazi, Siquijor• Santa Ana Church in Molo, Iloilo• St. Catherine of Alexandria Church in Carcar, CebuBahay Na BatoBeing considered one of the oldest cities in the Philippines, Vigan is home to many Spanish era churches. The province is also home to hacienderos and was a major trading center during the 19th to the early 20th centuries. Magnificent mansions with architectural styles ranging from bahay na bato to art deco, as well as more modern architectural styles, are found in the districts of Jaro, Iloilo >ŽƉĞnjͲsŝƚŽ ŵĂŶƐŝŽŶ ŝŶ :ĂƌŽ͕ /ůŽŝůŽ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů #ƌƚ 127downtown, Arevalo, Molo, and La Paz. Tourists are in awe of the old buildings that adorn both sides of the street of Calle Real in Iloilo.In Cebu, there are many structures that display the architecture during the Spanish and the American colonial periods. For example, the heritage town of Carcar has many old structures that date back to these eras. Ancestral houses can also be found everywhere in this town. Negros Occidental, specifically Silay City, boasts of its beautiful church with a huge plaza in front of it. There are many heritage buildings in the city with almost 30 ancestral houses that surround the city center. Some of these houses have been converted into museums. There are also many bahay na bato that remain in Bohol. Among these well-preserved structures is the Clarin Ancestral House in Luay and the Cloribel House (Bahay na Puti) in Panglao. Truly, the Visayas region is home to many precolonial and colonial structures that continue to amaze locals and tourists alike up to this day.dŚĞ !ůŽƌŝďĞů ,ŽƵƐĞdŚĞ !ůĂƌŝŶ #ŶĐĞƐƚƌĂů ,ŽƵƐĞExtensionsWatch the videos on the following links, and learn more about the traditional architectures in the Philippines:1. https://www.youtube.com/watch?v=GHomPXAhVWw2. https://www.youtube.com/watch?v=blE8P-A27VE
ARTS128 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivityChoose among the traditional house, colonial church, and bahay na bato. Use your choice as an inspiration in drawing your own architectural design. Write a short explanation of your design. Use a sheet of bond paper, pencil, pen, coloring materials, eraser, and ruler in making your design, and then share it with the class.UpgradeI. Compare the three traditional architectural designs in MIMAROPA and in the Visayas using the Venn diagram below.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 129DecodeII. You are an architect. You have been hired by a realty company to design a church inspired by the architectural designs in Mindanao. The church will be constructed in the center of an executive village. Using your design as basis, create a miniature church, which will be evaluated first by the representatives of the company based on the following rubric. Make sure to come up with a detailed, creative, and reliable output. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe miniature was very relevant and relatable to the audience. Its design was clear and detailed.The miniature was relevant and relatable to the audience. Its design was clear.The miniature was relevant and relatable to the audience, but its design was not so clear.The miniature was somewhat relevant and relatable to the audience, but the design was not clear.PresentationThe miniature and the design were excellently done.The miniature and the design were presented well.The miniature and the design were presented clearly.The miniature and the design needed improvement.CreativityThe miniature was original and creatively done.The miniature was original and somewhat creatively done.The miniature was not original but creatively done.The miniature was not creatively done or original.1. Which among the traditional architectural designs in MIMAROPA and the Visayas do you prefer most? Why?2. Why does the Philippines have traditional architectural designs?3. What would be the future of traditional architectural designs in the Philippines with the modern trends of technology today?4. Suggest a unique concept that will attract people to invest in the arts and crafts of MIMAROPA.5. Would you recommend people to engage in arts and crafts business? Why?
ARTS130 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳI. Answer the following:A. Write P if the word in each item is related to pottery, W for wood carving, and M for metalwork. ______ 1. Manunggul jar______ 2. Sinuwak ______ 3. Daga______ 4. Rattan ______ 5. Paso______ 6. Pinuti ______ 7. Banga______ 8. Binakuko______ 9. Bandoja ______ 10. TikaB. Write T if the word in each item is related to textile, B for basketry, and O for ornamentation. ______ 11. Pinajusan______ 12. Basag______ 13. Faldeta______ 14. Sipra______ 15. KokolongkoyC. Write T if the statement is correct, and F if it is false. ______ 16. A Mangyan house built on a slope has an entrance that faces the rising sun. ______ 17. Batak settlements are typically found in river valleys and in the seacoast of the northeastern part of the province of Palawan.______ 18. The Ati tribe in Western and Central Visayas built houses made of round timber, cogon grass for the roof, and wall made of small bamboos.______ 19. The Spanish friars who were not architects themselves relied on their visual memory of Baroque structures that they have seen in Mexico and Spain.______ 20. There are six Baroque churches in the Philippines that have been declared as UNESCO World Heritage Sites. ______ 21. Being considered one of the oldest cities in the Philippines, Vigan is home to many Spanish era churches.______ 22. There are many bahay na bato structures that remain in Bohol.______ 23. Caves and large rock formations in Palawan are considered to be the early forms of architecture in the Philippines.______ 24. Anthropologists claim that human development can be described through pottery.______ 25. Metalwork was a major tradition among the precolonial Visayans as well as those from Palawan, Mindoro, and Marinduque.Chapter est
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 131D. Discuss the arts and crafts of MIMAROPA in these three categories. For each category, your discussion should be one paragraph long.1. Pottery, wood carving, and metalwork2. Textile, basketry, and ornamentation3. Traditional architectureII. You are an exporter of Philippine native products. You are tasked by the Department of Trade and Industry (DTI) to present the arts and crafts of MIMAROPA to possible investors from different parts of Asia. You will set up a showroom that will showcase different products from the region. Make sure that the showroom has detailed descriptions of each product to encourage investors.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe showroom was very relevant and relatable to the audience. The description of each product was clear and detailed.The showroom was relevant and relatable to the audience. The description of each product was clear.The showroom was relevant and relatable to the audience, but the description of each product was not so clear.The showroom was somewhat relevant and relatable to the audience, but the description of each product was not clear.PresentationThe showroom was creatively done.The showroom met the standard requirements. The showroom was not presented well.The showroom was poor and needed improvement.CreativityThe showroom was original and very creative.The showroom was original and somehow creative.The showroom was not original but somehow creative.The showroom was not creative or original.
132 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessdŚĞ #ƌƚƐ ĂŶĚ !ƌĂŌƐ of MindanaoChapter7InstallLesson1The Molding Arts ĂŶĚ !ƌĂŌƐ ŽĨ DŝŶĚĂŶĂŽNetworkWatch the video about the crafts of Maranao at https://www.youtube.com/watch?v=JU-BM3Rj3HQ. Then answer the questions posed in Access.1. What did the DTI do to help the people of Maranao?2. What are some of the crafts made in Maranao?3. What did you feel about the situation of the people in Marawi after seeing the video?4. What can you say about the initiative of the DTI to help the arts and crafts businesses in Maranao?PotteryExplorations of archaeological sites in Mindanao have revealed masterworks in pottery, especially burial jars, which confirm the artistic skills of indigenous people in ancient Mindanaoan society and culture. There are less data available for jar burial sites in Mindanao compared to the data for Luzon and Visayas sites. But this does not mean that discoveries in Mindanao are less diverse or remarkable than those of other places in the country.Clay pots that look like human figures were discovered in Ayub Cave in Maitum, Sarangani. These pots were used for secondary burial. The unique 29 jars found in the site date back to the Iron Age around 5 B.C. to 225 A.D. The head-shaped lids show different facial expressions—joy, sadness, contentment, and others. There are also different designs for the heads. The heads may be plain, pricked, or are coated with black and red. Some head-shaped lids have earrings, and others are tattooed. These are anthropomorphic jars that resemble the character of the dead.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů #ƌƚ 133In 1972, renowned anthropologist Wilhelm Solheim identified two jar burial sites in his survey of archaeological sites in the southeastern part of Mindanao—the Liog Cave in Davao Oriental and the Asin Cave in Davao del Sur. The Kulaman plateau in Cotabato has also yielded elongated limestone vessels with covers depicting stylized human heads. Prehistoric Manobo used these containers as secondary burial urns.Meanwhile, archaeological explorations and excavations of Kros Rockshelter in Cagayan de Oro in 1992 revealed mostly pottery. A team from the National Museum was able to discover the following vessel forms: bowl, plate with base, cylindrical vessel, vase, dish, jar, bowl with base, pot, and other undetermined vessels. They also identified six types of pottery designs, namely, incised and punctuate designs, incised geometric designs, excised stamped designs, incised leaf designs, excised designs, and stamped geometric designs.In Northeast Mindanao, archeologists have found a wide range of high-fired pottery that included Vietnamese, Thai, and Middle Eastern ceramics from as early as the 9th century. Most of the excavated ceramics, however, had come from China from the Five Dynasties period (907 A. D. to 960 A. D.). Discovered mainly in and near the remains of a cluster of balangay (wooden boats) in Butuan, these ceramics are evidence of the participation of Mindanaoans, especially those in the northeast, in the trading network among the Philippines, Borneo, and Celebes, as well as in the Southeast Asia-China-Middle East circuits. Wood CarvingWood carving in the Muslim area of Western Mindanao is mostly ornamental. It is largely characterized by the use of specific curvilinear designs and stylized representations of animal and plant forms. These designs are used in place of realistic human and animal representations, which are strictly not allowed in Islam. These designs are known as ukkil among the Tausugs and okir among the Maranaos; both ukkil and okir mean “carved.” The Tausug manuk-manuk and the Maranao sarimanok are common motifs. The motif portrays a bird with a fish caught in its beak among the Maranaos, whereas the bird is portrayed without a fish among the Tausugs.!ƵƚƵĂŶ ĐĞƌĂŵŝĐƐ
ARTS134 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳThere are many legends about the sarimanok. In one of the legends, a Maranao prince was in love with a princess who lived in the moon. One day, the melancholic prince talked to a carving (in a bird form) and asked that it take him to the moon. The object then came to life and carried the prince to the moon.In Sulu, the Sama and Badjao groups mark their graves with limestone tombstones. These grave markers are designed with stylized naga (serpent or dragon figures) and pako rabong (vine-and-leaf design). In Manubul Island, small standing human figures are used as grave markers. After performing a ritual, these markers are covered with a piece of white cloth. The boat-shaped Tausug grave marker, the sunduk, is also embellished with ukkil designs. The Sibutu Island in Tawi-Tawi is also known for elaborate ukkil designs, which may be seen on their houses, burial grounds, and mosques. The vine-and-leaf design is thought to be as old as the empire of Sri Vijaya or Majapahit, which served as the cultural bridge between Mindanao and Malaysia, and Indonesia before Islam came. An ornate limestone grave can also be found in Tubig Indangan and Tunggusong located in the islands of Manok Mangkao and Simunul in Tawi-Tawi. If wood is used for the grave, a serpent or a horse figure is set inside the enclosure.The torogan house of the Maranaos is notable for its panolong, which refers to the protruding beams designed with striking and beautiful naga and pako rabong designs. This imposing architecture expresses the wealth, prestige, influence, and power of its noble and royal occupants. The okir is also used to embellish such objects as the kampilan (fighting sword), kudyapi (two-stringed lute), lankongan (kulintang stand), and pairaan (tobacco container). This design is also applied in the carving horns to create the old Maranao chess set; the knight is the most intricate piece, which is usually carved using the serpent motif. Other notable carvings are the okir-designed backrest of the back strap loom weaver, horse saddle, and the Maranao boat’s giyaina-panagan (prow). Okir is also used in utensils and tools such as coconut graters, ladles, and reed flattener for creating mats. Even the bamboo kubing (Jew’s harp) is embellished with okir." DĂƌĂŶĂŽ ƐĂƌŝŵĂŶŽŬ" dĂƵƐƵŐ ŐƌĂǀĞ ŵĂƌŬĞƌ ǁŝƚŚ ƵŬŬŝů ĚĞƐŝŐŶ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 135MetalworkOne of the most striking achievements in metalwork among the indigenous groups in Mindanao is the precolonial gold jewelry and adornments unearthed from excavations in Surigao. This is one of the most important discoveries in Philippine anthropological history. These highly sophisticated 24-karat gold items show very fine details previously unknown to anthropologists and historians. They are believed to be made between the 10th and the 13th centuries. This suggests that there was a high civilization in Mindanao way before the coming of Spanish colonizers.The archeological sites in Butuan and Agusan have also yielded artifacts that suggest a high degree of metalwork skills. While most sites associated with the remnants of the balangay have been looted by treasure hunters and illegal excavators, several priceless items were still recovered—necklaces, earrings, head accessories, belts, and buckles. An example of this is the Golden Tara of Agusan, a remarkable piece of metalwork by our skilled ancestors in Mindanao. If you look at the picture, the figure is wearing an enormous silver-disk neckpiece with a diameter of 20 to 25 cm. This accessory is believed to be a prized possession of the Mandaya woman. The necklace is heavily engraved with geometric designs organized in concentric patterns. Meanwhile, the use of miniature bells in their clothing and accessories is popular among the Bagobos. They attach these bells to personal ornaments such as bracelets, anklets, and necklaces. They even attach them to everyday things such as carrying bags, horse saddles, musical instruments, and bolo handles. Tiny bells are also common among the T’bolis. Notable are their wide belts made of brass chains and adorned with small brass bells.Metalwork products are used among ethnic groups in Mindanao. Maguindanao, Yakan, Tausug, and Maranao men and women use metal buttons to deck ritual clothes. Weapons, such as the gonong, the kampilan, or the kris, are cast in iron. Indigenous people can make serving trays, cooking pots, firework dispensers, tobacco-leaf trays, personal ornaments, and everyday things with detailed designs in metal." ŐŽůĚ ^ƵƌŝŐĂŽ ďĞůƚ 'ŽůĚĞŶ dĂƌĂ ŽĨ "ŐƵƐĂŶ
ARTS136 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳMetal casting is vigorously pursued in many parts of Mindanao, including the town of Tugaya in Lanao del Sur. Tiny figures with elaborate okir design is made using the old lost-wax technique (casting and making mold). The brass gadu (rice and tobacco containers used in rituals) is one of the products of metalwork from Tugaya. Highly skilled craftsmen also produce cannons and ceremonial items that carry detailed figurative designs.Activity" ƉĂŝƌ ŽĨ DŝŶĚĂŶĂŽ gaduPrepare the following materials for the art activity: a bar of clay, 14 illustration board, and a carving stick. Make a miniature clay pot inspired by the designs of the clay pots in Mindanao. Follow the procedure here:Procedure:1. Place the illustration board on the table. It will serve as the base board of your miniature.2. Search for designs of clay pots from Mindanao. You may also look for traditional techniques in pottery that you can apply in creating your own craft.3. Print sample of your chosen design that can serve as your guide in creating your own clay pot design.4. Place or post your printed sample where you can easily see it while working on your own clay pot.5. Start creating your miniature. Use the clay to mold your miniature clay pot.6. Mold the clay using your hands or the carving stick. 7. You may recreate the sample design or you may create your very own design.ExtensionsWatch the videos on the following links to learn more about the arts and crafts of Mindanao:1. https://www.youtube.com/watch?v=fz9NLORcPuM 2. https://www.youtube.com/watch?v=dmhxpBXx4zY3. https://www.youtube.com/watch?v=FlQHcmYkzpE
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 137UpgradeDecodeI. Answer the following:A. Write P if the word or phrase in each item is related to pottery, W for wood carving, and M for metalwork. ________ 1. Punctuate design ________ 2. Ukkil________ 3. Golden Tara________ 4. Incised geometric design________ 5. Okir________ 6. Gold jewelry________ 7. Jar________ 8. Sarimanok________ 9. Miniature bells________ 10. High-fired potteryB. Write T if the statement is true, and F if it is false. ________ 11. The kampilan is a fighter sword.________ 12. The pairaan is a two-stringed lute.________ 13. The lankongan is a Maranao boat.________ 14. The kudyapi is a tobacco stand.________ 15. The kubing is a Jew’s harp.II. You are a potter. You have been invited to participate in an art exhibit that will feature different clay pot designs. You will be setting up a pot gallery exhibit of your own products. Artists, buyers, resellers, and budding potters will visit the exhibit. So, make sure to come up with a creative and presentable exhibit of various clay pots.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointPresentationThe exhibit was presented with excellence.The exhibit was presented well and clean.The exhibit was presentable.The exhibit needed improvement.CreativityThe exhibit was very creative.The exhibit was creative.The exhibit was somehow creative.The exhibit was not creative.1. Do you think that the people of Mindanao have maintained the same quality of ancient pottery and wood carving despite the continuous development of technology? Why do you say so? 2. Why is precolonial gold jewelry considered one of the most important discoveries in Philippine anthropological history?
ARTS138 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson2tĞĂǀŝŶŐ ĂŶĚ ƚŚĞ "ƌƚ ŽĨ KƌŶĂŵĞŶƚĂƟŽŶƐ of MindanaoObserve the pattern below. Draw what you think the final product will look like when the pattern continues. Then answer the questions posed in Access. 1. What are the products that can be made through weaving?2. What are the materials used for basket-weaving?3. How important is basketry and other weaving traditions in everyday life of the people in Mindanao?TextileThe textile tradition in Mindanao dates back to prehistoric times and has cultural affinity with other textile traditions in Southeast Asia. Indigenous clothing, such as the malong, a Maranao cylindrical skirt, is common in many cultures in the region. The tubao, the pis, and other kinds of headgear also share similarities with other indigenous groups in Southeast Asia. Decorative weaving techniques used among the Yakan and other groups in the island are also shared with many cultures of the region." DĂƌĂŶĂŽ ŵĂůŽŶŐ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 139<ĂŶĚŝƚ ŽĨ dĂƵƐƵŐIkat, a dyeing technique used in creating designs on fabric, is a tradition in Indonesia, Cambodia, and Thailand that is also practiced among several indigenous groups in Mindanao. This includes the T’boli of South Cotabato in their t’nalak weave. The spirit-infused and dream-inspired t’nalak is an art form perfected by the admired T’boli women known as “dream weavers.” Only a few women are accorded this title. The Bagobo-Tagabawa has their inabal cloth, whereas the Mandaya has the dagmay cloth.The ikat process is also prevalent among the Bilaan, Tagakaolo, Kalagan, and Ubo. It is also widely practiced among Muslim groups in Western Mindanao, especially among the Maguindanaos and the Maranaos. Ikat produces extraordinary designs including figures of humans, lizards, frogs, birds, and plants. These highly precise decorative figures on top of geometric patterns are made of abaca cloth. The tanggob (blanket), generally known in Maranao as babaloban (tied), is one of the simpler forms of ikat. Bacolod Chico, a village in Lanao Lake in Marawi City, continues to weave the langkit (narrow woven vertical strip) that is often used to design the malong landap (Maranao ceremonial skirt). The pis siyabit, saputangan, and the kandit are remarkable examples of Tausug weaving. The pis, a square headdress worn by men, is characterized by elaborate polychromatic geometric designs. The saputangan is a kerchief or a veil, while the kandit is a silk waist band with sharp color contrasts and bold geometric patterns. Designs include bunga tiyambantamban (dragonfly), bunga biyaybay (fish), and bunga kiyabinga’an (house), to name a few. While the kandit has virtually disappeared, the pis is still produced in Maimbung and Parang in Jolo. Also notable is the Sama’s “tree of life” applique tapestry. BasketryMindanao has rich basket-weaving traditions. One of the most fascinating baskets is woven in the highlands of Eastern Mindanao. This is the Mandaya backpack that features an arched cover as well as trimmings that provide contrast to the black, resin-coated body. The functional Bagobo baskets are marked with simplicity, but some personal bags are embellished with multicolored beads and small bells. The Tiruray baskets often have geometric motifs, which can be achieved by interweaving dyed and natural materials of complementary colors. Human figures sometimes appear as basket motifs.
ARTS140 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳ# dŝƌƵƌĂLJ ďĂƐŬĞƚ# !ĂŐŽďŽ ƉĞƌƐŽŶĂů ďĂŐThe indigenous people of Mindanao are known not only for basket weaving, but also for mat weaving. The Maranao is famed for their colorful sesed mats, which are commonly done in plaids and stripes. Mat making is perhaps most developed among the Samas and the Badjaos of Tawi-Tawi. The Sama mat weavers employ a more restrained design approach than their Badjao counterparts who use bolder concepts and colors. Their technically outstanding mats have uniform strand length and are highly flexible and sturdy due to their tight weave. OrnamentationThe cultural heritage of the indigenous people of Mindanao is visible not only in their clothes they make and wear or in their baskets and mats, but also in their tattoos and the ornaments they wear. Hakang (tattoo) is a popular body ornament among the T’bolis. Men have tattoos on their chests and forearms, whereas women have theirs on their calves and forearms. Popular designs include geometric or zigzag patterns as well as highly stylized forms of human and animals. They believe that the hakang not only improves their physical appearance, but that it also facilitates their voyage to the afterlife. In addition to tattoos, indigenous people wear personal accessories to enhance their appearances. T’boli women, for example, wear many necklaces, earrings, bracelets, and rings on their fingers and toes. Their tresses and anklets are done using traditional styles. They wear these accessories every day, even when doing household chores or working in the fields.#Ŷ ĞůĚĞƌůLJ !ĂĚũĂŽ ǁŽŵĂŶ͕ ǁĞĂǀŝŶŐ Ă ŵĂƚ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů #ƌƚ 141Other articles of personal adornment are made of beads, bones or ivory, and carabao horn. Ceramic and glass beads that came from China, India, and Europe are valued ornaments. These are trade products during either precolonial period or as legal tender throughout the Spanish colonization. Beads are used more extensively among the Bagobos and the T’bolis, as compared to other ethnic groups in Mindanao. The Bagobos and the T’bolis are known for their bags and clothes decorated with tiny beads. They also make beads into anklets, belts, and armlets.The Mansaka also have a bib-like neckpiece made entirely of beads. Among the Mindanao Muslim groups, only the Maranaos use beads extensively to embellish their silver box, their gukom (traditional beeswax container), and some belts in some occasions.Indigenous people of Mindanao also use bones, and occasionally ivory, in producing jewelry and other personal ornaments. The T’bolis use tiny pieces of bone in wooden ear accessories that keep ornate necklaces in place. The Maranao rinti bracelets are purportedly made of giant fish bone or whale bone. Some cosmetic containers and rings are also made of bones. Similar to the Maranaos, the Mandayas wear bracelets with alternating bands that are made of ebony wood. The Maranao gukom is made of carabao horn, despite the rarity and the difficulty of carving such a material. Their beeswax container has a train handle full of beads and topped with additional carved carabao horn piece. #Ŷ ĞǀĞŶŝŶŐ ĐůƵƚĐŚ ďLJ ƚŚĞ !ĂŐŽďŽ ƚƌŝďĞ ŽĨ DŝŶĚĂŶĂŽ# ŶĞĐŬůĂĐĞ ĨƌŽŵ ƚŚĞ DĂŶƐĂŬĂ ƚƌŝďĞ ŽĨ DŝŶĚĂŶĂŽdŚĞ ƚĞdžƟůĞƐ͕ ďĂƐŬĞƚƐ͕ ĂŶĚ ƉĞƌƐŽŶĂů ŽƌŶĂŵĞŶƚƐ ŽĨ DŝŶĚĂŶĂŽ ĂƌĞ ƉƌŽĚƵĐƚƐ ŽĨ ƵŶŝƋƵĞ Ăƌƚ ĨŽƌŵƐ͘ dŚĞLJ ĂƌĞ ƐĞĞŶ ďLJ ŵĂŶLJ ĞdžƉĞƌƚƐ ĂƐ ƚŚĞ ƌĞƐƵůƚ ŽĨ ƚŚĞ ĐŽŵďŝŶĂƟŽŶ ŽĨ ƚŚĞ ĐƵůƚƵƌĂů ĂĸŶŝƟĞƐ ǁŝƚŚ ŽƚŚĞƌ ƚƌĂĚŝƟŽŶƐ ŝŶ ^ŽƵƚŚĞĂƐƚ #ƐŝĂ͘ Big IdeaExtensionsWatch the videos on the following links to learn more about the arts and crafts of Mindanao:1. https://www.youtube.com/watch?v=zC1kBY1_3Kc2. https://www.youtube.com/watch?v=MSgZle6IfrU
ARTS142 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivityUpgradeForm groups with five members each. Bring old accessories made of beads such as necklaces, anklets, and bracelets, and prepare the following materials: five small disposable cups, nylon wire, and a pair of scissors. Follow these steps: 1. Gather the old bracelets, anklets, and necklaces.2. Cut the band of the accessories that holds the beads together.3. Sort the beads according to design, size, or any way you want. 4. Cut at least 38 cm of nylon wire or your desired length for a necklace, bracelet, or anklet.5. Using the sorted beads from old accessories, make your own necklace, bracelet, or anklet, creating your preferred pattern or design.6. Present your necklace, bracelet, or anklet in front of the class with a short description of it. Share also how you came up with your own pattern or design.I. Answer the following:A. Describe each of the following words in one sentence:1. Malong2. Ikat3. Mandaya backpack4. Hakang5. RintiB. Write T if the statement is true, and F if it is false. _____ 6. The tubao and other headgear also share similarities with those from other indigenous groups in Southeast Asia._____ 7. The Bagobo-Tagabawa has the dagmay cloth._____ 8. The Mandaya has the inabal cloth._____ 9. The tanggob is one of the simpler forms of the ikat._____ 10. The langkit is a narrow woven vertical strip that is often used to design the malong landap._____ 11. The Maranao is famed for their colorful sesed mats, which are commonly done in plaids and stripes.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 143Decode_____ 12. The T’boli women have tattoos on their chests and forearms._____ 13. The T’boli men wear many necklaces, earrings, bracelets, and rings on their fingers and toes to enhance their appearances._____ 14. The Bagobos and the T’bolis are known for their bags and clothes that are decorated with tiny beads._____ 15. The Maranao gukom is made of carabao horn, despite the rarity and the difficulty of carving such a material.B. You are a student entrepreneur. Your teacher has asked you and your classmates to participate in your school bazaar. The assigned products for your booth are customized accessories that you and your classmates have made. Other students and school officials will visit your booth. So, make sure to come up with a presentable and creative booth. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe booth was very relevant and relatable to the patrons. The booth was relevant and relatable to the patrons. The booth was somehow relevant and relatable to the patrons. The booth was not relevant and relatable to the patrons.PresentationThe presentation of products was excellent.The presentation of products was clear.The presentation of products was somehow clear.The presentation of products was poor and needed improvement.CreativityThe booth was very creative.The booth was creative.The booth was somehow creative.The booth was not creative.1. What should the government do to further strengthen the arts and crafts industry of Mindanao?2. Do you think that the current program of the local government in supporting the arts and crafts of Mindanao is effective in preserving these cultural products and markers? Why do you say so?
ARTS144 WƌĂĐƟĐĂů D$W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳDwellingSpecial types of houses developed over time in various parts of Mindanao. For example, as people of the sea, the Sama and the Badjao of Sulu consider the sea not only as a source of livelihood, but they also call it home. A typical Sama-Badjao community comprises groups of stilt houses over coastal shallows. These houses are connected by bridges and ramps. Some of them still use boats, known as lepa, as permanent or temporary living quarters.Tree houses are common among the Mandayas and the Bukidnons in the eastern part of Mindanao and in other areas where intercommunity clashes happened. There are two types of tree houses. The first is the crude type, in which shelters simply rest on tree limbs and their size and InstallLesson3The Dwelling Designs of MindanaoDŽƐƚ ŽĨ ƚŚĞ ĂƌĐŚŝƚĞĐƚƵƌĂů ĨŽƌŵƐ ŝŶ DŝŶĚĂŶĂŽ ĂƌĞ ƚŚĞ ƌĞŇĞĐƟŽŶ ŽĨ ƚŚĞ ƌĞŐŝŽŶ͛Ɛ ŚŝƐƚŽƌLJ ĂŶĚ ŝĚĞŶƟƚLJ͘ ^ŽŵĞ ĨŽƌŵƐ ĞdžƉƌĞƐƐ ƉŽǁĞƌ ĂŶĚ ŝŶŇƵĞŶĐĞ Žƌ ƌĞƉƌĞƐĞŶƚ ůŽǀĞ ĂŶĚ ƉĞĂĐĞ͘ dŚĞ ƉƌĂĐƟĐĂůŝƚLJ ŽĨ ƚŚĞ ĚĞƐŝŐŶ ŝƐ ǁŚĂƚ ŵĂĚĞ ƚŚĞŵ ƐƵƌǀŝǀĞ ŽǀĞƌ ƟŵĞ͘Big IdeaAccessNetworkLook at the three photos. Share your observations about the photos with your seatmate, and participate in a class discussion. Then answer the questions posed in Access.1. Which among the photos represents the people of Mindanao the most? Why do you say so?2. What can you say about the traditional architecture in Mindanao?3. What do these architectural forms say about the everyday lives of the Mindanaoans?$ DĂƌĂŶĂŽ ƚŽƌŽŐĂŶ$ ƚƌĂĚŝƟŽŶĂů !ĂŐŽďŽ ŚŽƵƐĞ dŚĞ 'ƌĂŶĚ DŽƐƋƵĞ ŽĨ "ŽƚĂďĂƚŽ "ŝƚLJ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 145shape conform to the form of the supporting branches. The second is the more typical house built on top of a tree stump approximately 4.6 or 6.1 meters (15 or 20 feet) above the ground.One of the most important architectural contributions of the Maranaos is the torogan. Strong, solid, and earthquake-proof, the torogan is the ancestral house of sultans or datus, or those with high status in the community. Sometimes, this structure is used for occasions such as weddings, burials, and other religious and important community rituals. The high and pointed roof that resembles a ceremonial umbrella expresses the status and power of the owner of torogan. The interior looks like a huge hall because of the absence of partitions. The wide and sturdy posts (tokod) that stand on roundish stones not only give the structure protection from earthquakes, but also symbolize power. Perhaps the most important detail of the torogan is the panolong or protruding beams. They give illusions of flight because they resemble wings or boat paddles. It also features the colorful and flamboyant okir (curvilinear or vine-and-leaf patterns). Examples of okir designs are the naga (serpent or dragon) and pako rabong (vines).There are several considerations in the construction of the torogan. One is that it must not be built on the land where water flows across, over graves, and in places where there are balete trees or other trees believed to be homes of evil spirits. In addition, the doors and windows should be oriented toward the east. Bay sinug is the traditional dwelling of the Tausugs. Bay means “house,” and sinug comes from Sug, which means “Sulu” or “Jolo.” In constructing the bay sinug, the owner consults with his family, the mangingita (seer), or the imam, who is the head of the community. The imam usually identifies the luckiest place for building the house. Other considerations include a dry and flat land that gently slopes westward or toward the direction where Mecca is. The Tausug house traditionally has nine posts that correspond to different parts of the body. It can be said that the construction of the house symbolizes the birth of a human.• 1st post: the navel (center)• 2nd post: the first hip (southeast corner)• 3rd post: the first shoulder (northwest corner)• 4th post: the second hip (southwest corner)• 5th post: the second shoulder (northwest corner)• 6th and 7th posts: the ribs (middle posts on the west and east sides of the center post)• 8th post: the neck (north of the center)• 9th post: the groin (south of the center)" DĂƌĂŶĂŽ torogan ŚĂƐ okir ĚĞƐŝŐŶƐ ŽŶ ŝƚƐ panolong͘
ARTS146 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳOn hilltops and on gently rolling terrains, T’bolis construct large stilt houses with one room. The roof is made of dried grass, and the walls are made of woven bamboo or tree stumps. The floor’s central part is somewhat lower compared to other areas. The side sections are spaces for resting or working. The entrance and the fireplace are located at one end, and the place of honor for the head of the family is at the other end. Traditionally, the Yakans of Basilan Island live in houses in their fields, similar to the interior-dwelling Tausugs. The Yakan stilt house is elevated approximately two or three meters high. It has a conical and steep roof, which is commonly made of thatch. The walls are made of sawali, bamboo poles bound together with rattan, or horizontally arranged wooden boards. For the floor, the Yakans use rough wood or split bamboo with heavy posts as support. The windows are small and few; these prevent evil spirits from entering the house. In building the stairs, the number of steps must never be an odd number. This also applies to the number of rooms. The Yakans believe that even numbers mean death and can bring bad omens, whereas odd numbers mean life and good fortune.MosqueIslam is considered one of the oldest religions in the Philippines. Islam’s high-level political organization enabled the Muslims in Mindanao to resist Spanish colonization. As an organized religion, Islam required a permanent place of worship. Thus, the mosque tradition in Mindanao began. Two types of mosques developed in Mindanao, namely, the larger and permanent masjid and the smaller semipermanent ranggar (Maranao) or langgal (Tausug and Yakan). The masjid, constructed on a stone foundation, has an onion-shaped dome set over a rectangular or square hall. This style is common in the Middle East. Perhaps this type evolved from the experience of seeing mosques in the Middle East during pilgrimages to Mecca. The earliest mosque in the Philippines was built in 1380 in Simunul Island in Tawi-Tawi. It is said to be the work of the Islamic missionary Makdum Karim, who started the Islamization of the island. The original pillars of the old mosque are found inside the present Sheikh Karimul Makdum Mosque./ŶƚĞƌŝŽƌ ŽĨ Ă ƚƌĂĚŝƟŽŶĂů d͛ďŽůŝ ŚŽƵƐĞdŚĞ ^ŚĞŝŬŚ <ĂƌŝŵͲƵů DĂŬŚĚƵŵ DŽƐƋƵĞ ŝŶ dĂǁŝͲdĂǁŝ ŝƐ Ă ŶĂƟŽŶĂů ĐƵůƚƵƌĂů ƚƌĞĂƐƵƌĞ͘
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 147The small and semipermanent ranggar or langgal is built for the convenience of Muslims who live very far from a masjid. It is similar to Southeast Asian mosques, notably the Malaysian surau and the Indonesian langgar, both of which have a large room with pangimbaran (a niche), as well as a porch with a separate roof.Aside from the Sheikh Karimul Makdum Mosque, the following are some notable mosques in Mindanao: the Grand Mosque (Sultan Hassanal Bolkiah Masjid) in Cotabato City, the Taluksangay Mosque in Zamboanga City, the King Faisal Mosque in Marawi City, and the Pink Mosque (Masjid Dimaukom) in Datu Saudi Ampatuan, Maguindanao. ExtensionsWatch the videos on the following links to learn more about the traditional architecture in Mindanao:1. https://www.youtube.com/watch?v=1oomX_uNwdE2. https://www.youtube.com/watch?v=hmziKMEduWoActivityWatch the video on how to make a paper mosque lantern on https://www.youtube.com/watch?v=VqUT47Gu9yk. Then follow the procedure here:1. Draw or print out two copies of your own designed mosque template.2. Cut out the printed template.3. Cut out the windows carefully using the cutter.4. Fold the edges using the ruler and glue the sides together to let the mosque stand.5. Use the piece of cardboard as the base of the mosque.6. Place the LED light inside the paper mosque lantern.UpgradeI. Describe each of the following traditional architectural styles in Mindanao in three to four sentences.1. Dwelling2. Mosque
ARTS148 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳII. You are an architect. A private developer has hired you to design a modern architectural structure inspired by traditional designs, forms, and elements of artifacts and objects from Mindanao. Design at least two dwellings and a mosque. Your design will be subject for approval by the owner of the company. So, make sure to come up with a good presentation, and a clear, creative, and relevant design.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe design was very relevant. The design was relevant.The design was somehow relevant.The design was irrelevant.PresentationThe design was presented well with clarity.The design was presented clearly.The design was somehow clear.The design was not presented well.CreativityThe design was great and creatively done.The design was creatively done.The design was somehow creatively done.The design was poor and not creatively done.Decode1. Compare the architectural designs in Mindanao to the modern architectural designs nowadays.2. What is the importance of architectural designs in Mindanao in relation to its culture and tradition?
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 149Chapter estI. Answer the following:A. Fill in each blank with the missing word or phrase.1. Clay pots that look like ____________________ figures were discovered in Ayub Cave in Maitum, Sarangani.2. In the year ____________________, renowned anthropologist Wilhelm Solheim identified two jar burial sites in southeastern part of Mindanao.3. The archeological explorations and excavations of ____________________ in Cagayan de Oro in 1992 revealed mostly pottery.4. In ____________________ Mindanao, archeologists have found a wide range of high-fired pottery pieces.5. Wood carving in the Muslim area of western Mindanao is mostly ____________________.6. The Tausug manuk-manuk and the Maranao ____________________ are common motifs in wood carving7. In Sulu, the Sama and Badjao groups mark their graves with ____________________ tombstone.8. The Sibutu Island in Tawi-Tawi is also known for elaborate ____________________ designs.9. An ornate limestone grave can also be found in Tubig Indangan and Tunggusong located in the islands of Manok Mangkao and Simunul in ____________________.10. The ____________________ house of Maranaos is notable for its panolong.11. The use of miniature bells in their clothing and accessories is popular among the ____________________.12. Metal casting is vigorously pursued in many parts of ____________________, including the town of Tuguya in Lanao del Sur. 13. The brass ____________________ (rice and tobacco containers used in rituals) is a metalwork product from Tugaya.
ARTS150 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ14. The ____________________ tradition in Mindanao dates back to prehistoric times and has cultural affinity with other textile traditions in Southeast Asia.15. ____________________ is a dyeing technique used in creating designs on fabric.B. Write PWM if the word in each item is related to pottery, wood carving, and metalwork; TBO for textile, basketry, and ornamentation; and TAM for traditional architecture in Mindanao. ________ 16. Pangimbaran ________ 17. Okir________ 18. Manuk-manuk________ 19. Babaloban ________ 20. Pako rabong________ 21. Balangay________ 22. Gadu________ 23. Bay sinug________ 24. Ikat________ 25. Dagmay________ 26. Sarimanok________ 27. Hakang________ 28. Lepa________ 29. Malong ________ 30. UkkilC. Answer each of the following questions in three to five sentences:31–35. Why is Islam considered one of the oldest religion in the Philippines?
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 15136–40. What is the importance of arts and crafts in everyday lives of Mindanaoans?II. Your school is preparing for its upcoming art week. One of the highlights of the event is an exhibit of artworks and crafts of students that have been inspired by those of Mindanao. Your class will be divided into two groups. The first group will make a video report of random interviews of the participants and some of the buyers of the products, while the second group will set up a booth for the exhibit. The school official will evaluate the output of each group. So, make sure to come up with a clear and informative video and a creative booth for the exhibit.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe video and the booth were very relevant to the theme of the event.The video and the booth were relevant to the theme of the event.The video and the booth were somehow relevant to the theme of the event.The video and the booth were not relevant to the theme of the event.PresentationThe video and the booth were excellently done. The video and the booth met the standard requirements.The video and the booth were not presented well.The video and the booth were poor and needed improvement.CreativityThe video and the booth were very creative.The video and the booth were creative.The video and the booth were somehow creative.The video and the booth were not creative.
152 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccess&ĞƐƟǀĂůƐ ĂŶĚ dŚĞĂƚƌŝĐĂů &ŽƌŵƐ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ!ŚĂƉƚĞƌ8Install>ĞƐƐŽŶ1WŚŝůŝƉƉŝŶĞ >ŽĐĂů dŚĞĂƚĞƌ dƌĂĚŝƟŽŶƐNetworkWatch the video of idaw, a traditional dance, at https://www.youtube.com/watch?v=C7BtaarbcT8. Write your insights about the video and share them with the class. Then answer the questions posed in Access.1. What did you observe about the dance movements shown in the video?2. What is the main purpose of the idaw dance?3. How is the idaw dance related to other indigenous dances in the Philippines?Many believe that early Filipinos had no theatrical tradition before the Spanish colonization. Vicente Barrantes, the Spanish scholar who first wrote about theater in the Philippines, said that the Tagalogs derived their theater only from the West. According to Doreen Fernandez, Western theater at the time had script, was performed on a stage, and had actors who wore elaborate costumes. Surely, the songs, dances, and mimetic movements or gestures of the early Filipinos who chanted epics and participated in rituals did not fit these criteria. Thus, they were not considered as theater by Westerners. "Ŷ /ĨƵŐĂŽ ŐĂƚŚĞƌŝŶŐ ĨŽƌ ĂŶ ĂŐĞͲŽůĚ ƌŝƚƵĂů
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 153Theater has been defined as a mimesis of life, or the imitation of the speech or sound, gesture and movement, and appearance of people, animals, plants, things, or events. With imitators, ideas imitated, and space for the imitation, we can say that theater is not only a representation of life, but it is also an interpretation of it. Some scholars go as far as to argue that children’s plays and fiestas are forms of theater.Today, indigenous theater with Malay characteristics is still performed with vitality by different ethnolinguistic groups in many parts of the Philippines. Examples of these theater forms are animistic rituals, and mimetic dances and customs, among others. They are performed in occasions of different stages of life—birth, baptism, first menstruation, circumcision, courtship, wedding, sickness, and death. They may also be performed for the celebration of tribal activities such as hunting, fishing, rice planting and harvesting, and going to war.Animistic RitualsCentral to most animistic rituals is the babaylan, a medium who heals, wards off evil spirits, and brings harmony back to the community. This local priestess or priest is also called catalonan, mandadawak, or bayok. The medium recites special prayers and may even summon spirits to possess him or her in some rituals. While in the state of trance, the babaylan consumes animal offerings such as chicken, pig, or carabao or other sacrificial offerings such as betel nut, rice cake, or rice wine. The babaylan is a medium between heaven and Earth, whose major role is to reestablish connections. The Tagbanua of Palawan hold diwata rituals to ask their highest ranking deity Mangindusa and other gods, as well as the spirits of their ancestors, for a good harvest and for taking care of the well-being of the ones who called for the ritual. The babaylan’s assistant starts the ritual, performed after the rice harvest, by shaking the ugsang (palm leaves) with bells in both hands and by performing some dances to the beat of drums and gongs. A series of possessions follows./ŶĚŝŐĞŶŽƵƐ ƚŚĞĂƚĞƌ ĨŽƌŵƐ ƐƵĐŚ ĂƐ ĂŶŝŵĂůŝƐƟĐ ƌŝƚƵĂůƐ͕ ŵŝŵĞƟĐ ĚĂŶĐĞƐ͕ ĂŶĚ ĐƵƐƚŽŵƐ ĚĞƉŝĐƚ ƚŚĞ ůŝǀĞƐ ŽĨ ŝŶĚŝŐĞŶŽƵƐ &ŝůŝƉŝŶŽƐ͘ dŚĞLJ ĂƌĞ ƉĞƌĨŽƌŵĞĚ ŝŶ ŽĐĐĂƐŝŽŶƐ ĐŽƌƌĞƐƉŽŶĚŝŶŐ ƚŽ ĚŝīĞƌĞŶƚ ƐƚĂŐĞƐ ŽĨ ůŝĨĞ ĂŶĚ ŝŶ ĚŝīĞƌĞŶƚ ƚƌŝďĂů ĂĐƟǀŝƟĞƐ͘Big IdeadŚĞ Pagdidiwata ƌŝƚƵĂů ŽĨ WĂůĂǁĂŶ
ARTS154 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳNote that these rituals are still being performed today even by Christianized groups in many parts of the Philippines. For example, in Isabela, the Ibanag’s atang-atang ritual features a decorated bamboo raft on the ground with sacrificial offerings, such as uncooked rice, rice cakes, eggs, oil, cigarettes, and a chick, which represents the sick person’s soul. Two women dance around this raft, recite Christian prayers, and drink to heal the sick. Then they take the oil and rub it on the sick person’s face, hands, or legs.Mimetic DancesMimetic indigenous dances, considered proto-dramas, are basically imitations of the movements of plants and animals. They also imitate movements of humans doing particular things. Mimetic and ritual dances may be considered early dramatic forms in the Philippines. These are found among cultural groups that have not been significantly westernized, and also among lowland Christian groups. Most dances also depict communal activities that mark important events in one’s life: birth, baptism, courtship, marriage, war, and death.The war dance is important among most ethnic groups. In Cordillera, there is the idaw, which is danced by warriors before going to war. This ritual dance depicts the grace and movements of the idaw, a bird that they believe will lead them to victory. The Mansakas in Davao del Norte perform a war dance that imitates the movements of the bagani or model warriors who fight with bolos, shields, and spears. A war dance performed by the Maranaos and the Maguindanaos is called the sagayan. It depicts their epic hero, Bantugan, in the war he fought.Other dances imitate the ways native Filipinos hunt for animals or harvest food. The indigenous people of Cordillera perform dances that reenact the hunt for boars. The Aetas of Zambales have dances that depict fish hunting and also ones that show several techniques of harvesting wild honey. The Tausug perform dances that show how to pick oranges or how not to catch a mudfish. Dances, which are playful imitations of animal movements, include the Aeta’s monkey and fish dances, and the Tausug’s monkey and butterfly dances. Birds are the most commonly imitated animals in dances. The Manobo man-manaok, the Blaan and Higaonon banog-banog, and the Mandaya kinabua imitate the movements of the hawk. The Manobo bubudsil reproduces the hornbill’s ways of caring for its young, whereas the Sama and the Tausug have dances that imitate the movements of the sandpiper and the seagull. /ĚĂǁ ĚĂŶĐĞ ŝŶ !ŽƌĚŝůůĞƌĂ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 155ActivityCustomsIndigenous theater may also include certain customs related to courtship, marriage, and death. The most common among the courtship customs is the debate in verse, song, or dance participated by a male and a female. In the Maranao panonoroon, for example, participants recite metaphorical verses to one another. Here, the boy expresses his love to the girl, while the girl wards off his advances. Mimetic customs associated with weddings include the pamanhikan of the Tagalogs, wherein families of both parties speak in verse to come to an agreement regarding the bridal price or the dowry. The B'laan have their samsung, in which the groom and the bride are “forced” to sit beside each other and have their hair tied together. This happens after the dowry is paid. Also notable are the wedding customs of the Higaonon, Bontoc, Tausug, T’boli, Mangyan, Maranao, and Badjao. Mimetic jousts are also performed in weddings. Mimetic jousts are word games wherein the verbal fighting conducted in playful settings takes mimetic form. Participants, who act out situations in verse, may also sing or dance as part of the performance. Many ethnic groups have unique funeral customs. Mimetic customs associated with death are represented by the baraning usa of the Aeta of Camarines. In this ritual, participants “hunt down” a deer made of banana stalk (body) and twigs (legs), and they then place it in the grave as companionship or food for the dead in the afterlife.ExtensionsWatch the videos on the following links to learn more about the different festivals and theatrical forms in the Philippines:1. https://www.youtube.com/watch?v=8I3AfnrweiQ2. https://www.youtube.com/watch?v=sAvVGdzab2sForm a group and choose an indigenous theater form as your topic for discussion. Come up with a three-framed tableau of your chosen indigenous theater. In every frame, assign a member who will explain what the tableau is all about. Present your tableau in front of the class for five minutes. Write your personal insights about the tableau presented by each group. Then find a partner and compare your insights with him or her.
ARTS156 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeDecodeI. Research on the history of indigenous theater in the Philippines. Search online for its theatrical composition and its evolution. Write a three-paragraph essay of what you have gathered, and describe how the townspeople participated and contributed to these events. II. You belong to a group of dancers. Your group has been invited to perform in an event that features indigenous theater. Your group will perform the traditional dance of Tagbanua—Pagdidiwata. Other performers, townspeople, and guests will come to see the different performances in the event. So, make sure to perform a creative, reliable, and informative dance.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe dance performance was very relevant and relatable to the audience. The message was clear and detailed.The dance performance was relevant and relatable to the audience. The message was clear.The dance performance was relevant and relatable to the audience, but the message was not so clear.The dance performance was somewhat relevant and relatable to the audience, but the message was not clear.PresentationThe dance performance was excellently executed.The dance performance met the standard requirements. The dance performance was not well executed.The dance performance was poor and needed improvement.ClarityThe dance movements were very clear and graceful.The dance movements were somehow clear and graceful.The dance movements were clear but not graceful.The dance movements were not clear and needed improvement. 1. Compare indigenous theater with the concept of theater that you know of.2. As a student and as a future professional, what is the significance of learning the different forms of indigenous theater? Elaborate.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů #ƌƚ 157AccessNetworkInstall>ĞƐƐŽŶ2dŚĞ WŚŝůŝƉƉŝŶĞ !ŽůŽŶŝĂů ĂŶĚ DŽĚĞƌŶͲ#ĂLJ dŚĞĂƚƌŝĐĂů dƌĂĚŝƟŽŶƐDivide the class into four groups. The members of each group will discuss the assigned colonial theater form to them:• Group 1 – komedya • Group 2 – senakulo • Group 3 – sarswela • Group 4 – bodabil Your teacher will provide the link reference and activity sheet as a guide for your group discussion. After the group discussion, answer the questions posed in Access.1. What are the common elements in each topic?2. What do you think is the state of modern plays being performed today?3. How do you see the evolution of theater plays in the Philippines? Explain.Spanish Colonial TheaterThe Spanish colonizers brought with them a number of religious and secular plays. Religious plays, used to spread the teachings of the Catholic Church, highlighted Catholic liturgical feasts and were performed during Christmas, Lent, or Easter. Elaborate secular plays were often performed in celebration of town festivals. Some plays and mini-plays remain popular among Filipino Christians in the rural areas today.The komedya is a play in verse that uses the following conventions: marcha (for entrances and exits), batalla (choreographed fighting), and magia (magical effects). While it was first performed in the Philippines in the 1500s, the komedya was only institutionalized in the 1800s. The komedya de santo is a type of komedya that dramatizes miracles or certain episodes in the lives of patron saints or of Christ’s life. Examples of this are the Comedia de San Miguel (Iligan City), Haybing (Taal, Batangas), and the comedia de misterio (Paete, Laguna). dŚĞ ƐƉƌĞĂĚ ŽĨ ƌĞůŝŐŝŽƵƐ ƉůĂLJƐ ƚŚĂƚ ŚŝŐŚůŝŐŚƚ ƚŚĞ ƚĞĂĐŚŝŶŐƐ ŽĨ ƚŚĞ !ĂƚŚŽůŝĐ ĐŚƵƌĐŚ ĂŶĚ ƐĞĐƵůĂƌ ƉůĂLJƐ ŽŌĞŶ ƉĞƌĨŽƌŵĞĚ ŝŶ ĐĞůĞďƌĂƟŽŶƐ ŽĨ ƚŽǁŶ ĨĞƐƟǀĂůƐ ǁĞƌĞ ƵƐĞĚ ďLJ ĐŽůŽŶŝnjĞƌƐ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞŝƌ ĂŐĞŶĚĂ͘ dŚĞ ^ƉĂŶŝƐŚ ĂŶĚ #ŵĞƌŝĐĂŶ ĐŽůŽŶŝĂů ƚŚĞĂƚĞƌ ĨŽƌŵƐ ŚĂǀĞ ďĞĞŶ ŝŶĐůƵĚĞĚ ĂƐ ƉĂƌƚ ŽĨ ƚŚĞ ĐĞůĞďƌĂƚĞĚ ƚƌĂĚŝƟŽŶƐ ŝŶ ƚŚĞ ĐŽƵŶƚƌLJ͘Big Idea
ARTS158 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAnother type of komedya reenacts the epic battles between Moorish kingdoms in the Middle East and Christian kingdoms in medieval Europe. It also dramatizes love stories of noble Muslims or Christian characters. This type of komedya goes by the names moro-moro, kumidya, coloquio, linambay, minoros, araquio, and tibag. You have previously learned about moro-moro and the araquio. Perhaps the most remarkable and enduring religious play in the Philippines has been the senakulo (passion play). You have also learned about this in your music class. Staged as a community or commercial activity during Lent, the senakulo started as the reenactment of the Pasyong Genesis, a popular verse on the life of Jesus Christ. Stories derived from other pasyon and religious awit and korido were later added. The senakulo eventually evolved as a formal play complete with sets and costumes. It was staged by traveling troupes in theaters, on open-air stages, or in cockpits. The senakulo is called taltal (nailing) in Negros, tanggal (deposition) in Bicol, and pasion y muerte (passion and death) in other towns.The most numerous theater forms are the playlets. The playlets attest the importance of Spanish friars and local priests in teaching Catholicism. Many religious playlets in the Philippines merely embellish the Catholic liturgy or dramatize the feasts narrated in the liturgy. Others are performed to honor saints on their feast days. Some of the most important playlets are associated with the Christmas season. The Tagalog panunuluyan (seeking entry) and Bicol kagharong (going from house to house) dramatize the search by the Virgin Mary and Saint Joseph of an inn in Bethlehem on Christmas Eve. This is done through a street procession. The Lenten season, specifically the Holy Week, has many more playlets associated with it:• Osana – Blessing of the palms • Via crucis – Way of the cross• Paghuhugas – Washing of the feet • Huling hapunan – Last supper (some Tagalog and Bicol provinces)• Siete palabras – Seven last words• Soledad – Procession of the image of the grieving Mater Dolorosa (Bicol and Pangasinan)• Pagkabuhay – Reenactment of the resurrection of Christ • Salubong – Dramatization of the meeting of the Risen Christ and the Virgin Mary on Easter Sunday morning (also known as sugat, encuentro, sabet, Alleluya, and padafung)• Hudas – Burning of the effigy of the traitor Iscariot (Pampanga and Bulacan)• Moriones – Reenactment of the story of the Roman soldier, Longino (Marinduque)^ĞŶĂŬƵůŽ ;ƉĂƐƐŝŽŶ ƉůĂLJͿ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů #ƌƚ 159The Spanish zarzuela (sarsuela, sarswela) is a theatrical form performed with music. The sarsuela is also called dramalirico, dulang hinonihan, dulang inawitan, and operetta. It was first performed in the Philippines in 1879 only by Spanish actors. Filipinos soon joined the Spanish actors in their performance, whose materials were originally written in Spain. Later, the materials were written by Spanish authors in the Philippines. The language, subject matter, and substance were in Spanish. The form was eventually localized at the turn of the century, as the sarsuela began to tackle topics and concerns of Filipinos (marriage and family, elections and feasts, and vices and values) and was written in Philippine languages. The following are some zarzuelas performed in the vernacular:• Bulacan – Budhing Nagpahamak (1890), Anonymous• Waray – Ang Pagtabang ni San Miguel (1899) by Norberto Romualdez• Pampanga – Ing Managpe (1900) by Mariano Proceso Pabalan Byron• Pangasinan – Say Limang ag Naketket Pampinsiwan (1901) by Catalino Palisoc• Cebu – Maputi ug Maitum (1902) by Vicente Sotto• Iloilo – Ang Capitan (1903) and Ang mga Viciohan (1903) by Valente Cristobal• Ilocos – Codigo Municipal (1908) by Mena Pecson Crisologo• Bicol – Anti Cristo (1910) by Justino NuydaAmerican Colonial TheaterThe American era had a strong influence on the form and philosophy of theater in the Philippines in the 20th century. Such influence can be seen in the bodabil and other American theater forms. The Americans brought bodabil in the 1920s. It can be performed using either the English or the Philippine language. As you have learned, the bodabil was a performance of songs, dances, and comedic skits that reflect what was popular in the United States. The lives and culture of the Filipino people were not usually depicted in bodabil performances and other Western plays. Filipino performers only imitated the Americans. Elvis Presley, Fred Astaire, and other Hollywood stars were very popular among Filipino bodabil performers at the time. When performing in Western plays, Macbeth for example, Filipino stage actors imitated the accent of Laurence Olivier. Popular bodabil artists were Atang dela Rama, Katy de la Cruz, Chichay, Dely Atay-Atayan, Bayani Casimiro, Leopoldo Salcedo, and Rogelio de la Rosa.<ĂƚLJ ĚĞ ůĂ !ƌƵnjZŽŐĞůŝŽ ĚĞ ůĂ ZŽƐĂ#ƚĂŶŐ ĚĞůĂ ZĂŵĂ
ARTS160 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳFilipinos got a taste of American life and culture because of the bodabil. This theater form featured popular American songs, dances, and skits. Wealthy people went to the theater to connect with the characters in the plays of Tennessee Williams. These theatrical plays hastened the Americanization of the Filipinos. In this way, American colonization became acceptable to many Filipinos. While originating from the West, the bodabil and American plays also became important avenues for the development of modern Philippine theater. These theater forms brought modern theories and styles that inspired Filipino dramatists to deepen and widen the scope of Philippine theater. This eventually enabled playwrights, directors, actors, set designers, costume designers, stage managers, and others to experiment and advance the theater scene in the Philippines while popularizing it for the masses.There were also seditious plays, or plays suppressed by the American colonial government because they were considered anti-American. The Americans feared that such plays would incite discontent against them. Filipinos at that time saw theater as an effective means to show that the Americans did not really come as friends, but as new colonial masters. They staged such plays to express the ideas of independence and nationalism. These plays have persuaded the Filipino audience to act against the Americans. Renowned seditious plays include Juan Abad’s Tanikalang Ginto (1902) and Isang Punlo ng Kaaway (1904), Juan Matapang Cruz’s Hindi Aco Patay (1903), and Aurelio Tolentino’s Kahapon, Ngayon, at Bukas (1903).Because of their involvement in these seditious plays, many Filipino theater artists risked arrest and imprisonment during the American period. Hindi Aco Patay caused a riot when it was performed. “Seditious” props (Katipunan flags) were confiscated and Juan Matapang Cruz, the actors, and the theater managers were arrested months later. Aurelio Tolentino was also imprisoned for his Kahapon, Ngayon, at Bukas. Juan Abad was arrested when he staged Tanikalang Ginto and Isang Punlo ng Kaaway.Contemporary TraditionRealism dominates contemporary theater in the Philippines. There are two types of realist theater in the country. The first has psychological tendencies focused on the problems of the individual. The other has social tendencies wherein the problems of the individual are related to the wider context of society. In other words, the problems of the individual are caused by social forces that he or she must confront.The Three Rats by Wilfrido Ma. Guerrero, A Portrait of the Artist as Filipino by Nick Joaquin, and Hiblang Abo by Rene O. Villanueva are some of the contemporary Filipino plays that belong to the first type. Social realism, on the other hand, can be seen in the plays Pagsambang Bayan by Bonifacio Ilagan, In Dis Korner by Reuel Molina Aguila, and Mayo A-Beinte Uno at Iba pang Kabanata by Al Santos.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 161ZĞŶĞ K͘ sŝůůĂŶƵĞǀĂEŝĐŬ :ŽĂƋƵŝŶtŝůĨƌŝĚŽ DĂ͘ 'ƵĞƌƌĞƌŽAt present, many original Filipino plays are products of literary contests or workshops. Some of these contests and workshops are as follows: Carlos Palanca Memorial Awards for Literature, Virgin Labfest, and national creative writing workshops organized by academic institutions such as the University of the Philippines, De La Salle University, University of Santo Tomas, Ateneo de Manila University, Mindanao State University (MSU-IIT), and Silliman University, to name a few. Professional and semiprofessional theater organizations also create and stage original plays. Among these are the Philippine Educational Theater Association (PETA), Repertory Philippines, Sipat Lawin Ensemble, Atlantis Productions, Triumphant Peoples Evangelistic Theatre Society (Trumpets), and Tanghalang Pilipino. There are also organizations based in universities such as Dulaang UP, Teatro Tomasino, Sining Kambayoka, Integrated Performing Arts Guild, and Tanghalang Ateneo. Also important to the development of contemporary Philippine theater is the community theater. ExtensionsLearn more about the Spanish and American colonial and contemporary theatrical traditions by visiting the following websites:1. https://www.youtube.com/watch?v=eZYj4Ar9cOo 2. https://www.youtube.com/watch?v=bQJMjKqAKzoActivityForm a group with three members. Make one promotional poster of Spanish and American colonial and contemporary theatrical traditions. Choose only one among the examples discussed in the textbook. Use the following materials for the poster: a sheet of white cartolina, pencil, cutouts of pictures of the artist and the cast, and coloring materials. All posters will be displayed in one side of the room as part of an exhibit.
ARTS162 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeI. Answer each of the following questions in three to four sentences. 1. Why did the Spanish colonizers bring religious and secular plays in the Philippines?2. How did the American colonization influence the form and philosophy of Philippine theater?3. What elements dominate contemporary theater in the Philippines? II. You are a theater director. One of your tasks is to lead your team in conducting an audition for new actors and actresses for an upcoming staging of a sarswela, a musical play that focuses on love. You and your team will prepare the script, actions or choreography with accompanying sound and rhythm, and a sample video that will serve as reference for the aspiring artists. So, make sure to provide a clear script, reliable actions, and an informative video. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe video was very relevant and relatable to the people who auditioned. The script and actions were clear and detailed.The video was relevant and relatable to the people who auditioned. The script and actions were clear.The video was relevant and relatable to the audience. The script and actions were not so clear.The video was somewhat relevant and relatable to the audience. The script and actions were not clear.PresentationThe whole audition was excellently executed. The whole audition met the standard requirements. The whole audition was not well executed.The whole audition was poor and needed improvement.ClarityThe whole audition was very clear.The whole audition was clear.The whole audition was somehow clear.The whole audition was not clear.Decode1. Many modern theater plays rely too much on technology. Because of this, many people cannot afford to watch them because ticket prices have become expensive. What can you say about this?2. What must be done to make theater plays more accessible to the public?
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 163Install>ĞƐƐŽŶ3# !ĞůĞďƌĂƟŽŶ ŽĨ WŚŝůŝƉƉŝŶĞ &ĞƐƟǀĂůƐAccessNetworkWatch the video about the Obando Fertility Rites at https://www.youtube.com/watch?v=4XEqvanPoWQ. Share your observations on the ritual dance with the class. Then answer the questions posed in Access.1. What is the purpose of celebrating this festival?2. Why do people from different places come to join the celebration of this festival?3. What other Philippine festivals are similar to Obando Fertility Rites? Filipinos are people who are grateful and know how to have fun. These traits are apparent in the way we celebrate our fiestas or festivals. Some fiestas are religious, others are cultural, and some are a combination of both. Fiestas are celebrated to honor a local patron saint, to be grateful for a good harvest, to commemorate local culture and history, or even to promote the products of the community. They usually feature Holy Masses, food, religious or cultural rituals, parades, processions, theatrical plays, street dances, concerts, pageants, games and contests, exhibits, and trade fairs.Religious FestivalsPahiyas Quezon province celebrates the Pahiyas Festival to honor San Isidro Labrador, the patron saint of farmers. It is also the time to be grateful for an abundant harvest. The centerpiece of this festival is the street where houses are adorned with agricultural products and handicrafts. What WĂŚŝLJĂƐ &ĞƐƟǀĂůdŚĞ WŚŝůŝƉƉŝŶĞ ƚƌĂĚŝƟŽŶ ŽĨ ĐĞůĞďƌĂƟŶŐ ĮĞƐƚĂƐ Žƌ ĨĞƐƟǀĂůƐ ŝƐ ŽŶĞ ŽĨ ƚŚĞ ĂǀĞŶƵĞƐ ŽĨ &ŝůŝƉŝŶŽƐ ƚŽ ƐŚŽǁ ƚŚĞŝƌ ŚŽƐƉŝƚĂůŝƚLJ ĂŶĚ ƚŽ ŐŝǀĞ ƚŚĂŶŬƐ ĨŽƌ ƚŚĞ ƉĂƐƚ LJĞĂƌ͘ ZĞůŝŐŝŽƵƐ ĂŶĚ ŶŽŶƌĞůŝŐŝŽƵƐ ĨĞƐƟǀĂůƐ ĂƌĞ ĐĞůĞďƌĂƚĞĚ ĞǀĞƌLJ LJĞĂƌ ŝŶ ĚŝīĞƌĞŶƚ ƉĂƌƚƐ ŽĨ ƚŚĞ ĐŽƵŶƚƌLJ ƚŽ ĐŽŵŵĞŵŽƌĂƚĞ ůŽĐĂů ĐƵůƚƵƌĞ ĂŶĚ ŚŝƐƚŽƌLJ͘Big Idea
ARTS164 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳmakes the decorations unique is that the decorations are made of rice wafer or kiping. The kiping is glutinous rice, colored, leaf-shaped, and arranged like a chandelier. It can be fried or grilled. The festival also features a parade of well-adorned carabaos. The Pahiyas is observed every May 15 in Lucban, as well as in Tayabas, Sariaya, and other towns in Quezon.Obando Fertility Rites This festival features dance rituals for fertility and a bountiful harvest. Every May, men, women, and children dance on the streets of Obando, Bulacan, followed by the images of the patron saints San Pascual Baylon (May 17), Santa Clara (May 18), and Nuestra Señora de Salambao (May 19). While dancing, participants sing the Santa Clara Pinung-Pino song. The lyric is as follows:“Santa Clarang pinong-pino / Ang pangako ko ay ganito / Pagdating ko sa Obando / Sasayaw ako ng pandanggo.” The childless couple dance in the hope of having a child, while farmers and fishermen dance for a good harvest.MorionesAs you have previously learned, the Moriones is a festival held in Marinduque every Holy Week. Local men and women wear costumes and masks as their interpretation of the attire worn by biblical Roman soldiers. The term morion means “mask” or “visor,” which is part of the armor of the medieval Roman. This tradition has inspired other Philippine festivals wherein folk history or cultural practices are turned into colorful street festivals.Ati-Atihan The Ati-Atihan Festival of Kalibo, Aklan is held every January, concluding on the third Sunday of the year. The two-week long festival was originally a pagan animist festival that the Spaniards adapted in honor of the Santo Niño. The Ati-Atihan is one of the most jovial among Philippine fiestas. In the last three days of the festival, revelers dance while wearing bright and colorful costumes and painting their faces with black soot. KďĂŶĚŽ &ĞƌƟůŝƚLJ ZŝƚĞƐ
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 165SinulogYou have also previously learned about the flamboyant Sinulog Festival of Cebu. Sinulog happens every third Sunday of January to honor the Santo Niño, similar to the Ati-Atihan Festival. The sinulog is basically a dance ritual that commemorates the pagan past of the Filipinos and the time when they first embraced Christianity. The term sinulog refers to the Cebu River’s strong current movement that is imitated in the dance. The daylong street party and parade are filled with dance interpretations and colorful costumes, which attract visitors from other provinces and countries.Dinagyang Ilonggos are one of the most fun-loving people in the Philippines. This is most observable during the Dinagyang Festival held in Iloilo City every fourth Sunday of January. Thousands of people from all walks of life come together along the streets of Iloilo to take part in the revelry. The cultural parade, competitions, and fluvial procession along the Iloilo River are some of the highlights of the festival. The word dinagyang means “merry making.” It is basically a celebration in honor of the Santo Niño, as well as a commemoration of the arrival of Malay settlers in Panay. SantacruzanSantacruzan is a historical and religious pageant held in many cities, towns, and even barrios throughout the country. It is usually held in May. The novena procession commemorates the finding of the cross by Saint Helena, Constantine the Great’s mother. Girls and ladies who embody certain values are selected to take part in a flashy pageant parade. Representing historical-religious figures, participants wear sophisticated gowns during the procession. Some are aboard lavishly decorated and brightly lit floats, while others are escorted under the hand-carried bamboo arches decorated with native flowers.#ŝŶĂŐLJĂŶŐ &ĞƐƟǀĂů
ARTS166 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳNonreligious FestivalsPanagbenga Panagbenga has recently become one of the most anticipated festivals in the Philippines. This flower festival is held in Baguio City every February. The month-long festival was created to highlight the city’s fragrant and colorful flowers. Panagbenga is a Kankanaey word, which means “blooming season.” This festival also started as a way to lift the spirits of the locals following the destruction brought about by the Luzon earthquake in 1990. The grand float parade is one of the highlights of the festival. Well-crafted floats are decorated with different kinds of flowers grown by the locals. There are also marching bands and street dancers wearing colorful flower-inspired costumes.Masskara The Masskara (from the English word “mass” and the Spanish word “kara” or “face”) started in the early 1980s when Bacolod City, the country’s sugar capital, was hit hard with the plunge of sugar prices in the world market. To boost the morale of the locals, the city government and local artists began holding the Masskara Festival. Celebrated every third weekend nearest to October 19, this festival dramatizes the resilience of the Negrenses, and it reflects the characteristics they are known for—smiling and putting on a happy and hopeful face in times of challenges. These qualities are shown in the colorful and fabulous masks used by performers in the street-dancing competition.KaamulanThe word kaamulan is derived from the Binukid word amul, which means “to gather.” Kaamulan can mean a peace pact, a thanksgiving festival, a wedding ceremony, a ceremony for datuship, or combination of these events. Held in Malaybalay City from the second half of February to 10 March, the Kaamulan Festival highlights the culture and tradition of the seven ethnic groups in the region: Bukidnon, Higaonon, Talaandig, Manobo, Matigsalug, Tigwahanon, and Umayamnon. These groups gather to perform ethnic rituals such as the following: the panumanod for spiriting, the pamalas for sin atonement, the tagulambong hu datu for instating a chieftain, the panlisig for driving away evil spirits, and the pangampo for general worship. The festival also highlights the products the province is known for. In general, the thanksgiving festival functions to unify the people of Bukidnon. It also symbolizes their quest for identity.DĂƐƐŬĂƌĂ &ĞƐƟǀĂů
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 167ExtensionsKadayawan As previously learned, Kadayawan is a thanksgiving harvest festival in Davao City. It is celebrated every third weekend of August. Kadayawan celebrates the abundant harvest of fruits, vegetables, flowers, and other agricultural products. Kadayawan is also the time when Davaoeños express their gratitude for their peaceful life and wealth of their culture. There are three aspects of Kadayawan: tribal, arts and entertainment, and industrial. The name of the festival derives from the Mandaya word madayaw, referring to something that is precious. The indigenous people living at the foot of Mount Apo who would gather during a bountiful harvest serve as inspiration for the festival. Highlights of this thanksgiving festival include the parade of floats showcasing fresh flowers and fruits and the street dancing (indak-indak sa kadalanan) of performers in vibrant costumes.1. Learn more about religious and nonreligious festivals in the Philippines by watching the videos on the following links:• https://www.youtube.com/watch?v=VJAzeMf-rzU• https://www.youtube.com/watch?v=tgdeW7QTfD4• https://www.youtube.com/watch?v=hQ-tjgGf9uI2. Go to the Diwa Learning Town website at http://bit.ly/diwa-PMAP2ED7, and read the following articles from Buhawi 7:• “The Colors of Pahiyas” by Niña Torres• “The Morion’s Mask” by Anne BariaActivityForm groups with five members each. Prepare a short skit or musical number that promotes religious and nonreligious festivals in the Philippines. You can include a song, dance, jingle, and drama to your skit or musical number. One representative of the group will explain further the group’s concept after the presentation.
ARTS168 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeDecodeI. Complete the table by supplying the needed information.FestivalPlace of Origin (Town or Province)Month Celebrated 1. Pahiyas 2. Obando Fertility Rites 3. Moriones 4. Ati-Atihan 5. Sinulog 6. Dinagyang 7. Santacruzan 8. Panagbenga 9. Masskara10. Kaamulan11. KadayawanII. Choose one religious or nonreligious festival in the Philippines that you like the most. Describe this festival and explain the reason that you like it. Write your answer in three to four sentences.1. Have you already experienced attending a provincial fiesta? What can you say about it?2. What religious or nonreligious festival in the Philippines interest you the most? Why?
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 169Chapter estI. Answer the following:A. Choose the letter of the correct answer. ____ 1. It has been defined as a mimesis of life.a. Theaterb. Ritualc. Danced. Festival____ 2. This local priestess or priest heals, wards off evil spirits, and brings harmony back to the communitya. Ugsangb. Babaylanc. Diwatad. Atang-atang____ 3. The Tagbanua of Palawan hold _______________ rituals to ask their highest-ranking deity for a good harvest.a. bayokb. ugsangc. catalonand. diwata____ 4. The babaylan’s assistant starts the diwata ritual by shaking the _______________ with bells in both hands.a. agsang b. bayok c. mandadawakd. ugsang____ 5. The Ibanag’s _______________ ritual features a decorated bamboo raft on the ground with sacrificial offerings.a. bayokb. atang-atangc. agsangd. babaylan____ 6. The _______________ indigenous dances are basically imitations of the movements of plants and animals.a. animisticb. dramac. mimeticd. ritual____ 7. The _______________ dance is important among most ethnic groups.a. warb. peacec. deathd. courtship
ARTS170 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ____ 8. This is a ritual dance performed by warriors before going to war. It depicts the grace and movements of the bird that they believe will lead them to victory.a. Bubudsilb. Baganic. Sagayand. Idaw____ 9. The Mansakas in Davao del Norte perform a war dance that imitates the movements of the _______________.a. banogb. bajagc. baganid. idaw____ 10. It is a war dance performed by Maranaos and the Maguindanaos.a. Sagayamb. Sahayac. Baganid. Bubudsil____ 11. It is the most commonly imitated animal in mimetic dances.a. Fishb. Birdc. Monkeyd. Dog____ 12. The _______________ of Zambales have dances that depict fish hunting and that show several techniques of harvesting wild honey.a. Tagbanuasb. Maranaosc. Maguindanaosd. Aetas____ 13. Mimetic customs associated with weddings include the _______________ of the Tagalogs.a. samsungb. man-manaokc. pamamanhikand. banog-banog____ 14. These are word games wherein the verbal fighting conducted in playful settings takes mimetic form.a. Samsungb. Mimetic joustsc. Rituald. Bubudsil____ 15. Mimetic customs associated with death are represented by the _______________ of the Aeta of Camarines.a. kinabuab. badjaoc. baraning usad. samsung
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 171B. Match each description in column A to the word or phrase it is pertaining to in column B. A B_____ 16. For entrances and exits in komedyaa. batalla_____ 17. The choreographed fighting in komedyab. marcha_____ 18. The magical effects in komedyac. senakulo_____ 19. A type of komedya that dramatizes miraclesd. komedya de santo_____ 20. A passion playe. magiaC. Identify the playlet being described in each item. _________ 21. Procession of the image of the grieving Mater Dolorosa _________ 22. Way of the cross_________ 23. Burning of the effigy of the traitor Iscariot _________ 24. Last supper_________ 25. Seven last words_________ 26. Blessing of the palms_________ 27. Resurrection of Christ_________ 28. Meeting of the risen Christ and the Virgin Mary on Easter Sunday morning_________ 29. Washing of the feet_________ 30. Story of the Roman soldier LonginoD. How did contemporary theatrical traditions in the Philippines developed? Write your answer in three to five sentences.II. You are a variety show director. You are tasked by the school president to direct performances of the students for the upcoming foundation day of the school. Organize and direct shows with the following themes:• Day 1: Indigenous Theater in the Philippines• Day 2: Spanish and American Colonial and Contemporary Theatrical Traditions• Day 3: Religious and Nonreligious Festivals in the Philippines Each show will be watched by the school officials, students, and visitors. So, make sure to come up with creative, clear, and relevant shows.
ARTS172 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointRelevanceThe shows were very relevant and relatable to the audience. They were clear and detailed.The shows were relevant and relatable to the audience. They were clear.The shows were relevant and relatable to the audience, but the message was not so clearThe show was somewhat relevant and not so relatable to the audience. The message was not clear.PresentationThe shows were excellently executed. The shows met the standard requirements. The shows were presented well.The shows were poor and needed improvement.ClarityThe concept of the shows was very clear.The concept of the shows was clear.The concept of the shows was somehow clear.The concept of the shows was poor and needed improvement.
ARTSWŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů "ƌƚ 173Let Us nnovate!The Heart of a True FilipinoProblem: Filipinos prefer imported products to local productsDescription: The mindset of Filipinos is that the quality of imported products is better than that of locally made products.Design ThinkingActivityEmpathizeFind out the reason that most Filipinos have high regard for foreign products than local products. Discuss the following questions with your group mates:1. Why do many Filipinos do not patronize local crafts?2. What are the factors considered by buyers in choosing a product?DefineGather all the answers and information from Empathize to come up with a specific problem. Conduct an interview by group to the following respondents: • Group 1 – Store owners in a public market• Group 2 – Furniture store managers in a mall• Group 3 – Buyers in a public market • Group 4 – Buyers in the furniture store in mallYou may use the questions in Empathize as guide questions for the interview.IdeateThere should be no limits in finding solutions to the problem you came up with. Be creative and think of all the possibilities. Decide on the best solution afterward. Draw or describe the best possible solution. Then provide the following:a. Drawing (with description)b. Materialsc. Procedured. Design
ARTS174 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDesign ThinkingActivityPrototypeCreate or perform the best possible solution(s) to the identified problem. The prototype should be created or performed with the features that will serve the purpose of solving the problem. See how effective proposed solutions are. Then provide the following: a. Name of the prototypeb. Steps in making the prototypec. Photo or video of the prototyped. Improvements or changes needed for the prototype after your dry runUse this question as a guide in doing this section: Why people need to support locally made products or crafts?TestTest the effectiveness of the prototype. Write your observations while testing the prototype.Was the prototype successful?1. If yes, write pieces of evidence that will prove the success of the prototype.2. If no, write inadequacies that made the prototype unsuccessful. Then repeat the stages until you come up with the most feasible solution to the problem.CriterionVery Good (5)Good (3)Fair (1)ScoreEmpathizeThe gathered information was very relevant to the problem.The gathered information was somehow relevant to the problem.The gathered information was irrelevant to the problem.Define The problem was well-defined.The problem was somehow defined.The problem was not defined.IdeateThe solution was very clear.The solution was somehow clear.The solution was not clear.PrototypeThe prototype was presented creatively.The prototype was somehow creatively presented.The prototype needed improvement.TestThe test provided a perfect solution.The test was realistic.The test needed improvementTotal(Continuation)
Personal Fitness and Exercise TrainingUnitIIIMy Unit ExpectationsIn this unit, I will be able toIn this unit, you will be able to answer the ĨŽůůŽǁŝŶŐ ƋƵĞƐƟŽŶƐ͗ϭ͘ tŚĂƚ ĂƌĞ ƚŚĞ ďĞŶĞĮƚƐ ŽĨ ĞŶŐĂŐŝŶŐ ŝŶ ƉŚLJƐŝĐĂů ĂĐƟǀŝƟĞƐ͍2. How do skills in sports and in dancing ĞŶŚĂŶĐĞ ŽŶĞ͛Ɛ ƉĞƌƐŽŶĂů ĮƚŶĞƐƐ ůĞǀĞů͍3. How are sport- and dance-related injuries ŵĂŶĂŐĞĚ ĂŶĚ ƉƌĞǀĞŶƚĞĚ͍
P.E.176 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessPhysical Fitness through Individual SportsChapter9InstallLesson1zŽƵƌ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ DĂƩĞƌƐNetworkWatch the video titled “Health Fitness and Well being, Physical benefits of Physical Activity” on https://www.youtube.com/watch?v=CKlSFlnmDcY. Then answer the questions posed in Access.1. Describe a physically fit and healthy individual.2. What do you need to do to keep yourself healthy?3. What do you get when you are physically fit?Do you know the saying, “Health is wealth”? Being healthy has many benefits. Aside from feeling and looking good, you can do many productive things if you are healthy.How do you know that you are healthy? If you consider yourself healthy, can you also say that you are physically fit?Physical fitness means being concerned or preoccupied with your body and its needs. Fitness is the state or condition of being fit. Therefore, physical fitness means the ability of the body to move or do physical activity without getting tired easily for a reasonable period of time. Being fit and healthy is not only for athletes, but also for non-athletes, because every person has his or her own physical body to take care of. Here are fitness components that you need to learn so that you can be physically fit.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ #džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 177Different Fitness Components 1. Health-related components pertain to your physical characteristics and the extent that your body can perform.a. Body composition – the total body mass where the proportion of fat mass and the lean mass (bones, ligaments, organs, muscles) of the body are separately determined. Calculating the height and weight is one way to determine the amount of fats in the body.b. Cardiovascular endurance (CVE) also known as cardio-respiratory endurance or aerobic fitness – the ability of the lungs and heart to transport efficiently the oxygenated blood needed by the muscles over a sustained physical activity. It is characterized by not experiencing any difficulty in breathing over a long period of physical activity. c. Flexibility – the range of motion (ROM) of your joints and muscles, or their ability to be freely movedd. Strength – the maximal force that muscles can producee. Muscular endurance – the ability of your muscle to be used repeatedly without getting tired easily2. Skill-related components refer to your personal ability to do a task well after having practiced it. Skill-related fitness components are mostly found in sports activities.a. Agility – quickness of your body to change positionb. Balance – ability to stay in control of the body while being still or movingc. Coordination – ability to move two or more body parts together. The most common example of body coordination is eye-hand coordination. For example, you should look at your target while your hands are holding the ball. Hitting your target means you have good eye-hand coordination. d. Muscular power – use of strength in a short period of timee. Reaction time – amount of time it takes to move upon the presence of the stimulusf. Speed – ability to perform movement in a short period of timeDifferent Physical Fitness Assessments for Health-related Body Functions1. BMI (Body Mass Index) – This is used to determine the body’s mass composition. If your weight is appropriate to your height according to the BMI, then you are fit. Equipment: Weighing scale, tape measure or meterstick, and calculator Procedure: a. Measure one’s weight and height. b. Calculate the BMI. Use the formula below. c. Classify the result. " ƉŚLJƐŝĐĂůůLJ Įƚ ŝŶĚŝǀŝĚƵĂů ŝƐ ĂůǁĂLJƐ on the go. He or she has the energy ƚŽ ĚŽ ŵĂŶLJ ĂĐƟǀŝƟĞƐ ƐƵĐŚ ĂƐ ƉůĂLJŝŶŐ ƐƉŽƌƚƐ Žƌ ĞdžƚĞŶĚŝŶŐ ŚĞůƉ ƚŽ ŽƚŚĞƌƐ ŝŶ the community.Big Idea
P.E.178 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳNote: The weight must be in kilograms (kg), and the height should be in meters (m).Table 9.1 Classifications of BMIClassificationBMI (kg/m2)Underweightless than 18.5Normal weight18.5–24.9Overweight25–29.9Obesity Class 130–34.9Obesity Class 235–39.9Extreme Obesity Class 3greater than 40Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ŶĐďŝ͘Ŷůŵ͘ŶŝŚ͘ŐŽǀͬŬƐͬE!<ϮϳϴϵϵϭͬƚĂďůĞͬĚŝĞƚͲƚƌĞĂƚŵĞŶƚͲŽďĞƐ͘ƚĂďůĞϰĐůĂƐͬFormula: BMI = Weight in kgHeight in m2Example: BMI = 70 kg(1.85 m)2 BMI = 70 kg(3.4225 m)2 BMI = 20.45 (normal)2. 3-minute Step Test – This is used to measure your cardiovascular endurance. Equipment: Step (height: 20 cm for elementary students and 30 cm for high school students), drum or clapper or any similar device, and stopwatch Procedure: For the performer a. Check your normal pulse rate or resting heart rate (RHR). This is your point of reference of how much you have increased your heart rate after the test. Place your middle and index fingers below your left or right ear, and slide a little downward to your carotid. Feel and count the upbeats of your pulse. The carotid is the artery that carries blood from your heart to your neck up to your head. b. Position at least one foot away from the step or bench. When your partner says “Go,” step up and down the step or bench for 3 minutes at a rate of 24 steps per minute. One step should consist of 4 beats—step up the left foot (count 1), step up the right foot (count 2), step down the left foot (count 3), and step down the right foot (count 4). Follow the correct pacing. This is not a race.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ #džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 179c. Immediately after the exercise, place your middle and index fingers on your left or right carotid to check your pulse rate and wait for the signal to start the counting. d. Count the pulse beat for 10 seconds. Multiply the result by 6. For the partnera. When the performer is already in proper position in front of the step, say “Ready” and then “Go.” Then immediately start the stopwatch for the 3-minute step test. b. After the test, allow the performer to locate his or her pulse in 5 seconds. c. Give the signal to count the pulse beat. d. Let the performer count his or her pulse beat for 10 seconds and multiply the result by 6.Scoring: Record the 60-second heart rate after the activity. Note: Use the Maximum Heart Rate and Target Heart Rate Chart to assess your feeling about the test and level of its difficulty and to set your goals for your cardiovascular endurance. See table 9.2.Source͗ "ĞƉĂƌƚŵĞŶƚ ŽĨ #ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂůTable 9.2 Maximum Heart Rate and Training Heart Rate Reference ChartTarget Heart Rate Formula (Basic): THR = MHR * %IntensityAgeMaximum Heart RateMHR= 220 – Age (100%)Training Intensity(Level of Difficulty)Very LightWarm Up Zone50% to 60%LightFat Burn Zone60% to 70%ModerateAerobic Zone70% to 80%HardAnaerobic Zone80% to 90%MaximumVO2 Max Zone90% to 100%12208104.0–124.8124.8–145.6145.6–166.4166.4–187.2187.2–20813207103.5–124.2124.2–144.9144.9–165.6165.6–186.3186.3–20714206103–123.6123.6–144.2144.2–164.8164.8–185.4185.4–20615205102.5–123123–143.5143.5–164164–184.5184.5–20516204102–122.4122.4–142.8142.8–163.2163.2–183.6183.6–204
P.E.180 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳRating of Perceived Exertion1–3Easy breathing and can talk 4–5Feels that he or she can prolong the exercise comfortably6–7Feels shortness of breath, can speak a little, and becoming uncomfortable8–9Difficulty to continue, hard breathing, and hard to speak 10Almost out of breath and cannot talkFitness GoalsMaintenance of healthy heartBurn fats and caloriesIncrease endurance and staminaFitness conditioning, athletic training, and muscle buildingAthletic training and enduranceThe desirable target heart rate is within 50 to 85 percent of the maximum heart rate. Beyond this, the heart may be harmed and there can be bone injuries. The advice of a medical doctor is necessary before engaging in very strenuous activities.Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ĐĂůĐƵůĂƚŽƌƐŽƵƉ͘ĐŽŵͬĐĂůĐƵůĂƚŽƌƐͬŚĞĂůƚŚͬƚĂƌŐĞƚͲŚĞĂƌƚͲƌĂƚĞͲnjŽŶĞͲĐĂůĐƵůĂƚŽƌ͘ƉŚƉ͖ ŚƩƉƐ͗ͬͬǁǁǁ͘ŵĚͲŚĞĂůƚŚ͘ĐŽŵͬWƵůƐĞͲZĂƚĞͲ!ŚĂƌƚ͘Śƚŵů3. Zipper Test – This is used to measure the range of motion (ROM) of your shoulder girdle, which involves your scapular abductors and lateral rotators. Equipment: Ruler Procedure:For the performera. Stand erect. b. Raise your right arm, bend your elbow, and reach down across your back as far as possible to test the right shoulder. Extend your left arm down behind your back, bend your elbow up across your back, and try to reach or cross your fingers over those of your right hand (palm to palm position) as if pulling a zipper or scratching between your shoulder blades. c. To test the left shoulder, repeat steps a and b with your left hand over your left shoulder. For the partner a. Observe if the fingers of the performer touched or overlapped each other. If not, measure the gap between the middle fingers of both hands. b. Record the distance in centimeter. Scoring: Record the gap or overlap to the nearest 0.1 cm.MeasurementScoreFingers did not touch 0Just touched the tip of the fingers1Fingers overlapped by 1–2 cm2(Continuation)
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ #džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 181MeasurementScoreFingers overlapped by 3–4 cm3Fingers overlapped by 5–7 cm4Fingers overlapped by 8 cm or more5 Source͗ "ĞƉĂƌƚŵĞŶƚ ŽĨ #ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂů͖ "ĞƉ#Ě 'ƌĂĚĞ ϴ W# DŽĚƵůĞ͕ Ɖ͘ ϭϳ4. Basic Plank – This is used to measure strength and stability of the core muscles. Equipment: Exercise mat or any clean mat and stopwatch Procedure: For the performer a. Assume a push-up position. Rest body on forearms with palms and fingers flat on the floor. Elbows should be aligned with the shoulders. b. Legs are straight, with the ankles, knees, and thighs touching together. c. Support weight on forearms and toes. Make sure that your back is flat. Head, neck, and spine should be in a straight line. d. Keep abdominals engaged or contracted. Do not let stomach drop or allow hips to rise. For the partnera. Ensure the availability of mat or smooth flooring or anything that can protect the forearms of the performer. b. Give the signal “Start/Go,” and then immediately start the stopwatch. c. Make sure that the back of the head, neck, spine, and ankles of the performer are in a straight line. d. Stop the time when the performer can no longer hold the required position or when the performer has held the position for at least 90 seconds. Holding the plank position beyond 90 seconds is unnecessary. Scoring: Record the time to the nearest second.ActivityDo the health-related fitness assessments with your partner. Follow the procedure to know the exact level of your fitness. The right result will help you recognize your fitness needs to find ways to increase your fitness level or to maintain it. Write your scores in your personal fitness card (PERFIC).(Continuation)
P.E.182 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsBe motivated in achieving your fitness goals. Find ways to overcome the barriers to physical activities by watching the video “Barriers to Physical Activity” at https://www.youtube.com/watch?v=jKrSV5cX9rI.UpgradeA. Set your goals and list ways on how to achieve them. Identify the appropriate physical exercise that suits your fitness need. Watch online videos or read credible articles that discuss your fitness need. You may visit the following links: • How to Create Custom Workout Optimal for Your Fitness Goals at https://www.youtube.com/watch?v=_Q0qo-3FNtEMy Personal Fitness CardName:Date:Sex:Age:Height (m)Weight (kg)RHR:________ bpmMHR:________ bpmPhysical FitnessScoreRemarksBarrier(your unacceptable habits/practice)Needs and Goals1. Body Composition (BMI)2. Cardiovascular endurance (3MST)a. Pulse Rateb. RPEc. Intensity________ bpm3. Flexibility (Zipper Test) Right Arm Up Left Arm Up________ cm4. Strength (Basic Plank)________ s
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 183• Helping Men Fight Belly Fat at https://www.youtube.com/watch?v=Hg_2edlILdM• 4-Minute NO-Equipment Belly Fat Destroyer Circuit at https://www.youtube.com/watch?v=W_AHHQj7eaM Do not forget to consult your doctor or a health provider before doing any physical exercise. Complete the table here to accomplish this task. You will be evaluated based on your identified fitness goal, selection of exercises, and time frame.Your GoalWays to Achieve ItAppropriate ExerciseTime FrameCriterionExcellent5 pointsGood3 pointsPoor1 pointFitness goalThe fitness goal was drawn from the results of the fitness tests of the student. The fitness goal covered only the weakest fitness component of the student.The fitness goal was not based on the fitness needs of the student.Selection of exercisesAll presented exercises were relevant to the fitness goal of the student.Some of the presented exercises were not relevant to the fitness goal of the student.All of the exercises were not relevant to the fitness goal of the student.Time allotmentThe time frame set was realistic and possible. The effects of the exercises were evident. The time frame set was possible, but the effects of the exercises could not be determined well.The time frame set was not possible and realistic.B. You are an aerobic fitness instructor. One of your clients who went abroad for work wants to continue and follow your fitness program through social media platforms. She has requested you to video your personal fitness program along with her former colleagues. In response to her request, you ask her to have an achievement and improvement report on every video that you will forward to her. In the report, you want her to include her own perceived rate of exertion and measurements of waist, weight, and cardiovascular endurance. You need to record a video of a 45-minute aerobic workout to improve cardiovascular endurance, flexibility, and muscular strength and share it on social media (e.g., Facebook, YouTube). The
P.E.184 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳvideo should show exercises that are relevant to the fitness goal of the client with instructional guides for proper and safe execution of movements. The video must start with warm-up exercises and end with cool down phases. You will be evaluated based on the quality of the video, content of the fitness program, and your ability and competence.CriterionExcellent5 pointsGood3 pointsPoor1 pointVideographyThe video was very well recorded. Its audio was very clear. It captured all the movements of the participants. It had clear and scientific instructional guide. The video contained an accurate fitness program matrix to be followed.The video was well recorded with good audio. It captured all the movements of the participants. The instructional guide was also visible.The video was not recorded well. The audio was not good.Content of the fitness programThe fitness program was complete with warm-up exercises, main workout, and cool down exercises. The exercises were relevant to the needs of the participants. Review and suggested exercise options to address different needs were also included. The fitness program was complete with warm-up exercises, main workout, and cool-down exercises. The exercises were relevant to the needs of the participants.The fitness program only covered the main workout.Instructional ability and competenceThe fitness instructor provided a complete scientific guide about the fitness progress of each participant. Instructions were clear and flexible to different needs and abilities of the participants. He or she showed full confidence, competence in his or her job, and the heart to promote wellness to everyone.The fitness instructor was competent at facilitating and leading the group to engage in the workout. His or her instructions were clear and significant to the fitness program.The fitness instructor showed competence in guiding the participants in the workout program.Decode1. What is a fitness program? Define it in your own words.2. Name a fitness program that you think suits your fitness needs. Will you follow all exercises presented in it? Why or why not?3. Why do you think that muscular physique among young male celebrities is important? Do you think this importance is misplaced? Explain.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 185AccessNetworkInstallLesson2Plan on Why and How You Do What You DoDiscover how muscles work in the body to appreciate the importance of physical mobility through exercises. Watch the video titled “How your muscular system works – Emma Bryce” at https://www.youtube.com/watch?v=VVL-8zr2hk4. Then watch another video titled “Setting a Daily Physical Activity Goal” at https://www.youtube.com/watch?v=xBCgB8EvzYo to give you a glimpse on how to work on your muscles efficiently. After watching the videos, answer the questions posed in Access.1. What did you discover about the muscles in your body?2. How can these muscles become stronger?3. What could be the barrier to keep the muscles from working?Exercise is important to your health. There are many types of exercises that you can do to improve your wellness. You just have to be guided on how to set them correctly to be able to do them efficiently and to gain their benefits. Give yourself the best results by following the training guidelines.Training Guidelines or Principles The mnemonics for you to memorize is P-R-O-V-R-B-S. This is not a sequence of principles; it is an interrelated and interconnected guide to exercise and training.1. Progression – It is a gradual or little-by-little increase of the load applied on the cardiovascular or muscles that you are working out. 2. Recovery – It is a rest period between the hard loads or a variation of hard-light-hard loads to give time for the muscles to grow, adjust, and adapt to what you applied. Muscles respond to what you apply due to the motor neurons. During the movement, the proteins in the muscles are broken down. At rest, the protein works to repair and grow the muscles. About 15% of your daily calorie intake should be protein.
P.E.186 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳ3. Overload – It is the moment when your muscles start to adapt to the training—they stop to get stronger anymore. That is why it is necessary to add load to work the muscles from the usual by increasing length of time or number of repetitions of the exercise or resistance. 4. Variety – It is about using different types of exercises that benefits the same muscle groups or fitness components you are working out. This will help you not get bored and stay motivated.5. Regularity – This pertains to your consistency in following your scheduled routine or fitness program. You do not skip the program. In any case, you have an alternative set to replace the set routine to keep up with your fitness goal.6. Balance – It is the ability to exercise equally your body parts with significant benefits to your cardiovascular endurance, flexibility, and muscular strength.7. Specificity – It is about focusing on the component of fitness (e.g., flexibility) that you want to improve. You have to work out particular muscles (e.g., lower back muscles and hamstring). This is your fitness goal.These principles of exercise are revealed when you design your own fitness program properly using the FITT formula. FITT is a mnemonic: frequency (how often you do the exercise or the schedule), intensity (how hard or difficult the exercise is), type (the kind or name of exercise you do), and time (how long you exercise or duration). These four elements have to be in your fitness program. Doing so will reveal how you are guided by the principles of exercise to reach your fitness goals. See the sample here. TypeIntensityTimeFrequencyIn-out arm exercise (Arms are fully extended.)Slow (2 counts for extension, and 2 counts for flexion) Fast (1 count for extension, and 1 count for flexion)10 repetitionsDailyIn-out arm exercise(Arms are not fully extended.)With weights using 350 mL bottles10 repetitions3 times a week (M-W-F)Bicep curl (1)With free hand12 repetitionsDailyBicep curl (2)Open hand to squeeze in12 repetitionsDailyBicep curl (3)With 3 pounds dumbbell8–12 repetitionsT-Th-S'ŽĂů͗ ^ƚƌĞŶŐƚŚĞŶ ŵLJ Ăƌŵ ŵƵƐĐůĞƐ!ŚĂŶŐĞ ŽĨ angle of ĞdžĞƌĐŝƐĞ ŝƐ working out other group of musclesZĞŐƵůĂƌŝƚLJKǀĞƌůŽĂĚProgression^ƉĞĐŝĮĐŝƚLJTo commit yourself in improving your fitness level, here are some tips on how to overcome barriers that may come your way.Overcoming Your Barriers Change your mindset to overcome the barriers to exercise. Table 9.3 shows common reasons people have for not doing any physical activity and the ways that they can overcome them.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 187Table 9.3 Common Barriers to Exercise and Ways to Overcome ThemBarrier to ExercisePractical Ways to Overcome ItLack of timeEvery time is your time. Make every hour a fun time to work on your muscles. Simply squeeze or straighten your muscles while sitting, standing, or lying. Do this while waiting for someone. Volunteer to lead an icebreaker in class through dancing.Lack of energyEnergy is stored in the body through the nutrients from the food that you eat. You use energy when your muscles are working. It is sustained by the glucose and fats during longer activities where your lungs and heart work together to efficiently deliver the oxygenated blood to your muscles. So, you need to keep moving. Doing so will tone your muscles and improve your aerobic capability through walking or stair climbing at home, in school, or on the road. After being busy the whole day, rest, sip water, and watch and follow a short dance routine in your mobile phone with your headset on. Lack of motivationHave a fitness buddy. Share the essence and benefits you can get in exercising with your family. Try to catch the morning exercise shows on TV. Be with someone who is a fitness or sports enthusiast who enjoys doing physical activities. Do a variety of exercises that suit your fitness goals.Lack of skillsSome skills can be acquired and learned if you decide to have them. Keep in mind that having a new one is fun, and it can boost your confidence.Lack of facilities and equipmentResourcefulness is the key. You just have to improvise. Household chores are fun. You can do fetching of water. A pail half-filled with water is a good free weight. Scrubbing and sweeping the floor are good variations. You may use soda bottles or one to two kilos of rice as free weights to do bicep curls. There are many ways at home to exercise. Just always remember to use low or no cost improvised materials that are safe. You can also ask the help of your brother or sister to spot or assist you as you work with the weights.Fallacies and Misconceptions about Physical ActivityTo motivate you to succeed in your fitness goals, here are the truths you should know about physical activities. Discard the myths, and accept the truths. Myth: Someone who is thin is fit. Truth: Having a slim body does not mean that he or she can perform daily activities well. Only regular physical activity and eating a balanced meal make your heart, lungs, muscles, bones, and joints healthy.
P.E.188 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳMyth: People don’t meet their fitness goals because they are not good at it. Truth: Realistic or attainable goals can help you succeed. Choosing the appropriate exercise for your fitness needs must be your primary step. Achieve each smaller goal one at a time to reach your expected result. Myth: Jogging is a better activity than walking. Truth: Any activity that you enjoy doing is good. It will make you have a stronger heart and lungs, and reduce your risk of having heart disease. Keeping yourself active for at least 30 minutes a day for five times a week is a recommendation by experts to stay healthy. Myth: There is only one way to be physically active. Truth: Variations in your physical activities would not only eliminate boredom but give you more benefits. Lifting weights is good for stronger bones and muscles. Doing yoga and stretching are safe for healthy joints and muscles. Aerobic activities such as swimming, walking, running, and biking are good for the heart and lungs. You may incorporate all of these in your fitness program. Myth: Weight lifting makes you less flexible. Truth: People whose muscles are built up due to resistance training do not lose their flexibility. Exercises that involve a full range of motion are done before and after their workout. Myth: No pain, no gain.Truth: Minor aches in exercising are normal and can be managed. However, overdoing physical activities by not following the principles of training can lead to severe injury or harm to the heart. So, always begin and progress little by little to prevent injury and obtain more health benefits. This is why warm-up and cool down exercises are required in every fitness program. Myth: Lifting weights makes you gain weight and have a bulky body. Truth: Muscles are toned when you lift weights. This means that you become stronger. No additional muscles are piled up in your body. These are the same muscles that you grow in size, which at the same time make your bone stronger. The accumulated fats due to inactivity make you bigger.Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ŚĞĂůƚŚůŝŶŬďĐ͘ĐĂͬƉŚLJƐŝĐĂůͲĂĐƟǀŝƚLJͬŵLJƚŚƐ,ĞĂůƚŚ ŵĂƩĞƌƐ ĂďŽǀĞ Ăůů͘ ^Ž͕ ĞŶŐĂŐŝŶŐ ŝŶ ƉŚLJƐŝĐĂů ĂĐƟǀŝƟĞƐ is a must. Big Idea
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 189Activity 1Perform the following exercises and feel your muscles.Note: Always allow the good flow of your blood on your muscles by heating up first with light jog, walk, or shake on your limbs before stretching. This will help you improve flexibility and prevent injury.1. Dynamic (moving in place or from one place to another) stretching Do each set in 10 repetitions. Warm up your body with the following stretching:• Head extension and flexion• Bicep curl (extend/lengthen and flex/shorten arm muscles)• Arm circling (circumduction)• Arm abduction and adduction• Arm pronation and supination• Hand flexion and extension• Hip rotation • Isolation (upper and lower body) • Upper body extension and flexion• Right and left (R/L) knee hug (alternate)• Squat and up • Leg abduction and adduction• Leg extension and flexion• Leg lateral rotation and medial rotation• Dorsiflexion and plantar flexion• Inversion and eversion2. Static (no motion) stretching from head to toe Do each set in 10 seconds. Cool down your body with the following stretching:• Neck stretch (flex neck to right or left) • Deltoid stretch (extend arm to the other side) • Tricep stretch (flex arm R/L upward and pull the elbow to other side)• Side stretch (raise R/L arm and extend to the other side) • Quad stretch (flex R/L to the back and pull the foot)• Gluts stretch or knee hug• Calf stretch (extend R/L leg in front and bend the upper body a little forward)
P.E.190 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳThe muscles are definitely stretched out or lengthened when you extend body parts such as arms. Muscles are squeezed in or shortened when they are flexed. Tensions are put into the muscles. The forms of muscles change. This is called contraction. Repetitions of the muscle contraction will increase muscle size over time. In turn, they become stronger. However, allow the muscles to recover every after resistance training (exercises with weights). Alter your routine with lighter to moderate nonresistant exercises the following day.In 2011, the World Health Organization (WHO) recommends an accumulated hour of moderate to vigorous activities daily for children ages 5–17. WHO suggests that children should be engaged more on aerobic activities. Muscle and bone strengthening exercises should be included at least thrice a week. Planned exercise is recommended to improve health, other than play, sports, chores, games, recreational, and physical education.A complete fitness program consists of aerobic, flexibility, and muscle and bone-strengthening exercises. However, adding loads on your target component is very much necessary to improve significantly. A well-balanced routine is effective.connectWŚLJƐŝĐĂů ŝŶĂĐƟǀŝƚLJ ŝƐ ƚŚĞ ĨŽƵƌƚŚ ůĞĂĚŝŶŐ ƌŝƐŬ ĨĂĐƚŽƌ ĨŽƌ ŐůŽďĂů ŵŽƌƚĂůŝƚLJ ;ϲй ŽĨ ĚĞĂƚŚƐ ŐůŽďĂůůLJͿ͘ Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ŶĐďŝ͘Ŷůŵ͘ŶŝŚ͘ŐŽǀͬŬƐͬE!<ϯϬϱϬϰϵͬActivity 2Redesign the fitness program that you made in the previous lesson. Use the Personal Fitness Program Chart that applies the FITT principle. Be guided by the samples given previously. Your work will be graded based on the following rubric.My FITTness Program ChartGoal: TypeIntensityTimeFrequency
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 191CriterionExcellent5 pointsGood3 pointsPoor1 pointCompetence in designing a fitness programFollowing the FITT formula, the student was able to incorporate all the PROVRBS principles of exercise in his or her FITTness program chart. All the exercises were relevant to his or her fitness goals, and the time allotment was achievable and engaging.The student incorporated the important exercises to address his or her fitness needs. The FITT formula was used as his or her guide in redesigning the fitness program.The student designed his or her FITTness program chart with new exercises that he or she wants to try, but did not address the fitness goals of the exercise enthusiast.Content of the FITTness program chartThe FITTness program chart was complete. The PROVRBS components were evident. It consisted of a well-balanced routine where flexibility, cardiovascular, muscular strength, and endurances were covered. All of the exercises met the fitness goal.Some of the exercises were appropriate to the fitness goals.The exercises were not appropriate to the fitness goals.CreativityThe FITTness program chart displayed artistic and engaging presentation.The FITTness program chart had icons that were motivating. The FITTness program chart format was followed.Follow your program regularly. You must be consistent to obtain good results. Distinguish fallacies and misconceptions about the physical activity participation.dŚĞ &/dd ĨŽƌŵƵůĂ ĐŽŶƚĂŝŶƐ ƚŚĞ ĞƐƐĞŶƟĂů ĞůĞŵĞŶƚƐ ŽŶ ŚŽǁ ƚŽ ƐĞƚ Ă ŐŽŽĚ ĮƚŶĞƐƐ ƉƌŽŐƌĂŵ ƚŚĂƚ ƐƵŝƚƐ ƚŽ LJŽƵƌ ĮƚŶĞƐƐ ŐŽĂů͘Big IdeaExtensions• For a better understanding of how the muscle fibers respond to resistance training, read the article on https://www.medicinenet.com/how_muscles_work_and_respond_to_resistance_exercise/views.htm. • To be more familiar with other principles of exercise training that were already explained in this lesson, read the article on http://ninacheriefranklin.com/get-fit/the-seven-principles-of-exercise/.
P.E.192 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeA. Use the following terms to describe and indicate the principles of exercises applied in your own FITT matrix: specific, balance, gradual increase, progress, variety, overload, recovery.CriterionExcellent10 pointsGood6 pointsPoor2 pointsUnderstanding and applying the conceptsThe student understood all the principles of exercise. He or she identified and differentiated the concepts from one another. He or she was good in writing and explaining the differences of each concept.The student showed understanding of the principles of exercise but found it hard to apply and distinguish their differences.The student showed difficulty in identifying the different principles of exercises in his or her FITT matrix. The student did not completely finish the task.B. You are a fitness instructor in a gym. You are asked by your manager the following questions:• How will you determine the needs of your clients? • How will you approach and convince your clients to undergo different fitness programs? Your promotion as the head instructor depends on your answers to these questions. So, make sure to answer them correctly.CriterionExcellent10 pointsGood6 pointsPoor2 pointsSocial skillsThe fitness instructor showed respectful approaches. He or she took time to know well his or her clients. He or she enumerated ways on how to communicate and convince fitness clients to take different fitness programs that scientifically help in achieving fitness goals. He or she showed concern to his or her clients’ wellness.The fitness instructor showed a nice and friendly approach to his or her clients.The fitness instructor only said what is needed to say to the client. He or she showed a minimum level of concern for his or her clients.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 193Service and professional skillsThe fitness instructor showed several fitness programs for his or her clients. He or she was creative. The fitness instructor shared new updates about scientifically proven effective wellness exercises.The fitness instructor prepared programs to offer to different clients. He or she only stated two styles to convince his or her clients to take different fitness programs. He or she offered new exercise trends without assessing well whether the exercise suits the clients or not.The fitness instructor showed and offered only his or her own regular fitness routine that is proven effective to him or her only. The instructor was not open to update his or her clients about new scientifically proven effective exercises.Decode1. How do you feel in designing a fitness program? Why is it needed to design a fitness program that is suitable for the needs of the clients? 2. What are the responsibilities of a fitness program designer?3. How could you make yourself a good fitness program designer and instructor?(Continuation)
P.E.194 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson3Run for Your Cardiovascular Endurance and SpeedAccessNetworkThe Fastest ManWatch the video of Usain Bolt on https://www.youtube.com/watch?v=fWkLdKDHJos, and describe his performance, techniques, and goals in running. To become efficient in running, you must know how to prepare your muscles to run fast. Know how to strengthen your muscles by watching the video on https://www.youtube.com/watch?v=YOEaLuevm7w. Then answer the questions posed in Access.1. How did Usain Bolt describe himself as an athlete?2. How did Usain Bolt describe his 100 m run of 9.58 seconds?3. How would you describe Usain Bolt as an athlete?4. What are the important exercises to increase leg strength and power?5. Why is running an important activity and sport?Nature and Background of RunningIn 776 B.C., ancient Greeks began the Olympic Games. The games have been named after Olympia, the host city, and Mount Olympus (the highest mountain during that time). It was believed that ancient Greeks held different events, such as running or sprinting, which lasted only for a one day. The players ran with their bare feet. They soon developed games that can be played for four days. Running or sprinting is a track event, while field events included in the Olympics are discus and javelin throws. Currently, the Olympic Games are held every four years, with many countries participating in them. It was believed that the marathon commemorates the act or deed of Pheidippides, a legendary Greek soldier, who ran 40 km from Greece to Athens during 490 B.C. In 1896, the marathon became part of the modern Olympic Games. In 1921, the distance became standardized by the International Amateur Athletic Federation (IAAF).
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ $džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 195In other countries, historians believe that rural areas in Europe held religious festivals that started competitive running among the locals. The Tailteann Games or funeral games in Ireland were held to honor the deceased and the goddess Tailtiu. The games would begin in late summer until the first day of August eve. Various sports were added, such as the tug-of-war and running.Running or sprinting is a track event, whereas field events included in the Olympics are discus and javelin throws. During the 16th century, the term “jogging” was coined and used by swordsmen as a training technique especially among noble men. This term was soon used as a tool for fitness. In the late 19th and 20th centuries, most professional trainers and athletes used jogging in training and playing sports to develop their fitness levels.Basic Running TechniquesBody Posture: Stand upright. Slightly lean and look forward. Bend your knees slightly. Stand using the ball of your feet. Position your chest forward, and relax your back and shoulders.Arm Swing: Bend your elbows. Make your arms straight, and swing them naturally at the side in a downward and an upward motion alternately while running. Do not swing them across your body.Stride: Make sure your arms and feet move in opposite directions simultaneously. Keep your knees bent. Feet must hit the ground softly. Avoid heel-striking. Instead, run on the balls of your feet. Make sure your feet land under the weight of your body. Over striding or landing with one foot forward may cause injury.2. Compact Arm Swingͻ ^ŚŽƌƚ͕ ƌĞůĂdžĞĚ Ăƌŵ ŵŽǀĞŵĞŶƚͻ $ůďŽǁƐ ƐŚŽƵůĚ ŶŽƚ ĞdžƚĞŶĚ ŝŶ ĨƌŽŶƚ of the waist at most speedsͻ WƵŵƉ ďĂĐŬ ĂŶĚ ƌĞĐŽǀĞƌ ĨŽƌǁĂƌĚ͕ arms should not cause body to sway side to side3. Proper Foot Strike Under a Bent Kneeͻ !ƵĞ͗ &ĞĞů ůŝŬĞ ĨŽŽƚ ŝƐ ůĂŶĚŝŶŐ ƐŽŌůLJ underneath the bodyͻ #ǀŽŝĚ ŽǀĞƌƐƚƌŝĚŝŶŐ ĂŶĚ ŚĞĞů ƐƚƌŝŬŝŶŐ ;͞ƌƵŶ Ă ůŝƩůĞ ƋƵŝĞƚĞƌ͟Ϳͻ <ĞĞƉ ƚŚĞ ŬŶĞĞƐ ďĞŶƚ ĂŶĚ ĨĞĞƚ ƌĞůĂdžĞĚ1. Balanced forward postureͻ ^ƚĂŶĚ ƚĂůů ĂŶĚ ƐƚƌĂŝŐŚƚ͖ ŐĂnjĞ ĂŚĞĂĚͻ ^ůŝŐŚƚůLJ ůĞĂŶ ĨƌŽŵ ƚŚĞ ankles without bending at the waistͻ !ŚĞƐƚ ĨŽƌǁĂƌĚ ǁŝƚŚ ƐŚŽƵůĚĞƌƐ ďĂĐŬ ĂŶĚ ƌĞůĂdžĞĚ4. 180 Cadenceͻ ϭϴϬ ƐƚĞƉƐ ƉĞƌ ŵŝŶƵƚĞͻ ^ƚƌŝǀĞ ƚŽ ĐŽƵŶƚ ϯϬ ƐƚĞƉƐ ƉĞƌ ůĞŐ ŝŶ ϮϬ ƐĞĐŽŶĚƐ с ϭϴϬͻ >ŝŐŚƚ͕ ƐŽŌ͕ ĂŶĚ ƋƵŝĐŬ foot placement
P.E.196 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDrills for Runners1. Carioca – This is the same as the grapevine (dance step) and is executed sideways, alternating your right and left foot. The grapevine is a dance step wherein the step pattern is done as follows: step right foot sideward, step left foot cross-forward, step right foot sideward, step left foot cross-backward, then, vice versa. Do it as fast as you can. Stop when you reach the end line.ZƵŶŶŝŶŐ ĚƌŝůůƐ ĂƌĞ ŝŵƉŽƌƚĂŶƚ ƚŽ ĐŽƌƌĞĐƚ your form and increase your speed.Big Idea12342. Skips – It is similar to hopping, but a bit faster. Skip forward. Be sure that you are using your opposite arm and leg. Do it for a minute.3. High knees – Move your knees as high as possible while moving forward. Make sure you use the balls of your feet. Do it for one minute or until you reach the finish line.4. Butt kicks – Using your heel, tap the back of your butt. Your thigh must be perpendicular to the ground. Do it alternately. Land on the balls of your feet. Perform it for one minute or until you reach the finish line.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ #džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 1975. Strides – This is similar to running. Do it as fast as you can. But you do this drill for no longer than one minute. connect<ƌŝƐƟŶĂ <ŶŽƩ ŝƐ Ă &ŝůŝƉŝŶŽͲ"ŵĞƌŝĐĂŶ ƚƌĂĐŬ ĂŶĚ ĮĞůĚ ĂƚŚůĞƚĞ͘ ^ŚĞ ŝƐ Ă ŐŽůĚ ŵĞĚĂůŝƐƚ ŝŶ Ă ϮϬϬͲŵĞƚĞƌ ĞǀĞŶƚ ƚŚĂƚ ƐŚĞ ĮŶŝƐŚĞĚ ŝŶ Ϯϯ͘Ϭϭ ƐĞĐŽŶĚƐ ĚƵƌŝŶŐ ƚŚĞ ϯϬƚŚ ^#" 'ĂŵĞƐ ŝŶ ϮϬϭϵ͘Activity 1Form groups with five members each. Warm up your muscles and do the running drills with your group mates.Activity 2It takes a lot of power to run like Usain Bolt. Assess your leg power by taking a standing long jump test. Standing Long Jump – It is a test to measure the explosive strength and power of the leg muscles. Equipment: Tape measure or meterstick or any measuring device Procedure: For the performera. Stand behind the take-off line with feet parallel to each other. The tips of the shoes should not touch the line. b. Bend knees and swing arms backward once, and then swing arms forward as you jump, landing on the balls of both feet. Try to jump as far as you can. c. Do not control the momentum of the jump and continuously move forward. d. Perform the test twice in succession.
P.E.198 WƌĂĐƟĐĂů D#W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳFor the partnera. Place the zero-mark of the tape measure at the take-off line.b. After the jump, spot the mark where the back of the heel of either feet of the performer has landed nearest to the take-off line. c. Record the distance of the two trials. Scoring: Record the best distance in meters to the nearest 0.1 cm. Table 9.4 shows the rating scale for standing long jump test for adults adapted from various sources.Source͗ $ĞƉĂƌƚŵĞŶƚ ŽĨ %ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂůTable 9.4 Rating Scale for Standing Long Jump Test for Adults RatingBoys (cm)Girls (cm)ExcellentGreater than 250Greater than 200Very good241–250191–200Above average231–240181–190Average221–230171–180Below average211–220161–170Poor191–210141–160Very PoorLess than 191Less than 141Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚŽƉĞŶĚƐƉŽƌƚƐ͘ĐŽŵͬƚĞƐƟŶŐͬƚĞƐƚƐͬůŽŶŐũƵŵƉ͘ŚƚŵInjuriesThe incorrect execution of each drill may lead to injuries. Be familiar with each injury and know how to apply proper first aid in case of its occurrence.Strain vs. SprainA strain is a stretched or torn muscle or tendon. A tendon is a tough cord or band of dense white fibrous connective tissue that connects your muscles to your bones. Straining your tendon often occurs in the lower back, bicep, calf, Achilles tendon (ankle), and hamstring (back of the thigh). A sprain is a stretched or torn ligament. A ligament is a fibrous tissue that connects two bones together in your joints. Sprain happens when the ligament is hit, and you accidentally either fall or twist your body. Bones may tend to dislocate. One common sprain is at your wrist and ankle. !ĂůĨ ŵƵƐĐůĞ ;ŐĂƐƚƌŽĐŶĞŵŝƵƐͿdĞĂƌ^ŽůĞƵƐ ŵƵƐĐůĞCalf Muscle Strain
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ $džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 199Symptoms of a Strain or Sprain• Swelling, bruising, or redness on the affected muscle(s)• Experiencing pain even if you are at rest• Being unable to moveTreatment First-aid treatments for these injuries are in the form of P.R.I.C.E., as follows:• Protection – Protect the injured part of the body from further damage by immobilizing it using a splint, sling, or brace.Injured leg with splintInjured arm with slingInjured ankle with bandage• Rest – Rest the injured part. Pause and avoid moving the injured muscle and joint.• Ice – Put an ice pack on the affected muscle or joint. A cold compress makes you feel numbness on the affected area. Do this immediately and continue for at least 15 to 20 minutes. • Compress – Compress the area using a bandage. Make sure the joint is not covered.• Elevate – Elevate the affected area to minimize swelling. Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƐƉŽƌƚƐͲŚĞĂůƚŚ͘ĐŽŵͬƚƌĞĂƚŵĞŶƚͬƉƌŝĐĞͲƉƌŽƚŽĐŽůͲƉƌŝŶĐŝƉůĞƐ#ĂŵĂŐĞ ƚŽ ligaments of the ankle"ŶŬůĞ ƐƉƌĂŝŶ^ǁĞůůŝŶŐ͕ ŝŶŇĂŵŵĂƟŽŶ͕ ĂŶĚ bruising of ankle
P.E.200 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCrampsSymptomsMuscle cramps occur involuntarily as your body’s reaction when a muscle such as a leg muscle contracts for a long period. Causes for muscle cramps include dehydration, lack of electrolytes, overexposure to the heat of the sun, overused muscle, and fatigue. While these could happen to anyone, muscle cramps mostly happen to people who are overexposed to the heat of the sun. Symptoms include pain, sweating, and headache.TreatmentAll movements should be stopped to reduce the pain. Stretch the affected muscle and gently hold it.DehydrationCauses and SymptomsA person is suffering from dehydration when he or she is losing body fluids. This could be caused by too much exposure to heat or sunlight. When you are sweating heavily, this could be a symptom that your body is absorbing more heat than it could cool off.Treatment Place the victim in a cool and shady area. Have him or her rehydrate by taking cold water or juices to restore lost fluids.Heat ExhaustionCauses and SymptomsAn athlete or a dancer is suffering from heat exhaustion when he or she feels weakness, nausea, dizziness, and profuse sweating due to physical exertion in a humid environment. This is common among street dancers. How would you know that you and other dancers are suffering from heat exhaustion?These are the symptoms of heat exhaustion: dizziness, nausea, heavy sweating, pale skin, abdominal cramps, fatigue, and headache.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 201TreatmentApply first aid to the patient to prevent heatstroke. If you are performing outdoors, transfer the patient to a shady, cool place with circulating fresh air. Lay him or her down. Make sure that legs and feet are slightly elevated. Remove tight or heavy clothing. Let him or her drink cool water. Cool the patient by fanning and sponging him or her with cold water. Healthy Running Habits to Prevent Injuries1. Always begin running with a warm-up routine. Start and stay at a slow pace for the first 10 to 15 minutes of the run.2. Wear appropriate shoes. Make sure that spikes of the soles are intact. If not, get a new pair.3. Do not ignore small injuries. Apply an ice pack immediately for good circulation and healing of the affected area.4. Do not run every day. It is advisable to alternate your run with other fitness activities every other day.5. Increase your ability to run fast from short to long distances gradually.6. Prepare and condition your body to the demands of running before running at your full speed. 7. Allow your body to recover first and complete your healing to any minor injuries you have gotten.8. Rehydrate every 15 minutes or as your body needs with a considerable amount of water.Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƵƉŵĐ͘ĐŽŵͬƐĞƌǀŝĐĞƐͬƐƉŽƌƚƐͲŵĞĚŝĐŝŶĞͬĨŽƌͲĂƚŚůĞƚĞƐͬƌƵŶŶŝŶŐ Activity 3Assess your speed by performing a 40 Meter Sprint. 40 Meter Sprint – It is a test to measure running speed.Equipment: Stopwatch and marked track (40 m) Procedure: For the performer a. At the signal “Ready,” stand behind the starting line and assume a crouch position. b. At the signal “Get set,” assume an un-crouch position (buttocks up) with both hands on the starting line.c. At the signal “Go,” run to the finish line as fast as you can.
P.E.202 WƌĂĐƟĐĂů D$W(, ^ĞĐŽŶĚ (ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsconnecthƐĂŝŶ !Žůƚ ŝƐ ĐŽŶƐŝĚĞƌĞĚ ƚŚĞ ǁŽƌůĚ͛Ɛ ĨĂƐƚĞƐƚ ŵĂŶ͘ ,Ğ ŵĂĚĞ Ă ǁŽƌůĚ ƌĞĐŽƌĚ ŽĨ ϵ͘ϱϴ ƐĞĐŽŶĚƐ ĨŽƌ ƚŚĞ ϭϬϬ ŵ ƌĂĐĞ Ăƚ ƚŚĞ !ĞƌůŝŶ ϮϬϬϵ tŽƌůĚ "ŚĂŵƉŝŽŶƐŚŝƉƐ͘ 1. Watch the video about the five most common running injuries and how to treat them at https://www.youtube.com/watch?v=k4dC4U0AyEc.2. Help yourself to improve your running acceleration by watching the video on https://www.youtube.com/watch?v=39Tge5HAbc8.3. For the essential tips to run faster, watch the video on https://www.youtube.com/watch?v=xv5YoTMuMSQ.For the Partnera. Set the stopwatch to zero. b. Signal “Go,” and start the watch. Stop it when the performer has crossed the finish line. c. Record the time it took the performer to reach the finish line. Scoring: Record the time to the nearest minute and second.Source͗ %ĞƉĂƌƚŵĞŶƚ ŽĨ (ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂůUpgradeA. Demonstrate how to treat properly the following injuries:1. Strain2. Cramps3. SprainCriterionExcellent5 pointsGood3 pointsPoor1 pointResponsiveness in emergency situationThe first aider performed first aid without panicking. He or she showed good emotional composure while performing the first aid. He was responsive to the needs of others.The first aider was anxious and hesitant to his or her response, which caused delays.The first aider had difficulty in recognizing medical emergencies and was very slow in responding to a situation.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 203Treatment /Application of first aidThe first aider applied appropriate treatment to specific injuries. He managed the situation safely both for the patient and for himself or herself.The first aider was able to perform first aid appropriately. The first aider was confused on how to apply the appropriate treatment to the patient.B. You are a professional sports analyst. You are asked to examine the form and performance of each runner in the school sports fest using the videos and records given to you. Make a presentation of your analyses that you will present to the school sports coach, to the runners, and to the parents. Start your presentation with the nature and background of the sport. Point out the strengths and weaknesses of each runner. Suggest appropriate exercises to correct the form and improve his or her performance. Make sure that you will not offend anyone with your comments by providing constructive feedback. Your report must be reliable, specific, and objective.CriterionExcellent5 pointsGood3 pointsPoor1 pointReliability of analyses The data were accurate and consistent. The report was clear and had related interpretations. There was no any bias.The data were accurate and consistent, but some interpretations were quite confusing.The data were accurate and consistent but not interpreted well.Specificity and objectivity of the reportThe report was very specific and objective to the runner’s performance. The details needed, such as the runner’s strengths and weaknesses, were clearly presented.The report was specific and objective to the runner’s performance.The report was specific and subjective to the runner’s performance. Decode1. What does “run for your life” mean?2. How should people run their lives?3. Describe your life by relating it to a marathon and sprint(Continuation)
P.E.204 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson4Your Balance and Flexibility Fit ZŚLJƚŚŵŝĐ 'LJŵŶĂƐƟĐƐAccessNetworkWatch the video of Daniela Dela Pisa, gold medalist in the 30th SEA Games for the rhythmic gymnastics event at https://www.youtube.com/watch?v=5fNOjaqyF_4. Then answer the questions posed in Access.1. Describe the performance of Daniela Dela Pisa.2. Describe the body build of a person you know and compare his or her flexibility to that of Daniela. 3. Describe the movements in each basic skill in rhythmic gymnastics.4. As shown on the video, how are flexibility, balance, agility, and eye-hand coordination interrelated to rhythmic gymnastics?Gymnastics is a competitive sport in which performers do optional and prescribed acrobatic feats mostly on special apparatuses to demonstrate their strength, balance, and body control. It involves all physical fitness components such as flexibility, agility, balance, coordination, and strength. Gymnastics is considered a basic exercise in many competitive sports because it recognizes the holistic development of an individual. It is also a creative expression of ideas and feelings similar to dancing. Rhythmic gymnastics is a sporting event performed on the floor with music, showcasing the basic skills of gymnastics. The routine can be performed with free hands or with apparatuses such as a ball, a hoop, a rope, clubs, and a ribbon. A total of six different events can be participated by the gymnast.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 205roperibbonballclubshoopHistory of Rhythmic GymnasticsThe rhythmic gymnastics competition started as a women-only event. Gymnasts, individually or as a group, perform on a floor with a rope, a hoop, a ball, clubs, or a ribbon accompanied by music.During the 1800s, rhythmic gymnastics was held under the guise of group gymnastics. It included a little choreography. Rhythmic gymnastics was held as a competition only in the 1930s in Europe, when its creative complexity began to draw an audience.The World Gymnastics Federation recognized rhythmic gymnastics as an official discipline in 1963. The following year, the group organized an international tournament in Budapest, Hungary. It was the first Rhythmic Gymnastics World Championships. Ludmila Savinkova of the Soviet Union became the first world champion. Gymnasts from the United States first appeared at the championships in 1973.Rhythmic gymnastics became a sports program in 1984 at the Los Angeles Olympic Games. It was Canada’s Lori Fung who bagged the gold medal. There has been only one individual event until the 1992 Olympic Games in Barcelona. A second team event was added to the program in 1996 in Atlanta. In the 2000 Games in Sydney, Australia, the Russian Federation won two gold medals for the group and individual multiple competitions. Russians started to hold competitions as early as the 1920s. In 1928, a team of 10 gymnasts competed on vault or on rings, and group-free exercises with hand apparatuses in Amsterdam. In
P.E.206 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳBerlin, teams with eight gymnasts each competed on vault, parallel bars, balance beams, and group-free exercises with hand apparatuses under the optional team drills in 1936. Rhythmic group exercises with hand apparatuses began in team competitions by women in the 1952 and 1956 Olympic Games, respectively. The members of the group were obliged to compete on apparatuses (vaulting, uneven bars, beams, and floors). It was only during the late 1950s when the sport was recognized through two women, namely, Andreina Gotta of Italy and Berthe Villancher of France in 1961. After the men’s and women’s artistic gymnastics, rhythmic gymnastics became the third official competitive discipline.Group exercises with small handheld apparatuses were introduced to the artistic gymnastics program at the Olympic Games in Melbourne, Australia in 1956.Over the course of its development, the discipline would go from modern gymnastics to rhythmic sport to rhythmic gymnastics. Initial domination came from Bulgaria and the Soviet Union until the 1980s. After the dismantling of the Soviet Bloc, countries, which include Russia, Byelorussia (Belarus), Azerbaijan, Ukraine, and Bulgaria, divvied up the medals. Other countries, such as Spain, Italy, Greece, and Brazil, came next in line for the medals. Rhythmic gymnastics grew in both popularity and universality. Germany, Switzerland, Israel, China, and Japan were the emerging nations at the 2010 World Championships.Sources͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ŽůLJŵƉŝĐ͘ŽƌŐͬƌŚLJƚŚŵŝĐͲŐLJŵŶĂƐƟĐƐͲĞƋƵŝƉŵĞŶƚͲĂŶĚͲŚŝƐƚŽƌLJ͕ͬ ŚƩƉ͗ͬͬǁǁǁ͘ĮŐͲŐLJŵŶĂƐƟĐƐ͘ĐŽŵͬƐŝƚĞͬƉĂŐĞͬǀŝĞǁ͍ŝĚсϰϮϯBasic SkillsJumping – This is the takeoff and landing with the use of both feet. Here are different kinds of jumps. dƵĐŬ ũƵŵƉ Žƌ ĐƌŽƵĐŚ ũƵŵƉ!ŽƐƐĂĐŬ ũƵŵƉPike jump/Ŷ ƌŚLJƚŚŵŝĐ ŐLJŵŶĂƐƟĐƐ͕ ĨŽĐƵƐŝŶŐ ŽŶ ƚŚĞ core maintains accuracy and balance.Big Idea
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ $džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 207^ƚĂƌ ũƵŵƉ^ƚƌĂĚĚůĞ ũƵŵƉ"ƌĐŚ ũƵŵƉLeaping – This should be executed using one foot that lands with the other foot.^ƚĂŐ ůĞĂƉ^Ɖůŝƚ ůĞĂƉZŝŶŐ ůĞĂƉ#ŽƵďůĞ ƌŝŶŐ ůĞĂƉBalancing – This is staying in one position, but exercising some parts of the body."ƌĂďĞƐƋƵĞ^ǁĂŶV-sit with arm supportOne leg balance<ŶĞĞ ƐĐĂůĞconnectdŚĞ ǁŽƌĚ ͞ŐLJŵŶĂƐƟĐƐ͟ ĐŽŵĞƐ ĨƌŽŵ ƚŚĞ 'ƌĞĞŬ ǁŽƌĚ ͞ŐLJŵŶŽƐ͕͟ ǁŚŝĐŚ ŵĞĂŶƐ nude͘ /Ŷ "ŶĐŝĞŶƚ 'ƌĞĞĐĞ͕ ŵŽƐƚ ĂƚŚůĞƟĐ ĐŽŵƉĞƟƟŽŶƐ ƚŽŽŬ ƉůĂĐĞ in the nude.Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ŬŝĚnjǁŽƌůĚ͘ĐŽŵͬĂƌƟĐůĞͬϰϯϳϮͲŐLJŵŶĂƐƟĐƐͲϭϬϭ
P.E.208 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 1Find a partner and perform the stork balance test.Stork Balance Test – It is used to assess one’s ability to maintain equilibrium. Equipment: Flat, nonslip surface and stopwatch Procedure: For the performer a. Place your hands on your hips. b. Position your right foot against the inside knee of the left foot. c. Raise the left heel to balance on the ball of foot. The ball of the foot is the part of between the arch of the sole and the toe. It is where the weight of the body is placed when the heel is raised.d. Do the same steps with the opposite foot. For the partner: a. Start the time as the heel of the performer is raised off the floor. b. Stop the time if any of the following occurs: • The hand(s) slips off the hips. • The supporting foot swivels or moves in any direction. • The non-supporting foot loses contact with the knee. • The heel of the supporting foot touches the floor. Scoring: Record the time taken on both feet to the nearest second. Use the rating score shown in table 9.5.Source͗ #ĞƉĂƌƚŵĞŶƚ ŽĨ $ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂůTable 9.5 Stork Balance Test Rating Scale DescriptionScore (seconds)ExcellentGreater than 50Good40–50Average25–39Fair10–24PoorLess than 10Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚŽƉĞŶĚƐƉŽƌƚƐ͘ĐŽŵͬƚĞƐƟŶŐͬƚĞƐƚƐͬďĂůĂŶĐĞͲƐƚŽƌŬ͘Śƚŵ
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 209Activity 2Activity 3Perform juggling with your partner.Juggling – It is a fitness test used to measure the coordination of the eye and hand. Equipment: Sipa made of a washer with straw (the washer must weigh approximately 4.6 grams) or a similar kind such as a bundle of rubber band of the same weightProcedure:For the performer a. Hit the sipa alternately with your right and left palms upward. b. Note that the sipa should reach a height that is at least above the head. For the partnera. Count how many times the performer has hit the sipa with his or her right and left hands. b. Stop the test when the sipa drops. Scoring: Record the number of hits the performer has done.connect"ƐƚĂďůŝƐŚĞĚ ŝŶ ϭϴϴϭ͕ ƚŚĞ ǁŽƌůĚ͛Ɛ ŽůĚĞƐƚ ĞdžŝƐƟŶŐ ŝŶƚĞƌŶĂƟŽŶĂů ƐƉŽƌƚƐ ŽƌŐĂŶŝƐĂƟŽŶ ŝƐ ƚŚĞ &ĠĚĠƌĂƟŽŶ /ŶƚĞƌŶĂƟŽŶĂůĞ ĚĞ 'LJŵŶĂƐƟƋƵĞ ;&/'Ϳ͘ /ƚ ŝƐ ƚŚĞ ŐŽǀĞƌŶŝŶŐ ďŽĚLJ ŽĨ ĐŽŵƉĞƟƟǀĞ ŐLJŵŶĂƐƟĐƐ͘Perform the basic skills in gymnasticsa. Basic gymnastics moves and skills Watch the videos on the following links as your guide: • Teach Yourself Gymnastics at https://www.youtube.com/watch?v=mjN4gjAfiTY• Gymnastics Tips and Exercises: Gymnastics Beam Drills at https://www.youtube.com/watch?v=SV72_pRj2Do• Basic Gymnastic Skills For Beginners | Totally Gymnastics at https://www.youtube.com/watch?v=IvFUTsvpl6E• Conditioning Routine 1st of 3 for Rhythmic Gymnastics at https://www.youtube.com/watch?v=dVZIxS_-OxE
P.E.210 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳb. Rhythmic gymnastics using ribbon, hoop, ball, rope, and club Learn skills in catching, rolling, throwing, juggling, and turning the gymnastic apparatuses by watching and following the instructions in the videos on the following links: • Level 1 hoop at https://www.youtube.com/watch?v=LXhYqgSoFSw• Level 1 rope at https://www.youtube.com/watch?v=KZmxB3ejthg• Level 1 ball at https://www.youtube.com/watch?v=HKDgnCPivNs• Level 1 ribbon at https://www.youtube.com/watch?v=V9gqor6dw58• Level 2 clubs at https://www.youtube.com/watch?v=fDIR_O038RMCriterionExcellent5 pointsGood3 pointsPoor1 pointBalance The student maintained equilibrium all throughout the performance.The student maintained equilibrium. The student did not maintain equilibrium.Flow and transition of movementsThe fluidity, gracefulness, and smoothness of the flow and transitions of movements were well-executed.The fluidity of movements was not consistent. The transition of movements was not well-executed.Accuracy and precision of skillsThe proper execution of throwing and catching apparatus contributed to the entire performance. Accuracy and precision were very much evident. The student showed mastery of gymnastic skills. Accuracy and precision when the apparatus was thrown and caught were evident in the performance.Throwing and catching of apparatus were not well-executed. The student showed lack of reaction time and coordination of his or her senses.Artistic executionThe student presented the gymnastic skills at his or her own unique artistic style. His or her choreography showed good and dramatic connections and sequence.The student presented the gymnastic skills at his or her own style. The choreography was good.The student did not incorporate his or her own artistic style in his or her performance.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 211Extensions1. To further improve your balance and learn more about it, read the article titled “The Importance of Balance in Gymnastics and How to Improve It” at https://yakmax.com/the-importance-of-balance-in-gymnastics-and-how-to-improve-it/. 2. For further practice of skills in ball handling, try the exercises in the video on https://www.youtube.com/watch?v=JRaA-gIEVIM. You may incorporate these exercises in your fitness routine.3. To know the requirement for excellent performance in gymnastics, read the article titled “Understanding Rhythmic Gymnastics” at http://emeraldcityrhythmics.com/about-us/rhythmic-101-basics/.UpgradeA. Identify what is being described in each statement.1. It is the governing body in charge of competitive gymnastics.2. It is a skill to take off the ground and to land on both feet.3. It is a skill executed using one foot that lands with the other foot.4. It is a kind of jump in which the thighs are tucked closed to the chest while off the ground.5. It is a kind of jump in which the legs are spread out on the sides while off the ground.6. It is a kind of jump in which both legs are raised parallel to the floor or higher with one leg bent at knee.7. It is a balancing position in which one leg is raised up to the head and held by the hand.8. It is a balancing position in which the gymnast is raising one leg at the back while the other kneels.9. It is a balancing position in which the gymnast arches her back up on the floor.10. It is a kind of jump in which the gymnast flexed his or her trunk forward with legs close together.B. You are a yoga instructor. You are hired by a fitness company to teach the basics of yoga to senior citizens and obese people in preparation for an upcoming yoga event in your community. You are expected to start the session by discussing the nature and background of yoga to them. Provide programs appropriate for each group. You are expected to facilitate a yoga session with relevance, accuracy, and clarity.
P.E.212 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDecodeCriterionExcellent5 pointsGood3 pointsPoor1 pointRelevanceThe yoga programs were appropriate to the needs and ability of the different groups of client. Each program had gradual progression of difficulty.The yoga programs were suited to the needs and ability of the different groups of clients. The yoga programs were not appropriate to the physical ability of the different groups of clients.AccuracyThe yoga instructor actively and efficiently facilitated every yoga pose. He or she described and explained the relevance of each pose well. He or she patiently assisted the participants to execute poses accurately and made sure that the benefit of increasing flexibility was obtained.The yoga instructor described and explained the relevance and effectiveness of each pose. He or she led and performed together with the participants.The yoga instructor described and explained the relevance of each pose and let the participants performed without his or her guidance.ClarityThe difference between the two yoga programs was explained well. The importance of proper execution was well understood by the participants.The difference between the two yoga programs was explained well.The two yoga programs were not clear to the participants.1. At your age, can you possibly perform like Daniela Dela Pisa or Carlos Yulo? Why do you say so?2. Relate gymnastics activities to your personal life. 3. Your sports program is your life program. What does this statement mean?
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 213Chapter estI. Write Well if the statement is correct, and Ill if it is not.________ 1. The normal body has a BMI of 18.5 to 24.9.________ 2. Lean mass is the weight of the muscles, bones, and internal organs in the body.________ 3. The slow twitch muscle responds quickly when triggered.________ 4. A muscle can be shortened and lengthened.________ 5. The maximum heart rate of a 12 year old is 206.________ 6. Olympic Games are held every six years.________ 7. Swinging the stiff arms across the body contributes to the good performance of a runner.________ 8. It is appropriate to warm up your muscles first before stretching.________ 9. Sweating means absorbing more heat in the body than cooling off. ________ 10. Dehydration can cause muscle cramps.________ 11. A balance fitness routine boosts the cardiovascular system and the muscles.________ 12. Rest is an important recovery treatment for the muscles after a strenuous activity or when one has an injury.________ 13. Building up muscles decreases flexibility.________ 14. Lifting is an aerobic exercise.________ 15. Pale skin, heavy sweating, fatigue, and headache are symptoms of sprain. II. Identify what is being described in each item.________ 16. It is a sports event in which basic gymnastics routines are performed or demonstrated with music.________ 17. It refers to the range of motion a body can do.________ 18. It is the ability to perform a movement in the shortest period of time.________ 19. It is used to determine the body composition________ 20. It is a principle of exercise in which you need to add more intensity to the normal load you put into the body.________ 21. He is a sprinter who finished a 100-m race in 9.58 seconds at the Berlin 2009 World Championships.________ 22. It is an aerial position in which the performer assumes a split position while still in the air after leaping from the floor. ________ 23. It is a kind of jump in which the gymnast curves his or her back after jumping off the floor.
P.E.214 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ________ 24. It is a balancing position in which a gymnast stands upright with one leg at the back.________ 25. It is a fitness test that is used to test the flexibility of the shoulder.________ 26. It refers to how often you exercise to gain significant improvement on the target component.________ 27. It refers to how hard or difficult an exercise is. ________ 28. It refers to the duration of the exercise. ________ 29. It is a first-aid procedure that speeds up healing of injuries such as strain or sprain. ________ 30. It is a simple way to treat muscle cramps.III. Give what is being asked.31–35. Things to do when someone is experiencing heat exhaustion36–40. Five apparatuses used in rhythmic gymnasticsIV. You are a kinesiologist. A kinesiologist studies the principles of mechanics and anatomy in relation to human movement. You are tasked by a school principal to facilitate a two-day seminar-training for the parents of the school athletes. The seminar-training is about biomechanics in running short and long distances, history and evolution of running, training programs for the athletes, nutrition and health, injuries and treatment, and emotions and social relations of the athletes. You are expected to facilitate the seminar-training with clarity, accuracy, and relevance.CriterionExcellent5 pointsGood3 pointsPoor1 pointDelivery of the content of the seminar-trainingThe content was appropriate for the trainees’ roles and responsibilities and was based on reliable sources. The activities were effective in facilitating learning and active participation of the trainees. The content was appropriate for trainees’ roles and responsibilities and was based on reliable sources. The activities were engaging and informative. The content was not significant to the trainees’ roles and responsibilities. Management and facilitation of the seminar-trainingThe facilitator was courteous and efficient. He or she was responsive to the needs of the participants. The activities were well-managed and without delays. The program was followed accordingly.The facilitator was friendly, approachable, and he or she was able to attend to the needs and queries of the participants. The facilitator was attentive to the needs and queries of the participants.Participants’ response80–100% of the expected parents of athletes attended the seminar-training.60–80% of the expected parents of athletes attended and participated in the seminar-training.50% and below of the expected parents of athletes attended and participated in the seminar-training.
P.E.Personal Fitness and Exercise Training 215AccessPhysical Fitness through Dual ĂŶĚ !ŽŵďĂƟǀĞ ^ƉŽƌƚƐ!ŚĂƉƚĞƌ10InstallLesson1Badminton: Flying the Bird High with Your Agility and PowerMirror Clock Warm-up 1. Find a partner. Decide who will be partner 1 (facing east) and partner 2 (facing west). 2. With one foot distance between the partners, stand face to face with each other. Both of your palms should be facing toward each other at the center. 3. If you are partner 1, spread out your arms, pointing to 4 and 10 o’clock position, respectively. Then bring to the center and spread your arms, pointing to the 8 and 2 o’clock positions.4. If you are partner 2, your backhand should be facing each other to the center. While doing this, your footwork goes opposite as follows: Partner 1’s step pattern: center-LRRL-center-LRRL-center Partner 2’s step pattern: center-RLLR-center-LRRL-center. 5. Jump on the ball of your feet when facing the center. 6. Do the activity 10 times. Then do the hexagon test to determine your own agility.After doing the activity, answer the questions posed in Access.1. How do you feel about the activity?2. What is the significance of the mirror clock warm-up as partner 1? How about as partner 2?3. How did the warm-up activity affect your body?4. How did the warm-up activity prepare you for the hexagon agility test?5. Relate this activity to playing badminton.
P.E.216 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳNetworkThe Fitness Tests Relevant to Improving Skills in SportsThe Hexagon Agility TestThe hexagon agility test is used to measure the ability of the body to move in different directions quickly. Equipment: Tape measure, stopwatch, and chalk or masking tape Hexagon size: The length of each side is 60.5 cm, and each angle measures 120°. Procedure:For the performer a. Stand with both feet together inside the hexagon, facing the marked starting side. b. At the signal “Go,” using the ball of your feet with arms bent in front, jump clockwise over the line. Then back over the same line inside the hexagon. Continue the pattern with all sides of the hexagon. c. Rest for one minute. d. Repeat the test in a counterclockwise direction. For the partner a. Start the time when you signal “Go!” Stop the time once the performer reached the side before the side where he or she started. b. Record the time of each revolution. c. Restart the test if the performer jumps on the wrong side or if he or she steps on the line. Scoring: Add the time of the two revolutions, and divide it by 2 to get the average. Record the time in the nearest minute and second.The Stick Drop TestThe stick drop test is used to measure the time to respond to a stimulus called reaction time. Equipment: A ruler or a stick and arm chair or table and chair Procedure: For the performer a. Sit in a chair with an arm rest or in a chair next to the table so that the elbow and the lower arm rest on the desk or table comfortably. b. Place the heel of the hand on the desk or table so that only the fingers and thumb extend beyond. The fingers and thumb should at least be one inch apart.
P.E.Personal Fitness and Exercise Training 217c. As your partner drops the ruler or the stick, catch the it with your thumb and index finger without lifting your elbow from the desk or table. Hold the ruler or the stick while your partner reads the measurement. d. Do this thrice. For the partner a. Hold the ruler or the stick on top, allowing it to dangle between the thumb and fingers of the performer. b. Hold the ruler or the stick at the 30-cm mark. No part of the hand of the performer should touch the ruler or the stick. c. Drop the ruler or the stick without warning, and let the performer catch it with his or her thumb and index finger. Scoring: Record the middle of the three scores. For example, if the scores are 21, 18, and 19, the middle score is 18. In case there are two scores that are the same, record the repeated score.Source͗ "ĞƉĂƌƚŵĞŶƚ ŽĨ #ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂůHistory of BadmintonBadminton began in India as a game called poona. Poona evolved from a children’s play called battledore and shuttlecock, wherein players hit the flying shuttle with paddles. It was played at first without a net. The shuttle was then called a bird because it was made from goose feathers.There were also similar sports played in other parts of the world. In the 5th century in China, a sport known as ti jian zi was played by kicking a shuttlecock up in the air. In Europe, a sport known as jeu de volant was played with the use of secondhand rackets rather than bare feet to kick the shuttle upward. British army officers who were earlier stationed in India introduced the game after they were called back to England. They also brought along the equipment for poona in the 1870s.It was the Duke of Beaufort who introduced the game to the British elite in 1873 during a lawn party at his country estate named Badminton or Badminton House. It was a hit; people began calling the new party sport “the badminton game.”By 1893, the badminton game was so popular that about 14 local clubs formed an association. It was named Badminton Association of England to differentiate it from associations organized in other countries. The organization standardized the rules of the sport. With hundreds of tournaments held across the world, several countries formed the International Badminton Federation in 1934. Its headquarters is at Kent, England.The aim of the game is to hit the shuttle with a racket so the bird passes over a net and lands inside the defender’s playing area. If the player failed to return it, you won a rally. The defender has the same goal. He or she should reach the bird and send it back over the net into your half court. If you think the bird would land outside your court, you just let it fall to the ground. Once the shuttle
P.E.218 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳhits the ground outside the court, the rally ends and you get a point. You should hit the shuttle only once, unlike in volleyball where several players may touch the ball before sending it back across the net. Competitive badminton is played indoors because the bird could be easily blown off course by the wind.Facilities and EquipmentRacket – A racket is made of either metal or synthetic materials. It weighs between 98 g and 100 g. Its overall length is between 665 mm and 670 mm. stringed areaframeŚĞĂĚƚŚƌŽĂƚƐŚĂŌŚĂŶĚůĞrounded cork baseĐŽŶŝĐĂů ƐŚĂƉĞĞdžƚƌĞŵĞůLJ ĂĞƌŽĚLJŶĂŵŝĐĂůůLJ ƐƚĂďůĞ ;ĂůǁĂLJƐ ǁŝůů ƚƵƌŶ ƚŽ ŇLJ ĐŽƌŬ ĮƌƐƚͿĨĞĂƚŚĞƌƐShuttlecock – It is made up of 16 goose feathers embedded into a cork head. The feathers could be substituted with feather-like nylon or plastic.Court – Badminton courts may be set outdoors or indoors. But competitive badminton is usually played indoors so the wind will not affect the flight of the shuttlecock. The standard badminton court is 6 m wide to hold a doubles game. The singles court is at least 5 m wide. The length should be at least 13.4 m (44 ft).dŚŝƐ ĐŽƵƌƚ ĚŝĂŐƌĂŵ ƐŚŽǁƐ ďŽƚŚ ƐŝŶŐůĞƐ ĂŶĚ ĚŽƵďůĞƐ ƉůĂLJback ďŽƵŶĚĂƌLJ line and long service line for singlessideline for singlessideline for doubleslong service line for doublesƐŚŽƌƚ service line netůĞŌ ƐĞƌǀŝĐĞ ĐŽƵƌƚƌŝŐŚƚ ƐĞƌǀŝĐĞ ĐŽƵƌƚ1’6”Court is 44 feet long8’6”8’6”1’6”2’6”12’9”6’6”6’6”12’9”2’6”20’
P.E.Personal Fitness and Exercise Training 219Posts and net – The posts should stand on the doubles sidelines and are 1.55 m in height. The net should be strained tightly with a height of 1.524 m from the floor in the center and a width of 0.76 m. Ϭ͘ϳϲ ŵ;Ϯ Ō ϲ ŝŶͿ1.524 m;ϱ ŌͿ1.55 m;ϱ Ō ϭ ŝŶͿAfter knowing the equipment, let’s learn the basic skills of playing badminton. You have to develop these skills so you can play the sport properly.Basic Skills in Playing Badminton1. Grip – It is the way a player holds the racket in reference to a shot.Kinds of Gripa. Forehand grip – a handshake grip where the index finger is curved around the handle higher than the thumb, which is positioned higher than the three other fingers in front of the handle. The index finger is the lever to flex the hand during the shot. It is useful for forehand smash, forehand drop, forehand clear, and forehand net kill to tighten the hit. Incorrect posture and footwork can waste ƟŵĞ ĂŶĚ ĞŶĞƌŐLJ ƚŚĂƚ ĐĂŶ ůĞĂĚ ƚŽ ŝŶũƵƌLJ͘Big Idea"ŶŐůĞ ϭ"ŶŐůĞ Ϯ"ŶŐůĞ ϯ"ŶŐůĞ ϭ"ŶŐůĞ Ϯ"ŶŐůĞ ϯb. Backhand grip – a close fist grip in which the thumb is placed behind the flat of the handle, serving as a lever to move the hand away from the body during a shot. Shots such as backhand clear, backhand drive, backhand smash, and backhand lift are delivered efficiently using this grip, which tightens during the hit.
P.E.220 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳc. Neutral grip – another variation of grip in which the thumb and the index finger are opposite each other to switch easily from the forehand grip to the backhand grip. Advanced players use this grip (either in backhand or in forehand) during the lifts, flicks, backhand drives, and drop shots near the net because light motion action of fingers and lower arm muscles is needed here."ŶŐůĞ ϭ"ŶŐůĞ Ϯ"ŶŐůĞ ϯActivity 1Roll and TurnKeep on practicing to master the different kinds of grip. Do the sequence neutral-forehand-neutral-backhand-neutral continuously.2. Stroke – It is the swing motion of the arm. The direction of the stroke varies.Kinds of Strokea. Forehand stroke – refers to the swinging of the arm in which the palm of the racket-hand faces the direction of the stroke. The player executes an open stance with the foot of racket-hand at the back. This is to transfer the weight to the other foot during a service or return of low shot or high shot. Then an open forward lunge is done during a return from a close to net shots. b. Backhand stroke – refers to the swinging of the arm in which the back of the hand faces the direction of the stroke. The player executes an open lunge position at the back, side, or diagonal front of the court. YƵŝĐŬ ƐǁŝƚĐŚŝŶŐ ŽĨ ŐƌŝƉ ŵĞĂŶƐ ŚĂǀŝŶŐ ĂŶ ĂůĞƌƚ ƌĞƐƉŽŶƐĞ ƚŽ ĂŶ ĂƉƉƌŽĂĐŚŝŶŐ ƐŚŽƚ͘Big Idea
P.E.Personal Fitness and Exercise Training 221Activity 23. Shot – It is the produced height and distance to the fly of the bird after a certain amount of force applied during the hit. Kinds of Shota. Clear – a lob shot that is high and directed toward the backcourt of the opponentb. Drop – a low shot that is close to the top of the net and crosses behind the net of the opponent’s sidec. Drive – a low shot that makes a horizontal crossing over the netd. Smash – a hard-hit overhead shot that forces the shuttle to go sharply downwarde. Net kill – a sharp downward return from a low shot close to net f. Lift – a gentle shot from a flat or horizontal face of a racket executed gently by the fingers and wristconnectZĞƐĞĂƌĐŚĞƌƐ ŚĂǀĞ ĐŽŶĐůƵĚĞĚ ƚŚĂƚ ůŽŶŐ ĂŶĚ ǁŝĚĞ ůƵŶŐĞƐ ďLJ Ă ďĂĚŵŝŶƚŽŶ ƉůĂLJĞƌ ĐĂŶ ĐĂƵƐĞ ůŽǁĞƌ ůĞŐ ŝŶũƵƌŝĞƐ ĚƵĞ ƚŽ ŐƌĞĂƚ ůŽĂĚƐ ƉƵƚ ŽŶ ƚŚĞ ĨŽŽƚ ;,Ƶ͕ y͕͘>ŝ͕ :͘ $͕͘ ,ŽŶŐ͕ z͕͘ tĂŶŐ͕ >͘ ͕ ϮϬϭϱͿ͘ ^ƚƌĞŶŐƚŚĞŶŝŶŐ ƚŚĞ ĨĞĞƚ ƚŚƌŽƵŐŚ ƉƌŽƉĞƌ ǁĂƌŵͲƵƉ ĂŶĚ ĚƌŝůůƐ ĐĂŶ ŚĞůƉ ƉƌĞǀĞŶƚ ĐƌĂŵƉƐ͕ ƐƉƌĂŝŶ͕ ƐƚƌĂŝŶ͕ ƚĞŶĚŝŶŝƟƐ͕ ĂŶĚ ƚŚĞ ůŝŬĞ͘ /Ĩ Ă ƉůĂLJĞƌ ŐĞƚƐ ŝŶũƵƌĞĚ͕ ƚƌĞĂƚ ƚŚĞ ĂīĞĐƚĞĚ ĂƌĞĂ ƵƐŝŶŐ ƚŚĞ W͘Z͘/͘!͘#͘ ŵĞƚŚŽĚ͘Sources͗ ŚƩƉƐ͗ͬͬũŽƵƌŶĂůƐ͘ƉůŽƐ͘ŽƌŐͬƉůŽƐŽŶĞͬĂƌƟĐůĞ͍ŝĚсϭϬ͘ϭϯϳϭͬũŽƵƌŶĂů͘ƉŽŶĞ͘Ϭϭϯϳϱϱϴ͖ ŚƩƉƐ͗ͬͬǁǁǁ͘ƐƉŽƌƚƐͲŚĞĂůƚŚ͘ĐŽŵͬƚƌĞĂƚŵĞŶƚ͖ ĂŶĚ ŚƩƉƐ͗ͬͬǁǁǁ͘ƐƉŽƌƚƐͲŚĞĂůƚŚ͘ĐŽŵͬƚƌĞĂƚŵĞŶƚͬƉƌŝĐĞͲƉƌŽƚŽĐŽůͲƉƌŝŶĐŝƉůĞƐClock SwingPerform accurately the forehand stroke following the 12 o’clock to 5 o’clock directions and the backhand strokes following the 11 o’clock to 7 o’clock directions. Ensure the smooth continuous swinging of the arm to the other side.YƵĂůŝƚLJ ŵŽǀĞŵĞŶƚƐ ĂƌĞ produced following correct ĂŶĚ ĐŽŵƉůĞƚĞ ĞdžĞĐƵƟŽŶƐ͘ dŚĞLJ ĂƌĞ ƐĂĨĞ ĂŶĚ ƉŽǁĞƌĨƵů͘Big Idea4. Service – It is a shot delivered by a player to start the game. The shuttlecock should be crossing the net continuously flying diagonally toward the receiving area. The mandatory service height is fixed at 1.15 meters, which was officially started in December 2018.
P.E.222 WƌĂĐƟĐĂů D$W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳKinds of Servicea. Forehand high serve – is delivered from a full forehand backswing to fly the bird deeply high toward the backcourt of the opponent. This opens the space of the opponent in the court. In an open stance facing the side, the supporting foot of racket-hand transfers the weight to the other foot as the body rotates during the hit while the arm is continuously crossing upward to the other side. b. Forehand low serve – is delivered from a half swinging of the arm forward by making the arm closer to the body. This is when you want your opponent to lift the bird after. The stance and transferring of weight forward during the hit is essential.c. Backhand low serve – is delivered in which the bird is tapped gently to fly over and drop just behind the net or close to the service line of the opponent’s court. The foot of the racket-hand is in front.d. Backhand flick serve – is delivered from a low serve but with the very quick upward-forward action of the wrist, making the bird fly toward the back of the court. The foot of the racket-hand is in front.Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƐƉŽƌƚƐƌĞĐ͘ĐŽŵͬƚLJƉĞƐͲƐĞƌǀĞƐͲďĂĚŵŝŶƚŽŶͲϭϬϬϮϬϰϭϮ͘ŚƚŵůThe two service techniques are the forehand and backhand serves. The forehand serve uses the forehand stroke, whereas the backhand serve uses the backhand stroke. The offensive player first holds the shuttle before executing the forehand or backhand stroke to make the serve.&ŽƌĞŚĂŶĚ ƐĞƌǀŝĐĞ!ĂĐŬŚĂŶĚ ƐĞƌǀŝĐĞconnectdŚĞ !ĂĚŵŝŶƚŽŶ tŽƌůĚ &ĞĚĞƌĂƟŽŶ ŝƐ ƚŚĞ ǁŽƌůĚ ŐŽǀĞƌŶŝŶŐ ďŽĚLJ ĨŽƌ ďĂĚŵŝŶƚŽŶ͘ /ƚ ŝƐ ŽĸĐŝĂůůLJ ƌĞĐŽŐŶŝnjĞĚ ďLJ ƚŚĞ /ŶƚĞƌŶĂƟŽŶĂů KůLJŵƉŝĐ "ŽŵŵŝƩĞĞ ĂŶĚ ďLJ ƚŚĞ /ŶƚĞƌŶĂƟŽŶĂů WĂƌĂůLJŵƉŝĐ "ŽŵŵŝƩĞĞ͘$ ĐŽŵƉůĞƚĞ ĨŽůůŽǁ ƚŚƌŽƵŐŚ ƐĞƩůĞƐ LJŽƵ ďĂĐŬ ƚŽ Ă ƌĞĂĚLJ ƉŽƐŝƟŽŶ͕ ŵĂŬŝŶŐ LJŽƵ ƐŚŝŌ ĚŝƌĞĐƟŽŶƐ ƋƵŝĐŬůLJ ĂŶĚ ĞĸĐŝĞŶƚůLJ͘Big Idea
P.E.Personal Fitness and Exercise Training 223The Basics of BadmintonBadminton can be played either as singles (two opposing players) or as doubles (two-person teams) game. To get a score, the first offensive player must hit the bird to pass over the net and land within the court of the opponent. If the shuttlecock hits the net or lands outside the court, a point is awarded to the opponent.The server must hit the bird underarm and below the server’s waistline. No overarm serves are allowed.Each game starts with a toss of a coin to determine which player serves first and what side of the court the opponent takes.If the shuttlecock is ‘live’ or in play, a player may move around the court as he or she wishes. Both may hit the shuttlecock from out of the playing area during the exchange of flights. If a player touches the net with any part of his or her body or racket, it is considered a fault. His or her opponent gets the point.Here are situations when a shuttle is considered not in play: when it strikes the net and remains suspended on top; when it strikes the net or post and falls down on the court on the striker’s side of the net; when it hits the surface of the court; and a fault or let has occurred.A fault is called if a player deliberately distracts his or her opponent; the shuttlecock is caught in the racket and then flung, and the shuttlecock is hit twice; or if the player continues to infract with the rules of the game.A fault may also be called in the following situations: if the shuttle lands outside the boundaries of the court; if the shuttle passes through or under the net; if the shuttle fails to pass over the net; if the shuttle touches the ceiling or the walls; if the shuttle touches the person or the clothing of a player or touches any other object or person; if the shuttle is caught and is held on the racket and then slung during the execution of a stroke.The primary goal of the server is to pass the shuttle diagonally across the net to his or her opponent. As points are won, the servers change roles, wherein the first server becomes the receiver. There are no second serves unlike in lawn tennis. If the first attempt lands outside your court, the opponent gets the point.Every game is officiated by a referee on a high chair. Line judges monitor as to where the shuttlecock lands. The referee has overriding calls on infringements and faults.A let is called by the referee if there is an accident or an emergency. These may include when the shuttlecock gets stuck in the net and a decision is too close to call. A let is also called if a player serves before the receiver is ready, or a service court error occurs. When a let occurs, the play is not counted, and the player who served will repeat the serve. An exception is when the rule of service court errors is applicable.<ŶŽǁ ƚŚĞ ďĂƐŝĐ ƐŬŝůůƐ ĂŶĚ ƌƵůĞƐ ŽĨ ƚŚĞ ŐĂŵĞ͘ dŚĞŶ ƉƌĂĐƟĐĞ ƚŽ ďĞ ĂďůĞ ƚŽ ƉůĂLJ ĂŶĚ ĞŶũŽLJ ƚŚĞ ŐĂŵĞ͘ Big Idea
P.E.224 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 3The game has only two rest periods—a 90-s rest after the first game and a 5-min rest period after the second game.If the rules are repeatedly broken by a player, the referee has to dock that particular player of points with repeated fouls. The player is then removed from the set or the match.Catch That Bird1. Find a partner. Decide who will be partner 1 and partner 2. 2. Both of you should be facing the wall. 3. Partner 2 will position himself or herself close to the wall, while partner 1 is at the back of partner 2.4. Partner 1 will hit 10 birds as fast as he or she can toward the wall, while partner 2 catches the falling birds. Exchange positions with your partner. 5. Perform the stick drop test afterward.6. Partner 1 will be the performer first, and then partner 2 will do the dropping of the ruler. 7. Take turns with your partner. Follow the procedure and be honest in recording your results.Extensions1. For further improvement of your footwork, muscular strength, power, and flexibility of the legs, watch the videos on the following links:• 4 Corners Badminton Footwork Basics at https://www.youtube.com/watch?v=Px9ycBVvgBg • Explosive Start and Split Step: The secret for fast badminton footwork (Part #1) at https://www.youtube.com/watch?v=mWK76ZDDFZQ2. To improve your powerful backhand shots, watch the video at https://www.youtube.com/watch?v=fzmT3qcMq4s. 3. To learn some badminton warm-up exercises for agility, muscular strength, and flexibility, watch the videos on the following links:• Warm Up Exercise & Strength Training at https://www.youtube.com/watch?v=bLCs1D55ZJY• Badminton agility exercises at https://www.youtube.com/watch?v=l5BSPBiC8h04. For a better understanding of the rules and regulations of playing badminton, read the laws of badminton on http://www.worldbadminton.com/rules/#9.
P.E.Personal Fitness and Exercise Training 225UpgradeA. Perform the following:1. Forehand high serve (10 shots) 2. Forehand low serve (10 shots)3. Backhand low serve (10 shots)4. Backhand flick serve (10 shots)B. You are a badminton trainer. You are asked by a sport equipment supplier to conduct a badminton clinic for aspiring badminton players in the community. Come up with a proposal for a one-week badminton clinic. Include in your proposal the nature and background of badminton and other details of the sport. Your output will be evaluated and approved by the local government officials. You are expected to submit a comprehensive, clear, realistic, and relevant training proposal.CriterionExcellent5 pointsGood3 pointsPoor1 pointRelevance of sports clinicThe badminton drills and sports clinic sessions were relevant and very specific for the aspiring players.The sports clinic sessions and drills were quite difficult for the aspiring playersThe sports clinic sessions and drills were very difficult for the aspiring players. RealisticThe proposal was achievable and possible because the venue and support materials were available for all the participants.The venue was available, but the support materials were limited.The venue and support materials were not available.CompletenessThe proposal was complete with the required items (e.g., budget plan, communication letters, and program matrix). The sports clinic included a mini badminton tournament. The proposal was incomplete. One to two required items were missing.The proposal was incomplete. Three or more required items were missing.ClarityThe objectives of the sports clinic were clear and intended for the aspiring players. The objectives of the sports clinic were clearly stated in the proposal.The objectives of the sports clinic were not clearly identified in the proposal.Decode1. How do badminton drills challenge your total body fitness?2. What is the importance of mastering the basic skills in badminton?3. What can you do to prevent having injuries while playing badminton?
P.E.226 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson2dĂďůĞ dĞŶŶŝƐ͗ ^ƉŝŶŶŝŶŐ Ă !Ăůů ŽŶƚŽ Ă tŽŽĚ ^ƵƌĨĂĐĞGo to https://www.youtube.com/watch?v=lSlsrTZrckQ, and watch the video about a ping-pong dance. Try to follow the steps and enjoy the dance. Describe how well you were able to imitate the movements in the dance. Then answer the questions posed in Access.1. What can you say about the ping-pong dance?2. What do you think are the important movements in this dance?3. How important are these movements in improving your flexibility, power, agility, balance, and eye-coordination?History of Table TennisTable tennis started in England at the end of the 19th century. After dinner, upper-class Victorians converted their dining table into an indoor version of lawn tennis. They lined books on the middle of the table and used wooden empty cigar boxes. A ball made of string or cork was used as the tennis ball. The game was called differently back then. Victorians called it as ZKLƛI ZKDƛI, ƛOLP ƛODP, and others.In 1901, J. Jaques & Son Ltd, a ball manufacturer, registered the game ping-pong as the company’s trademark. It was later sold to Parker Brothers of the United States. In the 1920s, the sport was revived in Europe as table tennis. In 1926, the International Table Tennis Federation was formed in Berlin, Germany. A world tournament was held the following year.EquipmentTable tennis rackets – These are also known as bats or paddles. These paddles are made of plywood. Each paddle is covered with rubber and a thin layer of sponge in-between. Table – The standard table for table tennis has a length of 2.74 m, 1.525 m wide, and 0.7 m high. It is made of timber and covered with a smooth coating; the white line divides the table lengthwise, which separates the right and left courts.
P.E.Personal Fitness and Exercise Training 227Basic Skills GripShakehand Grip – This is a grip that looks as if you are shaking someone’s hand at a 45º angle. All the fingers are used in gripping the racket while the thumb is resting opposite the index finger. This grip is normally used by beginners because players can easily do the forehand and backhand strokes with it. ůĞŶŐƚŚϵ Ō ;Ϯ͘ϳϰ ŵͿŶĞƚ ǁŝĚƚŚϲ Ō ;ϭ͘ϴϯ ŵͿŚĞŝŐŚƚϯϬ ŝŶ ;ϳϲ ĐŵͿǁŝĚƚŚϱ Ō ;ϭ͘ϱϮϱ ŵͿŶĞƚ ŚĞŝŐŚƚ6 in ;ϭϱ͘Ϯϱ ĐŵͿPen-hold Grip –This grip is used by professional players. You grip the racket as if you are holding a pen. The thumb and the index finger are placed on the other side while the rest of the fingers are on the opposite side of the paddle. Table tennis ball (ping-pong ball) – A table tennis ball is 40 mm in diameter with a weight of 2.7 grams. It is made of celluloid. Strokes1. The drive – It is a light topspin that has a medium to fast-forward speed. The angle of the racket is at 45 degrees. The drive is an offensive stroke.Forehand DriveA ready stance is important. It allows you to be always alert. When doing the approach, move your right foot (for right-handed players) on the side as you twist your hips and waist. Make sure that your weight is transferred on this foot. Using your right arm (for right-handed players), make a backswing approach, and hit the ball. Make the contact with the ball after it bounces on the table. Make a follow-through after hitting. The same way goes for left-handed people.
P.E.228 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳBackhand DriveDo the ready stance. From here, move your right foot forward, while the other foot is at the back or in the same place. Twist your waist to the left with the racket (for right-handed players). Make sure that there’s a transfer of weight on your right foot when you swing back the arm across the body, and hit the ball in a slightly upward direction. Then make a follow-through. The same way goes for left-handed players.2. The push – It is a light and smooth brush underneath the ball with an open racket to play a low and short ball. It is a defensive stroke to return a backspin.Forehand pushWith open legs facing the table, hold the open racket facing slightly diagonal toward the ceiling. Brush the ball underneath by moving the finger, hand, wrist, and lower forearm toward the net. This is useful to return a serve and to counter a heavy backspin. During the complete stroke, the elbow is pointing outward or away from the body.Backhand PushWith open legs facing the table, hold the open racket in front of the chest, and hit the ball underneath while the arm continuously moves toward the net. The elbow is completely out.Sources͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ĞdžƉĞƌƩĂďůĞƚĞŶŶŝƐ͘ĐŽŵͬĨŽƌĞŚĂŶĚͲƉƵƐŚͲƚĂďůĞͲƚĞŶŶŝƐͬ ĂŶĚ ŚƩƉƐ͗ͬͬǁǁǁ͘ĞdžƉĞƌƩĂďůĞƚĞŶŶŝƐ͘ĐŽŵͬŚŽǁͲƚŽͲƉůĂLJͲĂͲďĂĐŬŚĂŶĚͲƉƵƐŚͲŝŶͲƚĂďůĞͲƚĞŶŶŝƐͬ^ƚĂLJ ĨŽĐƵƐĞĚ ǁŝƚŚ Ă ĐŽƌƌĞĐƚ ƌĞĂĚLJ ƐƋƵĂƌĞ ƐƚĂŶĐĞ͘ !ŽŶƋƵĞƌ LJŽƵƌ ƐƉĂĐĞ ĂŶĚ Ăŝŵ ďĞŚŝŶĚ ƚŚĞ ŶĞƚ͘ Big IdeaActivity 1Drive Forward!Practice proper drives in table tennis. Execute 10 forehand drives and 10 backhand drives.Basic RulesService A game starts when one player (server) makes a serve before the receiver makes the return. The server starts the play with the ball resting on an open palm. The server tosses the ball up approximately 15 to 16 cm into the air without imparting a spin. Then he or she drives the ball to the surface of his or her court first so that it bounces over the net and hits the receiver’s court. In doubles, the ball must hit alternately and successively at the right half of the court of the server and the receiver.
P.E.Personal Fitness and Exercise Training 229After the ball is put into play, both players make returns until a point is scored. In doubles, each player on the same team must alternately take turns to make the return. After two points, the receiving player/pair becomes the serving player/pair and so on until the end of the game. Kinds of Spin1. Top spin – is done by a slight drive upward on top of the ball where the racket angle is at 45 degrees (either forehand or backhand). 2. Back spin – is done by a slight slice or chop stroke at the back of the ball (either forehand or backhand). 3. Side spin – is done by a slight forward push on the side of the ball (either forehand or backhand). ScoringA set is scored when one of the players or pair first produces 11 points. If both players/pairs score 10 points, a set is won by the first player/pair to gain a 2-point lead. A full match is won when a player or pair wins the best of any odd number of sets (3, 5, or 7).A point is scored in the following situations: a player fails to make a correct service; a player fails to make a return; the ball touches any part of the opponent’s body; the opponent strikes the ball twice in succession; and the opponent’s body or clothing touches the playing surface or net during play.In a doubles game, a point is made if the opponent strikes the ball out of the sequence established by the first server and first receiver. Last, a point is recorded after each ball is put into play (not just when the server wins the point, as in volleyball).The edges of the table are part of the official table surface, but not the sides or frames.After each game, the players switch ends of the table. In the final game (i.e., 5th game), the players switch sides again after either player reaches five points.If the serve is executed according to the rules, but it touches the net, it is a let serve. A let serve is not scored and is repeated.Quick and precise footwork is ĞƐƐĞŶƟĂů ƚŽ ƉƌĞƉĂƌĞ ĨŽƌ ƚŚĞ ŶĞdžƚ ƌĞƚƵƌŶ ĂŌĞƌ ƚŚĞ ƐĞƌǀŝĐĞ͘Big IdeaconnectdŚĞ ŵƵƐĐůĞ ƐƉŝŶĚůĞ ĂŶĚ ƚŚĞ 'ŽůŐŝ ƚĞŶĚŽŶ ĂƌĞ ƌĞĐĞƉƚŽƌƐ ƚŚĂƚ ƐĞŶĚ ŝŶĨŽƌŵĂƟŽŶ ƚŽ ƚŚĞ ĐĞŶƚƌĂů ŶĞƌǀŽƵƐ ƐLJƐƚĞŵ͘ dŚĞLJ ƚĞůů LJŽƵ ƚŽ ŶŽƚ ŽǀĞƌĚŽ ƐƚƌĞƚĐŚŝŶŐ ƚŽ ƉƌĞǀĞŶƚ LJŽƵ ĨƌŽŵ ŚƵƌƟŶŐ LJŽƵƌƐĞůĨ͘ Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƵŶŵ͘ĞĚƵͬΕůŬƌĂǀŝƚnjͬ#džĞƌĐŝƐĞйϮϬWŚLJƐͬƐƉŝŶĚůĞ'dK͘Śƚŵů!ŽƌƌĞĐƚ ƉƌĂĐƟĐĞ ŽĨ ŵŽǀĞŵĞŶƚ ŵĂŝŶƚĂŝŶƐ ƉƌŽƉĞƌ ĨŽƌŵ͕ ůĞĂĚŝŶŐ ƚŽ ĞĸĐŝĞŶĐLJ ĂŶĚ ĐŽŶƐŝƐƚĞŶĐLJ ŽĨ ƐƚƌŽŬĞƐ͘ 'ŽŽĚ ĨŽŽƚ ƉĂƩĞƌŶƐ ĂƌĞ ƚŚĞ ǁŽƌŬ ŽĨ ƚŚĞ ǁŚŽůĞ ďŽĚLJ͘ Big Idea
P.E.230 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 2Execute a successful service using the open-toss-hit-bounce-cross-bounce sequence. Do the three kinds of spin.1. Correct execution of serve from a drive (top spin) and return to the ready stance quickly2. Correct execution of serve from a deep slice (back spin) and return to the ready stance quickly3. Correct execution of serve from a forward push (side spin) and return to the ready stance quicklyExtensions• To learn some table tennis exercises to improve your footwork, watch the video on https://www.youtube.com/watch?v=KWYUFnwGEf0. • Learn to curve the ball past your opponent with the sidespin forehand topspin by watching the tutorial on https://www.youtube.com/watch?time_continue=275&v=P38tGd0sFy8&feature=emb_logo.• Watch the performance of Aljay Villena, an 11- year old boy from Nueva Ecija who participated in the World Championship of Ping Pong 2018 in London on https://www.youtube.com/watch?v=e5w4MCTfTS. Look closely at how he applied all the skills you just learned from the lesson.UpgradeA. Identify what is being described in each item.1. It is the common term for table tennis.2. It is the officially recognized governing body of table tennis.3. It is the most common grip used in table tennis.4. It is the offensive stroke in table tennis.5. It is the defensive stroke in table tennis.6. It is the spin created when the ball is hit underneath.7. It is a situation wherein a serve is not scored and is repeated because the prior serve that is executed according to the rules touched the net.8. It is the spin created by a forearm drive.9. It is the total score to win a set in table tennis.10. It is the diameter of the table tennis ball.
P.E.Personal Fitness and Exercise Training 231B. You are a sports analyst. The head of a local table tennis association has hired you to study the performance of young table tennis players. The head asks you to make a study for each athlete so that he or she would know his or her strengths and weaknesses. Review the videos of their competitions and attend their local tournaments to observe and record their performances. You have two months to do the study. You are expected to make a study that is honest, specific, accurate, and significant for the improvement of each athlete and the entire team.CriterionExcellent5 pointsGood3 pointsPoor1 pointHonesty/Trustworthiness of the studyThe study was not biased toward a particular result or party. It clearly stated the strengths and weaknesses of each athlete.The study presented honest observations of the sports analyst.The study was quite biased toward a particular resort or party.Specific The study was specific to each athlete. It was very detailed.The study was specific to each athlete, but it was lacking some details.The study was not specific to each athlete.AccuracyThe data presented were consistent and appropriately interpreted.The data presented were consistent, but the interpretation was not clear.The data presented were not consistent.Significance to the athlete’s improvementThe truthfulness of the study was significant to the athlete’s improvement.The unclear interpretation of the data could not identify well what aspects should be improved by the athletes. The inconsistency of the data did not reveal what aspects should be improved by the athletes.Decode1. Rank the table tennis skills in terms of what you find the easiest to the most difficult. Justify your ranking.2. What are the table tennis skills that you can incorporate in your workout routine?3. What are the changes that you felt and noticed in your body while executing the proper stance in table tennis? How important are these changes to you?
P.E.232 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson3Arnis: Your Agility, Power, Accuracy, ĂŶĚ dŝŵŝŶŐ ;"W"dͿ DĂƩĞƌAccessNetwork1. To know how arnis as was declared our national martial art and sport, read Republic Act No. 9850 at https://www.officialgazette.gov.ph/2009/12/11/republic-act-no-9850/.2. Watch the performance of Crisamuel Delfin in an arnis competition during the 30th SEA Games 2019. Describe his agility, power, accuracy, and timing in anyo in the arnis competition.3. Answer the questions posed in Access.1. What are the main points of Republic Act No. 9850?2. Describe the moves and the winning performance of Crisamuel Delfin. Do you think he can be a good and mighty warrior if he lived during the pre-Spanish time? Why do you say so?3. As a student, how can you defend and protect your own life and those of other people from violent people?Arnis was declared the national martial art and sport of the Philippines in 2009 by the virtue of Republic Act No. 9850. Arnis is also known as Eskrima, Kali, Garrote, and other names in various regional languages. These include Pananandata in Tagalog, Pagkalikali of Ibanag, Kabaraon and Kalirongan of Pangasinan, Kaliradman of Bisaya, and Didja of Ilokano. The techniques for offense and defense in arnis are striking, blocking, grappling, and locking from a twirl or swing of a stick, cane (baston), or other related implement such as sword (bolo/itak) or dagger (punyal).History of ArnisThe origin of arnis is unclear. However, it was believed that native Filipinos already practiced the art before the Spaniards came. They used weapons, such as swords, daggers, spears, sticks, and other sharp objects, which they used for combat, farming, and even hunting.Lapu-Lapu was believed to have used arnis to train his warriors how to fight against the invaders. They used swords, daggers, spears, and other weaponry in the battle. When Miguel Lopez de Legaspi came, he was fascinated with the martial arts skills of the natives.
P.E.Personal Fitness and Exercise Training 233Arnis was also used onstage in moro-moro plays. Arnis de Mano became popular because of the Spanish terms arnes, which means “trappings or harnesses that are worn by the moro-moro actors on their hands,” and de mano, which means “hands.” Eventually, the arnes word became arnis. EquipmentWooden sticks were made of rattan. They have a length of 61 cm for elementary students and 71 cm for college students. Both types are 2.54 cm in diameter.Basic Skills GripWrap your fingers on the sticks approximately 5.08 cm to 7.62 cm above the base or the butt. This small portion is called the punyo, which is useful for hooking, punching, pushing, and hitting with force and power from the wrist. Make sure that your thumb is placed firmly over the index finger. However, in contact events, a player can adjust his or her grip firmly down toward the base of the stick to increase power and to have a longer reach.Courtesy BowconnectArnis ǁĂƐ ĐŽŶƐŝĚĞƌĞĚ ĂƐ ƚŚĞ EĂƟŽŶĂů DĂƌƟĂů #ƌƚ ĂŶĚ ^ƉŽƌƚ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ ƚŚƌŽƵŐŚ ZĞƉƵďůŝĐ #Đƚ ϵϴϱϬ ǁŚŝĐŚ ǁĂƐ ƐŝŐŶĞĚ ďLJ ƚŚĞŶ WƌĞƐŝĚĞŶƚ 'ůŽƌŝĂ DĂĐĂƉĂŐĂů #ƌƌŽLJŽ͘ Source͗ ŚƩƉ͗ͬͬŶĐĐĂ͘ŐŽǀ͘ƉŚͬĂďŽƵƚͲĐƵůƚƵƌĞͲĂŶĚͲĂƌƚƐͬĐƵůƚƵƌĞͲƉƌŽĮůĞͬƉŚŝůŝƉƉŝŶĞͲĨĂƐƚͲĨĂĐƚƐͬŶĂƟŽŶĂůͲƐƉŽƌƚͲĂƌŶŝƐͬReady Stance or Attention StanceStand upright with your feet apart. Hold the arnis sticks with both hands on both ends. Your hands should be at the waist level as shown in the picture. You usually do this position when standing during training or tournaments. Attention StanceStand upright. Put your feet together, forming a 45° angle, using your heels. Use both hands to hold the sticks on both sides. They should be placed at the waist level same as in the ready stance. You do this position in preparation for “bowing” or “courtesy.”!ŽƵƌƚĞƐLJ ŝƐ Ă ƐŝŐŶ ŽĨ ƌĞƐƉĞĐƚ ŝŶ ŵĂƌƟĂů ĂƌƚƐ͘ /Ŷ ƌĞĂů ůŝĨĞ͕ LJŽƵ ŵƵƐƚ ŬŶŽǁ ŚŽǁ ƚŽ ƌĞƐƉĞĐƚ ŽƚŚĞƌ ƉĞŽƉůĞ ĂŶĚ ƚŚĞŝƌ ŽƉŝŶŝŽŶƐ͘ Big Idea
P.E.234 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUsing this stance, bow your head. This is how you do a courtesy bow.Right-hand Ways or Left-hand WaysThis courtesy is commonly used when the player is using doble baston or double sticks.Techniques• Twelve Striking TechniquesDuring practices, these 12 striking techniques must be executed in sequence. But in tournaments or actual sparring, you can use them in any order. Only the solo baston is used in this technique. Striking Technique Number 1If you are right-handed, place your right foot indirectly forward with your trunk to the right side. Bring the baston a bit over your right shoulder for the power up, and then strike it at the left temple of the target; then pause. Make sure that your free hand is on your chest. From this, do striking technique number 2.Striking Technique Number 2Twist your trunk to your left side, and bring the baston on the other side. Then strike the right temple of your opponent; then pause. Striking Technique Number 3From strike number 2, twist your hips to the right, and bring the stick pointing downward (rotating your wrist). Strike the left side of your opponent’s body between the hip joints and the shoulder. Then pause. Striking Technique Number 4From strike number 3, transfer the stick to the right side of the body, and hit the right side of your opponent between the hips and the shoulder; then pause.
P.E.Personal Fitness and Exercise Training 235Striking Technique Number 5From strike number 4, thrust the solar plexus or stomach of your opponent. Striking Technique Number 6From strike number 5, hit your opponent’s right armpit using the pointed part of the stick. Striking Technique Number 7In this strike, hit your opponent’s left armpit. Striking Technique Number 8From strike number 7, put the stick downward to hit your opponent’s left knee. Striking Technique Number 9Transfer the baston and hit the other knee.Striking Technique Number 10From strike number 9, hit the right eye.Striking Technique Number 11Transfer the stick to the other eye and hit it.Striking Technique Number 12From strike number 11, hit the crown or the head of the target.
P.E.236 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ12110ϯ6592114ϳ8Note: The striker should be moving forward while doing the 12 strikes. The grip must also be firm. • Six Blocking TechniquesThis set of techniques is used to block the striking techniques. However, some striking techniques in the first set have the same counter attack as the others. Blocking Technique Number 1 (Left Sideward-Upward Block)With the same stance as in the striking technique, hold the stick with your right hand while your left hand supports the upper part of the stick. Then move it to your left side. Make sure that the supporting hand is hiding your fingers, and only your finger blades are seen. Blocking Technique Number 2 (Right Sideward-Upward Block)Do the blocking technique number 1 to the opposite side. Blocking Technique Number 3 (Left Sideward-Downward Block)This is executed by striking the left knee.
P.E.Personal Fitness and Exercise Training 237 Blocking Technique Number 4 (Right Sideward-Downward Block)Execute this block by striking the right knee same as the blocking technique number 3. Blocking Technique Number 5 (Vertical Block)This is like blocking technique number 1, but the blade of the left hand is at the bottom while the right hand, which is holding the stick, is at chest level. Thus, the stick is pointing downward. This block is used for blocking the striking techniques in the armpits. Blocking Technique Number 6 (Rising Block)This is used to block the striking technique for the crown or the head. Raise the stick over your head in horizontal position. One hand is holding the stick, and the other hand is used as support. It is similar to how you do the proper griping for blocking.These basic strikes and blocking techniques are essential to the arnis-anyo event competition. The Arnis-anyo event is a demonstration or artistic, choreographed, prearranged sets of movements, and offensive and defensive techniques using stick, wooden replica, or metallic unbladed (dull) replica of a bladed weapon. A one-round competition is allowed for the competitors to execute one- to two-minute performance. The performances are judged based on a set criteria. There would be different divisions in the single weapon, double weapon, and sword and dagger categories in both the individual and team events. The competitors will be ranked based on the scores awarded by the judges.Category: Individual, Team (three members), Pair (a boy and a girl)1. Single weapon 2. Double identical weapon 3. Sword and dagger
P.E.238 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳ10 m10 mtarning >ines:ƵĚŐĞƐ!K1!K2BoundarLJ>inesEntrLJ>ine#ŶLJŽ !ŽŵƉĞƟƟŽŶ #ƌĞĂScoringFive judges award points to the competitors with a value from 1.0 to 2.0 with an increment of 0.1.Criteria1. Performance of the player(s)• Coordination of movements (individual events)• Synchronization (team events)• Artistic execution• Bearing and stage presence2. Criteria on the forms (anyo)• Degree of difficulty• CreativityPenalties and Deductions1. Deduction of 0.1 – destroyed weapon, performance is less than 1 minute and longer than 2 minutes, stepping on and/or outside the boundary line2. Deduction of 0.2 – disarmed/laglag, did not execute pugay at the start or at the end of the performance3. Deduction of 0.5 – starting over the performanceSource͗ ŚƩƉƐ͗ͬͬƉĂůĂƌŽŶŐƉĂŵďĂŶƐĂ͘ĮůĞƐ͘ǁŽƌĚƉƌĞƐƐ͘ĐŽŵͬϮϬϭϴͬϬϯͬĂƌŶŝƐͲƌƵůĞƐ͘ƉĚĨ
P.E.Personal Fitness and Exercise Training 239Activity Practice the following:1. Solo practice – Perform twisting and twirling of the stick from abierta to sinawali to abanico using the following sequence:a. HIGH-high-high (High: temple-head-shoulder targets)b. high-MIDDLE-high (Middle: torso, arms, hands, hip targets)c. LOW-low-low (Low: thigh, knee, leg, foot)d. High-middle-low (combinations)2. Sparring practice – Perform the 12 strikes and blockings, integrating the sinawali and abanico movement techniques.Arnis full contact event is a combative sport played by two individuals in a court measuring 8 × 8 meters, with smooth and well-kept surface. Players are paired or matched by division of weight categories.The game is played using prescribed padded stick or cane in delivering artistic and legal blows, strikes, thrusts, and disarming the opponent to gain scores.The winner of the match is determined by the results of the best of three rounds. Each round lasts for a maximum of one minute.Body Points 1 Head2 Arms and collars including hands3 Torso (from chest down to waist)4 Armpit to thigh5 Full length of leg including feetScoringA score should mean a strike with a padded stick using one hand only delivered to a specific body point. It is counted upon confirmation of two or three judges by the raising of color-coded flags (two same color for majority and three same color for unanimous) and simultaneously recorded on the score sheet. Every hit in the encounter will be stopped by the referee to award the score. Bladed concepts will be observed. The first player to get five points will be declared winner for the round, and the Department of Education Arnis Association of the Philippines (DEAAP) rules for the fouls and disarm will be applied.Pugay is a form of Filipino respect and sportsmanlike ĂƫƚƵĚĞ ƚŚĂƚ ƉůĞĂƐĞƐ ƚŚĞ ŚĞĂƌƚ ŽĨ ĂŶLJŽŶĞ ŝŶ ĂŶLJ ĞǀĞŶƚ͘ Big Idea
P.E.240 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳDeclaring a Winner of A Specific RoundA player can win a round through the following manner or conditions:1. By gaining five points2. By disarming the opponent twice3. If his opponent committed a maximum three foulsCompetition Area2 m2 mFree%one:ϭ:Ϯ:ϯWůĂLJŝŶŐ #ƌĞĂCCTimer and recorderNote͗ dŚĞ ĨŽůůŽǁŝŶŐ ĂƌĞ ĂůůŽǁĞĚ ŝŶƐŝĚĞ ƚŚĞ ĐŽŵƉĞƟƟŽŶ ĂƌĞĂ͗1. RefereeϮ͘ WůĂLJĞƌ ϭϯ͘ WůĂLJĞƌ Ϯϰ͘ dŚĞ ƚǁŽ ũƵĚŐĞƐ5. Timer and recorderϲ͘ !ŽĂĐŚ ŽĨ ƉůĂLJĞƌ ϭϳ͘ !ŽĂĐŚ ŽĨ ƉůĂLJĞƌ Ϯϴ͘ $ƋƵŝƉŵĞŶƚ ŽĸĐĞƌƐ ;ŵĂLJ ĂůƐŽ ďĞ ĂůůŽǁĞĚ ŝŶƐŝĚĞ ƚŚĞ ĨƌĞĞ njŽŶĞͿEquipment• Head gear• Body protector• Arm and shin guards• Knee pads• Groin guards• Gloves• Padded stick
P.E.Personal Fitness and Exercise Training 241Extensions"ůǁĂLJƐ ĐŽŵƉĞƚĞ ǁŝƚŚ ƐƚLJůĞ and grace.Big IdeaTerminologies in Arnis Full Contact Events 1. Pugay – courtesy bow to the officials, opponent, to the coach of the opponent after a performance or a fight 2. Handa, laban! – a call to start a fight 3. Hinto – stop the fight to award a score and/or declare a foul 4. Paglabag – a foul committed by a player through pagtulak, paghawak, pagsipa, pagsiko, and pagtuhod 5. Laglag – disarming 6. Hiwalay 7. Panalo 8. Payo 9. Hatol 10. Pagwasto 11. Walang paglabag 12. Pinsala 13. Sinadyang paglabag 14. Mag-ayosSource͗ ŚƩƉƐ͗ͬͬƉĂůĂƌŽŶŐƉĂŵďĂŶƐĂ͘ĮůĞƐ͘ǁŽƌĚƉƌĞƐƐ͘ĐŽŵͬϮϬϭϴͬϬϯͬĂƌŶŝƐͲƌƵůĞƐ͘ƉĚĨ• Go to https://www.youtube.com/watch?time_continue=489&v=1ihl2oqqA8A&fea-ture=emb_logo, and watch a video about basic modern arnis.• Watch and learn the basic arnis-anyo routine at https://www.youtube.com/watch?v=1dBVOvA2xWA.• Watch and learn the basic arnis strikes with sticks at https://www.youtube.com/watch?v=S6HIa-3DCD4. • Watch and learn the different strikes in arnis to disarm your opponent at https://www.youtube.com/watch?v=o-8-pStGHaE.
P.E.242 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDecodeUpgradeA. Answer the following: 1. Identify five other names of arnis.2. List three important weapons in arnis-anyo events.3. Name three body parts that are not allowed to be hit in the arnis full contact event.4. List four important terminologies in officiating the arnis full contact event.B. You are a barangay tanod. You have noticed that many women go home late from school and from work. You are asked by your community leader to suggest ways on how to help these women protect themselves in case of a violent attack. Come up with a civic fitness activity or program to propose to the barangay council for the members of the community that would inculcate social responsibilities and eliminate possible dangers at night.CriterionExcellent5 pointsGood3 pointsPoor1 pointClarity and relevance of objectives The objectives of the proposal were clear and relevant to the safety and wellness of the target participants.Not all objectives of the proposal were clear and relevant to the safety and wellness of the target participants.The objectives of the proposal were not clear.Fitness program contentThe content of the proposal had exercises and drills that addressed its objectives.The content of the proposal had some exercises and drills that addressed its objectives.The content of the proposal had no exercises and drills that addressed its objectives.1. How is sportsmanship shown by Filipinos in the sport of arnis?2. In your opinion, what is the relevance of the artistic execution of arnis skills in real life self-defense when you are violently attacked by someone?3. How would you promote the skills you acquired in arnis to other people who are engaged too much in online fighting games?
P.E.Personal Fitness and Exercise Training 243Chapter estI. Write Good if the statement is correct, and Fault if it is not.________ 1. The mandatory service height in badminton is fixed at 1.15 meters.________ 2. Arnis sticks can be used for splinting when applying first-aid.________ 3. An appropriate grip to counter a clear shot in badminton is the neutral grip.________ 4. In ping pong, the server has to hold the ball tight before tossing it.________ 5. A deduction of two points is the penalty for the non-execution of pugay in arnis-anyo.________ 6. Blocking in arnis is done to hit an opponent.________ 7. A slice stroke downward makes the ping-pong ball spin backward.________ 8. In badminton, the transferring of weight from the dominant foot to the other foot is essential during backhand serve.________ 9. It is essential that a ping-pong player should return to a ready position after delivering the serve.________ 10. A push in table tennis is a gentle forward motion of the hand with an open racket.________ 11. The groin is one contact point that has a big score in the arnis full contact event.________ 12. The act declaring arnis the our national martial art and sport is Republic Act No. 9850.________ 13. A fault is a mistake done by a player during a game.________ 14. A let can be called by a referee if the shuttlecock disintegrates during the rally.________ 15. It is important that the non-racket arm is up on the side for stability and support to the working arm.II. Fill in each blank with missing word(s) to complete the sentence.16. The forehand drive creates a lot of ____________ in table tennis.17. The deduction given once the arnis-anyo performer restarts his or her routine is _________.18. Another term for a shuttlecock is the ____________.19. The table tennis racket is also called a bat or ____________.20. When a player scores an even number, he or she has to stand in the ____________ during his or her serve.21. A courtesy done by an arnis player before and after a game is called the ____________.22. When the referee in arnis stops the game, he or she firmly says the command ____________.23. An act in arnis to defend oneself from an attack is called the ____________.24. The former name of badminton before it was popularized in England is ____________.25. A double bounce on the table-side of the server is a/an ____________.26. In table tennis, a player has the opportunity to serve after each ____________ scored points.
P.E.244 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ27. In badminton, the player must ensure that he or she hits the ____________ of the bird to project it well.28. In ping pong, a set is won when a player or a pair first produces ____________ points.29. The accumulated score to win a set in badminton is ____________ points.30. If a tie in the score such as 20-20 for badminton or 10-10 in table tennis occurs, the standing score in a set of two teams is called ____________.III. Give what is asked.31–35. Allowed contact points in the arnis full contact event36–37. Kinds of strokes in table tennis38–40. Kinds of ball spin in table tennisIV. You are a sports practical training program developer in your community. The barangay sports council has asked you to develop an individualized practical training program for the youth who are sports enthusiasts. The council expects that the program has a series of exercises or drills that the youth can do at home. These exercises should be safe and relevant to the movements they do in their respective sports. The practical characteristics of the training must include the gradual increase of speed and difficulty of the tasks to be done at home, which are important in making muscles and bones strong and flexible. Each exercise must be clearly define and purposive. Make sure that these drills or exercises can also be applied to other tasks other than the household chores.CriterionExcellent10 pointsGood6 pointsPoor3 pointsSignificance of contentThe training program had all the required elements. It was helpful, safe, and relevant in doing household chores and other sports activities of the youth.The training program had a series of exercises and drills that were helpful, safe, and relevant in doing household chores and other sports activities of the youth. The training program had a series of exercises that are helpful to do household chores. The drills or activities were so common and typical that they were not so engaging, challenging, and helpful to improve sports skills of the youth.Health benefits The series of exercises showed a gradual increase in difficulty and speed that are essential in developing stronger and more flexible muscles and bones.The indicated degree of difficulty and speed was not consistent, which in effect, would not significantly help in developing stronger and more flexible muscles and bones. The series of exercises did not show a gradual increase in speed and intensity that would help develop stronger and more flexible muscles and bones. Traits of the sports training developerThe sports training developer showed his or her competence, excellence, full dedication to his or her job, and commitment to help the youth who are sports enthusiasts.The sports training developer showed expertise in his or her job.The sports training developer did not show full dedication to help and improve the youth who are sports enthusiasts.
P.E.Personal Fitness and Exercise Training 245AccessPhysical Fitness through Folk DancingChapter11InstallLesson1Dance: Turning Your Hard Skills ƚŽ ^ŽŌ ^ŬŝůůƐLearn the tall and small techniques and the right training by watching the video on https://www.youtube.com/watch?v=O0bPIDQ1HRU. Afterward, go to https://www.youtube.com/watch?v=JcnM26EesXM, and follow a stretching routine through dancing. Then answer the questions posed in Access.1. What does “tall and small” mean in the first video? 2. What does right training mean? 3. How are stretches done in the second video? Describe the different movements shown.NetworkWhat Is Physical Fitness?Physical fitness refers to the ability of the body to perform a specific task or activity for a long period without getting easily tired. A person has to be physically fit so that he or she could be productive. There are several components of physical fitness such as health-related and skill-related factors. Health-related factors include flexibility, cardio-respiratory endurance, and muscular strength and endurance. Meanwhile, skill-related factors include agility, power, speed, and balance coordination. In terms of dancing, the International Association for Dance and Medicine defines nine important physical fitness components needed in a dance program. These are (1) aerobic fitness, (2) anaerobic fitness, (3) flexibility, (4) muscle endurance, (5) strength, (6) power, and (7) neuromuscular coordination, (8) body composition, and (9) rest. You may read more about these components at https://www.iadms.org/page/303.
P.E.246 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳWhy Is Dancing Beneficial?Dance is defined as a series of rhythmic and patterned bodily movements usually performed with music. Dancing can help people become fit because movements involved target your entire body. Various dance moves also need your body to be active throughout the practice or session. You know that being active helps your body to develop. Thus, dancing develops not only your physical body, but also your mental, emotional, and social aspects as well. Your brain is also working when you’re dancing because mastering each routine or step helps you to think well. After each session, you will feel an increase in your self-confidence because you maintain or achieve your desired weight, body size, and shape. You can also gain friends or improve your social skills when you meet new people along the way. Assessments of Physical Fitness Components As mentioned, dancing is another way to be active and fit. You may consider dancing as a form of exercise. A dancer has to be physically fit in all aspects, so that he or she can easily perform the required dance movements. Do you want to be a dancer? Are you fit enough? How would you know if you’re fit? Let’s undergo some physical fitness tests to assess your fitness components related in dancing. Note: Do warm-up and static stretching exercises before undergoing the fitness tests.Flexibility Assessment: Sit and Reach Flexibility is essential to a dancer. Without this, he or she will have difficulty to perform. The sit and reach test is used to test the flexibility of the lower back and extremities. Equipment: Tape measure or meterstick and cardboard Procedure: For the performer a. Sit on the floor with your back, head, and shoulders flat on the wall. Your feet should be 30 cm apart. b. Interlock your thumbs and position the tip of your fingers on the floor without bending your elbows. c. Place the tips of your middle fingers on the top edge of the cardboard. Start the test by pushing the cardboard slowly. Try to reach the farthest distance possible without bending your knees. d. Bouncing or jerking movements are not allowed. e. Do this test twice. For the partner a. As the performer assumes the correct position, place the zero mark of the tape measure at the tip of the middle fingers of the performer. #LJŶĂŵŝĐ ĂŶĚ ƐƚĂƟĐ ƐƚƌĞƚĐŚĞƐ ŝŶĐƌĞĂƐĞ ŽŶĞ͛Ɛ ƌĂŶŐĞ ŽĨ ŵŽƟŽŶ͘Big Idea
P.E.Personal Fitness and Exercise Training 247b. Make sure that the knees are not bent as the performer slides the farthest distance that he or she could. c. Record the farthest distance reached by the performer in centimeters. Scoring: Record the distance to the nearest 0.1 cm. Table 11.1 shows the ratings of the distances reached by the performer.Source͗ "ĞƉĂƌƚŵĞŶƚ ŽĨ #ĚƵĐĂƟŽŶ WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚƐ DĂŶƵĂůBoys (cm)Girls (cm)Super> +27> +30Excellent+17 to +27+21 to +30Good+6 to +16+11 to +20Average0 to +5+1 to +10Fair–8 to –1–7 to 0Poor–20 to –9–15 to –8Very poor< –20< –15Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ƚŽƉĞŶĚƐƉŽƌƚƐ͘ĐŽŵͬƚĞƐƟŶŐͬŶŽƌŵƐͬƐŝƚͲĂŶĚͲƌĞĂĐŚ͘ŚƚŵStrength and Muscular Endurance Assessment: Curl Ups Many dance moves need your body’s abdominal strength and endurance. Endurance will allow you to perform for a long period of time without exhaustion. This test is used to measure your body’s abdominal strength and muscular endurance. Equipment: Mat and timerProcedure:1. Lie flat on your back on the mat or on the floor. Bend your knees. Keep your knees and feet together.2. Cross your arms on your chest.3. Slowly sit up until your elbows touch your thighs. Make sure your feet do not move when you sit up. Note: You may ask help from a partner to hold your feet as you sit up. 4. Return slowly to your starting position.5. Repeat. Count the number of repetitions for one minute and record.6. Use the table for the ratings. This table is for curl ups. The numbers refer to the number of repetitions, for each equivalent rate (excellent, above average, average, below average, poor). GenderExcellentAbove AverageAverageBelow AveragePoorMale>3026–3020–2517–19<17Female>2521–2515–209–14<9Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ďƌŝĂŶŵĂĐ͘ĐŽ͘ƵŬͬƐŝƚƵƉƚƐƚ͘Śƚŵ
P.E.248 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 1Perform the sit and reach test and the curl-up fitness test. Follow the procedure discussed to obtain accurate results. Record your performance in your Personal Fitness Card.Learning the basic positions of the arms and feet in dancing is important to be able to show how a dance step is executed. These positions of the arms and feet can be in different directions, tempo, and flow. Learning these basic positions of the arms and feet is important in contemporary, folk, and ballet dances. These basic skills can be used to design a fitness routine to improve health and skills in dancing. Basic Positions of the Arms and Feet in Ballet DanceThe illustrations show the different positions of the arms and feet in ballet dance. The angle of foot position in ballet is greater than in folkdances, ballroom, and contemporary dances. Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ĚĂŶĐĞĐůĂƐƐ͘ĐŽŵͬďĂůůĞƚͲƉŽƐŝƟŽŶƐ͘ŚƚŵůBasic Movements from the Basic Positions of the Arms and Feet in BalletThese are good movements to increase one’s flexibility and muscular strength.1. Plié – to benda. Demi plié – small bendb. Grand plié – big bend2. Tendu – to stretch (The toes are pointed, and the feet are stretched on the floor.)3. Dégagé – to disengage (to take off the leg on the floor)4. Rond de jambe – round of the leg (round the leg or toe from front to side)5. Developpé – to develop (to raise bent leg on the side, going straight up to the waist level and full extension of the leg upward)6. Grand battement – big beats (raising leg in front, at the side, and at the back)7. Sauté – to jump (may jump from first to second position)8. Changement – to switch (to change front foot and back foot in the fifth position)Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ƟŵĞͺĐŽŶƟŶƵĞсϭϴϴΘǀс:t>LJϰ/<ŐĚϭDΘĨĞĂƚƵƌĞсĞŵďͺůŽŐŽ
P.E.Personal Fitness and Exercise Training 249Activity 2Perform the basic positions of the arms and feet with the ballet basic movements to stretch your muscles well. You may use the 24 or 34 rhythmic pattern of music.Applying Training Principles in DanceAfter learning the components you need to develop, use them when you make your own exercise program for dancing. Here are the training principles in dancing that you should apply in your exercise routine.Note: Don’t forget to do dynamic and static stretching before doing your body conditioning exercises.• Principle of OverloadAs you have previously learned, your muscle must be overloaded to render results. Dancers need to be flexible. To increase flexibility, their muscles should be stretched longer than normal. • Principle of Specificity You have also learned that you need to be specific in what fitness component you want to develop. This means that you have to know the particular component you need to overload or apply the previous principle to. Similar to the overload principle, the principle of specificity is specific to the component of fitness. For example, a dancer needs to develop his or her flexibility. He or she needs to increase the intensity of his or her flexibility exercises. • Principle of Progression or FITT PrinciplesAs discussed, the principle of progression is the result of the overload principle. While doing exercises, be reminded to level up or progress to the next level of difficulty. Apply the progression principle or the FITT principles to measure the improvement of your body.FFrequencyHow active are you? Or how regularly do you exercise?• This refers to the number of days per week.IIntensityHow strenuous is your physical activity?• This refers to the difficulty of the physical activity.TTimeHow long do you perform your physical activity?• This is the number of minutes you perform the activity in a set.TType of exerciseWhat kind of activity are you involved with?• The mode of physical activities that you will do is based on your fitness goal.Example: As a dancer, your fitness goal is to develop your abdominal strength and endurance needed in contemporary dance.
P.E.250 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳSample Week PlanFrequency – four days in a weekIntensity – 10 repetitions in a set for curl upsTime (length) –20 minutesType of exercise – Abdominal strength and endurance exercises such as curl upsNote: For the second week, you need to increase the number of repetitions in a set because your muscles have already adapted to that activity. You may also vary other components of the FITT principles depending on your fitness goal. Exercises enhance your bodily functions. But always remember that you need to rest after and in-between periods so your muscles can recover and adapt. Program Planning1. Set your goals. In making an exercise program, you should first consider the fitness goal and performance level you want to achieve. Identify the particular component you need to develop. Be specific. After identifying your goal, choose the exercises appropriate for your goal.2. Select the activities that are best for meeting your goals, and apply the principles.3. Make a schedule. Barriers in DancingSometimes, exercising can be difficult even if you really want to. You feel a lack of energy when you reach home after a long period of work or school. You feel that you don’t have time for exercising or dancing because you have to do many things or you want to rest instead. Sometimes, you also feel a lack of motivation because you don’t have family or friends to support you. There are also times that you will be hearing negative comments such as you are not a good dancer or you have limited skills in dancing. These comments may have a negative impact, and you would think twice as to why you even began dancing in the first place. These are just examples of personal reasons for not dancing or doing any other physical activity. But if you really want to achieve your fitness goals, you must overcome these barriers. You have to change your attitude toward dancing first.ExcuseNew AttitudeLack of energyYou feel better after dancing.Lack of timeYou can always find time to exercise. Allot at least 5 to 10 minutes a day. You can do it at home by watching some videos about dance.Lack of motivationYou can make dancing interesting by doing it with a friend. Try to attend Zumba or dance classes.Lack of skillYou can do it to learn new skills such as dancing. " ŇĞdžŝďůĞ ƉĞƌƐŽŶ ĐĂŶ ĂĚũƵƐƚ ĞĂƐŝůLJ ƚŽ ƚŚĞ ĚĞŵĂŶĚƐ ŽĨ ǁŽƌŬ ĂŶĚ ĐŝƌĐƵŵƐƚĂŶĐĞƐ͘Big Idea
P.E.Personal Fitness and Exercise Training 251ExtensionsTo appreciate the importance of formulating an exercise program, watch the video on https://www.youtube.com/watch?time_continue=40&v=ReS_YFAUz5k&feature=emb_logo.Upgrade/͘ Write Soft if the statement is correct, and Hard if it is not. ________ 1. Dance is defined as a series of rhythmic and patterned bodily movements usually performed with music.________ 2. Mastering a dance routine can help you think well.________ 3. Dancing is never considered a fitness exercise.________ 4. Good flexibility is only for female dancers.________ 5. Core exercises such as curl ups are important to all dancers.II. Identify the ballet terminology that is being described in each item.6. It is bending the knees in small and big width downward.7. It is raising the leg in front, at the side, or at the back.8. It is raising the bent leg to extend straight upward higher than the waist level.9. It is changing the front foot and the back foot in the fifth position.10. The toes are pointed, and the feet are stretched on the floor.III. You are a dance-fitness instructor. You are asked by a barangay health center officer to create an exercise routine in the form of a dance. The music must be set to the tune of a jingle that you will compose to promote eating vegetables and fruits among the kids in the community. The dance exercise will be the morning exercise in all elementary schools in the community. You are required to make the dance steps interesting to kids, easy to remember, and relevant to what the kids usually do. Use the names of the fruits or vegetables to name the steps or moves. Make sure that the routine will help develop alertness and flexibility among kids.
P.E.252 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCriterionExcellent5 pointsGood3 pointsPoor1 pointAppeal to the kidsThe dance routine was interesting to the kids. The steps were easy to follow, relevant to daily activities, and showed the agility and body coordination of the kids.Majority of the moves were easy to follow and usually relevant to kid’s daily activities.Most of the moves were hard to follow.Relevance of steps to names of vegetables and fruitsAll the dance steps were named after fruits or vegetables that are locally found and familiar to the kids. The steps were able to describe the characteristics and nutritional content of the said fruit or vegetable, showcasing body movements that increase balance and agility of the kids. The names of the fruits or vegetables used to name the dance steps were locally found and familiar to the kids. The names of the fruits or vegetables used to name the dance steps were not familiar to the kids. Health-related fitness benefitsCombination of slow, moderate, and fast movements was found in the dance routine, which is important in increasing endurance of the heart and lungs and muscular flexibility of the kids.Movements were all set at a fast tempo.Movements were all set at a slow tempo.Decode1. Which among the flexibility exercises did you like the most? Why? 2. How would you use the exercises discussed in the lesson to increase your flexibility and muscular strength?3. What practical things can you do if your core muscles are strong and your limbs are flexible?
P.E.Personal Fitness and Exercise Training 253AccessNetworkInstallLesson2Tracing Our Filipino Character and Culture through Folk Dances Choose at least four items among the pictures here that you are familiar with. Describe each of your chosen pictures in terms of its significance to Filipino culture. Then answer the questions posed in Access.1. What do you think about the pictures presented in Install?2. What do you want to know about these pictures?3. When are these articles of clothing or things worn or used?What comes to your mind when you read or hear the phrase folk dance?You have now learned the basic principles of dancing. In this lesson, you will be introduced to a particular type of dance—the folk dance.A folk dance is a kind of dance that describes the culture or lifestyle of a particular group of people, region, or country. This type of dance has traditional patterned bodily movements that reflect the everyday life of common people, such as doing their daily tasks, observing customs, celebrating festivals, and practicing rituals or religious ceremonies. This is often passed on from one generation to the next. But if the succeeding generation refuses to learn indigenous dances, this tradition will die. Soon, one aspect of a culture of a specific group of people may cease to exist.
P.E.254 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳPhilippine folk dances, in general, are influenced by culture. Culture is defined as the integrated pattern of human knowledge, beliefs, and behaviors that depends on people’s capacity for learning and transmitting knowledge to succeeding generations. In our country, customs and traditions differ from one major group of islands to other groups. For example, in Luzon, most traditional dances depict tribal and hunting warriors preparing for battle or farmers planting, harvesting, and even cooking rice products, which are abundant in Northern and Central Luzon. In Southern Luzon, other groups believe that dancing is also a form of worshipping God.Meanwhile, the folk dances in the Visayas depict catching fish, cock fighting, and coconut harvesting. Last, dances in Mindanao mostly depict Maranao folktales of Rajah Indarapatra, Maguindanao legends, Muslim royalties, or lives of the sailing fishermen of Tawi-Tawi and Sulu on their colorful vintas.One of the most popular folk dances in the Philippines is the tinikling. The tinikling originated from the island of Leyte in the Eastern Visayas region. The word is derived from the name of a wild bird called tikling, whose legs usually get caught between bamboo sticks in swamps and rice paddies.The dance imitates the movements of the tikling as the bird walks and hops on marshes and paddies. Two individuals hold each end of two bamboo poles that are positioned parallel to each other. Two other individuals squat near the presenters as reserves or as substitutes. The two pole holders tap the poles on the ground, and they then alternately strike the bamboo poles together a few inches above ground based on the rhythm of the music. A pair of dancers moves to the music while hopping between the poles and avoid getting caught between them. During the presentation, other dancers join the pair while several others dance around and between the bamboo poles alternately. They dance according to how fast the bamboo poles are struck on the ground as the tempo of the music accelerates. Skilled dancers hop between poles at fast tempo to thrill the audience.Dance LiteratureCostumes:Girls: Balintawak dress with panuelo over one shoulder or patadiongBoys: Barong tagalog and trousers with one leg rolled upconnect&ƌĂŶĐŝƐĐĂ ZĞLJĞƐͲ"ƋƵŝŶŽ ŝƐ Ă ƉŝŽŶĞĞƌ ƌĞƐĞĂƌĐŚĞƌ ŝŶ ĨŽůŬ ĚĂŶĐŝŶŐ͘ ^ŚĞ ǁĂƐ ĂŶ ĞĚƵĐĂƚŽƌ ŝŶ ƚŚĞ ĮĞůĚ ŽĨ ƉŚLJƐŝĐĂů ĞĚƵĐĂƟŽŶ͕ ĂŶĚ ŚĞƌ ŐƌĞĂƚ ŝŶƚĞƌĞƐƚ ǁĂƐ ŝŶ ĨŽůŬ ĚĂŶĐŝŶŐ͘ ^ŚĞ ƌĞƐĞĂƌĐŚĞĚ ĂŶĚ ĚŽĐƵŵĞŶƚĞĚ ϱϬ ďĂƐŝĐ ĚĂŶĐĞ ƐƚĞƉƐ ĂŶĚ ϮϬϬ ĨŽůŬ ĚĂŶĐĞƐ͘ tŝƚŚ ƚŚŝƐ ĐŽŶƚƌŝďƵƟŽŶ͕ ƐŚĞ ǁĂƐ ŶĂŵĞĚ ĂƐ ƚŚĞ ͞DŽƚŚĞƌ ŽĨ WŚŝůŝƉƉŝŶĞ ĨŽůŬ ĚĂŶĐŝŶŐ͟ ĂŶĚ ďĞĐĂŵĞ Ă EĂƟŽŶĂů "ƌƟƐƚ ŝŶ ϭϵϳϯ͘DŝŵŝĐŬŝŶŐ Ă ŵŽǀĞŵĞŶƚ ŝƐ ĨƵŶ ĂŶĚ ĞŶƚĞƌƚĂŝŶŝŶŐ͘ <ĂůĂƉĂƟ and ŝƟŬͲŝƟŬ ĂƌĞ ŵŝŵĞƟĐ ĚĂŶĐĞƐ ŽĨ &ŝůŝƉŝŶŽƐ͘Big Idea
P.E.Personal Fitness and Exercise Training 255Music: Divided into parts A and BCount: One, two, three to a measureFormation: Dancers stand at the left side of the bamboo poles with the girl in front and facing the audienceBamboo Rhythms (B.R.)• B.R. I. Lift or slide the bamboo poles against the board to strike them together (count 1). Then separate the bamboo poles about a foot apart and strike them twice against the boards (counts 2 and 3). Repeat this as many times as necessary with a regular rhythm.• B.R. II. Strike the bamboo poles once (count 1). Open the bamboos a foot apart from each other and strike them three times against the boards (counts 2 and 3) with R, L, R hands of the bamboo player number 1 and with L, R, L hands of bamboo player number 2.Basic Dance Steps with Music Introductiona. Starting with the R foot, dancers take four waltz steps forward going to proper places with the girl holding the skirt and the boy’s hand on the waist. (4 M) (Note: M is the abbreviation of measure, which means a complete set of 1, 2, 3 or 1, 2, and 3 counts in a step. So, 4 M means four times of 1, 2, 3 counts.) Bamboo rhythm – silent for 1 MStrike the bamboo poles together once at every first beat of the second, third, and fourth measures. (2–4 M)b. Dancers stand at the left side of the poles with the L foot. Tap with R foot twice between the poles on counts two and three.c. Repeat step b three more times. (6–8 M)B.R. I. Play four times. (4 M)Figure I (Tinikling Step) Music A (B.R. I)a. Take seven tinikling steps R and L alternately. Your hands should be positioned the same as before. The first hop on count 1 of measure 1 may be omitted. (7 M)b. Step R foot outside pole number 2 (count 1), and then hop twice on the L foot between turning right about counts 2 and 3. The girl holds her skirt, while the boy’s hand is on his waist. (1 M)c. Take seven tinikling steps L and R alternately. The hands are positioned in the same way as before. (7 M)d. The girl hops on her L foot outside pole number 2 (count 1), and then hops on her R foot twice between the poles, which in turn is going backward near bamboo player number 1 (counts 2 and 3). The hands are positioned in the same way as before. (8 M) The boy hops on his L foot outside pole number 1 (count 1), turns right about by hopping twice on his R foot between the poles, and then goes near bamboo player number 2 (counts 2 and 3). Their hands should be in the same position as before. (8 M) They finish facing each other. (1 M)
P.E.256 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳFigure II (Clockwise and Counterclockwise)Music A (B.R. I)a. The girl stands at the left side of pole number 2, and the boy should be at the left side of pole number 1. Starting with the L foot, take four steps forward outside the poles (counts 1, 2, 3, and 4); turn right and hop on your L foot (count 5) and R foot (count 6) between the poles. The girl holds her skirt, while the boy’s hands are on his waist. (2 M)b. Repeat step a three times going clockwise. On the eighth measure, hop on the L foot twice between the poles (counts 5 and 6). (6 M)c. Repeat steps a and b starting with the R foot on the other side of the poles (boy at the right side of the pole number 2, and girl on the side of pole number 1). Reverse directions. (7 M) Note: This time, the figure starts by hopping on the R foot (count 1) and L foot (count 2) between the poles.d. The girl takes three steps forward about two feet away from pole number 2. (1 M)e. The boy takes three steps forward about two feet away from the pole number 1. They should finish facing each other. (1 M)Figure III (Kudarang Step)Music B (B.R. II)a. Take eight kudarang steps R and L alternately. Your arms should be in the fourth position, R and L high alternately.b. At the last measure, the boy jumps over to the left side of his partner facing the same direction.Figure IV (Tinikling Steps Sideways)Music B (B.R. I)Open the poles wider to accommodate the feet of the dancers. The partners join hands. The free hand of the girl holds her skirt, and the boy’s free hand is on his waist.a. Hop on your L foot outside the poles (count 1), and then hop on your R (count 2) and on your L between the poles (count 3). (1 M)b. Hop forward on your R foot outside and across pole number 1 (count 1), and then hop on your L (count 2) and R foot between the poles (count 3). (1 M)c. Repeat steps a and b five times alternately. (5 M)d. Hop on your R twice outside pole number 1, and then turn right. Release your hands from your partner (count 1). Hop your L close to your R foot in place (count 3). (1 M)e. Hold hands again. Repeat steps a, b, and c. (7 M)f. Hop on your R foot outside pole number 2. Release your hands from your partner (count 1), and then pause (counts 2 and 3). (1 M)
P.E.Personal Fitness and Exercise Training 257Figure V (Feel Apart)Music A (B.R. I)a. The girl turns right and the boy turns left (facing each other), and then they jump with both feet apart outside the poles (number 1 and 2). They join both hands and swing them sideways (count 1), jump twice with feet together between the poles, and swing hands down between the poles (counts 2, 3). (1 M)b. Repeat step a two more times. (2 M)c. Jump with feet apart outside the poles (count 1), release hands, and jump twice between the poles turning right about (counts 2 and 3). The partners should be in back-to-back positions. (1 M)d. Repeat steps a, b, and c except for the hand movements. The girl holds her skirt, while the boy’s hands are on his waist. (4 M)e. Repeat steps a, b, and c, and d except that, on the 16th measure, the girl does not turn. The boy turns right about facing the audience. (8 M)Figure VI (Cross-step)Music A (B.R. I)a. Hop on your L foot across pole number 2 and raise your R foot in the rear (count 1), and then hop on your R twice between the poles (counts 2, 3). The girl’s right hand should be on her waist and her L hand is holding her skirt, while the boy’s hands are on his waist. (1 M)b. Hop on your L outside pole number 1, and raise your R foot in front (count 1). Hop on your R twice between the poles (counts 2 and 3). Your hands should be the same as before. (1 M)c. Repeat steps a and b three more times. On the last two counts of the eighth measure, hop on your R foot twice turning right about. (6 M)d. Repeat steps a and b seven times alternately. (7 M)e. The girl hops on her L outside pole number 2 (count 1), hops on her R twice between poles, and then moves backward near bamboo player number 1 (counts 2 and 3). The boy hops on his L outside pole number 1 (count 2), hops on his R foot between poles, and then moves forward near bamboo player number 2 (count 2). The boy hops on his R again and face right about (count 3). (1 M)Figure VII (Diagonal)Music B (B.R. I)a. Hop on your L foot outside the poles (the girl is outside pole number 2, while the boy is outside pole number 1) (count 1). Hop on your R diagonally forward to the center of the poles (count 2). Hop on your L on the same spot (count 3). Join R hands on counts 2 and 3. (1 M)b. Hop on your R foot diagonally backward across the other pole (the girl should be across pole number 1, and the boy should be across pole number 2). Release the hold of both your R hands (count 1), hop on your L (count 2) and R (count 3) between the poles as above. Join R hands on counts 2 and 3. (1 M)^ŬŝƉƉŝŶŐ͕ ŚŽƉƉŝŶŐ͕ ĂŶĚ ůĞĂƉŝŶŐ ĂƌĞ ďĂƐŝĐ ƐŬŝůůƐ ƚŽ ŽǀĞƌĐŽŵĞ ďĂƌƌŝĞƌƐ͘Big Idea
P.E.258 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 1c. Repeat steps a and b five times alternately. (5 M)d. Leap to exchange places. (1 M)e. Repeat a, b, and c. (7 M)f. The boy leaps to the left side of pole number 1, and the girl leaps at the right side of pole number 2 near bamboo player number 2. (1 M)Rhythmic Accuracy and SafetyFollow your teacher as he or she demonstrates the folk waltz, kuradang step, the bamboo rhythm I and II, kumintang, and tinikling steps.ExtensionsActivity 2With your group mates, demonstrate the tinikling Figures I–VII . Follow the steps presented in the discussion. You will be evaluated based on the rubric that follows.CriterionExcellent5 pointsGood3 pointsPoor1 pointAccuracy, mastery, and safe execution of the stepsThe performers’ mastery of the steps showed improvement in their agility, balance, and reaction time.The performers’ mastery of the steps was evident but not significant for the improvement of skills related to fitness.The performers’ carelessness and non-mastery of the steps were evident in their performance.Timing / synchronizationPrecise bouncy movements in the jumps/hops were shown together, which illustrated good balance, body coordination, and reaction time.Synchronized movements and rhythmic patterns were shown.Execution of rhythmic pattern was not consistent.Fluidity and lightness of the performance The fluidity of movements showed the flexible muscles and well-coordinated body parts of the performers.The flow of movements was smooth.The flow of movements was not smooth.1. To know more about the life and works of Francisca Reyes-Aquino, read the article on http://www.socalfolkdance.com/master_teachers/aquino_f.htm.
P.E.Personal Fitness and Exercise Training 259UpgradeA. Choose the letter of the correct answer.1. The bamboo rhythm I has __________ counts to a measure.a. 1, 2, 3b. 1, 2 and, 3c. 1, 2, and 3d. 1 and, 2, 32. The basic step in tinikling dance is __________.a. hoppingb. step-swing-pointc. kumintangd. mazurka3. As a dance, tinikling is classified as a __________.a. ritual danceb. ethnic dance c. courtship danced. mimetic dance4. Tinikling was found by Francisca Reyes-Aquino in the __________.a. Cordillera Regionb. Tagalog Regionc. Visayan Regiond. Mindanao Region5. What is the title given to Francisca Reyes-Aquino for her great contribution as physical educator in promoting the rich culture of the Philippines through her research on and records of folk dances?a. The Lady of Folkdanceb. The Mother of Philippine Folk Dancingc. The Pioneer of Festival Dancesd. The National Artist for MovementsB. You are a versatile dancer. You can perform well the basics of different dance genres. The barangay captain in your area has requested you to teach 50 people in the community to dance tinikling in preparation for the folk dance competition in your town. Most of the participants are teenagers and are not familiar with the folkdance steps. 2. To know more about other folk dances, read the books of Francisca Reyes-Aquino—Philippine Folk Dances, Volumes 1–6—if available in your school library or simply visit https://aboutphilippines.org/files/Philippine-Folk-Dances.pdf.
P.E.260 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳStart with a brief presentation of the nature and background of the tinikling dance with accompanying images. Then proceed with the demonstration of simple exercise routine and drills that would prepare the dancers to learn the steps of the dance easily. Make sure that the FITT formula is applied, and the routine emphasizes skills-related components such as balance and agility. Come up with a catchy title of your exercise routine. Make sure that your exercise routine is original.CriterionExcellent5 pointsGood3 pointsPoor1 pointRelevance The tinikling steps were incorporated in the exercise routine. They were artistically arranged in the warm-up, main workout, and cool down, showing difference in difficulty, frequency, and time that covers all physical fitness components.The tinikling steps were evident in the warm-up and cool down only.The tinikling steps were found only in the cool-down part. Creativity The title was catchy and unique. The routine was not similar to Zumba or other aerobic routines. It promoted Filipino culture.The title was catchy. The tinikling steps were not prominent in the routine.The routine was just similar to other dance exercises.Physical fitness benefitsThe routine was helpful in improving health- and skill-related fitness such as balance and agility.The tinikling steps were used for heating and cooling the body. The tinikling steps were just used for stretching to enhance flexibility.Decode1. What makes tinikling dance so popular? 2. What makes the dance appear to be difficult?3. Relate the skills in dancing tinikling to your real-life situation.
P.E.Personal Fitness and Exercise Training 261InstallLesson3#ƚŚŶŝĐ Žƌ dƌĂĚŝƟŽŶĂů "ĂŶĐĞƐAccessNetworkLook at the pictures. Tell something about them. Then answer the questions posed in Access. 1. Describe the items presented in Install.2. When you hear the sound of these instruments, what comes to your mind? Why?3. How do the beats when the instruments are played make a particular movement alive?Similar to a folk dance, an ethnic dance is a type of dance that had not been influenced by Western colonizers. Ethnic dances are indigenous dances and performances by other ethnolinguistic people that have been preserved by earlier generations. The movements depict different folkways. They include ritualistic dance, which shows the connection between the people and their gods, and life-cycle dance, which celebrates a person’s birth, baptism, courtship, and wedding. The occupational dance, meanwhile, shows the people’s daily activities for their survival.
P.E.262 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ#ƚŚŶŝĐ ĚĂŶĐĞƐ ĂƌĞ ƐŝŵƉůĞ͕ LJĞƚ ƚŚĞLJ ĂĚĚ ͞ĐŽůŽƌƐ͟ ƚŽ ƚŚĞ ůŝĨĞ ŽĨ ĞǀĞƌLJ ƚƌŝďĞ͘Big IdeaRitual DancesA ritual dance shows how indigenous people worship the anitos or spirits so the deities would provide them a bountiful harvest, healthful life, or favorable weather. They conduct the rites using indigenous instruments with chant and patterned movements. On other occasions, they offer food to the gods to appease them. The tribal people do the offering as a community.In the mountains of Abra, Tinguians worship nature spirits and their god Kabunian. They pour out blood over or around a big boulder that serves as a marker of the village entrance. Male tribe members make noises similar to those from a pig for the gods to hear while their women dance and sing the salidummay. The offering is held to ask the gods for rain or for the good health of the tribe.Rituals in other regions are forms of thanksgiving and celebrations. Dances may differ in their ceremonies and folkways, but all show the people’s beliefs and connections with their gods.Occupational DancesThe daily activities of various tribes include livelihood and defense preparations for imminent war. Many activities are depicted in their dances. In war dances, ethnic people execute movements that show how they prepare and fight during tribal wars through patterned movements. They may also imitate movements from their headhunting missions of wild animals, such as frogs or wild pigs, for food.Life-cycle DancesThe elders consider giving birth and nurturing children as the most important responsibility of villagers for the existence of the tribe. Life-cycle dances symbolize how the mothers take care of their children—from childhood to adulthood. There are dances that show how elders transfer their good health to the tribe’s babies. Some dances show children playing with their friends, and others depict children seeking their separate games. Boys have their games, such as sungayan kabaw or tug-of-war, and girls role-play their mothers by singing lullabies and swaying imaginary babies in their arms. There are occasions when girls and boys learn the dances separately. The girls’ rhythmic skills are tested through dances. They dance while playing the instruments. Girls usually join the adult members in performing movements that depict planting, weaving bamboo strips with their hands, and imitating hawks flying in the air. Boys enact the movements of fierce tribal wars or show martial art skills. Most of the boys’ movements are pre-combat formations. They also learn the chants that accompany their steps. When the movements become a real dance, the boys’ achievements would transform them into respectable young men.
P.E.Personal Fitness and Exercise Training 263&ŝŶĚŝŶŐ ƚŚĞ ĐŽŶŶĞĐƟŽŶ ǁŝƚŚ ǁŚĂƚ LJŽƵ ŚĂǀĞ ĂŶĚ ǁŚĂƚ LJŽƵ ĚŽ ŵĂŬĞ LJŽƵƌ ŵŽǀĞŵĞŶƚƐ ďĞĂƵƟĨƵů ĂŶĚ ŐƌĂĐĞĨƵů͘Big IdeaTribes have their courtship dances performed by adventurous young men and attractive maidens. In Kalinga, they use gangsa that dominates the rhythm of the salip. The movements imitate a rooster who jumps around the hen. There are also dances that celebrate other events. The pangalay is an example of a life-cycle dance. It is performed during weddings and community gatherings in Sulu. Wedding celebrations last for days or weeks depending on the financial status and agreements of the families of the bride and the groom. The dancers perform with the sounds produced by percussion instruments such as kulintangan, gabbang, and agongs.Dance propertiesCostume: Joloano costume with the use of janggay, extended metal fingernails in each finger.Music: Played repeatedly for several times as necessaryCount: One, two or one, and two, and to a measureFormation: Dancers stand at the center of the room facing the audience. Four dancers or more may participate in the dance.Note: There are no definite directions, sequence of figures, number and kinds of steps, hand movements, and positions used when performed by the natives. Sources͗ &ƌĂŶĐŝƐĐĂ ZĞLJĞƐͲ"ƋƵŝŶŽ͕ WŚŝůŝƉƉŝŶĞ &ŽůŬ "ĂŶĐĞƐ͕ sŽůƵŵĞ s͕ ϭϵϲϬActivityWatch TV actors Bianca Umali and Miguel Tanfelix as they perform the pangalay dance on https://www.youtube.com/watch?v=lt6pSzfAPwk. Study their movements. Then perform the sequence with your group mates.
P.E.264 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsCriterionCharacteristics of Pangalay Dance5 pointsPhysical Fitness Benefits5 pointsBody movementsThe springing motion from the knees was very subtle; torso was bent; and curling and flicking the fingers together (wearing janggay) with thumbs apart were controlled. Motions were slow. Change of posture and direction was marked by turning the hands on the wrists in outward to inward motion and vice-versa.Sequence of movements was reflective and suited to the occasion or the place.The arrangement of movements showed transition of light to moderate toning and contraction of muscles.Symbolic expressionThe performers had serious faces. Postures and gestures showed messages or symbols such as the following:• Crossed arms and hands at chest or face level signaled a protective or playful impulse. • Overhead hand positions displayed triumph, extreme happiness, jubilation, or sudden increase in status.The fluidity of movements was consistent with the facial and eye expressions. It was characterized by a more flexible body and well-coordinated bones, muscles, and senses. • 16 to 20 points – Excellent• 12 to 15 points – Good• 8 to11 points – Poor• 7 points and below – Very PoorSource͗ ŚƩƉ͗ͬͬƉĂŶŐĂůĂLJĚĂŶĐĞ͘ĐŽŵͬƚŚĞͲƉĂŶŐĂůĂLJͲĚĂŶĐĞͲƐƚLJůĞͲŽĨͲƚŚĞͲƉŚŝůŝƉƉŝŶĞƐͲĂŶͲŝŶƚĂŶŐŝďůĞͲĐƵůƚƵƌĂůͲŚĞƌŝƚĂŐĞLearn from the colorful life and culture of ethnic tribes in our country. Use the movements peculiar to each tribe and incorporate them in your dance fitness routine. Watch the different tribal dances on the following links:1. Binaylan (WorshipDance) – Manobo Tribe at https://www.youtube.com/watch?v=P8Mx-4rFdQo2. T’boli Folk Dance, lake Sebu, Philippines at https://www.youtube.com/watch?v=oXhfm03kIeY3. Balangbang at https://www.youtube.com/watch?v=0G-wV7zX53E4. Wedding Dance Presentation at Tam-An Village, Banaue, Ifugao at https://www.youtube.com/watch?v=GK360jrWOMM5. Aeta ethnic dances in Subic Bay at https://www.youtube.com/watch?v=86ubRlfdbyE6. Nayon Filipino – Aeta Dance https://www.youtube.com/watch?v=Z2UTOc-xdnc
P.E.Personal Fitness and Exercise Training 265UpgradeA. Identify what is being described.________ 1. It is a tribal dance in the country that has not been influenced by Western culture.________ 2. It is the type of tribal dance that depicts worship to spirits or deities.________ 3. It is the type of tribal dance that illustrates livelihood and defense preparations.________ 4. It is a type of tribal dance showcasing the daily activities of people in the community. ________ 5. It is the instrument commonly played when dancing the dances from the Cordillera region.B. You are a tourist guide in your province. Part of your role is to introduce guests to the ethnic practices and gestures of the people. About 300 to 500 tourists visit your province every day. You know that traveling is enjoyable but it can be tiring due to long hours of sitting in the bus. The tourism officer in your province has asked you to create a one-minute dance routine, depicting the movements of the tribe in your province. This is to raise the tourists’ appreciation of the local culture. Make sure that the routine will serve as the warm-up exercise for the tourists.CriterionExcellent5 pointsGood3 pointsPoor1 pointContent The chosen ethnic movements in the routine characterized strength and power and let the muscles and bones work together.The ethnic characteristics of movements were emphasized in the routine, which raised cultural awareness.The ethnic characteristics of movements were not shown in the routine.Fitness benefitsThe entire dance routine showed shortening, lengthening, and stretching of muscles that were essential in maintaining flexibility and in increasing muscular strength.The routine made the muscles stretched and heated up the body caused by prolonged sitting and walking.The routine let the body warm up a little.Decode1. Why are body movements in dancing powerful?2. What have you discovered in yourself that builds on your character as a person when you performed the pangalay dance?3. What have you realized after performing the pangalay dance?
P.E.266 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳChapter estI. Match each kind of dance in column A to its movement in column B and then to an example of it in column C. Write the letter of your answer on the blank before each item.ABC___ 1. Ritual ___ a. Movements show imitating an animal.f. Cariñosa___ 2. Occupational___ b. Movements show a man flirting with a woman.g. Sayaw sa Bangko___ 3. Life cycle___ c. Movements show worshiping spirits or deities.h. Pandanggo sa Bulig___ 4. Courtship___ d. Movements show playing, raising a child, and daily activities.i. Pangalay___ 5. Mimetic___ e. Movements show livelihood and works of people.j. Binaylank. TiniklingII. Write True if the statement is correct, and False if it is not. Underline the word or phrase that makes the statement wrong. Then write the correct word or phrase that will make the statement correct on top of the underlined word. ________ 1. Rhythm is important in dancing.________ 2. The rhythmic pattern of tinikling is 1, 2, 3 counts to a measure.________ 3. Tinikling is a dance mimicking the movement of fishes.________ 4. Francisca Reyes-Aquino is a National Artist for Dance.________ 5. Janggay is worn in tinikling.________ 6. Most of the ethnic dances have no definite direction and sequence of figures. ________ 7. Pangalay is an occupational dance.________ 8. Thanksgiving celebration can be expressed through a courtship dance.________ 9. Folkdance is a kind of dance that describes the culture or lifestyle of a particular group of people, region, or country.________ 10. Kuradang step is danced in pangalay.
P.E.Personal Fitness and Exercise Training 267III. Enumerate the following: 1–5. Five dresses or clothes worn by female dancers in folk dance 6–10. Five instruments played in ethnic dancesIV. You are a dance fitness instructor. The health officers of your barangay have asked you to host their program called “Biggest Loser Challenge for Beginners.” The program is designed for middle-aged individuals who are overweight and obese. Create a 10-minute daily dance exercise routine for the participants using combinations of basic steps in folk and ethnic dances. The goal of the exercise routine is to help the participants achieve their normal BMI. Let the participants perform also the zipper test and the sit and reach test. CriterionExcellent5 pointsGood3 pointsPoor1 pointContent of the fitness routineThe combinations of folk dance steps and arm movements were appropriate to the fitness goals of the participants. The routine covered strengthening, shortening, and lengthening of the muscles.The routine had good combinations of folk dance and ethnic dance steps that were important in losing weight. However, it was lacking a more balanced workout. The routine had combinations of folk dance and ethnic dance steps that did not address the fitness needs of the participants. Utilization of the FITT formulaThe FITT formula was used correctly, and the principles of exercises were evident.The FITT formula was well followed. The FITT formula was used, but the sequence of the routine did not show consistency.Relevance of the routine in enhancing flexibility The routine helped in improving aerobic capacity of the participants and in increasing the range of motions of the entire body.The routine helped in increasing the muscular flexibility of the participants.The routine was relevant in maintaining the current flexibility status of the participants.
P.E.268 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccess&ĞƐƟǀĂů $ĂŶĐĞƐ"ŚĂƉƚĞƌ12Install>ĞƐƐŽŶ1dŚĞ WĂŶĂŐďĞŶŐĂ &ĞƐƟǀĂů ŝŶ !ĂŐƵŝŽ "ŝƚLJNetworkListen to and describe the rhythm of the Panagbenga Festival hymn at https://www.youtube.com/watch?v=P5T5k9Jo3pc. Then watch another video at https://www.youtube.com/watch?v=yGSOY584Ke4 to learn how the music, beats, and movements are enriched through a street dance competition during the Panagbenga Festival. After watching the videos, answer the questions posed in Access.1. How does it feel listening to the beats of the Panagbenga Festival hymn?2. Describe the movements and the beats of the drums shown in the second video.3. What does participation in street dancing show?What Is a Festive Dance?A festival is defined as a time of celebration marked by special observances. Filipinos hold festivals for various reasons—to show gratitude for a bountiful harvest, to celebrate significant events in local history, or to observe the feast days of patron saints. You have learned in your music and arts class that festival dances are part of our culture and tradition. In precolonial times, dances were part of rituals and religious ceremonies. Today, dances have become part of street performances and parades. Some participants also showcase their skills and talents during dance performances. One of the most popular festivals in Luzon is the Panagbenga Festival. As discussed earlier, the term panagbenga means blooming season. The festival is also known as the Baguio Flower Festival. Aside from the cold climate and beautiful sceneries, tourists visit the so-called “Summer Capital
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ 'džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 269of the Philippines” to participate in the festival. The flower festival is held in February. There are different activities during the month-long celebration. These include float parades, street dancing, marching band competitions, pageants, and even music competitions.There are times that a cañao is performed during Panagbenga. In this dance, the male performer wears a locally woven blanket on his shoulder, and his partner wraps the same kind of blanket around her body. They dance to the beat of the gongs. They hop and skip doing a pattern. Later, they invite spectators to join them in the dance. connect$ƩLJ͘ %ĂŵĂƐŽ '͘ !ĂŶŐĂŽĞƚ͕ :ƌ͕͘ ŝƐ ƚŚĞ ƉƌŽƉŽŶĞŶƚ ŽĨ ƚŚĞ ŇŽǁĞƌ ĨĞƐƟǀĂů ŝŶ !ĂŐƵŝŽ "ŝƚLJ͕ ǁŚŝĐŚ ŝƐ ŶŽǁ ĐĂůůĞĚ ƚŚĞ WĂŶĂŐďĞŶŐĂ &ĞƐƟǀĂů͘Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ŐŽďĂŐƵŝŽ͘ĐŽŵͬƉĂŶĂŐďĞŶŐĂͬŚŝƐƚŽƌLJͲŽĨͲƚŚĞͲƉĂŶĂŐďĞŶŐĂ͘Śƚŵůη͘yŚŬϭtϮϱƵ:zĐHistoryThe local government of Baguio formed a committee to conceptualize a festival that depicts the history of the city, and also show the traditions and values of the inhabitants of the Cordilleras. In October 1995, the organizers chose an artwork from the winning entries in the Camp John Hay art competition as its logo for the festival. The theme was about preserving the environment with emphasis on the flowers cultivated in the Cordilleras. Professor Macario Fronda of Saint Louis University composed the festival hymn. The street dance component of the festival copied the movements from dancers of an Ibaloi dance called bendian. Bendian is an Ibaloi dance of celebration that speaks the unity and harmony of the tribes.Sometimes, when you are dancing, you feel uneasy or uncomfortable. Then you feel that there’s something wrong with your body. Perhaps, you are already experiencing dance-related injuries such as muscle cramps, sprain, and heat exhaustion. It is normal for you to experience pain during or after a dance practice or routine. When the pain turns out to be an injury, you have to know how to lessen the pain and heal it. Knowing first aid basics is important because it can help you prevent further pain or injury. If untreated, the injury may become life-threatening to your health. >Žǁ͕ ŵĞĚŝƵŵ͕ ŚŝŐŚ͕ ĂŶĚ ǁŝĚĞ ŵŽǀĞŵĞŶƚƐ ĂƌĞ ĞdžƉƌĞƐƐŝŽŶƐ ŽĨ ŇĞdžŝďŝůŝƚLJ ĂŶĚ ĨƌĞĞĚŽŵ͘ Big IdeaActivity Go to https://www.youtube.com/watch?v=yO_c-A1_QXc&t=380s, and watch the steps used by the students in dancing. Make your own arrangement of the steps, and perform it using the Panagbenga hymn.
P.E.270 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsTo know more about the annual celebration of the Panagbenga Festival, read the article on https://www.panagbengaflowerfestival.com/about-us/.UpgradeA. List three health risks or injuries that you can get when dancing in the streets and in an open space during a parade or competition. Then tell how you should apply first aid to each injury. B. You are a dance researcher who writes the dance literature of different cultures in the country. You have learned to love the movements of the people in the Cordillera Region during your immersion. Your friends have asked you to incorporate their movements in your community fitness class. Name the movements to make it easier to understand and perform by your fitness class. Write at least four step or movement descriptions and label each.CriterionExcellent5 pointsGood3 pointsPoor1 pointSimplicity of termsSimple terms were used to remember and recognize the value of the steps. Simple terms were used to remember the steps.Some unclear words were used.Description of movementsThe movements were described well in clear written step patterns. These steps were relevant and parallel to their well-defined rhythmic patterns. The description of the movements was as clear as their assigned counting patterns.The description of movements was quite confusing.Completeness of elements of a dance literature The origin, meaning, characteristics, costume, and music were found in the written dance literature.Some important parts of the dance literature were found in the output. The origin, meaning, characteristics, costume, and music were not found in the dance literature.Decode1. What do you think is the essence of dancing in the streets during a fiesta when it entails spending money for the props and putting oneself at the risk of getting a heat stroke?2. How much effort could you give to yourself to be blooming all the time?
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 271AccessNetworkInstall>ĞƐƐŽŶ2dŚĞ "ƟͲ"ƟŚĂŶ͕ #ŝŶĂŐLJĂŶŐ͕ ĂŶĚ ^ŝŶƵůŽŐ &ĞƐƟǀĂůƐGo online and watch the different performance in each of the following festivals. Then answer the questions posed in Access.1. Ati-Atihan: https://www.youtube.com/watch?time_continue=56&v=R1rAUv441fY&feature =emb_logo 2. Dinagyang: https://www.youtube.com/watch?v=Yvp8lNMzipc3. Sinulog: https://www.youtube.com/watch?v=LPrB_ABMpNk&list=PLDAq-UakdL1BVGM8aaLN0ovVcuf9HC263&index=11. What have you noticed in the three videos that you watched? 2. Describe the similarities and differences among the three festivals. 3. What makes a festival strenuous to the performers? Why do you think they are participating in spite of the strenuous movements and pressure of the competition?Ati-Atihan, Dinagyang, and Sinulog are similar festivals celebrated in January to honor the Santo Niño, the child Jesus. Table 12.1 shows the descriptions of each festival and when and where it is celebrated.Table 12.1 Descriptions of Ati-Atihan, Dinagyang, and Sinulog FestivalsFestivalDate and LocationDescriptionAti-AtihanCelebrated every second Sunday of January in Kalibo, Aklan• It is celebrated to honor Kalibo’s patron—the Infant Jesus• The word Ati-Atihan means “be like the Atis or the Aetas” in Aklan.• The performers darken their skin and dressed up in tribal finery. The procession begins after the signal of the drums and whistles.• Chant: Hala Bira!
P.E.272 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳFestivalDate and LocationDescriptionDinagyangCelebrated every fourth Sunday of January in Iloilo City• It celebrates the feast of the Infant Jesus.• It comes from the word dagyang, which means “merrymaking.”• It commemorates the pact between the datus and the locals.• Chant: Viva, Sto. Niño!SinulogCelebrated every third Sunday of January in Cebu City• It comes from the word sulog, which means “like the water current movement.”• It is an annual festival in Cebu that begins with the nine days (novena) before the third Sunday of January.• It is characterized by two forward steps and one backward step to light and wave candles to ask blessings from the Sto. Niño.• Chant: Pit Senyor! Viva, Sto. Niño!Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚƉď͘ŐŽǀ͘ƉŚͬŵĂƌŬĞƟŶŐͲĂŶĚͲƉƌŽŵŽƟŽŶƐͬƚƉďͲĐĂůĞŶĚĂƌͲŽĨͲƉƌŽŵŽƟŽŶƐͲĂŶĚͲŵĂƌŬĞƟŶŐͲĂĐƟǀŝƟĞƐͬĐĂůĞŶĚĂƌͲŽĨͲƉŚŝůŝƉƉŝŶĞͲĨĞƐƟǀĂůƐͲĂŶĚͲŵŽŶƚŚůLJͲŽďƐĞƌǀĂŶĐĞƐͲƚŚĞŵĞͬSimilarities and DifferencesHistory of the Ati-AtihanBefore the Spaniards came to the country, light-skinned immigrants from Kalimantan, Indonesia settled on Panay Island. They were called the Maraynons. The Atis, also known as Negritos, who were small, dark, and curly-haired natives, sold a piece of land in the lowlands for the Maraynons to settle in. The natives then moved up the mountains. Legend has it that there was a time when the Atis suffered starvation due to bad harvest. Because of this, they were forced to return to the lowlands and beg for food from the settlers. This occurred almost every year. The regular visits formed a bond of friendship between the natives and the settlers. Atis danced and sang as expressions of gratitude. Maraynons painted their faces black to be like the natives, and they sang and danced with the Atis. The celebration later on became a tradition.When the Spaniards arrived, the natives and the settlers adopted the religious practices of the conquerors including honoring the image of the Santo Niño. Representatives from the Spanish government and the leaders of the Atis and the Maraynons made agreements to offer the traditional dancing to the Santo Niño. This was the start of Ati-Atihan Festival. Today, inhabitants, visitors, and tourists participate in the activities of the festival such as the street parades, beauty contests, street dancing, and other forms of entertainment. History of the DinagyangThe Dinagyang is a commemoration of the arrival of the Malays in Panay Island and the barter made with the Ati tribes. It is the “Iloilo Ati-Atihan.” It begun in 1967 when the replica of Sto. Niño de Cebu was brought to Iloilo City. The image was welcomed and received at the Mandurriao Airport by the Iloilo people. The Iloilo Ati-Atihan contest started in 1969, which was participated (Continuation)
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 273by four tribes. The festival progressed into more colorful activities that encouraged more tribes to participate. In 1974, the festival became a cultural entertainment during the Operation Balikbayan program of the Ministry of Tourism. In 1976, the wide participation of the people was encouraged in the streets.In 1977, Ilonggo writer Pacifico Sudario described the riotous celebration as dinagyang, from the word dagyang, which means revelry or merrymaking of the people. Through the effort of the Dinagyang organizers and the Regional Association of National Government Executives, the Ati tribes, living in the mountains of Barotac Viejo, have shown their native dances. Since then, the Dinagyang Festival has become a big religious and cultural activity fully supported by nongovernment and government agencies. Other side events have been added such as cultural presentations. It was awarded the “Tourism Event of the Year” for three consecutive years from 2006 to 2008.Source͗ ŚƩƉ͗ͬͬĚŝŶĂŐLJĂŶŐƐĂŝůŽŝůŽ͘ĐŽŵͬĚŝŶĂŐLJĂŶŐͬHistory of Sinulog Before the Spaniards came, pagan natives danced the Sinulog before carved wooden icons as homage to their anitos. After Ferdinand Magellan planted the cross in Cebu City in 1521, he claimed the territory in the name of the King of Spain. He converted Rajah Humabon and his wife Amihan, together with their followers, into Catholics. The wife was baptized Queen Juana in honor of the mother of the king. Magellan gave the queen the image of the Child Jesus as a baptismal gift.After Magellan’s remnants returned to Spain, the newly converted Catholic natives continued the tradition. Instead of dancing before a faceless statue, they danced the Sinulog before the image of the Santo Niño. Queen Juana used the image to drive away evil spirits and exorcise the demons from her followers.Decades later, Miguel Lopez de Legazpi came and burned the village in Cebu City, which was ruled by Rajah Tupas. It was during the raid when one of the soldiers found the image inside a box in a burning hut. Declaring the icon miraculous, Augustinian friars built a church over the place where the image was found. It is now known as the Basilica Minore de Santo Niño. This is the foundation of the Sinulog Festival. It depicts the coming of the conquistadors and the gift of the Santo Niño to the queen. Most of the festival dances show a maiden, who represents Queen Juana, holding an image of the Holy Child.
P.E.274 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity ExtensionsDivide the class into three groups. Each group will do the assigned activity to them.Group 1. Create four figures of steps to dance Ati-Atihan. You may use the recorded drum beats on https://www.youtube.com/watch?v=kK1a7PFZl9c in your performance.Group 2. Create four figures of steps to dance the Dinagyang. You may use the recorded drum beats on https://www.youtube.com/watch?v=xqNHRcan2UY in your performance.Group 3. Create four figures of steps to dance Sinulog. You may use the original and official music of Sinulog found on https://www.youtube.com/watch?v=9SuQJK23n_U.To know more about the history and significance of celebrating Sinulog, Dinagyang, and Ati-Atihan festivals, read the articles on the following links:• https://sinulog.ph/history-of-sinulog/• http://dinagyangsailoilo.com/iloilo-dinagyang-festival/history/• https://www.tagaloglang.com/ati-atihan-festival-of-kalibo-aklan/UpgradeA. Identify what is being described in each item.________ 1. It is the chant in Ati-Atihan.________ 2. It is the chant in Sinulog.________ 3. It means merrymaking.________ 4. It is the ethnic group in the Philippines to whom the Dinagyang and Ati-Atihan festivals are attributed.________ 5. He is the Catholic Christian image being honored in Sinulog, Dinagyang, and Ati-Atihan.________ 6. It is the color being painted in the body of the Ati-Atihan performers.________ 7. It is the place where Sinulog is celebrated.________ 8. It is the place where Ati-Atihan is celebrated.________ 9. It is the place where Dinagyang is celebrated.________ 10. It is the month when the Ati-Atihan, Sinulog, and Dinagyang are celebrated.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 275DecodeB. You are a dance choreographer. You are tasked by your town mayor to join the provincial festival competition with the theme “History of Your Town.” You have six months to prepare for the event. You need to know the different movements, emotions, and colors prevalent in each era of your town history. Present a dance choreography proposal with valid illustrations of each movement so that the history of your town can be depicted. The cultural committee of your town will review your proposal. It is expected that you have studied well the history of your town and collaboratively work with the locals and experts who have knowledge and documents of the past. Your dance choreography proposal must have attachments needed to be able to seek approval. This is part of the preparation needed before the dance rehearsals. Come up with a title of your dance presentation proposal.CriterionExcellent5 pointsGood3 pointsPoor1 pointContentThe proposed dance choreography had movements that accurately described the movements of different people in the historical era of the town. The title of the proposal was relevant to its content. The dance moves were named for easier understanding and facilitation of dance rehearsals. The content was real and appropriate to the theme.Some items in the proposal were not appropriate to the era mentioned in the history.The proposal was not complete with the needed requirements.CompletenessThe proposal was complete with attachments that support it. There were pictures and signatures of those who collaboratively worked on the review of the research.The proposal lacked attachment to support the items that needed to be revised.The proposal did not meet the requirements.1. Why are festival dances important?2. Do festivals really promote the culture or do they only incorporate a little of what is in the culture to improve the wealth of a town? 3. Imagine your place without fiestas, cultural dance, and/or street dance presentations. What could your place be like?
P.E.276 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ• Watch a performance during the MassKara Festival in 2019 on https://www.youtube.com/watch?v=DbYsLEpKw-g.• Watch the Bambanti Festival of Isabela that made it to the 2019 Guinness Book of World Records on https://www.youtube.com/watch?v=SKk5WylEGL8.• Answer the questions posed in Access.Install>ĞƐƐŽŶ3dŚĞ DĂƐƐŬĂƌĂ &ĞƐƟǀĂů ĂŶĚ KƚŚĞƌ EŽŶƌĞůŝŐŝŽƵƐ &ĞƐƟǀĂůƐAccessNetwork1. What are the characteristics that made the performers great? Describe their performance.2. As a performer, what do you think you must possess to be able to dance like them?3. What are the safety measures that one should observe before joining a festival dance competition?The MassKara Festival is also known as the “festival of smiles” because it is celebrated in Bacolod City, which is the City of Smiles. MassKara comes from the words mass, which means “many people,” and kara, which means “face.” It is celebrated every fourth week of October. A History of the MassKara FestivalNegros Occidental is one of the producers of sugar in the Philippines. Most of its people are dependent on the sugar industry for their livelihood. Bacolod City was one of most affected communities when sugar prices dropped very low in the market in 1980. This economic loss was the start of the downfall of the economy, which affected the entire city. In the same year, a ship tragedy that killed about 700 Negronese aggravated the situation. This year of mourning gave rise to the start of the MassKara Festival. The local people, the government, and civic groups came up with this idea to counter the “gloomy atmosphere” and bring back the smiles of the people. Another festival that is celebrated in the Philippines is the Bambanti Festival. It is a very popular festivity in Isabela that is held every January.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 277A History of the Bambanti FestivalBambanti is the Ilocano word for scarecrow. The traditional scarecrow is made of straws, sticks, or cloth formed into a humanlike figure to scare the birds to protect the palay. The bambanti is considered the farmer’s best friend. The festival begun in May 1997 through its then governor, Benjamin Dy. It did not originally start as a religious practice but as a way to promote and be proud of the agricultural land of Isabela. The symbol that best describes the strength of the Isabela people is the bambanti. Through a resolution filed in 2011, the celebration was transferred to January 24 by Gov. Faustino Dy. Antonio Albano stressed that it is appropriate to start the year with a celebration of thanksgiving. During the celebration, different booths are displayed to sell and promote the products of each town. Competitions, street dancing, parades, and trade fairs are important activities during the festival. Isabela has received Aliw Award for Best Festival Practices and Performance from 2015 to 2017 and the Aliw 2018 Hall of Fame Award for Best Festival Practices and Performance. With 2 495 participants, the festival entered the 2019 Guinness Book of World Records as the “largest gathering of people dressed as scarecrows.”Other Nonreligious Festivals in the PhilippineLanzones Festival It is a festival to celebrate the bountiful harvest of lanzones fruits. Lanzones, which is also known as langsat, is a small-round fruit that is famous in Camiguin. The festival is a week-long celebration that has been held in the fourth week of October since 1979.Dinamulag FestivalIt is an annual celebration of the good harvest of the famous carabao mangoes in Zambales. This festival has been held since 1999. The term dinamulag directly translates to the word “carabao.” It is a week-long celebration between March and April in Iba, Zambales, named after its street dancing competition Zambalye. In 1995, the Guinness Book of World Records mentioned that the dinamulag mango of the Philippines is the sweetest fruit.Kadayawan This festival derives its name from the word madayaw, which means “good, valuable, superior, or beautiful.” It is a festival of the thanksgiving of life, bountiful harvest, culture, and nature celebrated by the people in Davao City during the third week of August. This period coincides with the season of harvest of fruits and the blooming of the exotic orchid called waling-waling. The celebration is rooted on the villagers in Davao ritual of thanksgiving to their highest god named Manama, to whom they offer their harvests while dancing and singing. This ritual is called pahinungod. Through the initiative of Mayor Elias B. Lopez, a Bagobo, tribal festivals of
P.E.278 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsActivity the Lumad and the Muslim were showcased in 1979. This tradition flourished and turned into an annual festival among the Dabawenyos. In 1986, the festival was called “Apo Duwaling” to unite the people after the Martial Law era and showcase that the city is a good and peaceful place for tourists and businesses. The name was the fusion of Mt. Apo, durian fruit, and waling-waling. It was renamed into “Kadayawan sa Dabaw” in 1988 by Mayor Rodrigo Duterte. Your class will be divided into two groups. Perform the assigned steps to your group.Group 1. Create four figures of steps to dance the MassKara Festival using the music on https://www.youtube.com/watch?v=6Y8SvDyxHTQ.Group 2. Create four figures of steps to dance with the Bambanti Festival music found on https://www.youtube.com/watch?time_continue=26&v=7fbRDfwZeF4&feature= emb_logo.&ŝůŝƉŝŶŽƐ ĂƌĞ ŬŶŽǁŶ ƚŽ ďĞ ƌĞƐŝůŝĞŶƚ͘ dŚĞLJ ƐŵŝůĞ ĞǀĞŶ ƚŚĞLJ ĂƌĞ ŚƵƌƟŶŐ͕ ǁŚŝĐŚ ŝƐ Ă ƐŝŐŶ ŽĨ ŚŽƉĞ͘ ,ŽƉĞ ŚĂƐ ƚŚĞ ƉŽǁĞƌ ƚŽ ĐŚĂŶŐĞ͘Big IdeaTo know more about the Bambanti Festival, watch the video on https://www.youtube.com/watch?v=Ysff-c5j8hQ. You can also read the article titled “Bambanti Festival” on https://expertworldtravel.com/philippines/bambanti-festival/.UpgradeA. Identify what is being described in each item.________ 1. It is the City of Smiles.________ 2. It is the festival in which performers wear colorful masks.________ 3. It is the year when the sugar prices dropped very low, affecting the sugar industry in the City of Smiles.________ 4. It is an Ilocano word for scarecrow.________ 5. It is the former name of the Kadayawan Festival.________ 6. It is a festival in Zambales to celebrate the good harvest of carabao mangoes.________ 7. It is the place where the Lanzones Festival is held.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 279________ 8. It is the year when the Bambanti Festival entered the Guinness Book of World Records as the largest number of people dressed as scarecrows.________ 9. It is a variety of mangoes in the Philippines that is famous in Zambales.________ 10. It is the word that means good, beautiful, and valuable. B. You are a kinesiologist and physical therapist. You are tasked by the provincial health officer to present the different dance-related injuries experienced by the street dancers in the province, their causes, and treatment and prevention. Your presentation will be attended by street dance enthusiasts, choreographers, and managers. You are required to indicate the anatomy and the mechanics of body movements in simple terms to explain well to your audience the importance of safety and personal healthcare. Your presentation will be a safety and healthcare seminar-workshop for street dance enthusiasts.CriterionExcellent5 points Good3 pointsPoor1 pointSchedule and supportThe target schedule of the workshop and the support were complete and at the convenience of all the concerned participants.The target schedule of the workshop and the support were at the convenience of the facilitators, the speakers, and the participants.The target schedule of the workshop was at the convenience only of the health official.Relevance of contentsAll the contents were relevant and would make street dance enthusiasts to become cautious. Thorough and comprehensive discussions were found to be essential for the participants. The contents were appropriate to the needs and level of understanding of the participants. The contents were very informative and arranged in a progressive sequence for better understanding. The contents were very common and self-explanatory. Health practitioners were not needed to expound the topics.Decode1. What can you say about the statement “In real life, people find importance in wearing masks”?2. What mask have you worn that helped you become a stronger person?
P.E.280 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳInstall>ĞƐƐŽŶ4WŚLJƐŝĐĂů &ŝƚŶĞƐƐ WŽƐƚͲĂƐƐĞƐƐŵĞŶƚAccessNetworkReview your PERFIC (Personal Fitness Card) and your personal fitness program. Rate your ability to follow your program. State your opinion about your improvement using your designed program. Then answer the questions posed in Access.1. After visiting your PERFIC, do you think your previous scores or remarks have changed after doing your fitness program? Why do you say so?2. How much have you improved? Determine the effect of your fitness program to you.3. How would you know if you have already achieved accurate results in your fitness program?A physical fitness test is valid when the test measures what it intends to measure. If you want to test your cardiovascular endurance, you will not obtain the results using a curl-up test. Each test has its purpose. Always understand the purpose of each test and follow its procedure to obtain accurate results. A valid test always requires reliable results. Ensuring Reliability of Fitness Posttest Results1. Follow exactly the procedure or the instructions of the test.2. Always prepare your body before the test to prevent injury. Never forget to drink water every 15–20 minutes of your continuous activities.3. Perform the test in a healthy body condition. You must be prepared emotionally and psychologically for the tests. Remember to rest between trials, as recovery is important.4. Use the same materials, equipment, or tools during the pretest. Make sure that they are functional and not broken for they will definitely affect the results.5. If you will perform the test outdoor, make sure to do it in an appropriate time, place, and weather conditions.6. Speeding up the test or hurrying up the performer to finish may lead to inaccurate results.7. Do not alter the results of the posttest just to appear that you performed better than the previous test. Remember, the posttest is your way of checking the effect of your designed personal fitness program. The results will tell your current fitness needs, which will be your basis to redesign or revise your personal fitness program. Also, it will reveal how well you have trained yourself. You are the best person to know what has been done and not. You are the proof of the effect of your own fitness program.!ŚĞĐŬŝŶŐ ŝƐ Ă ǁĂLJ ƚŽ ŬŶŽǁ ŚŽǁ ĨĂƌ LJŽƵ ŚĂǀĞ ŵĞƚ LJŽƵƌ ŐŽĂů͘Big Idea
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 2818. Record immediately the results every after the test. Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƉƚĚŝƌĞĐƚ͘ĐŽŵͬƚƌĂŝŶŝŶŐͲĚĞůŝǀĞƌLJͬĐůŝĞŶƚͲĂƐƐĞƐƐŵĞŶƚͬƵŶĚĞƌƐƚĂŶĚŝŶŐͲǀĂůŝĚŝƚLJͲĂŶĚͲƌĞůŝĂďŝůŝƚLJͲŝŶͲĮƚŶĞƐƐͲƚĞƐƟŶŐActivity Perform all the fitness tests again. These will be your posttests. Compare your results in the previous tests to the latest results. Describe how well you improved in each component.ExtensionsGo to https://www.youtube.com/watch?v=3ShEV8B1--k&t=25s, and watch the fitness tests presented in the video. Then watch the video of the recommended exercises for Filipinos on https://www.youtube.com/watch?v=CIW0uMF7U0A.UpgradeA. Present your PERFIC indicating the results of the pretests and the posttests.B. Present your personal fitness program with your own comments, suggestions, and recommendations for fitness enthusiasts. CriterionExcellent5 pointsGood3 pointsPoor1 pointProper execution The students ensured that barriers to accuracy were eliminated. They were consistent in performing the tests correctly, which provided them accurate and valid results.The students performed the tests correctly, providing them exact results. The students did not follow correctly the procedure of the fitness tests.Self-critiquing efficiencyThe students reflectively analyzed their test results, enabling them to post comments and suggestions appropriately. The students were able to analyze their test results, but their recommendations were not realistic and appropriate to their capacity.The students could not give appropriate comments and recommendations based on the results of their performance. Decode1. What popular exercises have you incorporated in your personal fitness routine? Why?2. What is the most challenging part in maintaining your personal fitness level?
P.E.282 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳI. Write True if the statement is correct. If not, underline the word or phrase that makes it wrong, and write the correct word on the blank.________ 1. Ati-Atihan and Sinulog festivals honor the child Jesus. ________ 2. Sulog means merrymaking.________ 3. During pre-Spanish era, the natives danced holding the carved wooden icons of their anitos.________ 4. The wife of Rajah Humabon was baptized as Queen Juana in honor of the mother of Magellan.________ 5. A lady who leads the street dancers in Sinulog Festival represents Queen Juana, who is holding an image of the Holy Child.________ 6. When the village in Cebu City was burned by Miguel Lopez Jaena, the plastic image of the Sto. Niño was not burned, which was declared a miraculous icon. ________ 7. It means “to be like the Ati.”________ 8. Dayaw is an Ilocano word that means “blooming season.”________ 9. Cañao is a dance in the Cordillera Region. ________ 10. The dinamulag mango was declared the sweetest fruit by the Guinness Book of World Records in 2019.________ 11. The Bambanti Festival was declared the largest number of people dressed as scarecrows in 1995.________ 12. The former name of the Kadayawan Festival is Apo Duwaling. ________ 13. Street dancing can help improve the physical fitness level of the dancers.II. Match each festival in column A to the place where it is celebrated in column B.AB____ 1. Ati-Atihana. Baguio City____ 2. Bambantib. Isabela____ 3. Panagbengac. Zambales____ 4. Dinamulagd. Davao City____ 5. Lanzonese. Iloilo City____ 6. Kadayawanf. Kalibo____ 7. Dinagyangg. Bacolod City____ 8. Sinulogh. Camiguin____ 9. MassKarai. Cebu Cityj. Mandaue CityChapter est
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 283III. Enumerate the following: 1–5. Five important movements of the body typically shown in street dancing 6–10. Five things that you must have in your bag before, during, and after street dance rehearsals for your health and safetyIV. You are a dance fitness choreographer. You are assigned to choreograph the daily exercise routine of children with down syndrome and upgrade it to a physical fitness program as their morning exercise. Come up with a fitness program that they can adapt easily and present it. You are given five days to finish the fitness program. You have to make the moves interesting to these children without ignoring the FITT formula and the principles of exercise. You have to make the fitness program appropriate to their capacity and needs. In your presentation, indicate the individual needs and differences of execution to every child with down syndrome to address mindfully his or her other health issues. CriterionExcellent5 pointsGood3 pointsPoor1 pointCompleteness The fitness program was complete. It addressed the needs of each child with down syndrome. The program followed the FITT formula, and the principles of exercises were also applied. The sequence of the program showed that movements were within the capacity of the children, and its progression was gradually and upgraded into how the children would respond to the activities. The entire approach was child-friendly. The fitness program was complete, but the exercises in the FITT matrix had elements or movements that were too hard for the children with down syndrome. The program did not indicate the different level of capacity of the clients to be addressed. The fitness program was totally inappropriate to children with down syndrome. The FITT formula was not used. Fitness benefitsAll movements of children with down syndrome were converted into an exercise routine to improve their cardiovascular endurance, flexibility, balance, agility, coordination, reaction time, and maintenance of normal BMI. A holistic approach for fitness was evident.The exercises were concentrated more on strengthening the muscles and bones. Exercises to improve balance, agility, coordination, and reaction time were very few. The routine was not designed to increase the fitness level of children with down syndrome.
P.E.284 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳLet Us nnovate!Keep Up with One Leg Up!Problem: Forty percent of the grade 7 students have not improved their balance.Description: The balance exercises included in the personal fitness program of the students have not improved their balance. They reveal that there is only minimal attention given to balance. This means that the students have not pushed themselves harder to increase the duration, intensity, and frequency of the balance exercises they included in their fitness programs. Design Thinking ActivityEmpathizeHelp your classmates improve their balance. Ask permission first to interview them so that you can be fully informed. 1. Discuss with your group mates how to approach each type of person. 2. Write your guide questions to know their mindset, feelings, and difficulty in terms of physical balance. Your way of questioning should lead to knowing how they can be motivated to improve their balance. Here are sample questions:a. What was in your mind while doing the stork balance test?b. What did you feel when you found out that your balance has not improved?c. What are your difficulties in improving your balance?d. Is there any way that you think can help you improve your balance? What is it?3. Think of other questions that would help you understand why the balance exercises they included in their fitness programs have not helped them improve their balance.4. Prepare questions for experts such as the physician, physical therapist, psychologist, or psychiatrist, in case you find out that there is a health or medical reason for the problem. Write the questions you need to have a deeper understanding of the problem and the appropriate solutions they could impart. 5. Get ready to gather as much information that you will need in the next stages.
P.E.WĞƌƐŽŶĂů &ŝƚŶĞƐƐ ĂŶĚ "džĞƌĐŝƐĞ dƌĂŝŶŝŶŐ 285(Continuation)Design Thinking ActivityDefineGather all the answers and information from Empathize to come up with a specific problem. You may use the following to come up with a problem:1. What have you learned from the interviewees?a. From the person experiencing the problemb. From the experts or health practitioners2. Were you able to get enough information from the interview? If not, what else can you do?3. What else do you want to learn from them?4. What is/are the common answer(s) of the respondents or interviewees?5. Categorize the answers of the interviewees into a. attitudeb. beliefsc. health/medical reason6. How did the experts explain the problem? How did they emphasize the value of having good balance? 7. What is the problem all about? What is its cause and effects?IdeateCome up with different ideas to help your classmates improve their balance. There should be no limits in finding solutions to the problem. Be creative and think of all possibilities. Decide on the best solution afterward.Draw or describe your best possible solution. Then provide the following:a. Drawing (with description)b. Materialsc. Procedured. Design
P.E.286 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ(Continuation)Design Thinking ActivityPrototypeCreate or perform the best possible solution(s) to the identified problem. The prototype should be created or performed with the features that will serve the purpose of solving the problem. Have a dry run with your team to see how effective your identified solutions are. This will also enable your team to identify the best prototype and make improvements before the testing stage. Then provide the following:a. Name of the prototypeb. Steps in making the prototypec. Photo or video of the prototyped. Results and comments after your dry run e. Improvements or changes needed for the prototype after your dry runTestTest the effectiveness of the prototype. Write your observations while testing the prototype. Was the prototype successful?1. If yes, write pieces of evidence that will prove the success of the prototype.2. If no, write inadequacies that made the prototype unsuccessful. Then repeat the stages until you come up with the most feasible solution to the problem.CriterionVery Good (5)Good (3)Fair (1)ScoreEmpathizeThe questions were very relevant in addressing the problem.The questions were somehow relevant in addressing the problem.The questions were irrelevant in addressing the problem.DefineThe problem was clear and well-defined.The problem was somehow clear and defined.The problem was not clear and not defined.IdeateThe ideas were very creative and doable.The ideas were somehow creative and can be done.The ideas needed improvement.PrototypeThe prototype was well-presented and organized.The prototype was well-presented and somehow organized.The prototype needed improvement(s). TestThe result provided excellent solution to the problem.The result provided a solution to the problem.The result needed further testing.Total
HEALTHHealth 287HealthUnitIVIn this unit, you will be able to answer ƚŚĞ ĨŽůůŽǁŝŶŐ ƋƵĞƐƟŽŶƐ͗ϭ͘ tŚLJ ŝƐ ŝƚ ŝŵƉŽƌƚĂŶƚ ƚŽ ĂƩĂŝŶ ŚŽůŝƐƟĐ health?Ϯ͘ !ĂŶ ƐƚƌĞƐƐ ďĞ ĂĐƚƵĂůůLJ ŚĞůƉĨƵů͍ ,Žǁ would you deal with stress to ensure ƚŚĂƚ ŝƚ ǁŝůů ŶŽƚ ĂīĞĐƚ LJŽƵ ŶĞŐĂƟǀĞůLJ͍ϯ͘ tŚĂƚ ŝƐ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ŬŶŽǁŝŶŐ the nature, signs and symptoms, and ĐĂƵƐĞƐ ŽĨ ŶŽŶĐŽŵŵƵŶŝĐĂďůĞ ĚŝƐĞĂƐĞƐ͍My Unit ExpectationsIn this unit, I will be able to
HEALTH288 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessGrowth and DevelopmentChapter13InstallLesson1"ĐŚŝĞǀŝŶŐ ,ŽůŝƐƟĐ ,ĞĂůƚŚNetworkPeople always talk about physical health and its importance. They always associate the absence of diseases as being healthy. However, the World Health Organization (WHO) defines health as a state of physical, mental, and social well-being, and not merely the absence of disease or infirmity. This implies that there are more aspects of health than physical health. In this activity, you will work with your group mates. Your teacher will give you a picture of a robot and you will think of the different characteristics the robot must have to perform or function like a healthy person. List at least 10 characteristics to make it function properly. One representative of the group will share the group’s output with the class. Then answer the questions posed in Access.1. What are the characteristics of a healthy person that you gave to the robot?2. What can you say about the famous quote, “The whole is greater than the sum of its parts.”?People who are still healthy, even if they are old already, are not just lucky. The reason they have stayed healthy through the years is that they earned it. These people have prioritized their health when they were younger, and their lifestyles and habits brought them to the kind of health they now enjoy. So, how do you think will your present lifestyle and health habits influence your health in the future?
HEALTHHealth 289Concepts of Holistic HealthThe 1946 preamble to the constitution of the World Health Organization (WHO) defines health as follows:“Health is defined as the state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity.”Most people would say that a person is truly healthy if his or her body shows the following healthy signs: excellent vital signs (i.e., pulse rate, respiratory rate, body temperature, and blood pressure), high energy level, sharp and alert mind, complete set of teeth, and healthy hair and glowing skin. WŚLJƐŝĐĂů Health^ƉŝƌŝƚƵĂů Renewal"ŵŽƟŽŶĂů Well-beingHowever, a person’s health should not only focus on the physical aspects. Rather, his or her health should focus on all aspects of his or her well-being. This approach is called holistic health.The term “holistic” comes from the Greek word holos, which means “whole.” One of the earliest wellness approaches, holistic health started around 5 000 years ago in India and China. Jan Smuts coined the term holism in 1926 as a way of viewing life as a whole and the whole body as “greater than the sum of its parts.” All the physical, emotional, mental, and spiritual aspects of a human being are connected for the person to reach his or her full potential. Aside from being interconnected with one another, these aspects are also constantly interacting with the person’s surroundings. The principle of holistic health states that the absence of illness does not mean that a person has good health. Whatever happens to one part will have an impact on the other parts too. For example, when a person is nervous because of an upcoming major exam, he or she might have a stomachache. Mental stress can also agitate a person. In the long run, mental stress may also result in the development of other diseases such as migraine, lung disease, and liver disease.
HEALTH290 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDimensions of Holistic Health Health and wellness are closely related to each other. To achieve holistic health, you must have complete wellness. WHO defines wellness as an “optimal state of health of individuals or groups.” Wellness involves the realization of the individual’s full potential in all aspects of his or her well-being and the fulfilment of his or her life roles in the family, community, workplace, worship place, and other areas. There are six interrelated dimensions of holistic health. These dimensions are (1) physical health, (2) mental/intellectual health, (3) emotional health, (4) social health, (5) moral-spiritual health, and (6) environmental health. When these dimensions are well-balanced and well-developed, they can support the person’s active lifestyle. ^ŝdž ĚŝŵĞŶƐŝŽŶƐ ŽĨ ŚŽůŝƐƟĐ ŚĞĂůƚŚPhysical Health The physical health dimension includes the body’s physical characteristics such as body size, shape, sensory skills, functionality, physical fitness, resistance against diseases and disorders, and period of recovery. Physical health also includes the ability to perform normal tasks such as bending over, getting up, and writing. To achieve optimal physical health, you must eat well, perform regular exercise, get enough rest and sleep, and avoid harmful habits. Mental/Intellectual HealthThe mental/intellectual health dimension refers to your ability to think clearly, question and analyze critically, and reason logically. Mental/intellectual health involves the use of the mind to cope with life’s challenges, learn from
HEALTHHealth 291mistakes, and make sound and responsible decisions. A person who has a healthy mind enjoys learning and seeks out new challenges and experiences. Engaging yourself in activities that stimulate your brain, eating right for your brain’s nutrition, and having enough sleep are some of the things that you can do to help your brain be more alert and active.Emotional HealthThe emotional health dimension involves the ability to express appropriate feelings and exert control when necessary. Self-esteem, self-confidence, self-control, trust, and love are just some aspects of emotional health. Learning how to manage your emotions and keeping a close attention to your feelings, thoughts, and behavior will result in a healthy emotional wellness. Spiritual HealthThe spiritual health dimension pertains to the person’s sense of purpose and meaning in life. This aspect is set by guided principles, beliefs, or values that give meaning to a person’s life. Spiritual health helps the person live in harmony with other people. His or her beliefs and values will guide his or her actions and words, make him or her accept the views and opinions of others, and make him or her give time for prayer or meditation.Interpersonal or Social HealthInterpersonal or social health is your ability to interact and communicate with other people in different social situations. A person who has satisfying relationships with his or her family members, friends, classmates, and neighbors indicates that he or she has good social health. People with high social health are the ones who live in harmony with others and their environment. Environmental HealthEnvironmental health involves the place where the person lives, works, or plays. The environment plays a significant impact on the person’ health, whether in a positive or a negative way.
HEALTH292 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳPeople who find ways to improve their health behaviors move to the right side of the Illness-wellness Continuum, as shown here. Those who do nothing or do very little to maintain their health or engage in health risk behaviors may lead to a path of poor health, illness, or premature death or disability. These people move to the left side of the continuum.Wellness ParadigmTreatment ParadigmPre- mature DeathHigh-levelWellnessDisabilitySymptomsSignsAwarenessEducationGrowthIllness-Wellness ContinuumNeutral Point(No discernable illness or wellness) Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ƚŚĞǁĞůůƐƉƌŝŶŐ͘ĐŽŵͬƚĞŵƉůĂƚĞͺŝŵĂŐĞƐͬ/ůůŶĞƐƐͲtĞůůŶĞƐƐ!ŽŶƟŶƵƵŵt͘ũƉŐThe six dimensions of wellness affect one other. Achieving wellness also means achieving a high-level of well-being based on the person’s unique abilities. To attain holistic well-being, you must work not only on one aspect of your health, but rather on your overall aspects. This will result in a balanced integration among all your health dimensions.It is always you and your habits that will be the real ĂŶĚ ŽŶůLJ ŬĞLJ ŝŶ ĂĐŚŝĞǀŝŶŐ ŚŽůŝƐƟĐ ŚĞĂůƚŚ͘ Big IdeaActivityHow Healthy Are You?The survey below was adapted from the online worksheet titled “Wellness Worksheets” written by P. Insel and W. Roth (2012). Evaluate your holistic health by checking the corresponding columns according to your behavior. Then answer the questions that follow. Physical HealthYes (1)No (0)1. I have a balanced diet. 2. I take the right amount of fats and oils. 3. I do not eat junk foods.4. I am physically active.5. I get enough sleep.6. I do not use/take products such as cigarettes, alcohol, and caffeine. Score______ /6
HEALTHHealth 293Emotional HealthYes (1)No (0)1. I can easily express my feelings.2. I am confident in dealing with stress.3. I can control my emotions.4. I can give care and love to others.Score______ /4Mental HealthYes (1)No (0)1. I take life’s challenges positively. 2. I can cope with problems and solve them. 3. I enjoy new experiences. 4. I can come up with the right reasons to decide in life’s challenges. Score______ /4Social HealthYes (1)No (0)1. I enjoy the time I spend with my family. 2. I enjoy the company of my friends. 3. I have good relations with our neighbors.Score______ /3Spiritual HealthYes (1)No (0)1. I have faith in God. 2. I pray to God to thank Him. 3. I believe that God can help me in times of need. 4. I go to church. Score______ /4Environmental HealthYes (1)No (0)1. I reduce, reuse, and recycle. 2. Our community is clean and green. 3. We have a clean source of water. Score______ /3
HEALTH294 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳGuide Questions:1. How many “Yes” answers do you have? How about your “No” answers? 2. Do you think having a high score in this survey reflects your overall health? Why do you say so?3. What can you do to have more “Yes” answers?4. Do you think neglecting even one dimension of holistic health will automatically lead to illness? Why or why not?5. What will you do if somebody you know does not pay enough attention to one of his or her dimensions of holistic health?UpgradeA. Complete the holistic health wheel below to show the things that you do to achieve health on each of its dimensions. Then answer the questions that follow.WŚLJƐŝĐĂůHealthDĞŶƚĂůHealth#ŵŽƟŽŶĂůHealth^ƉŝƌŝƚƵĂůHealth^ŽĐŝĂůHealth#ŶǀŝƌŽŶŵĞŶƚĂůHealth,ŽůŝƐƟĐHealth1. Why is holistic health in the center of the wheel? Explain.2. What will happen if a certain dimension was removed in the wheel?3. What do you think is the dimension that is easiest to maintain? Why do you say so?
HEALTHHealth 295DecodeB. You are a lifestyle blogger. In line with the celebration of this year’s nutrition month, the Department of Health (DOH) focuses in promoting the holistic health of Filipinos. So, the officials of DOH have launched a competition that encourages bloggers like you to come up with a holistic health plan that can be used by high school students. Your health plan must include activities and diet that a high school student should follow to achieve holistic health. Your work will be evaluated by different medical professionals based on its creativity, content, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe activities and the diet presented showed great connection to other parts of the plan.The activities and the diet presented showed connection to other parts of the plan.The activities and the diet presented were somewhat connected to other parts of the plan.The activities and the diet presented showed no connection to other parts of the plan.1. Why is it important to pay equal attention to every dimension of holistic health?2. As a student, what are the things that you can suggest to achieve holistic health?
HEALTH296 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessNetworkInstallLesson2Reaching Developmental MilestonesHave you seen your baby pictures? How about your toddler pictures? Probably, most of these pictures show many “firsts” of your youth such as your first smile and first walk. Your parents keep these pictures as remembrance. Since you were born, changes have been happening to your body. You grow and develop because you undergo different changes. It is normal to get confused with the changes that you are experiencing. What is important is that you get the correct guidance during this period. SequencingMany changes happened fast when you were a baby. Arrange the pictures below to show the stages of development of a baby. Write numbers 1–4 below the pictures (1 being the first stage).1. How will you know if you have a normal rate of growth and development?2. What would you feel if you were not developing at the same pace as others?3. What is the difference between growth and development?
HEALTHHealth 297Each person is unique. Medical professionals such as doctors and clinical psychologists have set a “standard” to determine if a person’s growth and development are right for his or her age and if it is the same as other people of the same age. We call these stages developmental milestones.Developmental MilestonesDevelopmental milestones are physical skills and behaviors that manifest in infants and children as they grow and develop. These milestones may include walking, crawling, rolling over, waving, smiling, and talking. The milestones achieved depend on the age bracket. Adolescents like you also have developmental milestones.#ŐĞ ϵ$ĞǀĞůŽƉŵĞŶƚĂů ŵŝůĞƐƚŽŶĞƐ#ŐĞ ϭϵ#ŐĞ ϴ#ŐĞ ϭϵAdolescence is usually a challenging and confusing time. Adolescents start to feel significant changes in all aspects of their well-being. This period happens between puberty and adulthood stages. Puberty is a period when boys and girls begin to undergo the process of sexual maturity. Girls usually hit puberty earlier than boys. For girls, puberty starts between 10 and 14 years old, whereas boys start to encounter this stage between 12 and 16 years old. There are some adolescents who experience puberty earlier or later than others. Nutrition, genes, physical activities, and environmental factors are involved in the onset of puberty. Changes in the Different Health DimensionsDuring puberty, rapid growth and secondary sex characteristics begin to develop. The growth and changes in adolescence are controlled by the endocrine system. The endocrine system contains glands that produce hormones for stimulating growth. One of these glands is the pituitary gland. The pituitary gland, also known as the “master gland,” is a pea-sized gland that secretes the puberty hormones (gonadotropins) and the growth hormone (somatotropin), along with other types of hormones that control many different processes in the body. !ŚĂŶŐĞƐ ĂƌĞ ƚŚĞ ŽŶůLJ ĐŽŶƐƚĂŶƚ things in this world. The way LJŽƵ ĂĚĂƉƚ ƚŽ ƚŚĞƐĞ ĐŚĂŶŐĞƐ ŵƵƐƚ ĂůǁĂLJƐ ůĞĂĚ ƚŽ ƉŽƐŝƟǀĞ ĞīĞĐƚƐ͘ Big Idea
HEALTH298 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳThe growth hormone promotes growth, metabolism, and body composition. During adolescence, the growth hormone helps the body reach its adult height. Hormonal levels of somatotropin may also be increased through sleep, exercise, stress management, and low levels of glucose in the blood. If your blood already has high levels of growth hormone, your brain immediately inhibits the release of more hormones and prevents excessive growth. In adults, the growth hormones help maintain body structure and metabolism, and keep the glucose level within a normal range. The puberty hormones or gonadotropins act on reproductive organs (ovaries and testes) to become more activated to produce sex hormones. The testes produce male hormones called testosterone, and the ovaries produce the female hormones called estrogen. These hormones contribute to the many physical changes that adolescents go through during puberty.Adolescents develop their primary and secondary sex characteristics during puberty. Primary sex characteristics are directly related to sexual reproduction such as the development of reproductive organs. Girls will experience menarche or the first menstrual bleeding. This signals the beginning of the monthly period or menstruation. Meanwhile, boys experience their first ejaculation (release of seminal fluid). These changes are signs of possible fertility in both genders. Secondary sex characteristics are features that are not directly related to sexual reproduction. Some secondary sex characteristics that commonly happen among girls and boys during puberty stage are as follows:Girls Boys• Development of breasts• Voice change• Growth of hair in pubic area and armpits• Dramatic increase in height (growth spurt)• Development of acne (in some cases only)• Growth of hair in pubic area, face, and armpits• Adam’s apple becomes bigger• Growth of muscles, deepening of voice• Dramatic increase in height (growth spurt)• Development of acne (in some cases only)Although these changes are biological in nature, they can also have an effect on the emotional and social dimensions of the adolescent’s development. These changes can be quite scary or confusing for some adolescents, while others easily accept them. Adolescence is also the time when teenagers are beginning to form their identities and start to develop their own unique personalities. Here are other changes in their health dimensions during puberty.During puberty, people ĂƌŽƵŶĚ LJŽƵ ĐĂŶ ĞŝƚŚĞƌ ŵĂŬĞ LJŽƵƌ ĞdžƉĞƌŝĞŶĐĞƐ ĞĂƐŝĞƌ Žƌ ŚĂƌĚĞƌ͘ ^Ž͕ ďĞ ĐĂƌĞĨƵů ŝŶ ĐŚŽŽƐŝŶŐ LJŽƵƌ ĨƌŝĞŶĚƐ ĚƵƌŝŶŐ ƚŚŝƐ ƟŵĞ͘ Big Idea
HEALTHHealth 299Other Physical Changes BoysBothGirls• Increase in muscle size and widening of shoulders• Increase in strength, speed, and endurance• Increase in the amount of red blood cells, as they are needed to carry oxygen to the muscles• Physical changes completed at the age of 17–18 years old• Have bigger appetite• Need more sleep during the day as they tend to sleep late during the night• Develop better hand-eye coordination• Completion of breast growth by the age of 16• Adult height reached between the ages of 15 and 16 years old• Slow but steady improvement in strength, speed, and endurance• Increase in fat deposits in the hips, arms, legs, and breast areas• Lesser muscle development as compared to boysIntellectual/Mental AbilitiesA person’s sense of reasoning, analyzing, and logical thinking is developed further during adolescence. Some changes that pertain to a person’s intellectual or mental abilities may include the following observations:• They perform better using their mathematical and verbal skills.• Teenagers have increased ability in abstract thinking.• They tend to be more argumentative, critical, and idealistic.• They are able to reason out their choices.• They learn more defined work habits. This is likely to manifest earlier among girls than boys.• They develop more concern in schoolwork and begin to set their own goals.• They start to develop a sense of right and wrong, and they make decisions based on conscience.In this stage, adolescents may also feel very conscious with their appearance and mannerisms, and they may easily be embarrassed and sensitive to criticism. Some may also have the feeling of a false sense of invincibility, making them reckless. They would do risky activities without thinking of possible consequences.connect/Ŷ ϮϬϭϲ͕ ƚŚĞ ƚĂůůĞƐƚ ŵĂůĞ ƵŶĚĞƌ ƚŚĞ ĂŐĞ ŽĨ ϭϴ ŝƐ <ĞǀŝŶ Bradford, who measured 2.16 m. Bradford was only ϭϲ LJĞĂƌƐ ĂŶĚ ϭϴϱ ĚĂLJƐ ŽůĚ Ăƚ ƚŚĞ ƟŵĞ ŽĨ ǀĞƌŝĮĐĂƟŽŶ͘ >ŝŬĞ ŵĂŶLJ ďŽLJƐ ŚŝƐ ĂŐĞ͕ ŚĞ ŝƐ ĂŶ ĂǀŝĚ ŐĂŵĞƌ ĂŶĚ ďĂƐŬĞƚďĂůů ƉůĂLJĞƌ͘Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ŵŝĂŵŝŚĞƌĂůĚ͘ĐŽŵͬŶĞǁƐͬůŽĐĂůͬĐŽŵŵƵŶŝƚLJͬŵŝĂŵŝͲĚĂĚĞͬŵŝĂŵŝͲƐƉƌŝŶŐƐͬĂƌƟĐůĞϰϬϴϲϵϵϲϵ͘Śƚŵů
HEALTH300 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳEmotional and Social ChangesThe following are possible emotional and social challenges during adolescence:• Making friends and keeping them matters a lot to a teenager. • A teenager is greatly influenced by his or her peers when it comes to his or her choices. These include his or her choices in music, clothing, beliefs, and set of friends. His or her parents also influence his or her values and education.• He or she chooses friends who share the same interest as him or her. • He or she voices out his or her feelings, whether positive or negative, and he or she tends to be argumentative during some conversations.• He or she tries to find solutions to his or her own problems.Moral-spiritual ChangesDuring this stage, adolescents tend to explore beliefs, values, and ideas. What they believe in at the moment may not be the same next week. These shifts in beliefs and values are normal. Because adolescents are still in the process of developing their identities, they are still grasping on values or beliefs that will serve as their guiding principles. They are also finding ways on how they can contribute to their family, friends, and community. Usually in this stage, adolescents begin to recognize their strengths and weaknesses. Even though the pattern of changes among teens is the same, the pace of growth and development varies for each individual. This means that there are teenagers who mature earlier or later than others. When boys mature earlier than their friends, they project more strength and look more mature than other boys their age. As a result, these boys usually become more confident; they have higher self-esteem than their peers. They usually excel in sports and other physical activities, and they may even act as leaders. Those who are late-bloomers, on the other hand, may develop a sense of inferiority, and generally feel less capable and less confident. For girls, the exact opposite may be observed. When girls mature earlier than their peers, they are usually very conscious about themselves. On the contrary, girls who mature later generally have more self-confidence, are more sociable, and do well in school.As an adolescent, you would experience some of these changes. Remember that your decisions, actions, and values at this age will most probably affect your life as an adult. You have to learn how to deal with these changes in a positive and responsible way. These changes are needed for your growth."ĚŽůĞƐĐĞŶƚƐ ĂƌĞ ƐŽŵĞƟŵĞƐ ĐŽŶĨƵƐĞĚ ǁŚĞƚŚĞƌ ƚŚĞLJ ĂƌĞ ĂƐ ĐŚŝůĚƌĞŶ Žƌ ĂƐ ĂĚƵůƚƐ͘ "Ɛ ĂŶ ĂĚŽůĞƐĐĞŶƚ͕ ŬŶŽǁ ƚŚĞ ůŝŵŝƚƐ ŽĨ LJŽƵƌ ƐŬŝůůƐ ĂŶĚ ĂĐƚ ĂĐĐŽƌĚŝŶŐ to your age. Big Idea
HEALTHHealth 301ExtensionsActivityUpgradeFor this activity, gather at least three pictures when you were six to 10 years old. Place them side by side with your most recent pictures. As a class, come up with a photo gallery of all the pictures that you have, and take a look on the other pictures that your classmates have. Then answer the questions that follow after seeing all the pictures. After the activity, return the pictures to your family’s photo albums.Guide Questions:1. By looking at all the pictures, compare the changes that happened to you and to your classmates.2. Do you think you and your classmates are all in the same phase of puberty? Why do you say so?3. Aside from physical characteristics, what are the changes that happened to you?Take the online quiz on https://www.kidzworld.com/quiz/3276-quiz-who-put-the-pu-in-puberty to evaluate the things that you learned about puberty. Create an infographic that shows the different changes that happen among adolescent boys and girls. You can use the computer laboratory, if your school has one, or you can do this at home. Apply your knowledge in creating contents using a slideshow presentation. Your output will be graded by your teacher based on the following:Content – 5 pointsCreativity – 10 pointsOrganization – 5 points Decode1. Do you think all individuals must undergo changes to grow and develop? Why do you say so?2. What are the things that you can do to help other people who are having a hard time with the growth and developmental changes?
HEALTH302 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson3Dealing with Health Concerns during AdolescenceAccessNetworkEach individual passes through puberty stage. As discussed earlier, many changes happen during this time, which may vary among individuals. While these changes are signs of growth, they also indicate particular health concerns. Problems Concerning Physical ChangesPosture ProblemNotice the picture of three girls. These girls have the same age, but they differ in body size and height. The differences in their physical features may create a significant impact on the emotional and social behaviors of an adolescent. Female adolescents who grow taller earlier than their peers The changes that are happening to you as you grow old may bring about different issues and concerns that must be attended to. Your knowledge about these changes will be your tool to correctly deal with them. Using the guide questions below, conduct an interview with at least two adults whom you trust the most. Be prepared to share their answers with the class. 1. What are the things that you enjoy while you were experiencing puberty?2. What were the difficult changes that you experienced during puberty? How did you deal with these changes?3. What advice can you give to me as I experience puberty?1. What are the things that you can do to deal positively with the changes brought about by puberty?2. What can you do to help other individuals who are experiencing different health concerns during puberty?3. How can you know if you have a puberty-related health concern that must be addressed?
HEALTHHealth 303"ƵƌŝŶŐ ĂĚŽůĞƐĐĞŶĐĞ͕ ƌĞƐŽůǀĞ ƚŚĞ ĐŚĂůůĞŶŐĞƐ that will help in molding you to be an ŝŶĚĞƉĞŶĚĞŶƚ ĂĚƵůƚ͘ dŚĞ ƌĞƐŽůƵƟŽŶ ƚŽ ƚŚĞƐĞ ĞŵŽƟŽŶĂů ĐŚĂůůĞŶŐĞƐ ŚĂƐ ĂŶ ĞīĞĐƚ ŽŶ LJŽƵƌ life in the future. Big Ideaor classmates may sometimes feel inferior. They may begin to slouch as they are not used to their height. Taller and bigger teenage boys may sometimes bully their smaller and thinner classmates. These bullied students would then resort to slouching or stooping to avoid their bullies. Slouching or stooping one’s head and shoulders may lead to the development of poor posture. Having poor posture at a young age has negative effects on health, not just on one’s appearance. A person can have headaches, lower back pain, and constipation because his or her body is not properly aligned. Personal HygieneYou have many sweat glands in your body. Bacteria act on sweat and this may cause unpleasant odor on your body. Sweat glands become more active with puberty. The excretion of too much sweat causes bacteria to multiply, which is directly related to having unpleasant body odor. Taking a bath every day, applying antiperspirant or deodorant, and wearing fresh clothes can help in preventing unpleasant body odor. You may also bring clean shirts that you could change into to keep your body fresh after a tiring physical activity. Oral/Dental ProblemsOne of the best features of a person that can make him or her attractive is his or her smile. Unfortunately, there are some teenagers who refuse to smile because of oral/dental problems. Having an oral/dental problem may have a negative impact on the teenager’s health and self-esteem. Common oral/dental problems that teenagers may face are halitosis (bad breath), tooth decay or dental caries, crooked teeth, and gingivitis (swelling of gums). Gingivitis and tooth decay can result in halitosis. Halitosis can be caused by the improper brushing of teeth and overconsumption of carbonated drinks and sweet foods. Brushing your teeth properly, eating healthy foods, and visiting your dentist at least twice a year may help reduce tooth decay. Meanwhile, crooked teeth may be treated with proper orthodontic treatment from an orthodontist, a specialist who corrects the alignment of teeth and jaws. One of the most common methods that are given to teenagers with crooked teeth is the application of braces.
HEALTH304 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳLack of SleepAdolescents must receive at least 9–10 hours of sleep every night. They need to rest to have enough energy for the next day’s activities. Some body organs also remain active while the person is sleeping. One of these organs is the pituitary gland. The pituitary gland works and releases more growth hormones when the person is asleep. This means that body cells can grow and repair themselves better while resting. Lack of sleep might cause a disruption in this process and may cause the delay of growth and development of an adolescent.Problems Concerning Emotional ChangesTeenagers act differently in the way they interact with family, friends, and other people. Some teenagers may develop antisocial behavior. This behavior is brought about by emotional and social changes. Exhibiting this behavior may probably show that the teenager is developing his or her sense of identity on his or her own. However, there are some health concerns accompanied by these emotional and social changes. The most common are being emotional or sensitive; being uncertain over his or her identity or sexuality; exhibiting mood swings; being exposed to peer pressures; and experiencing sexual attraction toward the opposite or same sex.Problems Concerning Social ChangesAdolescents socialize more and develop relationships with other people. Most of the time, they tend to spend more time with their friends than with their family members. However, they also have the tendency to change their circle of friends as they develop new interests and habits. Some teenagers also start to go out on a date or start to have romantic relationships with another person. As they seek more independence, teenagers also tend to argue with their parents. This is a normal temporary stage in their lives. These actions only show that they are already starting to think well as they carefully consider their choices and start to decide on their own. Constant and effective communication greatly helps in maintaining a healthy relationship with their friends, classmates, and family members.Problems Concerning Mental/Intellectual ChangesAs you get older, you encounter more complex problems in different situations. Like adults, adolescents also experience stress and pressure. They may feel isolated or different from their fellow classmates and family members. They have difficulties in balancing their emotions and behaviors. In some cases, there are also adolescents who encounter traumatic experiences in their life such as abuse, bullying, injuries, or death of a loved one. connectChinese stress balls or Baoding balls are ďĞůŝĞǀĞĚ ƚŽ ƌĞĚƵĐĞ ƐƚƌĞƐƐ ďĞĐĂƵƐĞ ƚŚĞLJ ĂƉƉůLJ ĨŽƌĐĞ ƚŽ ƉƌĞƐƐƵƌĞ ƉŽŝŶƚƐ ŽŶ ƚŚĞ ŚĂŶĚ͘ Source͗ ŚƩƉ͗ͬͬĞdžĂŵŝŶĞĚĞdžŝƐƚĞŶĐĞ͘ĐŽŵͬϮϬͲŝŶƚĞƌĞƐƟŶŐͲĨĂĐƚƐͲĂďŽƵƚͲƐƚƌĞƐƐͲϮͬ
HEALTHHealth 305connect/Ŷ ĂŶLJ ŐŝǀĞŶ LJĞĂƌ͕ ĂďŽƵƚ ϮϬй ŽĨ ĂĚŽůĞƐĐĞŶƚƐ ǁŝůů ĞdžƉĞƌŝĞŶĐĞ Ă ŵĞŶƚĂů ŚĞĂůƚŚ ƉƌŽďůĞŵ͕ ŵŽƐƚ ĐŽŵŵŽŶůLJ͕ ĚĞƉƌĞƐƐŝŽŶ Žƌ ĂŶdžŝĞƚLJ͘ "ĐĐŽƌĚŝŶŐ ƚŽ ƐŽŵĞ ƐƚƵĚŝĞƐ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ͕ ŽǀĞƌ ϰϮй ŽĨ ƐƚƵĚĞŶƚƐ ƐŚŽǁĞĚ ƐŝŐŶƐ ŽĨ ĚĞƉƌĞƐƐŝŽŶ ǁŚŝůĞ ƚŚĞ DĂůĂLJƐŝĂŶ EĂƟŽŶĂů DĞŶƚĂů ,ĞĂůƚŚ ^ƵƌǀĞLJ ŝŶ ϮϬϬϬ ƐŚŽǁĞĚ ƚŚĂƚ ϰϵй ŽĨ DĂůĂLJƐŝĂŶ LJŽƵƚŚ ŚĂǀĞ ĞŵŽƟŽŶĂů ƉƌŽďůĞŵƐ͘Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ǁƉƌŽ͘ǁŚŽ͘ŝŶƚͬŵĞĚŝĂĐĞŶƚƌĞͬĨĂĐƚƐŚĞĞƚƐͬĚŽĐƐͬĨƐͺϮϬϭϮϬϮͺĂĚŽůĞƐĐĞŶƚͺŚĞĂůƚŚͬĞŶͬ These experiences may also contribute to mental health concerns in their lives. A teenager may experience a form of depression at certain periods of time. However, if the teenager already shows some signs of a mental disorder, he or she (or the parents or guardian) should seek the help or advice of a medical professional. Mental disorders can affect the health condition of teenagers, particularly when they have difficulty in eating or sleeping, smoking, using prohibited drugs, or harming themselves by cutting. Mental health disorders are treatable through early detection. Patience, love, and understanding are greatly needed by a teenager who is suffering from mental health conditions. ActivityComplete the table below by listing different problems experienced by adolescents and the suggested ways to deal with them. You may search for reliable sources online to accomplish this task. Health ConcernSuggested Ways to Deal with ItProblems concerning physical changesProblems concerning emotional changesProblems concerning social changesProblems concerning mental/intellectual changes
HEALTH306 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsUpgradeWatch the video on https://www.youtube.com/watch?v=7QWoP6jJG3k to learn how social media affects teenagers and their views on certain issues. A. Write True if the statement is correct, and False if it is not. ___________ 1. Taking a bath every day can help prevent unpleasant body odors. ___________ 2. Improper brushing of teeth will lead to healthier gums and teeth. ___________ 3. Teenagers may experience confusion in their identity or sexuality.___________ 4. Attractions to opposite sex may also happen during adolescence. ___________ 5. Lack of sleep will not affect the growth and development of teenagers.___________ 6. Mental health concerns may lead to problems such as smoking and using prohibited drugs. ___________ 7. Teenagers may seek more independence, which may lead to arguments with their parents.___________ 8. Less conversation with parents is better for teenagers to cope with health concerns.___________ 9. Love and support must be given to teenagers only when they experience mental health conditions.___________ 10. Peer pressure happens when an individual chooses to do things because he or she wants to be part of a group.B. You are a psychologist. You are tasked by your superior to conduct a talk to teenagers about the different health concerns that they may encounter. You must create a slideshow presentation for this talk. Your presentation will be checked by your superior and will be evaluated based on its content, creativity, and organization.
HEALTHHealth 307Decode1. Who do you think are the best persons to talk with when you experience puberty-related health concerns? Why do you say so?2. What do you think would happen if health concerns during adolescence were not addressed?CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe presentation showed great connection to other parts of the talk.The presentation showed connection to other parts of the talk.The presentation was somewhat connected to other parts of the talk.The presentation showed no connection to other parts of the talk.
HEALTH308 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson4Checking of Health StatusAccessNetworkWhen you were still very young, your parents or guardians were the ones who usually checked on your health status. They make sure you were vaccinated, given the right foods, and got regular checkups with your pediatrician. Now that you are already an adolescent, it now becomes your responsibility to keep an eye on factors that will affect your health. This lesson will focus on how an adolescent like you can be more vigilant when it comes to your health.Doctors conduct health checkups of their patients. They do this to gather information about the health of their patients so that they can diagnose and treat any condition that their patients have. However, there are things that even an ordinary person can do to assess his or her health condition. The information that we can get from some procedure that we can do ourselves can guide us to determine conditions early on and have them treated in the soonest possible time. Watch the video on https://www.youtube.com/watch?v=3llCu0Mv3mc that shows a six-year old kid undergoing a medical checkup with the doctor. Observe the procedure done by the doctor, and then answer the following questions: 1. What are the things that the doctor did to the patient?2. Why do you think the doctor checked more than one body part of the patient?3. Why do you think the doctor asked questions as she performed her checkup on the patient?1. What is health appraisal?2. Why is it important to undergo a health appraisal?3. Do you think a person has a better chance of treating a health problem even if he or she does not undergo a health appraisal? Why do you say so?
HEALTHHealth 309Factors That Affect the Health StatusHealth status is the present condition of a person’s health in all dimensions—physical, mental, emotional, and social aspects. There are factors that may affect a person’s health, namely, risk and protective factors. Risk factors are those that increase the chances of a negative result, and protective factors increase the chances of a positive result. Heredity or GenesHeredity is the passing on of genetic traits from parents to offspring. Inherited traits or characteristics can become either a risk factor or a protective factor. Example: Protective factor: If the biological parents have maintained good health at their old age, the life expectancy of their children will most likely be longer as well. Risk factor: Having harmful habits, such as smoking and excessive drinking of alcohol, can lead to a shorter life expectancy. Immediate Environment The immediate environment does not only pertain to the place per se, but it also includes the people that surround it. Example: Protective factor: Living in a clean and healthy environment with people who can love, support, and understand the adolescent will result in the adolescent’s healthy life. Risk factor: An adolescent who lives in a crowded, poor, and dirty environment with people who lack support for him or her and are always in conflict with one another can lead to the adolescent having a stressful life. This compromises his or her health status.Health Care ServicesThe kind of health care services in the community can also be a factor for the person’s health status. For instance, a child needs regular immunization and checkups to maintain good health. If a person feels sick or has symptoms of an illness, medical care is needed. The availability of health care services in the community contributes greatly to a person’s health status.Attitudes, Decisions, and SituationsProtective factor: Practicing positive and responsible behavior in every situation will keep the teenager healthy until adulthood. This includes wearing seatbelts, not involving oneself in acts of violence, and not engaging in unprotected sexual activity that may cause serious diseases.
HEALTH310 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳRisk factor: A teenager who is reckless with his or her actions can cause permanent damage to his or her health. For example, not wearing seatbelts while inside the car makes the teenager vulnerable to serious injuries or death in case of accidents. Meanwhile, engaging in premarital or unprotected sexual activity will make the teenager at risk for contracting sexually transmitted diseases. If a female teenager gives birth, her unsafe sexual activity may have negative effects on her baby’s health.Relationship to Family, Peers, and FriendsProtective factor: An adolescent needs people who can provide him or her with love, support, and understanding as he or she is passing through this period of transition.Risk factor: Harmful relationships that are encountered by an adolescent may create a negative impact on his or her health status. These include situations when parents are constantly fighting with each other and when they lack parental support and do not provide guidance to the adolescent. An adolescent with these parents may enter into abusive relationships with a partner. Last, peer pressure often leads to stress and anxiety.There is no single solution in addressing the issue about an adolescent’s health needs. Awareness and promoting healthy behaviors among adolescents are greatly needed to surpass the possible risk factors that can threaten their health status. Health Appraisal and Screening ProceduresA child’s health should always be looked upon and assessed by health care providers and supported by parents, guardians, and school officials. The child’s health can either contribute or inhibit his or her learning process. This is why school authorities must inform the parents or the guardians about the child’s present health status. Adolescents, on the other hand, should also become more responsible for their own health and they should know their health status. Knowing one’s health status will help the person monitor his or her health practices. If ever there is a need to call for medical help, adolescents will also be aware of what should be done.Children and adolescents undergo health appraisals, usually at the end or before the start of the coming school year. The health appraisal is a series of procedures done by health care providers to assess the health status of the person. Educational institutions, especially private schools, are required by law to give physical examinations to their students. connect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ĞdžĞƌĐŝƐĞ ďŽŽƐƚƐ ďƌĂŝŶ ƉŽǁĞƌ ĂŶĚ ŵŽǀĞŵĞŶƚƐ ƚŽ ŵĞůƚ ĂǁĂLJ ƐƚƌĞƐƐ͍Source͗ Top 10 Fitness Facts͘ ŚƩƉ͗ͬͬǁǁǁ͘ǁĞďŵĚ͘ĐŽŵͬŵĞŶͬĨĞĂƚƵƌĞƐͬĞdžĞƌĐŝƐĞͲďĞŶĞĮƚƐηϭ There are health appraisal ƉƌŽĐĞĚƵƌĞƐ ƚŚĂƚ LJŽƵ ĐĂŶ easily perform to monitor your health status. Big Idea
HEALTHHealth 311The purposes of health appraisal in school are as follows:¾ To make an accurate appraisal of the student’s health condition¾ To provide significant information to the student, the parents/guardian, and school personnel on the health status of the student¾ To guide the student on the school programs and activities that he or she can only participate in based on his or her health status, and to what extent the school has to modify their programs/activities/facilities for the benefit of the concerned student¾ To discover any health problems that may require immediate treatment¾ To give advice or referral to the student and his or her parents or guardian regarding the health problems that have been detected and their appropriate medical supervision¾ To provide a positive health experience to the studentSchool authorities and personnel (i.e., school doctors, nurses, dentists, or sometimes teachers) usually do the health appraisal. They ask the student’s parents/guardians regarding their family health history and the student’s present health conditions. The health care personnel needs to know if the child has preexisting conditions that need continuous or immediate medication. Next, the school health personnel will perform screening procedures. You will then undergo a visual exam, wherein the personnel will check your head, chest, abdomen, and other body parts for any health concerns you may not be aware of. Afterward, you will have vital sign checks, wherein your blood pressure, heart rate, and respiratory rate are measured. Last, the health personnel will look into your ears, eyes, nose, and throat (EENT); test your motor functions and reflexes; and inspect or feel your skin (including your hair and scalp) for any irregularities. The school health personnel will also be the ones to evaluate the result of the medical checkups and screen tests, and they should give proper health counseling, recommendations, and follow-ups. The medical records of the adolescents should be kept for future reference and must remain confidential.Adolescents must be aware of the changes that are happening to their bodies. Proper self-care monitoring should always be practiced. For example, girls can be taught how to do their own breast self-examination (BSE) to help them check any abnormalities on their breasts. If you have found any abnormality in your body after the physical exam or health appraisal, you must tell your parent/guardian immediately. " ŚĞĂůƚŚ ƉĞƌƐŽŶŶĞů ƉĞƌĨŽƌŵŝŶŐ ŚĞĂůƚŚ appraisal on the student
HEALTH312 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivity 1Activity 2Complete the table by identifying the importance of each screening test presented and the steps in doing this test. Search online for reliable sources or consult books in the library as a guide in doing this activity. Screening TestImportanceStepsMeasuring heightMeasuring weightVision testHearing testScoliosis testBreast self-examination (For girls only)Testicular self-examination(For boys only)ExtensionsMost of the time, health appraisals happen during a medical checkup. Learn more about the importance of medical checkups by watching a video on https://www.youtube.com/watch?v=Scy8sdva5uc.Request for a copy of the result of your health examination from the health personnel in your school clinic or community health center. Show the results to your parents or guardians to let them know if you need medical attention and for them to help you stay healthy.
HEALTHHealth 313UpgradeChoose the letter of the correct answer. 1. Which of the following is not a part of vital signs check?a. Heart rateb. Blood pressurec. Respiratory rated. Amount of urine2. Which of the following statements is true about breast self-examination?a. It must be done once a year. b. It is the best way to detect breast cancer. c. You look for lumps or abnormal growth when you perform breast self-examination.d. You can start performing breast self-examination once you reach five years old. 3. Which health appraisal procedure is done to check any spine abnormalities?a. Vision test b. Scoliosis testc. Breast self-examinationd. Testicular self-examination4. What should you do if you feel pain and you observe a lump after doing breast self-examination?a. Consult the doctor. b. Drink pain relievers. c. Search online for home remedies. d. Nothing. Just wait for a year because it will be gone on its own. 5. Which health appraisal is done only by boys? a. Vision test b. Scoliosis testc. Breast self-examinationd. Testicular self-examinationDecode1. Why are the results of a health appraisal important?2. Are you having a regular health appraisal? If yes, when did you start having it, and what are your usual results? If no, explain the reason that you are not having one.3. Aside from the health appraisal discussed, what other procedure can you do to assess the other dimensions of your holistic health?
HEALTH314 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson5Coping with Health Concerns during AdolescenceAccessNetworkWatch the video about a strange way of healing sick people in one province in the Philippines at https://www.youtube.com/watch?v=PtU25h6eCFI. Then answer the questions posed in Access. 1. What can you say about the ways on how the quack doctor treated his patients?2. Do you think it is safe to go to him for a consultation? Why do you say so?Health Services in One’s School and CommunityThe health services that the school and the community offer greatly help in diagnosing some health problems that can be treated immediately. Health personnel can also help motivate the adolescents in living a healthy lifestyle.The government has enacted laws intended for private schools regarding school health policies. You may see these laws by visiting https://dirp3.pids.gov.ph/webportal/CDN/PUBLICATIONS/pidspjd13-health%20care.pdf. Republic Act 124 states that schools with 300 or more enrollees should have a yearly medical inspection provided by a medical doctor. This was amended into Republic Act 951 that declares the school with at least 1 300 enrollees to provide either a part-time or a full-time physician and dentist. The government has also provided a set of guidelines for establishing school health units and school health programs in private schools.Health care services in private schools may include the following:• Medical clinic or health facility• Medical supplies and medicines• Medical staff (nurse, physician, dentist)
HEALTHHealth 315Preventive health activities and services that are usually offered in a private school are the following: ¾ Preventive personal health service such as annual physical examination, health assessment, health screening, record keeping, immunization, and fitness activities¾ Orientation and seminars on personal hygiene, nutrition, and emerging/reemerging diseases¾ Maintenance of school facilities/activitiesSome private schools with few students do not have medical personnel employed, but they have alternative arrangements for providing health services to their students. Examples of these alternative arrangements are the use of nearby hospitals or clinics as health facilities during emergencies, tapping a voluntary parent with medical background, or hiring a teacher that has a medical background (e.g., a licensed nurse).Meanwhile, some public schools make arrangements with the health personnel in the nearest barangay to perform the students’ annual physical checkups and administration of immunization. These health personnel also give seminars that focus mainly on preventing health diseases by having a healthy lifestyle. On a daily basis, some trained teachers who have a background in first aid are the ones who act on minor health concerns such as simple cuts, bruises, and dizziness. In case of emergency, the nearest health center or health facility aids the public school students./ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ĐŽŶƐƵůƚ about your health from ƌĞůŝĂďůĞ ŵĞĚŝĐĂů ƉƌŽĨĞƐƐŝŽŶĂůƐ only.Big IdeaActivityComplete the table to show the health services and health appraisal procedure that you, the school nurse, and the medical doctor can do and the reasons for performing them. Person InvolvedHealth Service or AppraisalReason for Performing the Health Service or AppraisalMyselfSchool nurseDoctor
HEALTH316 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsUpgradeVisit https://medlineplus.gov/lab-tests/ to learn more about different medical tests that you can only hear or read when you go to hospitals and clinics or when you are having your checkup.A. What health care activities and services that you had since you were a young child that you still avail until now? You may ask your parents or guardians in identifying them.B. You are a school nurse. The school principal has requested you to provide a list of coping skills that grade 7 students can apply in dealing with health concerns that they experience during adolescence. This will serve as the reference of the students for their course of action when experiencing concerns during this developmental stage. The list will be evaluated by the head school nurse and the grade 7 coordinator according to its content, creativity, and organization.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic. The output was connected to the topic.The output was somewhat connected to the topic. The output was not connected to the topic. CreativityThe output was creative and appealing. The output was appealing. The output was somewhat appealing. The output lacked creativity. OrganizationThe list of coping skills showed great connection to other parts of the topic.The list of coping skills showed connection to other parts of the topic.The list of coping skills was somewhat connected to other parts of the topic.The list of coping skills showed no connection to other parts of the topic. Decode1. Do you and your family take advantage of the health care activities and services offered by the school or the community? What are your experiences regarding the health services you received?2. Do you think there are enough health care activities and services in the Philippines? Why do you say so?
HEALTHHealth 317Chapter estI. Identify the dimension of holistic health being described in each item. _________ 1. This dimension includes body size and shape. _________ 2. It refers to your ability to think clearly and question and analyze critically. _________ 3. It is the ability to perform normal tasks such as bending over, getting up, and writing. _________ 4. It involves the place where the person lives, works, or plays. _________ 5. This dimension pertains to the person’s sense of purpose and meaning in life. _________ 6. It is your ability to interact and communicate with other people. _________ 7. It involves your self-esteem, self-confidence, self-control, trust, and love. _________ 8. This helps a person live in harmony with other people and with their environment. _________ 9. Eating well, getting enough exercise and sleep, and avoiding harmful habits are ways to achieve this dimension. _________ 10. This dimension involves the use of the mind to cope with life’s challenges, learn from mistakes, and make sound and responsible decisions. II. Write True if the statement is correct, and False if it is not. _________ 1. Estrogen and progesterone are the male sex hormones. _________ 2. Menarche is the term used to describe the first menstrual bleeding of girls. _________ 3. Growth hormones are also called as gonadotropins. _________ 4. The endocrine system is responsible for producing hormones for stimulating growth and other processes in our body. _________ 5. Primary sex characteristics, such as the development of reproductive organs, are directly related to sexual reproduction. _________ 6. Voice change and growth of hair in the pubic area and face are examples of primary sex characteristics. _________ 7. During adolescence, teenagers tend to seek attention of and belonging with their peers. _________ 8. Adolescents are starting to develop a sense of right and wrong. _________ 9. Teenagers want to be controlled by their parents. _________ 10. Adolescents will find solutions to their own problems rather than asking for help to their parents.
HEALTH318 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳIII. Give three ways to prevent or manage health concerns of teenagers on the following aspects: A. Personal Hygiene1. _________________________________________2. _________________________________________3. _________________________________________B. Oral Problems1. _________________________________________2. _________________________________________3. _________________________________________C. Emotional Changes1. _________________________________________2. _________________________________________3. _________________________________________D. Social Changes1. _________________________________________2. _________________________________________3. _________________________________________E. Mental/Intellectual Changes1. _________________________________________2. _________________________________________3. _________________________________________IV. Answer the following questions briefly: 1. What is the importance of health appraisal?2. How does each of the following factors affect your health status?a. Heredity b. Environmentc. Availability of health servicesd. Attitudes, decisions, and situationse. Relationship to family, peers, and friends
HEALTHHealth 3193. Describe the health services that you can get from each of the following professionals:a. Doctorb. School nursec. Dentistd. Guidance counselorV. You are a psychologist. You are working with the officials of DOH in creating a holistic health plan for adolescents. This health plan includes suggestions to adolescents on how they can reach holistic health. You need to come up with steps to target each dimension. Your work will be evaluated by the secretary of DOH based on its content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe whole health plan was relevant to the topic.Most of the entries in the health plan were relevant to the topic. Only a few entries in the health plan were relevant to the topic.The whole health plan was not relevant to the topic.FeasibilityThe entire health plan was doable.Most of the entries in the health plan were doable.Only a few entries in the health plan were doable.The whole health plan was not doable.OrganizationAll entries presented showed great connection in the entire health plan.Most entries presented showed connection to other parts of the health plan.Only a few entries presented were connected to other parts of the health plan.All entries presented showed no connection to the entire health plan.
HEALTH320 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳEƵƚƌŝƟŽŶChapter14Install>ĞƐƐŽŶ1&ŽůůŽǁŝŶŐ EƵƚƌŝƟŽŶĂů 'ƵŝĚĞůŝŶĞƐSince you were a child, your parents have been guiding you with the food that you eat. They always say that you need to eat vegetables and other nutritious food. Different organizations have released guidelines to help every individual achieve good health by identifying the right food to eat, and one of these guidelines is the food pyramid. &ƌƵŝƚ ŐƌŽƵƉϮʹϰ ^ĞƌǀŝŶŐƐ&ĂƚƐ͕ ŽŝůƐ ĂŶĚ ƐǁĞĞƚƐhƐĞ ƐƉĂƌŝŶŐůLJDŝůŬ͕ LJŽŐƵƌƚ ĂŶĚ ĐŚĞĞƐĞ ŐƌŽƵƉϮʹϯ ^ĞƌǀŝŶŐƐsĞŐĞƚĂďůĞƐ ŐƌŽƵƉϯʹϱ ^ĞƌǀŝŶŐƐDĞĂƚ͕ ƉŽƵůƚƌLJ͕ ĮƐŚ͕ ĚƌLJ ďĞĂŶƐ͕ $ŐŐƐ ĂŶĚ EƵƚƐ ŐƌŽƵƉϮʹϯ ^ĞƌǀŝŶŐƐ!ƌĞĂĚ͕ ĐĞƌĞĂů͕ ƌŝĐĞ ĂŶĚ ƉĂƐƚĂϲʹϭϭ ^ĞƌǀŝŶŐƐ<ĞLJ &Ăƚ ;ŶĂƚƵƌĂůůLJ ŽĐĐƵƌƌŝŶŐ ĂŶĚ ĂĚĚĞĚͿ ^ƵŐĂƌƐ ;ĂĚĚĞĚͿdŚĞƐĞ ƐLJŵďŽůƐ ƐŚŽǁ ĨĂƚƐ ĂŶĚ ĂĚĚĞĚ ƐƵŐĂƌƐ ŝŶ ĨŽŽĚƐ͘Adapted from͗ ŵŶŶ͘ĐŽŵͬĨŽŽĚͬŚĞĂůƚŚLJͲĞĂƟŶŐͬƐƚŽƌŝĞƐͬĨŽŽĚͲƉLJƌĂŵŝĚƐͲƉůĂƚĞƐͲƉůĂŶƐͲĞĂƚͲŚĞĂůƚŚLJFor this activity, form a group with three to five members. Answer the questions based on the food pyramid, and prepare to share your group’s insights with the class. 1. What food group is suggested to have more servings?2. Which food group is suggested that people eat the least?3. Why do you think you need to take more foods placed at the lower parts of the food pyramid than the foods at the top of the pyramid?
HEALTH,ĞĂůƚŚ 321AccessNetwork1. What makes your diet healthy?2. Do you think nutrition requirements vary depending on the age group? Why do you say so?3. Based on your eating habits, can you say that you have healthy food choices? Explain your answer.Food is one of our basic needs. However, choosing the right food that can meet your needs should also be considered. At present, do you always find yourself skipping breakfast often because you are in a hurry to go to school? Are your food choices always limited to mostly snacks that are either fatty or high in sugar content? Do you always crave for something sweet like chocolates to keep you alert? These are some questions that you can ask yourself to check if you are eating healthy or not.Nutrition during AdolescenceThe adolescent stage is a period in which good nutrition is critical to the child’s growth and development. This is also the time when the child’s appetite increases because his or her lifestyle becomes more active. So choosing the right food with the right amount is really necessary to ensure that the adolescent’s nutritional needs are sufficiently met. During childhood, nutritional needs are the same for boys and girls. It is during the puberty stage that their needs begin to differ from each other because the changes that happen in their bodies are different. So, why is optimum nutrition required in achieving full growth potential during this period? If adequate nutrition is not met, the person could have a slow growth rate and delayed sexual maturity. Good nutrition will also determine the future health condition of adolescents. Proper nutrition will help prevent the occurrence of chronic diseases such as heart disease, diabetes, cancer, and osteoporosis in adulthood.Nutritional Guidelines: The Food PyramidThe eating pattern of adolescents and their behaviors are affected by different factors such as economic status, family practices and home environment, food availability, peer influence, personal beliefs and values, body image, health status, eating practices, environmental factors, media influence, and lifestyle. For example, some parents who are so busy to prepare healthy meals often just
HEALTH322 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳbuy takeout foods from fast-food restaurants for their children. Meals from these restaurants are generally unhealthy, as they contain a large amount of fats, oils, and salts and insufficient nutrients. Another example is how teenagers avoid eating vegetables and fruits because they don’t like how they taste, even if they know that eating them is good for their health. Sometimes, teenagers are also so busy with their activities that they forget to eat meals. Or they tend to consume foods that contain inadequate amounts of nutrients.Teenagers must be encouraged and motivated to eat healthy foods. They should follow a healthy diet appropriate to their age. 1. Eat a variety of foods every day, so your body will be supplied with adequate nutrients that it needs.2. Eat protein-rich foods such as fish, poultry without skin, lean meat, and dried beans (e.g., monggo beans). They aid growth and repair body tissues. They are also high in iron, preformed vitamin A, and zinc, and they are low in saturated fats.3. Consume milk, milk-related products, and other calcium-rich foods every day. These include small fishes (e.g., dilis, tawilis), dark green leafy vegetables (e.g., malunggay, kangkong), and shellfish (e.g., alamang, talangka, tahong, tulya, talaba) for stronger bones and teeth, and healthy gums.4. Increase intake of vegetables, fruits, and root crops (e.g., kamote, kamoteng-kahoy, gabi) to prevent micronutrient deficiency.5. Use iodized salt to prevent iodine-deficiency disorders such as goiter.6. Limit the intake of salty foods to avoid heart-related illnesses such as hypertension.7. Take foods cooked in healthy cooking oil (e.g., corn, olive, sunflower) to increase absorption of fat-soluble vitamins such as vitamin A. Avoid the use of saturated fats / oil for cooking to avoid chronic energy deficiency. 8. Take clean and safe food and water to prevent food and water-borne diseases such as diarrhea, amoebiasis, and gastroenteritis.9. Practice proper diet and moderate physical activity to prevent obesity.10. Have regular exercise and make healthy food choices. Avoid smoking and drinking alcoholic beverages to prevent degenerative, noncommunicable diseases in the future.A food pyramid is a hierarchy of food groups that shows their recommended daily servings. This diagram is usually used in nutritional guides around the world. The US Department of Agriculture (USDA) has developed a simple nutritional guide called MyPlate to help parents plan balanced meals for their children. While this is still widely used, experts from the Harvard School of Public Health developed a more comprehensive food guide, called Healthy Eating Plate, which is for any age group.
HEALTH,ĞĂůƚŚ 323Nutritional Guidelines: Adolescents’ Nutritional NeedsAs adolescents get older, they start to become more independent and make their own food choices. Even if this is the case, choosing the healthy kind of food every day should always be considered. An increase in appetite is typical during adolescence because of the growth spurt in both boys and girls. Calorie is the unit of measurement used to show the amount of energy derived from the food. The body needs more calories or energy to burn during adolescence than in any other stages of life. The macronutrients (carbohydrates, proteins, and fats) in food sources supply the body’s energy needs.The FNRI had also developed a comprehensive calorie guide for all age groups. For a 12-year-old (grade 7), a boy needs an average of 2 060 kilocalories (kcal) per day, whereas a girl needs 1 980 kcal per day. You may see the calorie guide at http://www.fnri.dost.gov.ph/images/sources/PDRI-Tables.pdf.You may see how these two food guides differ on the following link: https://www.hsph.harvard.edu/nutritionsource/healthy-eating-plate-vs-usda-myplate/The Philippines has also developed its own nutritional guide called Pinggang Pinoy, which includes sample Filipino meals that you and your family can easily follow. The nutritional guide also emphasizes the need to be physically active to remain healthy.See the Sample One-Day Meal Plan of Pinggang Pinoy at http://122.53.86.125/pdf/pinggangpinoy.pdf.The nutritional guide pyramid has been made so adolescents would have an idea on the amount of serving for each food. If this will be followed on a regular basis, adolescents will be able to meet their daily nutritional requirements. &ŝůŝƉŝŶŽƐ ŚĂǀĞ ƵŶŝƋƵĞ ŶƵƚƌŝƟŽŶĂů ŶĞĞĚƐ͘ dŚĞ ŶƵƚƌŝƟŽŶĂů ŐƵŝĚĞůŝŶĞƐ ŝƐƐƵĞĚ ďLJ ƚŚĞ "K, ǁŝůů ďĞ ŚĞůƉĨƵů ŝŶ ŵĞĞƟŶŐ ŽƵƌ ŶƵƚƌŝƟŽŶĂů ŶĞĞĚƐ͘ Big IdeazŽƵƌ ŶƵƚƌŝƟŽŶĂů ŶĞĞĚƐ ĐŚĂŶŐĞ ĂƐ LJŽƵ ŐƌŽǁ ŽůĚĞƌ͘ Big IdeaconnectzŽƵ ŵĂLJ ƐĞĞ ƚŚĞ ĚĂŝůLJ ŶƵƚƌŝƟŽŶĂů ŐƵŝĚĞ ĚĞǀĞůŽƉĞĚ ďLJ ƚŚĞ &ŽŽĚ ĂŶĚ EƵƚƌŝƟŽŶ ZĞƐĞĂƌĐŚ /ŶƐƟƚƵƚĞ ;&EZ/Ϳ Ăƚ ŚƩƉ͗ͬͬǁǁǁ͘ĨŶƌŝ͘ĚŽƐƚ͘ŐŽǀ͘ƉŚͬŝŶĚĞdž͘ƉŚƉͬƚŽŽůƐͲĂŶĚͲƐƚĂŶĚĂƌĚͬŶƵƚƌŝƟŽŶĂůͲŐƵŝĚĞͲƉLJƌĂŵŝĚηĂĚƵůƚƐͲϮϬͲϯϵLJƌƐͲŽůĚ͘
HEALTH324 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCarbohydrates or Energy-giving FoodsNutritionists advise teenagers to take plenty of complex-carbohydrate foods. Foods with complex carbohydrates can be starchy foods (rice, potato, pasta) and dietary fiber-rich foods (fruits, vegetables, nuts, whole grains beans). On the contrary, teenagers should decrease their intake of simple carbohydrates. Foods with simple carbohydrates include baked treats, packaged cookies, and breakfast cereals. These foods offer very little benefit to the teenager’s nutrition. Protein or Body-building FoodsProtein is also needed by adolescents for the growth and development of their bones and muscle tissues. Boys ages 11–14 years old need only 45 grams (g) of protein per day, whereas girls need 34g of protein (ages 9–13). The usual sources of protein are beef, pork, poultry, dried beans and nuts, fish, eggs, cheese, and milk. FatsThe human body needs dietary fat and essential fatty acids for normal growth and development. The body’s fat intake should not be more than 30% of the diet. Aside from supplying energy, fats also help the body in absorbing fat-soluble vitamins A, D, E, and K. Although fats are important, teenagers should also be careful in taking foods rich in too much fat content. Fatty foods contain cholesterol, a substance that clogs the artery and hardens it. Clogged arteries may lead to atherosclerosis, a disease that occurs when there’s plaque buildup in the arteries. Atherosclerosis can cause other diseases or heart attack. This disease can be prevented by reducing the amount of fat in one’s diet.Monounsaturated fat is the healthiest type of fat that is found in olive, olive oil, peanut, peanut butter, peanut oil, cashew, walnut, walnut oil, and canola oil. Saturated fat, on the other hand, contains a lot of cholesterol and is mainly present in beef, pork, lamb, butter, cheese, cream, egg yolks, coconut oil, and palm oil. The unhealthiest type of fat is trans fat. Eating foods that are high in trans fat increases your risk of having heart diseases later in life. &ŽŽĚƐ ƌŝĐŚ ŝŶ ĐĂƌLJĚƌĂƚĞƐ"ůŵŽŶĚƐ ĐŽŶƚĂŝŶ ĨĂŝƌůLJ ŚŝŐŚ ĂŵŽƵŶƚ ŽĨ ŚĞĂůƚŚLJ ĨĂƚƐ
HEALTH,ĞĂůƚŚ 325MineralsCalciumCalcium is needed for bone growth. Approximately 90% of bone mass (amount of bone tissue in the skeleton) is acquired by the age of 18 among girls and by 20 among boys. Eating a balanced diet with calcium-rich foods helps in bone mass formation. This kind of diet lessens the chance of developing bone-related illnesses. One common bone disease is osteoporosis, a disease due to the loss of bone mass. The recommended dietary allowance for calcium in adolescents is 1 000 milligrams (mg) every day. Milk, yogurt, and cheese are excellent sources of calcium, but you can also get it from real fruit juice and drinks, tofu, cereals, dark green leafy vegetables, and some fishes such as salmon. IronIron prevents anemia and transports oxygen in the bloodstream. During adolescence, there is an increase in the need for iron because of the rapid growth and increase in the body’s blood volume and muscle mass. Teenage girls, in particular, need iron because of their monthly menstruation. Males and females ages 9–13 years old need 8 mg of iron daily.The richest sources of iron are lean meat and seafood. Iron can also be found in plant sources such as nuts, beans, vegetables, and fortified grain products. However, iron from animal sources is better absorbed by the body than that from plant sources.ZincZinc is important to prevent growth failure and delayed sexual maturity. The recommended daily allowance (RDA) for boys and girls ages 9–13 is 8 mg per day.Iron and zinc may compete for absorption. This means that your body can’t absorb an equal amount of these minerals. If you have an increase of iron intake, your intake of zinc is decreased. For example, an anemic adolescent needs to take iron supplements. He or she may develop a mild zinc deficiency because the iron intake is twice as high as that of zinc. Zinc is found mostly in red meat, shellfish, and whole grains. Breakfast cereals are mostly fortified with zinc as well.VitaminsVitamin A is needed for normal eyesight. It also plays an important role in reproduction, growth, and immunity. Tomato, carrot, sweet potato, milk, cereal, margarine, and cheese are good sources of vitamin A.Vitamin C is needed for the synthesis of collagen and other connective tissues. Almost 90% of vitamin C can be found in citrus fruits and vegetables such as tomato and white potato.
HEALTH326 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳVitamin E has antioxidant properties. Fortified breakfast cereals and nuts are good sources of vitamin E.Fiber Dietary fiber or roughage aids in normal bowel movement, helps prevent constipation and other intestinal problems, and reduces the risk of heart disease. Dietary fiber also reduces the risk of obesity and cholesterol level. Whole grain breads, tomatoes, corn, pineapples, and potatoes are good sources of fiber.Remember, what you eat today will greatly reflect your health status in the future. To prevent the development of chronic diseases later in life, it is important that you will always be careful in your food choices.ActivityThe list of foods here shows the Daily Nutritional Guide for Filipino Teenagers aged 13 to 19 years old published by the Food and Nutrition Research Institute. Using this guide, create a seven-day complete meal plan for you. Be prepared to share it with the class. Fats and Oils1 teaspoon of coconut oil (5 g)1 tablespoon of coconut cream1 teaspoon of margarine/butter2 teaspoons of peanut butter1 teaspoon of mayonnaiseSugar/Sweets1 teaspoon of sugar (5 g)1 teaspoon of honey1 teaspoon of fruit-flavored drink (powder)2–3 teaspoons of fruit-flavored drink (concentrated)1 piece of hard candy15 glass of soft drink/flavored drink2 teaspoons of jam/jelly/preserves
HEALTH,ĞĂůƚŚ 327Fish, Shellfish, Meat, and Poultry1 piece of medium-sized fish13 cup of shellfish, shelled3-cm cube of cooked pork/beef/chickenEgg, Dried Beans, and Nuts13 cup of cooked dried beans/nuts12 cup of tofu1 piece of tokwa1 piece of chicken egg1 slice of cheeseMilk and Milk Products1 glass of whole milk12 cup of evaporated milk diluted with 12 glass of water4 tablespoons of powdered whole milk diluted to 1 glass of waterVegetables1 serving of leafy vegetables = 1 cup raw or 12 cup cooked1 serving of other vegetables = 1 cup raw or 12 cup cookedFruits1 serving of vitamin C-rich fruits = 1 medium-sized fruit or 1 slice of a big fruit1 serving of other fruits = 1 medium-sized fruit or 1 slice of a big fruitRice, Corn, Root Crops, Bread, and Noodles1 cup of cooked rice = 4 slices of loaf bread= 5 pieces of small pandesal= 1 cup of corn= 2 slices/pieces of puto= 2 cups of noodles= 1 cup of yellow camote
HEALTH328 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUse this format in creating your seven-day complete meal plan:DayMealFood1BreakfastMorning snackLunchAfternoon snackDinnerYour output will be graded by your teacher based on the following rubric:Content – 10 pointsPresentation – 5 pointsUpgradeExtensionsWatch the video on how dietitians guide people in attaining their ideal nutritional needs on https://www.youtube.com/watch?v=40XXrUQ4Qc4. A. Use the symbols below to decode the mystery word or phrase in each item. Then write a short description of each word or phrase. !“$#%&*+–/0:;ABCDEFGHIJKLM<=>?©ª«®ºåÆ÷ƱNOPQRSTUVWXYZ
HEALTH,ĞĂůƚŚ 3291.º–«!;–<ªDescription: ______________________________________________________________ ______________________________________________________________2.&–“%©Description: ______________________________________________________________ ______________________________________________________________3.&==#>÷©!;–#Description: ______________________________________________________________ ______________________________________________________________4.&!«ªDescription: ______________________________________________________________ ______________________________________________________________5.$+=:%ª«%©=:Description: ______________________________________________________________ ______________________________________________________________B. You are a board game developer. Your team leader has asked you to create a variation of the popular "Snakes and Ladders" game that will focus on right food and nutrition for teenagers. In the game that you will develop, you will show the good eating habits as the "ladders," and the bad eating habits will be the "snakes." Come up with a good board design and drawings in the boxes. Your game will be evaluated based on its content, creativity, and organization. Use the template here for your work:
HEALTH330 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDecode2930313233343528272625242322151617181920211413121110981234567CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe game was developed according to the requirements.Most parts of the game were developed according to the requirements.Only a few parts of the game were developed according to the requirements.The game did not follow the requirements.1. Do you think you can already decide for yourself if the food that you will eat is healthy or not? Why do you say so?2. What is the advantage of knowing the different nutritional guidelines?
HEALTH,ĞĂůƚŚ 331AccessNetworkInstall>ĞƐƐŽŶ2>ĞĂƌŶŝŶŐ ĂďŽƵƚ DĂůŶƵƚƌŝƟŽŶ ĂŶĚ DŝĐƌŽŶƵƚƌŝĞŶƚ "ĞĮĐŝĞŶĐŝĞƐIn your previous lessons, you have learned that different vitamins and minerals have vital roles in your health and nutrition. In this activity, you will review the importance of each vitamin and mineral below by writing its benefits in the table. Search from reliable sources online or books in the library to answer this activity.Vitamin/MineralBenefitsVitamin AIodineIron1. What do you think would happen if you take in little amounts of vitamins and minerals in your body?2. Do you think getting too much vitamins and minerals from the food that you eat is bad for your health? Why do you say so?3. What is the importance of knowing the benefits of each vitamin and mineral?Observe the pictures of two adolescents here.
HEALTH332 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳWhat can you say about their conditions? Adolescence is the stage that prepares you to adulthood. An adolescent’s lifestyle and behavior will greatly affect his or her health condition when he or she becomes an adult. This means that your current unhealthy behavior may threaten your health condition in your adult years.MalnutritionIn the Philippines, there are five major deficiency disorders, namely, (1) protein-energy malnutrition (PEM), (2) micronutrient deficiency, (3) vitamin A deficiency (VAD), (4) iron deficiency anemia (IDA), and (5) iodine deficiency disorder (IDD). PEM disorders can range from kwashiorkor to marasmus. In most cases, children with malnutrition deficiency will most likely develop micronutrient deficiency as well.Many habits acquired during adolescence are strongly linked to the pattern of behavior during adulthood. Therefore, you must establish proper eating habits and a healthy lifestyle during your teenage years. Because young people are targeted by food establishments that offer unhealthy food, you must exert extra effort in making sure that you have a healthy diet.Among Filipino children, there are two types of malnutrition, namely, undernutrition and over nutrition. Undernutrition is defined as the unhealthy condition caused by poor nutrition, insufficient food intake, or unhealthy food choices. There are interrelated factors that contribute to the development of malnutrition. These factors may be health, physical, social, or economic reasons. Meanwhile, over-nutrition is caused by the excess intake of foods that mostly contain fats and oils. Overweight and obesity, which are forms of over-nutrition, are also evident in the country. Over-nutrition also affects a significant number of children, adolescents, and adults. The present economic status of the country mostly affects and aggravates the problem concerning malnutrition. Based on research, about 28 million of the population cannot buy food and other basic needs. Studies show that undernutrition in children has tremendous effects on their school performance, as this condition impairs their cognitive development. If undernutrition continues to exist in our country, it might cause a negative effect on labor productivity in the future, which will cause the country’s low and slow economic progress later on. Aside from that, the country might also face an increase in health care costs brought about by undernutrition.Stunted growth is a term that refers to the failure to reach the prescribed growth or height required for a particular age as a result of poor nutritional status. Wasting or low weight-for-height is evident in a child’s body size or thinness. It is often associated with a lack of enough "ĚŽůĞƐĐĞŶƚƐ ĂƌĞ ƉƌŽŶĞ ƚŽ ŵĂůŶƵƚƌŝƟŽŶ ĂŶĚ ŵŝĐƌŽŶƵƚƌŝĞŶƚ ĚĞĮĐŝĞŶĐLJ ďĞĐĂƵƐĞ ƚŚĞƌĞ ĂƌĞ ŵĂŶLJ ĐŚĂŶŐĞƐ ŚĂƉƉĞŶŝŶŐ ŝŶ ƚŚĞŝƌ ďŽĚŝĞƐ͘ dŚĞLJ ŶĞĞĚ ŵŽƌĞ ŶƵƚƌŝĞŶƚƐ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞŝƌ ƌĂƉŝĚ ŐƌŽǁƚŚ ĂŶĚ ĚĞǀĞůŽƉŵĞŶƚ͘Big Idea
HEALTH,ĞĂůƚŚ 333nutrient intake, a lack of food intake, or a severe health condition. Unfortunately, the Philippines is ranked ninth in terms of countries with the highest percentage of stunted growth and 10th with the highest percentage of wasting among children worldwide.connect"ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ŽďĞƐŝƚLJ ŚĂƐ ƌĞĂĐŚĞĚ ĞƉŝĚĞŵŝĐ ƉƌŽƉŽƌƟŽŶƐ ǁŽƌůĚǁŝĚĞ͍ ^ƚƵĚŝĞƐ ƐŚŽǁ ƚŚĂƚ Ăƚ ůĞĂƐƚ Ϯ͘ϴ ŵŝůůŝŽŶ ƉĞŽƉůĞ ĚŝĞ ĂŶŶƵĂůůLJ ĂƐ Ă ƌĞƐƵůƚ ŽĨ ďĞŝŶŐ ŽǀĞƌǁĞŝŐŚƚ Žƌ ŽďĞƐĞ͘Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ǁŚŽ͘ŝŶƚͬĨĞĂƚƵƌĞƐͬĨĂĐƞŝůĞƐͬŽďĞƐŝƚLJͬĞŶͬ So what do you think is the reason for the slow improvement in child malnutrition (undernourishment) problem in the country? Poverty is said to be the leading cause of malnutrition. Stunting and wasting conditions among adolescents should be given enough attention by the government. Poor nutrition can have irreversible effects on the health of children once they become adults. In addition, undernourishment has also been found out to be mostly present in depressed areas. Overweight children, on the other hand, are mostly common among middle to higher income families.Micronutrient DeficiencyThe role of some vitamins and minerals in the body are often taken for granted as they are only needed in relatively small amounts, as compared to macronutrients. But getting insufficient micronutrients can also result in serious disorder and diseases. The most common types of micronutrient deficiencies are vitamin A deficiency (VAD), iron deficiency anemia (IDA), and iodine deficiency disorders (IDD).Vitamin A deficiency (VAD) – Vitamin A deficiency mainly affects children. This illness causes night blindness that can later lead to permanent blindness or xerophthalmia. Eating vitamin A-rich foods such as yellow and orange fruits, and vegetables such as carrots, squash, dark-green leafy vegetables can help prevent VAD among children. You should also include some animal products and vitamin A-fortified foods in your diet.Iron deficiency anemia (IDA) – Anemia is a condition wherein the hemoglobin (oxygen-carrying protein in the red blood cells) count is less than normal. Anemia usually affects preschool children, female adolescents, and women. Anemia can cause slow learning developmental abilities, susceptibility to infections, pale complexion, fatigue, and retarded physical growth among children and adolescents. Good sources of iron are red meat, dark-green leafy vegetables, legumes, and iron-fortified food products.Iodine deficiency disorder (IDD) – This condition is caused by the lack of iodine in the body. Because the body does not make iodine, you must eat foods with iodine content. Iodine is needed for the production of the thyroid hormone. Lack of iodine in the diet will result in goiter (the
HEALTH334 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳenlargement of the thyroid) and hypothyroidism (a condition wherein the body lacks or has low levels of the thyroid hormone that aids in body’s metabolism). Hypothyroidism is more prevalent in women than in men. Mental retardation can also happen to infants or children whose mothers lacked iodine when they were pregnant.connect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ŝŶ ŵĂŶLJ ĚĞǀĞůŽƉŝŶŐ ĐŽƵŶƚƌŝĞƐ͕ /#" ŝƐ ĂŐŐƌĂǀĂƚĞĚ ďLJ ǁŽƌŵ ŝŶĨĞĐƟŽŶƐ͕ ŵĂůĂƌŝĂ͕ ĂŶĚ ŽƚŚĞƌ ŝŶĨĞĐƟŽƵƐ ĚŝƐĞĂƐĞƐ ƐƵĐŚ ĂƐ ,/s ĂŶĚ ƚƵďĞƌĐƵůŽƐŝƐ͍Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ǁŚŽ͘ŝŶƚͬŶƵƚƌŝƟŽŶͬƚŽƉŝĐƐͬŝĚĂͬĞŶͬ connect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ϭϭ͘ϯй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ƉŽƉƵůĂƟŽŶ ĂƌĞ ŚƵŶŐƌLJ͍ dŚĂƚ͛Ɛ ƌŽƵŐŚůLJ ϴϬϱ ŵŝůůŝŽŶ ƉĞŽƉůĞ ǁŚŽ ŐŽ ƵŶĚĞƌŶŽƵƌŝƐŚĞĚ ŽŶ Ă ĚĂŝůLJ ďĂƐŝƐ͕ ĐŽŶƐƵŵŝŶŐ ůĞƐƐ ƚŚĂŶ ƚŚĞ ƌĞĐŽŵŵĞŶĚĞĚ Ϯ ϭϬϬ ĐĂůŽƌŝĞƐ Ă ĚĂLJ͘ ^Ž ďĞĨŽƌĞ LJŽƵ ǁĂƐƚĞ LJŽƵƌ ĨŽŽĚ͕ ƚŚŝŶŬ ŽĨ ƚŚŽƐĞ ƉĞŽƉůĞ ǁŚŽ ĚŽ ŶŽƚ ŚĂǀĞ ƐŽŵĞƚŚŝŶŐ ƚŽ ĞĂƚ͘Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ĚŽƐŽŵĞƚŚŝŶŐ͘ŽƌŐͬĨĂĐƚƐͬϭϭͲĨĂĐƚƐͲĂďŽƵƚͲǁŽƌůĚͲŚƵŶŐĞƌ Preventing and Controlling Malnutrition and Micronutrient DeficienciesHow can we prevent malnutrition and micronutrient deficiency? Listed here are some ways to prevent these nutritional problems.1. Undergo a physical examination with a physician or a dietitian regularly. 2. Have a physician or dietitian help in designing a weight management plan.3. Increase the number of servings from each food group in the nutritional guide pyramid. Eat extra servings of complex carbohydrates, proteins, milk, fruits, and vegetable groups especially those that are rich in iron and vitamin A. Use iodized salt for foods and eat foods rich in iodine such as shellfish.4. Follow the nutritional guidelines and avoid developing harmful eating habits.5. Be physically active by having some form of regular exercise.6. Eat snacks between meals and drink plenty of fluids.7. Ask for support from family members and friends.8. Keep a record of your food and beverage intake and weight gain. Review the results with the physician or dietitian.How can one lose weight safely? Here are some points to consider.1. Undergo a physical examination with a physician or a dietitian so the amount of weight that needs to be lost will be accurately determined. Avoid weight loss strategies that might put your health at risk such as liquid diet, starvation diet, and over-the-counter diet pills.
HEALTH,ĞĂůƚŚ 3352. Have a physician or dietitian help you in designing a weight-loss plan.3. Select the appropriate number of servings from each food group in the Pinggang Pinoy of the FNRI. Read food labels to determine serving sizes and calories.4. Avoid developing harmful eating habits. These include skipping meals, long periods of fasting, and binging after a fast.5. Attend and participate in regular physical activities such as sports.6. Eat only low-calorie snacks and drink plenty of fluids.7. Ask for support from family members and friends.8. Keep a record of your food and beverage intake and weight loss. Review the results with your physician or dietitian.The Philippine government also does its part in addressing these nutritional problems through its programs or projects. Some of these are the following: • The Food Fortification Law of the Department of Health or R.A. 8976 mandated the fortification of flour, sugar, and oil with vitamin A; and flour and rice with iron. This encourages manufacturers of processed foods to fortify their products through the SPSP or Sangkap Pinoy Seal Program.• The Department of Science and Technology (DOST) helps in nutrition and health-related information-dissemination.• The FNRI also helps by continuously having surveys and research about the nutritional health status in the Philippines through their National Nutrition Survey. • Feeding programs are required in public schools to feed students who are severely wasted or undernourished. Several nongovernment organizations and other government agencies such as the Department of Education (DepEd) and the Department of Social Welfare and Development (DSWD) are also doing the same thing./Ĩ ŶƵƚƌŝĞŶƚ ĚĞĮĐŝĞŶĐŝĞƐ ĂŶĚ ŵĂůŶƵƚƌŝƟŽŶ ǁŝůů ŶŽƚ ďĞ ƉƌĞǀĞŶƚĞĚ͕ ƚŚĞLJ ǁŝůů ŚĂǀĞ Ă ŐƌĞĂƚ ŝŵƉĂĐƚ ŝŶ ƚŚĞ ĂĚŽůĞƐĐĞŶƚ͛Ɛ ŚŽůŝƐƟĐ ĚĞǀĞůŽƉŵĞŶƚ͕ ǁŚŝĐŚ͕ ŝŶ ƌĞƚƵƌŶ͕ ĐĂŶ ĂůƐŽ ŝŵƉĂĐƚ ƚŚĞ ĐŽƵŶƚƌLJ͛Ɛ ĞĐŽŶŽŵŝĐ ŐƌŽǁƚŚ ŝŶ ƚŚĞ ĨƵƚƵƌĞ ĂƐ ǁĞůů͘Big IdeaActivityForm groups with three to four members each. With your group mates, create a fictitious case of a patient that has malnutrition or micronutrient deficiency. Write the details of the case on a sheet of paper. List the signs and symptoms experienced by the patient and the details that may have contributed to his or her condition. Then exchange your work with those from other groups. Identify the conditions of the patients in their cases and recommend a food plan on how the patients can improve their conditions. Your output (your case and your feedback on the other groups’ cases) will be graded by your teacher based on its content and creativity.
HEALTH336 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsUpgradeDecodeLearn more about the dangers of iron deficiency by watching the video on https://www.youtube.com/watch?v=nFCTgYNNS6w.Write True if the statement is correct, and False if it is not.______ 1. Anemia is caused by the lack of vitamin A intake. ______ 2. Xerophthalmia is also called night blindness. ______ 3. Excessive intake of food will not cause any harm on the person.______ 4. Insufficient food intake or unhealthy food choices will lead to undernutrition. ______ 5. Red meat, dark green leafy vegetables, and legumes are good sources of iron.______ 6. Iron deficiency anemia may cause the poor oxygen-carrying capacity of the blood.______ 7. Iodine is needed to produce the thyroid hormone that helps in body metabolism.______ 8. Stunted growth means that a person has achieved the prescribed height for a particular age. ______ 9. Skipping breakfast is helpful in controlling malnutrition and micronutrient deficiency. ______ 10. Following the nutritional guidelines for Filipinos will increase a person’s chances to have micronutrient deficiency.1. Why is being obese not healthy?2. Poverty leads to malnutrition. What can you suggest to families that do not have enough money to buy their needs but still need to prevent malnutrition? How can you help these families in your own way?
HEALTH,ĞĂůƚŚ 337Install>ĞƐƐŽŶ3ZĞĐŽŐŶŝnjŝŶŐ ^ŽŵĞ #ĂƟŶŐ "ŝƐŽƌĚĞƌƐAccessNetworkIt is common to aim for perfection. We want to achieve a beautiful and healthy body. However, this search for perfection may sometimes lead to conditions that affect our health. Examine the picture here. Then answer the questions that follow. 1. What do you think is happening with the girl in the picture?2. Do you think she is too thin? Why do you say so?3. How does her view of herself affect her health?1. How do eating disorders affect a person?2. What are the factors associated with eating disorders?3. What can you do to help someone you know who has an eating disorder? An eating disorder is a psychological condition that results in a person’s extreme and unsafe eating behavior. This is characterized by a strong need to starve, to binge, and to purge, or to abuse laxatives or diuretics (medications that reduce the amount of water from the body). To binge means to eat a tremendous amount of food within a short span of time, whereas to purge means to make the body get rid of the food with forced or induced vomiting. Eating disorders are usually more common among females than males because of the desire to “look good.” However, some boys also want to lose fat and increase muscle mass, and they try to do these by setting unrealistic goals. There are no concrete findings yet about the main cause of eating disorders, but there are risk factors that are often associated with them.dŚĞ ĚĞƐŝƌĞ ƚŽ ůŽŽŬ ŐŽŽĚ ƐŽŵĞƟŵĞƐ ůĞĂĚƐ ƚŽ ĞĂƟŶŐ ĚŝƐŽƌĚĞƌƐ͘ Big Idea
HEALTH338 WƌĂĐƟĐĂů D#W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳconnect/Ŷ ϭϵϴϯ͕ <ĂƌĞŶ !ĂƌƉĞŶƚĞƌ͕ ƚŚĞ ůĞĂĚ ƐŝŶŐĞƌ ŽĨ dŚĞ !ĂƌƉĞŶƚĞƌƐ͕ ĚŝĞĚ ĨƌŽŵ ŚĞĂƌƚ ĐŽŵƉůŝĐĂƟŽŶƐ ƌĞůĂƚĞĚ ƚŽ ĂŶŽƌĞdžŝĂ͘ ,Ğƌ ĚĞĂƚŚ ŚĂƐ ƌĂŝƐĞĚ ĂǁĂƌĞŶĞƐƐ ĂďŽƵƚ ƚŚĞ ĚĂŶŐĞƌƐ ŽĨ ĞĂƟŶŐ ĚŝƐŽƌĚĞƌƐ͕ ǁŚŝĐŚ ŚĂĚ ƵŶƟů ƚŚĞŶ ďĞĞŶ ůŝƩůĞ ƉƵďůŝĐŝnjĞĚ Žƌ ƵŶĚĞƌƐƚŽŽĚ͘Source͗ ŚƩƉ͗ͬͬƟŵĞ͘ĐŽŵͬϯϲϴϱϴϵϰͬŬĂƌĞŶͲĐĂƌƉĞŶƚĞƌͲĂŶŽƌĞdžŝĂͬ Risk Factors Associated with Eating Disorders¾ Behavioral risk factors – showing a lack of self-esteem, putting too much emphasis on one’s physical appearance, being a perfectionist, being uncomfortable with the development of secondary sex characteristics, being unable to express emotions, and having the need to feel they are in control¾ Social or environmental risk factors – having parents who are continuously doing unhealthy dieting, being teased or bullied because of weight, setting high expectations from parents, being exposed to peer pressure, going through major life changes such as breakups, believing media portrayals of a “perfect body,” and being subjected to the cultural tendency to judge others by their appearanceAnorexia Nervosa Anorexia nervosa, which literally means “loss of appetite,” is an eating disorder wherein a person always restricts himself or herself from eating because of the fear of gaining weight. An anorexic person has a distorted self-image. This leads him or her to starve himself or herself and exercise excessively. The loss of weight for anorexia is mostly through caloric restrictions. Many teens who develop anorexia are those who are obsessed with being thin. Most of them are perfectionists or obedient teens whose parents have high expectations. As a result, they feel inadequate or out of control. To gain control, they resort to starving themselves as they feel that the one thing that they can control is to whether they will eat or not. This condition is threatening as it may lead to malnutrition, dehydration, and low potassium levels. Worse, it may even lead to death. BulimiaBulimia is an eating disorder characterized by periods of binge-eating, often in foods with high fat and sugar content, and then followed by purging, over-exercising, or starvation. Teenagers who want to lose weight and who are obsessed with their body shape and size are often vulnerable to bulimia. They often try to follow a diet plan. When this diet plan fails, they resort to starving themselves. Then they get the urge to eat. After eating, they experience feelings of guilt, shame, and being out of control. Because of these feelings, they purge. They repeat the same process all over again. Although anorexia and bulimia have some similarities, they also have a lot of differences. The chart here shows the differences between anorexia and bulimia.
HEALTH,ĞĂůƚŚ 339Anorexia vs. BulimiaAn anorexic…A bulimic…– is usually a teen female– is usually a female teen, but there are some cases in adults and in both sexes– chooses to starve himself or herself– eats or binges but purges what he or she eats, or if not, he or she exercises or starves himself or herself– weighs himself or herself a lot and often counts the number of calories in every food that he or she consumes– forces himself or herself to vomit– is very thin, and his or her body weight is dangerously low– may have normal body weight– has bones that become brittle– can develop dehydration– has the possibility for body temperature, heart rate, and blood pressure to drop– may have damaged teeth and inflamed throat– can develop heart problems– can develop irregular heartbeats and heart failure– denies his or her behavior– is aware of his or her behavior and often feels guilty about it but still cannot change – denies that he or she is hungry– recognizes that he or she is hungry– resists treatment– is more likely to participate in a treatment programCompulsive Eating Disorder (Binge-eating)Binge-eating is an eating disorder characterized by frequent, compulsive eating in excessive amounts, even when not hungry. A person who binge-eats usually has problems in expressing his or her emotions. He or she copes with excessive food intake until food becomes an obsession, and he or she cannot control the urge to eat even if he or she is not hungry. Binge-eaters usually have feelings of guilt, depression, and disgust before binging. They may pretend to be on a diet in front of others, but they secretly keep food and eats them when alone. "ĂƟŶŐ ĚŝƐŽƌĚĞƌƐ͕ ǁŚĞŶ ŶŽƚ ƚƌĞĂƚĞĚ ŝŵŵĞĚŝĂƚĞůLJ͕ ŵĂLJ ƌĞƐƵůƚ ŝŶ ŵŽƌĞ ƐĞƌŝŽƵƐ ŚĞĂůƚŚ ƉƌŽďůĞŵƐ ĂŶĚ ĞǀĞŶ ĚĞĂƚŚ͘ Big Idea
HEALTH340 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳActivityExtensionsUpgradeMost binge-eaters are overweight. Their families or friends may know that they have a weight problem, but they may not know that the reason for this is an eating disorder. If not treated, binge-eating may result in obesity and can lead to several health problems such as stroke, type 2 diabetes, high cholesterol, heart disease, high blood pressure, osteoarthritis, and risk of having certain types of cancer. Because eating disorders are serious psychological illnesses, these people need to have immediate attention. Persons with eating disorders need to discuss their problem with responsible adults. They should also consult a health professional.Look at yourself in the mirror. What do you see? Are you satisfied with what you see or not? Create a comic strip that shows the signs and symptoms of eating disorders. You can use different comic maker applications available online to do this. Your output will be graded by your teacher based on the following:Content – 10 pointsCreativity – 5 pointsOrganization – 5 pointsGo to the Diwa Learning Town website at http://bit.ly/diwa-PMAP2ED7, and read the article titled “What Is Anorexia Nervosa?” by N. Torres from Buhawi 7 to learn more about this eating disorder and how to deal with it. A. Identify whether each of the following signs describes an anorexic or a bulimic person. ___________ 1. Forces himself or herself to vomit ___________ 2. Denies his or her behavior___________ 3. Has a normal body weight ___________ 4. Has damaged teeth and inflamed throat ___________ 5. Aware that he or she has an eating disorder
HEALTH,ĞĂůƚŚ 341___________ 6. Starves himself or herself and chooses not to eat___________ 7. Denies any treatment and even his or her behavior___________ 8. More likely to undergo a treatment program ___________ 9. Binges food but purges after realizing that he or she may get fat ___________ 10. Very thin and has a weight that may be very dangerousB. Identify whether each of the following describes behavioral or social/environmental risk factor associated with eating disorders. ___________ 1. Being a victim of bullying ___________ 2. Being a perfectionist___________ 3. Undergoing a breakup___________ 4. Having the inability to express emotions___________ 5. Having high expectations from parentsC. You and your team are medical professionals working for the DOH. You are tasked by the department secretary to create a brochure that discusses eating disorders. This brochure will be distributed to different health centers around the country. Your brochure must discuss the causes, risk factors, and signs and symptoms of eating disorders. You can use any desktop publishing application (e.g., Microsoft Publisher) in making your output. Before publishing your output, it will be evaluated first by the department secretary based on its content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe images presented showed great connection to other parts of the brochure.The images presented showed connection to other parts of the brochure.The images presented were somewhat connected to other parts of the brochure.The images presented showed no connection to other parts of the brochure.Decode1. How do people’s behaviors lead to the development of eating disorders?2. What can you suggest to people who have an unreachable or extreme desire to look good?
HEALTH342 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstall>ĞƐƐŽŶ4WƌĞǀĞŶƟŶŐ ĂŶĚ !ŽŶƚƌŽůůŝŶŐ %ĂƟŶŐ $ŝƐŽƌĚĞƌƐ ĂŵŽŶŐ #ĚŽůĞƐĐĞŶƚƐAccessNetworkMany changes happen to adolescents as they undergo puberty. One of these changes is their increased consciousness to their body appearance. Along with other factors, this may sometimes lead to eating disorders. Watch the video on https://www.youtube.com/watch?v=3IPe5MPRDnw. Then answer the following questions: 1. What were the reasons that the girl in the video developed anorexia nervosa?2. How did the treatment with her go initially?3. What can you say about treating anorexia nervosa?4. Do you think anorexia nervosa can be prevented? How?1. What are the things that you can do to prevent the people around you (family, friends, and classmates) from developing any eating disorder?2. What would you do if one of your family members or friends develop an eating disorder?3. Why is it important to undergo treatment for an eating disorders?Eating disorders are serious conditions that can be both physically and emotionally destructive. These disorders require close attention and medical treatment. An adolescent who suffers from a severe case of eating disorder finds it difficult to admit that he or she needs treatment or professional help. Eating disorders, when not diagnosed early, may result in chronic and life-threatening diseases. Ways to Prevent and Control Eating DisordersEating disorders have psychological causes. But people around adolescents are also important in preventing them from developing these disorders. Here are some tips for parents, siblings, friends, and relatives on how an eating disorder can be prevented to happen in adolescents.
HEALTH,ĞĂůƚŚ 343¾ Avoid harsh criticisms to the adolescent regarding his or her weight and body. Negative feedback, embarrassment, and pressure are mostly the risk factors as to why an adolescent would most likely develop eating disorders. Teaching and helping an adolescent to manage his or her weight naturally is better than criticizing him or her about it.¾ Discourage the adolescent from patronizing and wanting to have a Barbie doll-like body. The unrealistic images of models in billboards or print ads only give more pressure to adolescents who are so concerned with their weight. To prevent this, discuss the importance of achieving normal weight through healthy habits. ¾ . The earlier that an eating disorder is diagnosed, the better it is for the adolescent. So the treatment for the person will not be severe. In this case, the adolescent must be referred for psychotherapy or counseling.Possible Treatments for Eating DisordersThe treatment for eating disorders requires a team of medical professionals that is made up of a psychologist, a psychiatrist, a primary care physician, and a nutritionist. The treatment that will be offered depends on the severity of the individual’s condition and response to treatment. Extra care must be observed in treating the medical condition of the individual. Given here is the summary of how an individual is being treated with this kind of disorder.Flow of Treatment for Eating DisorderDiagnosing the eating disorder, through its symptoms, and the medical condition of the individualCreating a treatment plan that will address the physical and emotional conditions of the individualCarrying out tests to assess the severity of the condition and treat damage to body organs if requiredCounseling and undergoing therapy are necessary so the emotional problems causing the eating disorder will be recognized and dealt with" ŐŽŽĚ ƐƵƉƉŽƌƚ ƐLJƐƚĞŵ ŝƐ ŽŶĞ ŝŵƉŽƌƚĂŶƚ ĨĂĐƚŽƌ ƚŽ ĂǀŽŝĚ ĞĂƟŶŐ ĚŝƐŽƌĚĞƌƐ͘ Big Idea
HEALTH344 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAside from the common methods discussed in the flowchart, the treatment for each eating disorder varies in some ways. In treating anorexia, becoming an in-patient is necessary to treat dehydration and malnutrition, which may result from the anorexic condition. The use of intravenous (IV) feeding may be done to supply the individual with the essential nutrients so the body can recover. For bulimia, a dentist’s assistance is also required for the repair and treatment of the person’s gums and teeth. Some teenagers with bulimia might also develop a negative metabolic condition, wherein they don’t feel full after eating. For this reason, they may also need a form of therapy to fix their perception on food. Treatment for binge-eaters requires a complete physical examination that includes blood tests and electrocardiograms. Part of the treatment plan is the weight-loss plan. Because binge-eaters are prone to obesity, they are required to have regular blood tests and electrocardiogram sets at intervals. They are also usually put under a liquid diet that is closely monitored by the physician. An anorectic drug, a prescription drug that decreases appetite, may also be prescribed to the patient. After the weight loss, the individual is put into a maintenance plan so that he or she will learn and eventually adhere to new eating habits. The maintenance plan is supervised to prevent relapse. Along these methods, counseling or psychotherapy is the most enduring, as this helps recognize the root factor that triggers the individual to have a particular eating disorder. Unfortunately, treatments and social groups for these disorders are not that popular yet in our country. This is the reason that the love and support from family and friends are important for the struggling teenager."Ŷ ŝŶĚŝǀŝĚƵĂů͛Ɛ ĚĞƚĞƌŵŝŶĂƟŽŶ ƚŽ ĐŚĂŶŐĞ ŚŝƐ Žƌ ŚĞƌ ďĞŚĂǀŝŽƌ ŝƐ ƚŚĞ ŬĞLJ ŝŶ ƚƌĞĂƟŶŐ ĂŶLJ ĞĂƟŶŐ ĚŝƐŽƌĚĞƌ͘ Big IdeaActivityImagine that you know someone with an eating disorder. Write a message to show your support for him or her, and discuss the things that you can do to help improve his or her condition. Your letter will be evaluated by your teacher based on the following:Content – 10 pointsCreativity – 10 pointsExtensionsLearn more about the treatment for eating disorders by watching the video at https://www.youtube.com/watch?v=Rl5haS0R33M.
HEALTH,ĞĂůƚŚ 345UpgradeA. Read and analyze each situation. Then answer the question in each item.1. Your sister has been developing signs of an eating disorder. She has a very low body weight and refuses to eat. She even thinks that she is still too fat and must continue skipping meals. How can you help her?2. You are living in a community where many cases of eating disorders have been recorded. You have identified that the possible cause of the disorder is the extremely high expectations of the members of the community toward the younger generation. How can you help in this situation?3. Most of the young people in your community are trying to imitate the image of the lead actress of a popular TV show. One of your classmates has been obsessed with the show. Now, your classmate shows some signs of having bulimia. How can you help him or her? B. You are an inventor. You are commissioned by the officials of a nonprofit organization that helps persons with eating disorders to invent a device that will help them treat their patients. The device should help prevent, control, or treat eating disorders. You will need to present the prototype or the model of your invention to the different medical professionals for its evaluation. Be prepared to demonstrate how to use the device and discuss the benefits that it will offer to the patients with eating disorders. It will be evaluated based on its content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe prototype showed great connection to other parts of the discussion.The prototype showed connection to other parts of the discussion.The prototype was somewhat connected to other parts of the discussion.The prototype showed no connection to other parts of the discussion.Decode1. How can you help prevent and control eating disorders among the youth?2. Do you think the use of social media may lead to more cases of eating disorders? Why do you say so?
HEALTH346 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstall>ĞƐƐŽŶ5"ĞǀĞůŽƉŝŶŐ ,ĞĂůƚŚLJ #ĂƟŶŐ ,ĂďŝƚƐAccessNetworkIn lesson 1, you have learned the value of eating nutritious food. The nutritional guidelines for Filipinos and the suggested food pyramid can help you choose the right food. You must also keep in mind that eating nutritious food should be a habit. It must be consistently done to ensure that you achieve good health.Complete the following sentences to show how you will decide in the given situations. 1. If I will cook every day for my family, I will cook food that . . . 2. If I will be preparing snacks for my friends every day, I will prepare . . . 3. If I will build a restaurant, I will create a menu that contains . . .1. How do your food choices affect your health?2. What will you do to improve your choices of food?3. Do you think you can still be healthy if you seldom eat junk foods? Why do you say so?Food is one of our basic needs. However, poor eating habits may harm a person’s body. The person’s eating habits can impact his or her health in a slow and painful process. Because the growth spurt happens during adolescence, you should start developing healthy eating habits now. How to Improve One’s Eating HabitsEating is our body’s response to the physiological need of hunger. A person usually eats because he or she is hungry but sometimes, he or she doesn’t eat even if he or she is hungry and vice versa. The person’s decision to eat is influenced by his or her appetite. Appetite is a person’s desire to eat that comes from the external factors except hunger. Do you eat because you are hungry or do you eat because of your appetite?
HEALTH,ĞĂůƚŚ 347ActivityEvaluate your eating habits for the past week. For each day of the week, list the foods that you ate for every meal. Then answer the questions that follow.MealFood I Ate for the Past WeekSundayMondayTuesdayWednesdayThursdayFridaySaturdayBreakfastMorning snackLunchAfternoon snackDinnerGuide Questions:1. Do you think the foods that you ate for the past week are healthy? Why do you say so?2. What eating habit of yours would you like to change? Why?3. Do you think you can lead by example to show others to have healthy eating habits? Why or why not?There is no perfect meal that can satisfy a person’s hunger, appetite, and give all of his or her needed nutrients for the day. To get the right amount of nutrients, the person must consider the kind of food, the serving size, and the time of eating that he or she is doing every day. Why is there a need to have healthy eating habits?1. Teens who have poor eating habits and become overweight or obese might develop heart disease, diabetes, sleep apnea, asthma, and shortness of breath.2. Teens who have poor eating habits might develop tooth cavities, tooth decay, and other oral health problems.3. Teens who have poor eating habits might have weaker bones and develop osteoporosis, a condition wherein there is a deficiency in the amount of bone mass during their adult life.4. Teens who have poor eating habits might develop eating disorders.5. Teens who have poor eating habits might develop IDA. This is usually common among female adolescents. Lack of iron in the body may result in sluggishness, fatigue, decreased immunity, and decreased cognitive development.'ŽŽĚ ĚĞĐŝƐŝŽŶͲŵĂŬŝŶŐ ƐŬŝůůƐ ŝƐ ƚŚĞ ďĞƐƚ ƚŽŽů ŝŶ ĂĐŚŝĞǀŝŶŐ ŐŽŽĚ ĞĂƟŶŐ ŚĂďŝƚƐ͘ Big Idea
HEALTH348 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳThe person’s eating habits can either make or break his or her health in the near future. Adolescents like you should start developing healthy eating habits to avoid chronic diseases in the future. 1. Create a list of foods that you usually eat. Are they healthy? If yes, let them remain in your diet. If not, either eliminate them or write the word “limit” on the list to help you remember that you should reduce your intake of these foods.2. List your reasons or motivations for eating. Do you eat because you are hungry? Do you eat because you are sad? List all of them. Then cross out everything, except for the reason that you are hungry. To improve your eating habits, you must be able to identify why you eat. The reason for eating should always be to promote health and not to harm your health.3. Replace your unhealthy habits with healthy ones.4. Commit with your newly found healthy habits and stick to them. ExtensionsUpgradeDecodePlay the Nutrition Pathfinders Interactive Games on https://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities. These games can help students like you practice making good food decisions. Answer the following questions briefly: 1. Why do teenagers like you need to have healthy eating habits?2. What are the things that you can do to ensure that you develop healthy eating habits?1. How does one’s decision-making skill affect his or her food choices?2. How do the people around you affect your food choices?
HEALTH,ĞĂůƚŚ 349I. Choose the letter of the correct answer. 1. Based on the food pyramid, what food group do you need to take the most?a. Grow foodb. Glow foodc. Go foodd. All food groups must be taken in equal amounts. 2. Which of the following pertains to the hierarchy of food groups that shows their recommended daily servings?a. Food pyramidb. Food guidec. Nutrition factsd. Pinggang Pinoy3. Which of the following is a fat-soluble vitamin?a. Vitamin Bb. Vitamin Cc. Vitamin Dd. Both vitamins B and C 4. Which mineral is needed for bone growth?a. Calciumb. Ironc. Nickel d. Potassium5. Which food group will give you the highest amount of protein?a. Bread, rice, and pastab. Water and juice drinkc. Margarine and butterd. Eggs, red meat, and chickenChapter est
HEALTH350 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳII. Write True if the statement is correct, and False if it is not. _____ 1. It is better to eat the same food every day than eating different foods._____ 2. You should limit your intake of salty and fatty foods. _____ 3. You need to be careful when buying and eating food to avoid foodborne diseases. _____ 4. Using iodized salt can help prevent goiter. _____ 5. Consuming milk can help in having strong bones and teeth. _____ 6. Having regular exercise is not needed if you are already eating right foods. _____ 7. You do not need any amount of fats in your body. _____ 8. Consumption of fatty foods may lead to atherosclerosis. _____ 9. Iron prevents growth. _____ 10. Zinc is important to prevent growth failure and delayed sexual maturity. III. Give five ways that you can do to prevent malnutrition. 1. __________________________________________________2. __________________________________________________3. __________________________________________________4. __________________________________________________5. __________________________________________________IV. Answer the following question briefly: 1. What is an eating disorder?2. Describe anorexia nervosa.3. Differentiate bulimia from compulsive eating disorder. 4. How does one’s behavior lead to the development of an eating disorder?5. How can people’s behavior cause the development of eating disorders? V. Identify whether each of the following signs and symptoms is caused by bulimia or anorexia nervosa.___________ 1. The person chooses to starve himself or herself. ___________ 2. The person is very thin, and his or her weight is dangerously low. ___________ 3. The person may have a normal weight. ___________ 4. The person has brittle bones. ___________ 5. The person is dehydrated. ___________ 6. The person may have damaged teeth and inflamed throat. ___________ 7. The person forces himself or herself to vomit.
HEALTH,ĞĂůƚŚ 351___________ 8. The person denies his or her condition.___________ 9. The person is aware that he or she may have an eating disorder. ___________ 10. The person resists treatment. VI. List five things that you can do to prevent and control eating disorders. 1. __________________________________________________2. __________________________________________________3. __________________________________________________4. __________________________________________________5. __________________________________________________VII. Give possible treatments for anorexia nervosa and bulimia. Anorexia nervosa1. __________________________________________________2. __________________________________________________Bulimia1. __________________________________________________2. __________________________________________________3. __________________________________________________VIII. You are a documentarian. You plan to join a documentary film fest. You have decided to create a documentary that will focus on nutrition in your community. Start your documentary by discussing the challenges faced by the people in your community in reaching optimum health through nutrition, and end it with a discussion of ways on how to have better nutrition. Your documentary should last only for 15 minutes. It will be evaluated by different medical professionals based on its content, creativity, and evaluation. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe scenes presented showed great connection to other parts of the documentary.The scenes presented showed connection to other parts of the documentary.The scenes presented were somewhat connected to other parts of the documentary.The scenes presented showed no connection to other parts of the documentary.
HEALTH352 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳPersonal HealthChapter15InstallLesson1Achieving Good Mental HealthAccessNetworkSisa is one of the characters in Dr. Jose Rizal’s famous novel Noli Me Tangere. Reading through the experiences of Sisa, you will identify how one’s mental health is affected by the circumstances that happen to his or her life. Read the character review of Sisa on the following links, and be prepared to share your insights about the contents of these links with the class. Then answer the questions posed in Access. 1. https://rizalatsinene.wordpress.com/2016/05/17/ang-pagsusuri-kay-sisa/2. https://noli-me-tangere.fandom.com/wiki/Sisa1. What are the factors that caused Sisa to have mental instability?2. What can you say about Sisa’s condition that led to her mental instability?People are born unique; our brains are also wired differently. You have learned that an adolescent will encounter many changes in his or her life, so he or she needs a strong mental health condition to cope with them. Let us find out the factors that can affect the mental health of teenagers.Factors that Affect the Promotion of Good Mental HealthThe World Health Organization (WHO) defines mental health as the state of well-being in which every person knows his or her potential and can be productive to the community amid the normal stresses of life. Being mentally healthy is extremely important, as this affects the person’s way of thinking, feeling, and behavior.
HEALTH,ĞĂůƚŚ 353Are you mentally healthy? What exactly can you do to achieve good mental health? What are the factors that affect the promotion of good mental health?Achieving good mental health is mainly affected by three kinds of factors, namely, biological, psychological, and environmental.Biological Factors• Genetic makeup. If a certain mental condition runs in the family, that mental condition will not automatically be passed on to the next generation. However, the likelihood of transmission may still be high. Experts say that it takes abnormality in different genes, rather than a single one, and a trigger factor such as trauma, head injury, or abuse before the symptoms of mental illness takes place.• Injury. Injuries, particularly head injuries, can possibly bring about mental illness because they may cause changes and alterations in some parts of the brain that control certain functions in the body. Some brain or head injuries can actually cause changes in a person’s personality.• Infections. There are some infections in the brain that can be related to the development of mental illness. One example is toxoplasmosis, a disease that is associated with the development of some emotional instabilities and mental health conditions. Abnormal behaviors of people with toxoplasmosis include suicidal attempts, bipolar disorders, and schizophrenia. Toxoplasmosis is caused by a parasite called Toxoplasma gondii that lives in the cat’s intestines and can be transferred to humans.• Prenatal problems. A mother’s substance abuse, trauma, or lack of oxygen during birth can cause disruptions in the baby’s brain development and may result in the development of mental illness such as autism. • Other biological factors. Poor nutrition and exposure to some harmful substances can cause mental health illness. Aside from that, physical illness, such as terminal illness, can also make the person develop certain mental health disorders.Psychological Factors• Psychological trauma or abuse. Severe psychological trauma, such as physical, emotional, verbal, and sexual abuse, can lead to mental illness or disorder. A child who has suffered from any type of abuse may develop mental disorder in adulthood.• Loss of a loved one or separation from a family member. The death of a very close family member, such as a parent or a sibling, and the separation of parents can have a negative impact among the youth. This experience can be extremely painful to them. Finding ways to cope and adjust to these life changes can be hard. These situations can be associated with the development of some mental health disorders such as depression.
HEALTH354 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳconnect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ŵĞŶƚĂů ĚŝƐŽƌĚĞƌƐ ĂƌĞ ƌŝƐŬ ĨĂĐƚŽƌƐ ĨŽƌ ŽƚŚĞƌ ĚŝƐĞĂƐĞƐ͕ ĂƐ ǁĞůů ĂƐ ĨŽƌ ŝŶƚĞŶƟŽŶĂů ĂŶĚ ƵŶŝŶƚĞŶƟŽŶĂů ŝŶũƵƌŝĞƐ͍ DĞŶƚĂů ĚŝƐŽƌĚĞƌƐ ŝŶĐƌĞĂƐĞ ƚŚĞ ƌŝƐŬ ŽĨ ŐĞƫŶŐ ŝůů ĨƌŽŵ ŽƚŚĞƌ ĚŝƐĞĂƐĞƐ ƐƵĐŚ ĂƐ ,/s͕ ĐĂƌĚŝŽǀĂƐĐƵůĂƌ ĚŝƐĞĂƐĞ͕ ĂŶĚ ĚŝĂďĞƚĞƐ͘ Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ǁŚŽ͘ŝŶƚͬĨĞĂƚƵƌĞƐͬĨĂĐƞŝůĞƐͬŵĞŶƚĂůͺŚĞĂůƚŚͬŵĞŶƚĂůͺŚĞĂůƚŚͺĨĂĐƚƐͬĞŶͬŝŶĚĞdžϰ͘Śƚŵů• Lack of parental love. Lack of love and neglect from parents may cause a child to have low self-esteem and feelings of insecurity. Because of this, the child may develop an inferiority complex as he gets older, resulting in a feeling of lack of self-worth and a negative self-image. This can be detrimental to the adolescent’s mental health and may later result in serious mental health disorders.Environmental Factors• Job pressure and poverty. Unemployment can put extreme mental pressure on the person. It may cause him or her to develop mental health disorders such as anxiety and depression. In addition to that, people who live in poverty may also experience the same condition.• Highly stressful environment and pressure. A person who lives, works, or goes to a highly stressful environment may develop mental disorders. Difficult jobs, unrealistic expectations, and big responsibilities are only some of the stressors that put pressure on the person. Some adolescents who cannot cope with the academic demands and stresses develop conditions related to mental stress. Some people are not able to cope with these stressors that they commit suicide.• Social norms. There are cases wherein society’s norms cause some adolescents to develop mental health disorders. For example, in a society where being thin is associated with beauty, adolescents may feel isolated and bullied if their appearance does not conform to this norm. As a result, some teenagers develop eating disorders.• Substance abuse. An environment where substance abuse is common may have a great impact on the mental health of a person. Likewise, abuse of these substances, such as alcohol or drugs, can cause a person to be mentally impaired.Learning about the factors that affect the promotion of good mental health is important. This helps the person be aware of the risks that can endanger his or her mental health condition. By avoiding these risk factors, the person can ensure that his or her mental health will always be in good condition.You have learned in this lesson some factors that may affect the promotion of good mental health. Achieving good mental health takes some time. A person should work on it before he or she earns it. ^ƵƉƉŽƌƚ ĨƌŽŵ ƚŚĞ ƉĞŽƉůĞ ĂƌŽƵŶĚ LJŽƵ ŝƐ ǀŝƚĂů ŝŶ ĚĞĂůŝŶŐ ǁŝƚŚ ĨĂĐƚŽƌƐ ƚŚĂƚ ĂīĞĐƚ LJŽƵƌ ŵĞŶƚĂů ŚĞĂůƚŚ͘ Big Idea
HEALTH,ĞĂůƚŚ 355ActivityInterview five adults about the things that they do to be mentally healthy. Then create a slideshow presentation to consolidate the information you gathered. Choose five answers that you think have the most impact in promoting mental health. Share their answers with the class. Extensions1. Learn more about the factors affecting mental health by reading the selection on http://canwetalk.ca/about-mental-illness/factors-affecting-mental-health/.2. Read some tips in boosting your mental health on https://www.mhanational.org/31-tips-boost-your-mental-health. UpgradeA. Choose the letter of the correct answer.1. Which of the following is an example of an environmental factor that affects one’s mental health?a. Infectionsb. Job pressurec. Physical illness d. Prenatal problems2. Which of the following scenarios shows a biological factor that affects mental health?a. Amanda was a victim of child abuse. b. Jona becomes unemployed, which then led to her having depression.c. Nena was neglected by her parents during her younger years. d. Anita was diagnosed with an infectious disease that affects her mental instability.3. What do you call a person’s state of well-being that enables him or her to be productive despite the stresses of life?a. Mental healthb. Physical healthc. Emotional healthd. Environmental health4. What environmental factor is associated with unemployment or lack of financial capacity to provide for the financial needs of one’s family?a. Povertyb. Trauma or abuse c. Prenatal problemsd. Loss of a loved one
HEALTH356 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ5. Which of the following is an example of a psychological factor that affects mental health?a. Infections b. Job pressurec. Genetic makeupd. Lack of parental loveB. Give two factors that affect one’s mental health in each of the following situations: 1. Children living in a poor community 2. A student studying in a university with a very competitive environment3. A pregnant woman that was left by her partner4. A boy left on the street by his parents5. A high school girl with a physical defect on her faceC. You are a news reporter. You and your team will create a special report about mental health. Normally, a news report contains the background of the topic, quotations or interviews of involved personalities, and a concluding statement to wrap up the report. Your report must discuss the concept of mental health and the factors that may affect it. It will be evaluated by the chief news anchor based on its content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe scenes and interviews presented showed great connection to other parts of the topic. The scenes and interviews presented showed connection to other parts of the topic.The scenes and interviews presented were somewhat connected to other parts of the topic.The scenes and interviews presented showed no connection to other parts of the topic.Decode1. Do you think you are exposed to any factor that may affect your mental health? What is it, and why do you say so?2. Is it still possible to be mentally healthy even if you are experiencing different pressures in life? How?
HEALTH,ĞĂůƚŚ 357AccessInstallLesson2'ĞƫŶŐ ƚŽ <ŶŽǁ the Good and the Bad StressEvery day, we are exposed to different activities that we need to accomplish. There are times that we feel a lot of pressure that may be very hard to handle. You may classify these things as stress. However, stress can either be positive or negative. This may mean that there are types of stress that are beneficial for us. In this lesson, you will do the following activity:Clay of StressMaterials: Bar of clay and hammerInstructions:1. Observe what will happen to the clay as you do the following:a. Put pressure to the clay using your hand. b. Ask your group mates to help you in applying pressure to the clay or to break it. c. Get the hammer and pound the clay. 2. Answer the following questions:a. What breaks the clay the most?b. Do you think you can still use the clay after hammering it? Why?c. Compare the stress given to the clay to the challenges that you are facing in life?1. Can you still perform your daily activities even if you are under stress? Why do you say so?2. Do you believe that stress can sometimes be helpful? Why or why not?3. What can you do to positively cope with stress?
HEALTH358 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳHave you ever found yourself in a situation wherein everything is not going according to your plans? Have you ever felt as if nothing good is happening in your life? These situations may cause a negative psychological and biological response called stress. When we are stressed, we feel fear, panic, and anger because we can’t seem to cope or deal with the situations or stressors at hand. The way that people handle stress also varies. Is stress bad or good? This lesson focuses on understanding stress and how people can cope with it.Networkconnect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ĞĂƟŶŐ Ă ƉŝĞĐĞ ŽĨ ĚĂƌŬ ĐŚŽĐŽůĂƚĞ ŝƐ Ă ŚĞĂůƚŚLJ ŝŶĚƵůŐĞŶĐĞ͍ ZĞƐĞĂƌĐŚ ƐŚŽǁƐ ƚŚĂƚ ĚĂƌŬ ĐŚŽĐŽůĂƚĞ ĐĂŶ ƌĞĚƵĐĞ ƐƚƌĞƐƐ ŚŽƌŵŽŶĞƐ͕ ŝŶĐůƵĚŝŶŐ ĐŽƌƟƐŽů͕ ĂŶĚ ƚŚĞ ĂŶƟŽdžŝĚĂŶƚƐ ŝŶ ĐŽĐŽĂ ŚĞůƉ ƚŚĞ ďůŽŽĚ ǀĞƐƐĞůƐ ƌĞůĂdž͘ dŚƵƐ͕ ďůŽŽĚ ƉƌĞƐƐƵƌĞ ŝƐ ůŽǁĞƌĞĚ ĂŶĚ ďůŽŽĚ ĐŝƌĐƵůĂƟŽŶ ŝƐ ŝŵƉƌŽǀĞĚ͘ &ŝŶĂůůLJ͕ ĚĂƌŬ ĐŚŽĐŽůĂƚĞ ĐŽŶƚĂŝŶƐ Ă ŶĂƚƵƌĂů ƐƵďƐƚĂŶĐĞ ƚŚĂƚ ŐŝǀĞƐ Ă ĞƵƉŚŽƌŝĐ ƐĞŶƐĂƟŽŶ͕ ǁŚŝĐŚ ŝƐ ƐŽŵĞŚŽǁ ƐŝŵŝůĂƌ ƚŽ ƚŚĞ ĨĞĞůŝŶŐ ŽĨ ďĞŝŶŐ ŝŶ ůŽǀĞ͊ Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ŚĞĂůƚŚ͘ĐŽŵͬĨŽŽĚͬϭϮͲƐƵƉĞƌĨŽŽĚƐͲĨŽƌͲƐƚƌĞƐƐͲƌĞůŝĞĨηƐƚƌĞƐƐͲďƵƐƟŶŐͲĨŽŽĚƐ Understanding StressStress is defined as the individual’s response to the demands or pressures brought about by internal or external factors that may cause mental tension, anxiety, or worry. Stress is inevitable in life. People respond to stress in different ways. Situations or factors that trigger stress are what we call stressors. Stressors can be big or small. They come and go, but sometimes they stay. They are also caused by internal or external factors. How a person responds to stress determines his or her stress level or stress tolerance.To cope with stress, you should first understand the stressors that trigger such a response. Understanding stressors is the first step in managing stress. As adolescents, what are the usual things that stress you? How do these stressors affect your life?Types of StressOftentimes, we associate stress with something negative, but actually it is not. Stress has two categories—positive and negative stress. Eustress is positive stress because it motivates a person to continue, move on, and do things to be happy and productive. This good stress energizes the person and makes him or her perform well
HEALTH,ĞĂůƚŚ 359or do better either in his or her job or in academics. When life’s stress no longer makes a person happy, this kind of stress is called distress. Distress gives a negative impact on a person’s life, particularly on his or her health. Bad stress or distress happens when the person’s stressors overwhelm him or her. This type of stress can lead to mental and physical health problems such as depression, anxiety, panic attack, fatigue, and burnout. When it is not treated, this can also cause a person to develop unhealthy habits such as drinking, smoking, and binge-eating. Given here are examples of eustress and distress. However, because people react differently to stressors, these examples are mainly generalized and are only applicable to certain people most of the time.Positive Stressors (Eustress)Negative Stressors (Distress)• Job promotion• Elected as an officer • Marriage• Vacation• Additional course/studies• Transfer of home• Celebration or event• Additional family member• Extracurricular activities in school• Injury (whether on self or with a loved one)• Hospitalization• Separation of parents• Death of a loved one• Failing grades• Breakup with a loved one• Too much academic workload• Sleep problem• Conflict with a friend, a classmate, or a family memberAs a teenager, you must be able to identify what causes your stress. Once you know what triggers your stress level, you can find ways on how to deal with it or manage it properly. Stress should be handled properly because it can either make or break your personal health. /ƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ďĞ ƌĞƐŝůŝĞŶƚ ŝŶ ĚĞĂůŝŶŐ ǁŝƚŚ ůŝĨĞ͛Ɛ ĐŚĂůůĞŶŐĞƐ͘ ^ƚƌĞƐƐ ŵĂLJ ƐŽŵĞƟŵĞƐ ƉƵůů ƵƐ ĚŽǁŶ ƐŽ ǁĞ ŵƵƐƚ ĂůǁĂLJƐ ďŽƵŶĐĞ ďĂĐŬ ĂŶĚ ĐŽƉĞ ƉŽƐŝƟǀĞůLJ ǁŝƚŚ ŝƚ͘ Big IdeaActivityWrite an essay about your most embarrassing moment. Discuss the things that happened during that moment and how you dealt with them. Also, discuss the things that you learned from this experience, and relate them with eustress and distress.
HEALTH360 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsWatch the video on https://www.youtube.com/watch?v=RcGyVTAoXEU with your parents or guardians to learn about the ways to make friends with stress. UpgradeI. List at least three positive stressors and three negative stressors for a teenager like you. Positive stressors (eustress)1. ____________________2. ____________________3. ____________________Negative stressors (distress)1. ____________________2. ____________________3. ____________________II. Answer the following questions briefly: 1. Describe stress.2. Differentiate eustress from distress.3. What are stressors? Cite some examples of stressors in your life. Decode1. What can you say about people who think that younger people like you do not have any stress?2. What type of stress is more prevalent in your life—eustress or distress? Explain.
HEALTH,ĞĂůƚŚ 361InstallLesson3Understanding Common Stressors dŚĂƚ "īĞĐƚ "ĚŽůĞƐĐĞŶƚƐAccessAdolescence is the stage that occurs in the middle of being a child and an adult. It is said that, in adolescence, you are too old to be a child but too young to be an adult. This is a transitional stage where you can face different experiences, some of which you can consider stressors. For this activity, ask at least 20 students in your school to identify the most common stressor that they have in school and at home. You may use the questionnaire below in conducting the interview: In each place, check the stressor that you think affects you the most.1. What do you feel when you are stressed?2. What are the stressors that affect you the most? 3. Do you think you are more stressed now than when you were younger? Why do you say so?In school:___ Assignments___ Examinations___ Projects___ Extracurricular activities___ People around you in school___ NoneAt home:___ Problems of parents___ Unruly siblings___ House chores___ NoneTally the answers of your respondents. Then create a bar graph to show the results of your interview. Be prepared to share your work with the class. NetworkIn the previous lesson, we have discussed that stress is normal and that not all stressors are bad. Adolescents are surrounded with things and situations that can test their coping abilities. The way the teenagers relate with stress can have a significant effect on their physical, mental, and emotional health. In this lesson, topics about common stressors encountered by teenagers will be discussed.
HEALTH362 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ<ŶŽǁŝŶŐ LJŽƵƌ ƐƚƌĞƐƐŽƌƐ ŝƐ ĂŶ ŝŵƉŽƌƚĂŶƚ ĮƌƐƚ ƐƚĞƉ ŝŶ ƌĞƐŽůǀŝŶŐ ƐƚƌĞƐƐ͘Big IdeaWe will also learn how teenagers’ bodies respond to these stressors, and how these stressors affect their personal health.Sources of StressStressors are brought about by two factors, internal and external. Internal factors are things that often stem from our own thoughts and beliefs. Examples of these are our fears and worries. Usually, these stressors are the ones that we can control. External factors, on the other hand, are stressors that are beyond our control. These stressors can be unpredictable or life-changing. Examples of external stressors are death of a loved one, separation of parents, breakup with a loved one, and low or failing grades.Causes of stress among adolescents can be more specific. Some of the most common sources of their stress are usually school-related stress, stress from the family, and society’s pressure.SchoolWhile the school is a fun place for adolescents, it is also the most stressful environment for some (if not most) of them. School demands, such as homework, research, studying for exams, projects, and extracurricular activities, can cause a lot of stress among adolescents. On top of that, the pressure to excel or to get good grades can also add up to their stress level. School competitions also usually take up a lot of time, too, contributing more to the student’s anxiety and stress. You must be able to manage academic work and extracurricular activities so that you will not feel overwhelmed and burned out at a young age. FamilyParents’ high expectations can cause great pressure on many teenagers. Other family-related situations that may trigger stress include parents’ separation, conflict with family members, having no privacy inside the home, and constant fighting of parents and other people in the home. These stressors can be detrimental to their health and may result in mental and physical health problems later on.Peers or FriendsBecause adolescents tend to spend more time with their friends, getting their approval means a lot to them. In some cases, there are persons that influence the teenager to engage in bad practices or exhibit bad behavior. Peer pressure can cause stress when it forces teenagers to try things that are against their moral values and family rules. These include smoking, drinking alcohol, being sexually active, bullying, and getting into fraternities or fight. Constant chatting, calling, texting, and social networking with friends can also cause teens to be distracted from their studies, resulting in consequences that increase their stress and anxiety.
HEALTH,ĞĂůƚŚ 363LossThe death of a loved one, breakup with a better half or a best friend, or death of a beloved pet can also cause stress to adolescents. Pain can cause the adolescent to feel depressed and may question himself or herself about his or her worth. If depression continues, worse things could happen to him or her. Other CausesBeing a victim of bullying causes a teenager to develop fear, insecurity, and lack of self-worth. Just thinking about going to a place where the bully is can already make the teenager feel anxious and panicky. In addition to that, cultural norms can also contribute to a teenager’s stress level. Eating disorders may be developed because of the incorrect perception of being beautiful (e.g., one must have fair skin, one must have a thin body). The same thing is also true with gender issues. The higher the stress level experienced by an individual, the greater the damage on his or her physical health. The person may not even notice how stressed he or she is until his or her body already exhibits physical symptoms. A person who is also experiencing a high level of stress may also show behavioral and psychological symptoms. Take a look at the chart here. Symptoms of StressPsychologicalPhysicalBehavioral• Depression• Sudden emotional outbursts• Mood swings• Irritability• Lack of focus• Lack of confidence• Confusion• Panic• Anxiety• Frustration• Anger• Fear• Fatigue• Change in sleeping patterns• Digestion Problems• Tension Headaches• Fainting• Backaches and stiff necks• Palpitations and breathlessness• Hyperventilation• Dry mouth and grinding teeth• Lack of appetite or overeating• Smoking or drinking too much• Absenteeism• Sleeping more or less• Neglecting responsibilities• Isolating from other people• Developing unusual habits like nail bitingzŽƵ ŵƵƐƚ ŬĞĞƉ ƚƌĂĐŬ ŽĨ ƚŚĞ ƐLJŵƉƚŽŵƐ ƚŚĂƚ ĐĂŶ ŵĂŶŝĨĞƐƚ ĨƌŽŵ Ă ŚŝŐŚ ƐƚƌĞƐƐ ůĞǀĞů ďĞĨŽƌĞ ŝƚ͛Ɛ ƚŽŽ ůĂƚĞ͘Big Idea
HEALTH364 WƌĂĐƟĐĂů D#W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳconnect$ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ƐƚƌĞƐƐ ĐĂŶ ĐĂƵƐĞ ƐƚƵĚĞŶƚƐ ƚŽ ĐŽŵŵŝƚ ƐĞůĨͲŚĂƌŵ Žƌ ƐƵŝĐŝĚĞ͍ KĂŬŐƌŽǀĞ ŚĞĂĚ ƚĞĂĐŚĞƌ :ŽŚŶ ,ĂƌŬŝŶ ŽĨ ƚŚĞ hŶŝƚĞĚ <ŝŶŐĚŽŵ ƐĂŝĚ ƚŚĂƚ ďĞƚǁĞĞŶ ϲϬϬ ĂŶĚ ϴϬϬ ƐƚƵĚĞŶƚƐ ďĞƚǁĞĞŶ ƚŚĞ ĂŐĞƐ ŽĨ ϭϱ ĂŶĚ Ϯϰ ĐŽŵŵŝƚ ƐƵŝĐŝĚĞ ĂŶŶƵĂůůLJ͘ # ƉŽůů ŽĨ ϴϬϰ ƚĞĂĐŚĞƌƐ ƌĞǀĞĂůĞĚ ƚŚĂƚ ϳϯй ŽĨ ƚŚĞ ƐƚƵĚĞŶƚƐ ĐŽŶƐŝĚĞƌĞĚ ƐĐŚŽŽů ĨĂƌ ŵŽƌĞ ƐƚƌĞƐƐĨƵů ƚŚĂŶ ŝŶ ƚŚĞ ƉƌĞǀŝŽƵƐ ĚĞĐĂĚĞ͘ !ĞLJŽŶĚ ƐƵŝĐŝĚĞ ƚŚŽƵŐŚ͕ !ƌŝƟƐŚ ƐƚƵĚĞŶƚƐ ĂůƐŽ ĐĂƵƐĞ ƐĞůĨͲŚĂƌŵ ŝŶ ŐƌĞĂƚĞƌ ŶƵŵďĞƌƐ ƚŚĂŶ ďĞĨŽƌĞ͕ ĐŽƌƌĞůĂƟŶŐ ǁŝƚŚ ƚŚĞ ŝŶĐƌĞĂƐĞ ŝŶ ƐĐŚŽŽů ĂŶĚ ŽƚŚĞƌ ůŝĨĞ ƉƌĞƐƐƵƌĞƐ͘Source͗ ŚƩƉ͗ͬͬǁǁǁ͘ďĂĐŚĞůŽƌƐĚĞŐƌĞĞŽŶůŝŶĞ͘ĐŽŵͬďůŽŐͬϮϬϭϭͬϭϱͲƐĞƌŝŽƵƐͲĨĂĐƚƐͲĂďŽƵƚͲŚŝŐŚͲƐĐŚŽŽůͲƐƚƌĞƐƐͬ ActivityReflect on your experiences as an adolescent. Identify some stressful moments that you have experienced, the symptoms of stress that you had, the people who supported you during those times and the way they supported you, and how you coped with those stressful moments. Be prepared to share your work with the class. Stressful ExperienceSymptoms of Stress People Who Supported MeThe Way(s) They Supported MeHow I Coped with This StressExtensionsTeenagers face stress because of different reasons. One of these reasons is social media. Read the article about the ways social media adds stress to our lives at https://bestlifeonline.com/social-media-stress/.
HEALTH,ĞĂůƚŚ 365DecodeA. Read each situation. Then answer the questions that follow.1. Your parents are having a constant fight with each other. They are facing financial problems. You know that both of your parents are stressed.a. What do you think are the symptoms of stress that they are experiencing?b. What do you think is the source of their stress?c. What will you do to help them cope with their stress?2. Your friends may sometimes pressure you to try things that you do not want to do. They always say that you will not be part of their group if you do not follow them. What will you do to deal with this situation?a. What are the symptoms of stress that you are experiencing?b. What do you think is the source of your stress?c. What will you do to cope with this stress?B. You are a storybook writer. You are commissioned by a nongovernmental organization (NGO) to write a story about the experiences of teenagers. Focus on the stress that a teenager may experience. Prepare an outline of the story that includes the sources of stress and its symptoms that teenagers may have. You work will be evaluated by different counsellors and psychologists working with the NGO based on its content, creativity, and organization.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe images and dialogues presented showed great connection to the theme of the story.The images and dialogues presented showed connection to the theme of the story.The images and dialogues presented were somewhat connected to the theme of the story.The images and dialogues presented showed no connection to the theme of the story.Upgrade1. What is the first thing that you do when you feel stressed?2. Do you think it would be helpful to avoid sources of stress? Why or why not?
HEALTH366 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳInstallLesson4Facing Stress and Responding to ItAccessNetworkFilipinos are known to be resilient. We are always good at recovering after facing a difficult problem. Resiliency is one of the tools that we can use to cope with stress. In lesson 2, you performed the activity of applying stress to a bar of clay. Now, work with your group mates and think of many ways that you can do to help a bar of soap survive the stress that a hammer can give to it. List all your ideas and be prepared to share your work with the class. 1. What is the importance of stress management?2. How does stress management work?3. How do people around you serve as support system when you are stressed? 4. What are some techniques for stress management?In the previous lesson, you learned that one of the greatest stressors is the loss of a loved one, especially when it is unexpected. This experience can be life-changing, especially for a teenager. The death of a loved one or someone very close to you is extremely painful. It takes patience, support, and love from the remaining family members and friends for you to be able to cope with this situation. However, no matter how great these stressors are, you still have the power to regain control over them. You can transform them in a way that will bring you positive outcomes.Coping with StressPeople respond to stress in different ways. Depending on the stress tolerance level, what may be very stressful to one person may not be the case with another person. There is no “particular” solution to deal with all the stressors. If you think that you are beginning to feel consumed with a situation and think that it has become too difficult for you to handle, you must now take action. It is time to manage your stress.
HEALTH,ĞĂůƚŚ 367Stress management is the ability of an individual to manage the sources of his or her stress in positive or healthful ways. Managing stress helps the person reduce the harmful effects of stress and prevents stress from getting out of control again. It also involves the ability of a person to change a stressful situation into something positive.Teenagers like you may sometimes struggle in dealing with stress. Always remember that your parents, friends, and relatives will be there to support and encourage you to deal with your problems.Coping with stress comes in two forms—positive or healthy and negative or unhealthy. Positive or Healthy Ways to Cope with StressNegative or Unhealthy Ways to Cope with StressDetermine the cause or source of your stress.Smoke. Become physically active by playing sports, doing some exercise, or going out.Take your stress out on other people by lashing out or having an emotional outburst.Get engaged and keep in touch with others.Sleep too much. Make time for yourself, relax, and have fun.Procrastinate.Practice the 4As in dealing with stress: Avoid the stressors; Alter the situation; Adapt to the stressors; and Accept things you cannot change or control.Drink too much alcohol.Take care of yourself and develop a healthy lifestyle.Binge-eat on comfort and junk foods.If possible, create a daily stress journal to help you keep track of your daily stressors and the ways on how you deal with them.Isolate yourself from other people, especially from your family and friends.Take medications or prohibited drugs to relax.Spend too much time watching TV or playing games on the computer. Run away from the problem instead of finding solution.People have different methods to cope with stress. But if the methods being used are more harmful to you, then you must reevaluate and find other ways to deal with the stressors.
HEALTH368 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCoping with DeathThere comes a time when the situation confronts us with something unexpected and inevitable. The death of someone close to us can stir different emotions from us, and it result in a lot of stress. Coping with the death of a loved one is not easy, but understanding the pain may somehow help address the individual’s needs during this major transition in life.Grieving is experienced by people as a response to the feeling of personal loss. It is an emotional suffering when the relationship permanently ends and love was taken away from the person. We also grieve because of health loss, sudden unemployment, breakup, loss of financial security, and loss of friendship. The grieving period may vary from person to person. People also grieve in different ways. Some people need the company of others to grieve, and others grieve only when they’re alone. You must not judge the person’s grief as people have different ways in dealing with loss. In Elizabeth Kubler-Ross’ book titled On Death and Dying, there are five stages of grief. The sequence of these stages may vary from person to person. DenialThis is usually the first reaction upon learning about a loved one’s terminal condition or death. At this stage, the person may feel shock and disbelief. The person may even insist that the diagnosis is wrong. ActivityListed below are some of the possible stressors that adolescents may face. Write the ways on how you can deal with them. Possible StressorWays to Deal with ItIs It a Healthy or an Unhealthy Way of Dealing with Stress?1. Too many schoolwork2. Peer pressure3. Bullying from schoolmates4. Body changes due to puberty5. Family problems
HEALTH,ĞĂůƚŚ 369AngerWhen the person sees the truth, he or she becomes frustrated and angry. The person blames other people, including the dying relative, for the situation. BargainingIn this stage, the person negotiates or pleads to God in exchange for a life extension. Depression Depression is usually associated with grief. Sadness and grief are two emotions that dominate this stage. The feeling of worthlessness and tremendous loss may become pervasive. The person may also feel depressed or worried because of the practical implications of loss such as settling the burial costs or having to take care of the children alone. Acceptance This is the final stage wherein a person already concedes and calmly embraces the reality. This is the opportunity to make peace with the loved one who is dying, with the situation, and with ourselves. This Kubler-Ross model may not only be applicable to the death of a loved one. It can also be applied in other forms of personal loss.The coping mechanisms of adolescents on death and dying are different from those of adults. Although adolescents already have an understanding that death is inevitable and irreversible, they may not know how to handle their negative emotions and may feel uncomfortable discussing them with other people. Adult supervision, support and guidance, especially from the parents or family members, must be extended to a grieving adolescent. There are also other ways adolescents can cope with the unexpected death or dying conditions of a family member. Here are some of them.1. Participate with the family’s religious or spiritual beliefs about death.2. Ask questions and talk about your emotions with a responsible adult or your parent.3. Be assured that grief is normal and that there is no particular time to start and end with it. The way you grieve may not be the same as other people.4. Understand that you are not the person to be blamed for the death, and that you will always be loved and cared for.5. Spend time with your friends and engage in enjoyable and appropriate activities.The person, regardless of age, should fully understand what death means and allow himself or herself to grieve. Being unable to grieve will only lead to more problems. It may also prevent the person from healing on his or her own.dŚĞ ĚĞĂƚŚ ŽĨ Ă ůŽǀĞĚ ŽŶĞ ŝƐ Ă ůŝĨĞͲĐŚĂŶŐŝŶŐ ĞǀĞŶƚ͘ 'ĞƫŶŐ ƚŚĞ ƐƵƉƉŽƌƚ ŽĨ ŽƚŚĞƌ ƉĞŽƉůĞ ŝƐ ŚĞůƉĨƵů ŝŶ ĚĞĂůŝŶŐ ǁŝƚŚ ŐƌŝĞĨ ĚƵĞ ƚŽ ƚŚĞ ůŽƐƐ͘ Big Idea
HEALTH370 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳExtensionsUpgradeLearn more on how to deal with the death of a loved one by reading the article on https://www.dougy.org/grief-resources/help-for-teens/. A. Identify the stage of grief shown in each situation._________ 1. Amelia cannot accept that her father is already dead._________ 2. Jona is mad to the people around her as she thinks they are the reason for the death of her husband. _________ 3. Mae feels worthless. She thinks that she cannot live a normal life without her brother. _________ 4. Gina asks God to bring back her husband and take her instead. _________ 5. Celia has already moved on and accepted the loss of her father. B. You are a psychologist. A high school student has consulted you as she is grieving the loss of her father. You have decided to create a suggested plan of activities to help her manage this situation. You will suggest ways that can help her deal with the loss of her father positively. Your plan of activities will be evaluated by the head psychologist of your institution based on its content, creativity, and organization.CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe activities presented showed great connection to the theme. The activities presented showed connection to the theme.The activities presented were somewhat connected to the theme.The activities presented showed no connection to the theme.Decode1. Who are the people who can give support should you lose a loved one?2. What can you suggest to people who cannot accept the loss of their loved ones even after a very long time?3. Is it better not to grieve for the loss of a family member? Explain your answer.
HEALTH,ĞĂůƚŚ 371InstallLesson5Recognizing and Managing Common Mental Health DisordersAccessNetworkA mental facility is a place patients with mental disorders are treated. Watch the video on https://www.youtube.com/watch?v=vb2xZTexJ_s and observe how patients with metal disorders are treated in a mental facility in the Philippines. Then answer the questions posed in Access. 1. What can you say about the condition of the patients in the mental hospital?2. What do you think are the best ways to manage mental health disorders?3. Do people’s bad thoughts about mental health disorders help patients recover from their condition? Explain your answer. An individual’s brain is so complex and mysterious that damage to any part may result in paralysis, personality disorder, mental disorder, and even death. In the previous lesson, you learned that there are factors that contribute to the development of mental health disorders. Triggers and Warning Signs of Mental Health DisordersTriggers are external factors or situations that create uncomfortable emotional symptoms that are not usually seen in a person’s normal state. Some of these emotional symptoms are anxiety, panic, despair, depression, or discouragement. What are these common triggers?• Physical illness• Being yelled at or being criticized• Certain smell, taste, or noise• Too many responsibilities• Death of a loved one• End of a relationship• Being around a person who caused the trauma• Things that are related to the person’s traumatic experience^ŽŵĞ ŵĞŶƚĂů ŚĞĂůƚŚ ĚŝƐŽƌĚĞƌƐ ĂƌĞ ƉƌĞǀĞŶƚĂďůĞ͘ "ĂƌůLJ ŝŶƚĞƌǀĞŶƟŽŶ ŵĂLJ ƉƌĞǀĞŶƚ ƚŚĞ ŽĐĐƵƌƌĞŶĐĞ ŽĨ ŵĞŶƚĂů ŚĞĂůƚŚ ĚŝƐŽƌĚĞƌƐ͘ Big Idea
HEALTH372 WƌĂĐƟĐĂů D"W$, ^ĞĐŽŶĚ $ĚŝƟŽŶ 'ƌĂĚĞ ϳPeople who have a family history of mental health disorders are susceptible to developing them later on in their lives. Abnormalities in different gene areas, as well as trigger factors, may result in mental health disorders.Many mental health illnesses do not happen immediately. Most of the time, warning signs are noted before the disease take place. These warning signs can be observed by people that are close to the individual, or by the individual himself or herself. Some of these warning signs are as follows:• Mood swings• Sleep pattern changes• Sudden decline in job or school performance• Increased sensitivity to sound, smell, touch, and other stimuli• Loss of interest to participate in any activity• Illogical thinking• Nervousness and suspiciousness• Odd or unusual behavior• Feeling of isolationOne or two of these warning signs do not automatically predict the presence of a mental health disorder. However, if these factors are already severely affecting the individual’s performance in school or at work, he or she should now be referred to a mental health professional. If the person also has suicidal thoughts or has thoughts of harming himself or herself and other people, then the help of a mental health professional should be sought as early as possible. connect#ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ŚĂůĨ ŽĨ Ăůů ŵĞŶƚĂů ŝůůŶĞƐƐĞƐ ďĞŐŝŶ ďLJ ĂŐĞ ϭϰ͍ "ŶĚ ƚŚĂƚ ϳϱй ŽĨ ƚŚĞƐĞ ŝůůŶĞƐƐĞƐ ďĞŐŝŶ Ăƚ ĂŐĞ Ϯϰ͍Source͗ ŚƩƉƐ͗ͬͬǁǁǁ͘ƉƐLJĐŚŝĂƚƌLJ͘ŽƌŐͬƉĂƟĞŶƚƐͲĨĂŵŝůŝĞƐͬǁĂƌŶŝŶŐͲƐŝŐŶƐͲŽĨͲŵĞŶƚĂůͲŝůůŶĞƐƐActivityComplete the table here with the triggers, symptoms, and possible treatment for each of the following mental health disorders.DisorderSymptomsTriggersPrevention and/or TreatmentDepressionPost-traumatic stress disorder (PTSD)Schizophrenia
HEALTH,ĞĂůƚŚ 373ExtensionsVisit https://www.nlm.nih.gov/exhibition/theliteratureofprescription/education/otherresources.html#mentalhealthcareers and learn about some of the professionals that have the capability to support mental health.UpgradeAnswer these questions briefly. 1. What can you suggest to improve the treatment of patients with mental health disorders?2. What will you do if you have seen a warning sign of a mental health disorder in one of your loved ones?Decode1. How can you help in reducing the stigma associated with mental health disorders and conditions?2. How can you prevent some mental health disorder triggers from happening?
HEALTH374 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳChapter estI. Identify whether the given in each item is a biological, a psychological, or an environmental factor that affects mental health. ________________ 1. Injury ________________ 2. Poverty ________________ 3. Infection________________ 4. Job pressure ________________ 5. Physical abuse________________ 6. Genetic makeup________________ 7. Substance abuse ________________ 8. Loss of a loved one________________ 9. Lack of parental love________________ 10. Highly stressful environmentII. Identify a positive stressor (eustress) and a negative stressor (distress) in each of the following settings.SettingEustressDistress1. School2. Work3. Home/Family4. Community5. FriendsIII. Match each of the following terms in column A with its correct description in column B.AB1. Stressa. Example of distress2. Stressorsb. Example of eustress3. Eustressc. Also called positive stress4. Distressd. Situations that trigger stress5. Promotione. Has a negative impact on a person’s lifef. The individual’s response to the demands or pressure brought about by internal and external factors
HEALTH,ĞĂůƚŚ 375IV. Describe the different stages of grief. 1. Denial2. Anger3. Bargaining4. Depression5. AcceptanceV. Read each situation. Then answer the questions that follow. 1. Alex is a religious man. However, when his father died, he began to get mad at God for his loss. a. What can you say about Alex’s feelings?b. If you were given a chance to talk to Alex, what would you say to him about his situation?c. What do you think would happen if Alex skips grieving?2. Amanda is a workaholic. She now experiences different symptoms of stress because of her workload. a. What can you suggest to Amanda?b. What do you think would happen if Amanda ignores the symptoms that she is experiencing?3. Arnold is a soldier. He just came from war and now experiences nightmares and extreme fear when he hears loud sounds. In one occasion, Arnold became very aggressive. He hit his wife after being surprised by the loud sound. a. What do you think is the mental disorder that Arnold is experiencing? b. What do you think triggers his possible mental disorder?c. What will you suggest to Arnold’s wife to handle this situation? 4. Amy’s parents recently died because of a car accident. Amy was in the car with them when the accident happened. She was the only survivor of the accident. a. If you were Amy’s friend, what would you suggest to her regarding this situation?b. What do you think would happen if Amy does not get any support from people she trusts?
HEALTH376 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳVI. Using the Venn diagram here, differentiate eustress from distress. DistressEustressVII. You are an author. You are commissioned by the editorial manager of a publishing company to create a story that will tackle the concept of mental health and some of its issues. The story aims to spread awareness about the experiences of a person who is grieving. Your output will be evaluated by short story writers based on its content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic. The output was connected to the topic.The output was somewhat connected to the topic. The output was not connected to the topic. CreativityThe output was creative and appealing. The output was appealing. The output was somewhat appealing. The output lacked creativity. OrganizationThe scenes presented showed great connection to other parts of the story.The scenes presented showed connection to other parts of the story.The scenes presented were somewhat connected to other parts of the story.The scenes presented showed no connection to other parts of the story.
HEALTHHealth 377WƌĞǀĞŶƟŽŶ ĂŶĚ !ŽŶƚƌŽů ŽĨ EŽŶĐŽŵŵƵŶŝĐĂďůĞ #ŝƐĞĂƐĞƐ ĂŶĚ #ŝƐŽƌĚĞƌƐ!ŚĂƉƚĞƌ16Install>ĞƐƐŽŶ1'ĞƫŶŐ ƚŽ <ŶŽǁ EŽŶĐŽŵŵƵŶŝĐĂďůĞ #ŝƐĞĂƐĞƐAccessNetworkIn this activity, your teacher will give metacards to your group. Read the names of the diseases written in the metacards. Group the diseases according to what you want. Your teacher will not give any hint on how you will group them.1. Why is it important to learn about the nature of noncommunicable diseases?2. Do you think it is easier to prevent noncommunicable diseases than communicable diseases?What comes to your mind when you are asked to think of noninfectious diseases that can be a cause of death? You might say cancer, stroke, or heart attack. Based on medical data, diseases such as cancer, diabetes, and heart diseases are the leading causes of death globally. Of 56.9 million global deaths in 2016, 40.5 million or 71% were due to noncommunicable diseases. These diseases, although not infectious, may also cause pain, suffering, and disability. NCDs: Nature, Causes, and EffectsIn general, NCDs are nontransmissible—they are not transmitted by a pathogen or by any form of personal contact. They are often referred to as “lifestyle diseases,” as lifestyle and personal health habits are often the causes of these diseases. Other factors such as migration, globalization, advanced technology, and urbanization can also be major causes of these diseases. connectMore than 25% of obese adolescents, as early as 15 years old, show signs of diabetes. Source͗ ŚƩƉ͗ͬͬƉĞĚŝĂƚƌŝĐƐ͘ĂĂƉƉƵďůŝĐĂƟŽŶƐ͘ŽƌŐͬĐŽŶƚĞŶƚͬϭϯϬͬϯͬϯϳϵ
HEALTH378 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAs the country develops, so do the individuals’ physical inactivity, pollution, alcohol and tobacco consumption, and unwanted food consumption. All of these factors lead toward the development of NCDs.NCDs are usually chronic in nature. Being chronic means that these diseases progress slowly and last for a long period of time. These diseases can also be on and off, but they continue to progress. NCDs are classified into four categories. These are cardiovascular diseases (e.g., heart attack and stroke), cancer, chronic respiratory diseases (e.g., chronic obstructed pulmonary disease and asthma); and diabetes. NCDs also affect about 80% (approximately 28 million deaths) from low- and middle-income countries. Although NCDs usually take a slow time to develop, there are also NCDs which can lead to fast deaths. zŽƵƌ ůŝĨĞƐƚLJůĞ ŝƐ Ă ŐƌĞĂƚ ĨĂĐƚŽƌ ŝŶ ĚĞǀĞůŽƉŝŶŐ Ă ŶŽŶĐŽŵŵƵŶŝĐĂďůĞ ĚŝƐĞĂƐĞ͘ #ǀĂůƵĂƚĞ LJŽƵƌ ůŝĨĞƐƚLJůĞ ĂŶĚ ƚĂŬĞ ƐƚĞƉƐ ƚŽ ŚĂǀĞ Ă ŚĞĂůƚŚŝĞƌ ŽŶĞ͘Big IdeaActivityComplete the table by identifying the cause(s) and effect(s) of each noncommunicable disease. Noncommunicable DiseaseCause(s)Effect(s)Heart attackStrokeCancerChronic respiratory diseaseAsthmaExtensionsRead the news article on https://newsinfo.inquirer.net/992298/doh-1-of-3-filipinos-die-from-non-communicable-diseases to learn more about the occurrence of noncommunicable diseases in the Philippines.
HEALTHHealth 379UpgradeA. Write True if the statement is the correct, and False if it is not._________ 1. NCD is also called a lifestyle disease. _________ 2. NCDs can be transmitted to other people easily._________ 3. NCDs are the leading cause of deaths worldwide. _________ 4. Only people with high incomes are affected by NCDs. _________ 5. Smoking may cause certain types of cancers and chronic respiratory diseases. B. Identify if the disease in each item is a noncommunicable disease or a communicable disease. __________________ 1. Asthma__________________ 2. Malaria__________________ 3. Dengue__________________ 4. Diabetes__________________ 5. Ovarian cancer__________________ 6. Bacterial pneumonia__________________ 7. Hypertension__________________ 8. Heart attack__________________ 9. Stroke__________________ 10. Influenza Decode1. What do you think is the common cause or risk factor for a Filipino adolescent to develop a noncommunicable disease?2. Find someone who has a noncommunicable disease. You can ask your family members, other relatives, friends, and even neighbors. How is this person being treated? Be tactful as you interview this person.
HEALTH380 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳAccessInstall>ĞƐƐŽŶ2#ĞƚĞƌŵŝŶŝŶŐ ƚŚĞ !ĂƵƐĞƐ ŽĨ EŽŶĐŽŵŵƵŶŝĐĂďůĞ #ŝƐĞĂƐĞƐWatch the video about a celebrity affected by aneurysm, a type of noncommunicable disease, at https://www.youtube.com/watch?v=5c0DlCsyjsM. Then answer the following questions: 1. What was the concern of the patient before being hospitalized?2. What do you think would happen if she ignored the signs and symptoms that she felt? 1. Why is it important to learn about the signs and symptoms of noncommunicable diseases?2. How would you do if someone very close to you is just ignoring the signs and symptoms of a noncommunicable disease?NetworkAs discussed in the previous lesson, NCDs are becoming prevalent as the cause of death all over the world. However, it is alarming to know that NCD-related diseases are now happening at earlier ages, which is before 60 years old, in developing countries. As early as now, you should already know the signs, symptoms, and possible complications brought about by these diseases.NCDs: Signs, Symptoms, and Possible ComplicationsChronic Respiratory Diseases Chronic respiratory diseases pose a serious threat among people. Chronic lung diseases can result in poor performance and absenteeism, both in school and at work. Among the common chronic respiratory diseases are the chronic obstructive pulmonary diseases (COPDs), the most common of which are allergy and asthma.COPDCausesSigns and SymptomsPossible Complication(s)Asthma – This is a respiratory condition in which bronchialAsthma triggers, or substances that cause asthma, suchCoughing, wheezing, shortness of breath, rapid breathing, People may become extremely sick and need to be
HEALTHHealth 381COPDCausesSigns and SymptomsPossible Complication(s)tubes become inflamed and constricted, making it difficult to breathe.as pollen, grasses, and weeds; dust and molds; hairy animals such as cats and dogs; cigarette smoke or pollution smoke; and cold or flu. Sometimes, stress or strenuous physical activity may trigger asthma attacks.tightness in chest, itchy or sore throathospitalized. Some people may also die from asthma attacks if they do not receive immediate medical attention.Allergy – It is an overreaction or extreme sensitivity of the body to an allergen, which is a substance that produces an allergic response.Airborne allergens such as animal dander (e.g., flakes of dead skin or hair from an animal), animal feather, pollen, and mitesSneezing, runny nose, watery and itchy eyes or noseAllergies may have adverse effects on one’s immune system.Cardiovascular DiseasesCardiovascular diseases are diseases that affect the heart and blood vessels. They are one of the leading causes of death and disability among millions of people each year. Cardiovascular DiseaseCause(s)Signs and SymptomsPossible Complication(s)Coronary artery disease – This is a disease in which the coronary arteries become narrow or blocked by the buildup of fatty deposits.Smoking, high blood pressure, diabetes or insulin resistance, and sedentary lifestyleChest pain and heart attack, heart palpitations, unusual breathlessness• Angina pectoris or frequent chest pains• Heart attack• Heart failure• Abnormal heart rhythm or arrhythmia (Continuation)
HEALTH382 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCardiovascular DiseaseCause(s)Signs and SymptomsPossible Complication(s)A coronary artery is a blood vessel that carries blood to the heart muscles.Angina pectoris – This is a disease that results from coronary heart disease; it is characterized by frequent chest pains.Sudden physical and vigorous activity or excessive stress can be a possible cause of angina pectoris for people with coronary heart disease.Tightness, heaviness, or pressure in the chest, which can spread to the left shoulder, neck, jaw, or backSevere narrowing of the coronary artery may result in heart attack.Heart attack or myocardial infarction – This is the death of the cardiac muscle caused by inadequate supply of blood to the heart.Blood clot that blocks the blood flow to the heartUncomfortable pressure or pain in the center of the chest, which may spread to the shoulder, neck, jaw, or back; light-headedness; fainting, sweating, nausea, and shortness of breathIt may result in disability or death.Stroke – This is a disease caused by blocked or broken blood vessels in the brain.• Blood clot in the artery of the brain• Aneurysm (bulge in a weakened area of a blood vessel) in the brain• Head injurySudden numbness or weakness of the face, arm, or leg on one side of the body; confusion or trouble in speech or understanding; blurred vision; dizziness; loss of balanceIt may result in paralysis, disability, or even death.Diabetes Mellitus and Rheumatoid ArthritisDiabetes mellitus is a disease in which the pancreas of the body produces little or no insulin, or the body cannot use insulin effectively. Insulin is a hormone that regulates blood sugar (glucose) levels. If there is not enough insulin or if the body does not use insulin, the glucose level builds up in (Continuation)
HEALTHHealth 383"ĂƌůLJ ĚĞƚĞĐƟŽŶ ŽĨ ĂŶLJ ĚŝƐĞĂƐĞ͕ ǁŚĞƚŚĞƌ ŝƚ ŝƐ ĐŽŵŵƵŶŝĐĂďůĞ Žƌ ŶŽƚ͕ ǁŝůů ĂůǁĂLJƐ ďĞ ŚĞůƉĨƵů ŝŶ ƚƌĞĂƟŶŐ ŝƚ ŵŽƌĞ ĞīĞĐƟǀĞůLJ͘ Big Ideathe blood. Note that glucose is the body’s main source of energy. If there is excess glucose, the excess should overflow and pass out of the body through the urine. Rheumatoid arthritis is a chronic disease, characterized by swelling, inflammation, and stiffness of joints, accompanied by pain. Disease TypeCause(s)Signs and SymptomsPossible Complication(s)Type I diabetes – This is considered as an autoimmune disease, or a disease in which the body’s own immune system destroys the cells that release insulin.The body produces little or no insulin.Frequent thirst, constant urination and hunger, weight loss, blurred vision, fatigueType II diabetes The body produces insulin, but body cells cannot use it effectively or develop insulin resistance.Includes type I diabetes symptoms; frequent infection and slow healing of wounds or sores; darkened skin in some areas of the bodyGestational diabetes – This happens to some females during pregnancy.• Insulin is produced but the body develops resistance to it.• Insulin resistance can be caused by hormones that the placenta produces during pregnancy.In general, it doesn’t cause or show noticeable signs or symptoms.Women who had gestational diabetes are at high risk of developing type II diabetes.
HEALTH384 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳconnectEŝŶĞƚLJ ƉĞƌĐĞŶƚ ;ϵϬйͿ ŽĨ ŽŶĞ ŵŝůůŝŽŶ ĐŚŝůĚƌĞŶ born each year with congenital heart disease ůŝǀĞ ŝŶ ĂƌĞĂƐ ǁŝƚŚŽƵƚ ĂĚĞƋƵĂƚĞ ŵĞĚŝĐĂů ĐĂƌĞ͘Source͗ "ŵĞƌŝĐĂŶ WĞĚŝĂƚƌŝĐ "ƐƐŽĐŝĂƟŽŶ͕ ϮϬϭϳ͘ŚƩƉ͗ͬͬƉĞĚŝĂƚƌŝĐƐ͘ĂĂƉƉƵďůŝĐĂƟŽŶƐ͘ŽƌŐͬĐŽŶƚĞŶƚͬϭϯϬͬϯͬϯϳϵ Disease TypeCause(s)Signs and SymptomsPossible Complication(s)Rheumatoid arthritisThe immune system attacks healthy joint tissues, leading to painful swellings.Soreness, joint pain and stiffness, body aches, fatigueThe affected joints usually become distorted and no longer function normally.CancerWhen the cells in a person’s body normally divide in an orderly pattern to produce more cells, we can say that cell division is under perfect control. However, when cells divide uncontrollably, the cells can form a tumor. A tumor can be classified as benign or malignant. A benign tumor does not spread to other parts of the body. A malignant tumor, however, can spread to other parts of the body. This tumor can metastasize (spread), resulting in cancer. Here are the most common types of cancer. Type of CancerSigns and Symptoms Breast • Tenderness of the breast• Lumps in the breast• Dimpling or puckering of the skin on the breast• Changes in the nipple’s appearance and dischargeCervical • Spotting or abnormal bleeding from the uterus• Abnormal vaginal discharge that is accompanied by foul odor• PainColon and rectal • Sudden changes in bowel movement (diarrhea or constipation)• Bleeding in the rectum• Blood in the stool• Unexplained weight loss(Continuation)
HEALTHHealth 385Type of CancerSigns and Symptoms Leukemia (cancer of the blood cells)• Fever• Fatigue and weight loss• Easy bleeding• Repeated infections• Swelling of the liver and spleen• Enlarged lymph nodesOvarian • Enlarged abdomen• Abdominal pain and discomfort• Abnormal vaginal bleedingProstate• Frequent urination, but weak or interrupted urine flow• Painful or burning urination• Bloody urine• Persistent back, pelvis, or hip painSkin cancer• Skin sores that do not heal• Changes in the appearance and number of moles• Pain, tenderness, or itchiness of the skin• Changes in skin pigmentationEndometrial cancer• Abnormal vaginal bleeding after menopausal stage• Irregular menstrual cycle• Pain• Weight lossAcute Renal Failure or Acute Kidney InjuryKidneys help the body in removing its waste products, as well as in balancing water, salt, and other electrolytes in the blood. Acute renal failure or acute kidney injury happens when the kidneys suddenly stop working. Once the kidneys stop working, waste products, body fluids, and electrolytes will build up in the body, causing serious problems.WƌĞǀĞŶƟŽŶ ŝƐ ĂůǁĂLJƐ ďĞƩĞƌ ƚŚĂŶ ĐƵƌĞ͘ <ŶŽǁŝŶŐ ƚŚĞ ĐĂƵƐĞƐ ŽĨ ĂŶLJ ŶŽŶĐŽŵŵƵŶŝĐĂďůĞ ĚŝƐĞĂƐĞ ǁŝůů ŚĞůƉ LJŽƵ ƉƌĞǀĞŶƚ ŝƚƐ ĨĂƐƚ ŽĐĐƵƌƌĞŶĐĞ͘ Big Idea(Continuation)
HEALTH386 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDiseaseCause(s)Signs and SymptomsComplication(s)Acute renal failure• Damage caused by long intake of medicines (e.g., antibiotics or pain relievers), poison, or infection• Heavy blood loss, dehydration, or injury • Sudden blockage that prevents urine from flowing out of the kidneys (e.g., kidney stones, tumor, or enlarged prostate glands)• Little or no urine • Swelling especially in the legs and feet• Loss of appetite• Nausea and vomiting• Confusion, restlessness • Sleepiness• Anxiousness• Flank pain or pain in the back (just below the rib cage)• Fluid buildup• Chest pains• Muscle weakness• Permanent kidney damage • DeathActivityCreate an infographic that shows the possible risk factors of NCDs. Make one infographic for each factor listed below. Make sure to provide a brief description about each factor, examples, and ways to minimize one’s exposure to it. You may use online resources or books from the library to accomplish this activity. a. Behavioral risk factorsb. Physiological risk factorsc. Environmental risk factorsd. Socioeconomic risk factorsYour outputs will be graded by your teacher based on the following:Content – 10 pointsCreativity – 5 points Organization – 5 points
HEALTHHealth 387ExtensionsUpgradeI. Choose the letter of the correct answer. Note that some items may have more than one possible answer.1. Which of the following can cause asthma?a. Dustb. Moldc. Pollend. Cigarette smoke2. Which of the following can cause coronary heart disease?a. Smokingb. Exposure to pollenc. Sedentary lifestyled. Eating foods that are too sweet3. Which of the following body parts is/are commonly affected by cancer?a. Nailb. Hairc. Skind. Prostate4. What disease is caused by the uncontrolled division of cells in the body?a. Skin cancerb. Type 1 diabetesc. Rheumatoid arthritisd. Gestational diabetes5. Which of the following is/are cardiovascular disease(s)?a. Strokeb. Allergyc. Angina pectorisd. Myocardial infarctionII. Identify if the situation in each item shows a behavioral, physiological, or environmental risk factor in developing NCDs.________ 1. Amanda has developed acute renal failure because she likes to eat salty and fatty foods.________ 2. Joe’s wife developed diabetes during her pregnancy. ________ 3. Jose became asthmatic because of his work as a jeepney driver. ________ 4. Michelle was born with type 1 diabetes. ________ 5. Coney is said to develop colon cancer because she likes to eat fatty foods. List some myths about NCDs as your read the article at https://globalhealth.org/five-myths-about-ncds/.
HEALTH388 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDecode1. What would happen if a noncommunicable disease was left untreated? 2. What can you do to prevent other people from getting NCDs?III. You are a cartoonist. You will be joining a cartoon-making contest about NCDs funded by the DOH. In this contest, you need to come up with a cartoon interpretation of body organs affected by a specific noncommunicable disease. In your cartoon, correct the myths and fallacies about this disease. You must also include a short description to explain why these presented myths and fallacies are incorrect. Your work will be evaluated based on content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe images presented showed great connection to other parts of the output.The images presented showed connection to other parts of the output.The images presented were somewhat connected to other parts of the output.The images presented showed no connection to other parts of the output.
HEALTHHealth 389Install>ĞƐƐŽŶ3dƌĞĂƟŶŐ EŽŶĐŽŵŵƵŶŝĐĂďůĞ "ŝƐĞĂƐĞƐAccessNetworkdŚĞ ƚƌĞĂƚŵĞŶƚ ĂŶĚͬŽƌ ŵĂŶĂŐĞŵĞŶƚ ŽĨ ƐŽŵĞ E!#Ɛ ŵĂLJ ƐŽŵĞƟŵĞƐ ůĂƐƚ ĨŽƌ Ă ůŝĨĞƟŵĞ͘ ^Ž͕ LJŽƵ ŶĞĞĚ ƚŽ ŐŝǀĞ ƚŚĞ ƵƚŵŽƐƚ ŝŵƉŽƌƚĂŶĐĞ ƚŽ ƉƌĞǀĞŶƚ ƚŚĞŵ͘ Big IdeaIn each scenario, identify whether treatment or prevention is the best thing to do. ________ 1. Rona is pregnant. She is afraid that she may have gestational diabetes. ________ 2. Andrea is a factory worker. She was hospitalized because of a chronic respiratory disease. ________ 3. Daniel will start working as the boss of a big company. He might be stressed, which may cause cravings for sweets. 1. What is the difference between prevention and treatment in connection to NCDs?2. Why is it more important to prevent the occurrence of NCDs than to treat them?3. Do you think you can live your life without having any NCD? Why do you say so?Prevention and Control of NCDsThe prevention and control of NCDs is a cumulative effort among different sectors of the community such as education, business, financial, health, and agriculture, to name a few. One of the ways to prevent the increase of NCDs is to lessen the risk factors associated with these diseases. These risk factors include avoiding the use of tobacco, having regular exercise and being physically active, and having a healthy diet, among others. Another way is through early detection and timely treatment. Because of these interventions, the need for more expensive medical treatments will be avoided, including the emotional stress that these diseases may bring. Access to a better health care system, especially among developing countries, can be a positive contributor to motivate people to undergo annual checkups for early detection of NCDs. Moreover, discounts for treatments should also be considered.
HEALTH390 WƌĂĐƟĐĂů D#W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳWƌĞǀĞŶƟŶŐ ƚŚĞ ŽĐĐƵƌƌĞŶĐĞ ŽĨ ƐŽŵĞ E!$Ɛ ǁŝůů ďĞ ĞĂƐŝĞƌ ŝĨ LJŽƵ ĂŶĚ ƚŚĞ ƉĞŽƉůĞ ĂƌŽƵŶĚ LJŽƵ ŚĂǀĞ healthy lifestyles. Big IdeaMedical and technological ĂĚǀĂŶĐĞŵĞŶƚƐ ĂŶĚ ƌĞƐĞĂƌĐŚ ŚĞůƉ ŝŶ ĚŝĂŐŶŽƐŝŶŐ ĂŶĚ ƚƌĞĂƟŶŐ ƐŽŵĞ E!$Ɛ͘Big IdeaOur government should also take a look at promoting healthy diets, as having a healthy diet is one of the protective factors for controlling the emergence of NCDs. Instead of mainly informing the public about the importance of a healthy diet, the government should consider creating an environment that produces healthy yet inexpensive foods. People living below the poverty line choose to take unhealthy foods such as instant noodles as these are cheaper.Treatment for NCDsMany of the medical advancements related to NCDs stemmed from medical researches instead of improving environmental conditions. Rapid technological advancements influenced how medical practitioners deal with NCDs. Despite the technological developments in the field of the biomedical sciences, the governments of developing countries are still struggling in dealing with NCDs. Developing countries also do not have definite and remarkable health care systems. People, especially the elderly, still have limited access to basic medical care systems. The role of science and technology in medical advancement is undeniably significant and important in dealing with the possible diagnosis, control, treatment, and prevention of some NCDs. Some of these medical technological innovations and advancements are discussed here.For Cardiovascular DiseasesThere have been many medical breakthroughs in dealing with the heart’s physiological and pathological conditions. One example of this is electrocardiography (ECG), which deals with the process of recording and checking the problems with the electrical activity of the heart over a period of time using the electrodes placed on the patient’s body. Another is the development of echocardiography as the sonogram of the heart; it is a test that makes use of sound waves to create a picture of the heart. Another example is the modern and sophisticated way of visualizing the heart through computerized axial tomography and nuclear magnetic resonance. There have also been advances in the development of effective drugs for the management of heart diseases: diuretics, beta-blockers, antihypertensive agents, and anticoagulants.In the late 1960s, surgical operations were developed for coronary arterial diseases. The coronary bypass surgery soon followed. Later, the balloon angioplasty or stent procedures was developed. Treatment for abnormalities in cardiac rhythms, implantation of artificial pacemakers, and cardiac transplants also became possible. All these things are made possible because of clinical research. Because of these wonderful innovations in the field of cardiology (the study of the heart, its action, and diseases), medical practitioners can now deal with some cardiovascular diseases more easily.
HEALTHHealth 391ActivityExtensionsFor CancersAlso, because of recent discoveries in medicine, radiotherapy and potent anticancer drugs have also been developed. There is a remarkable improvement in managing certain cancers such as childhood leukemia, lymphoma, testicular tumors, and, more recently, breast tumors. These include the use of targeted therapy for adjuvant treatment of breast cancer, hormone treatment, and chemotherapy. Screening programs also make it possible to prevent cancers such as breast cancer or cervical cancer. Vaccines against cervical cancer is now also available. For Diabetes and Other DiseasesScience and technology also played a major role in the treatment and management of diabetes. Scientists have discovered to manufacture insulin (the hormone for the regulation of glucose in the blood) and have developed more efficient blood sugar testing. Continuous blood glucose monitoring is also a revolutionary change for managing diabetes. Home blood glucose monitoring and the HbA1c test (provides information about the blood glucose level control over the previous two to three months) have been invented. These medical developments are important because being able to monitor the person’s blood glucose level is extremely important if he or she is diabetic. In the case of allergy, immunotherapy such as allergy shots have also been invented. Dialysis is now available for renal failure patients. Dialysis is now more widely done than the kidney transplants.Form groups with three to five members each. Create a skit to show the ways that you can do to prevent the development of NCDs. Your work will be graded by your teacher based on the following:Content – 10 pointsCreativity – 5 pointsOrganization – 5 pointsGo to the Diwa Learning Town website at http://bit.ly/diwa-PMAP2ED7, and read the article titled “Get Screened” from Buhawi 7. Do the given activity in the article after reading it.
HEALTH392 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳUpgradeA. Complete the acrostic below based on the things that you have learned about the prevention and treatment of common NCDs.T – ___________________________________________R – ___________________________________________E – ___________________________________________A – ___________________________________________T – ___________________________________________B. You belong to a group of medical doctors specializing in different NCDs. You are commissioned by the production manager of a TV show to be one of the panelists for a special episode. In that episode, you will be sharing your expertise about the prevention and treatment of NCDs to the viewers. For further review, submit a copy of your presentation to the production manager. You need to ensure that it is accurate, simple, creative, and organized. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe statements given showed great connection to other parts of the presentation.The statements given showed connection to other parts of the presentation.The statements given were somewhat connected to other parts of the presentation.The statements given showed no connection to other parts of the presentation.Decode1. Some NCDs such as diabetes and kidney failure need lifetime treatments and management once people become afflicted by them. How will you support someone who has been afflicted by this kind of disease?2. What are the things that you can do to spread awareness on the importance of treating NCDs?
HEALTHHealth 393DŽƐƚ ŽĨ ƚŚĞ ƉƌĞǀĞŶƟŽŶ ĐĂŵƉĂŝŐŶƐ ŽĨ ƚŚĞ ŐŽǀĞƌŶŵĞŶƚ ĂƌĞ ĐĞŶƚĞƌĞĚ ŽŶ ƐƉƌĞĂĚŝŶŐ awareness regarding the bad ĞīĞĐƚƐ ŽĨ E!#Ɛ͘Big IdeaInstall>ĞƐƐŽŶ4WƌĞǀĞŶƟŶŐ ĂŶĚ !ŽŶƚƌŽůůŝŶŐ EŽŶĐŽŵŵƵŶŝĐĂďůĞ #ŝƐĞĂƐĞƐAccessNetworkConduct a survey to at least five adults whom you trust the most. Use the questions below in conducting the interview: 1. What are the things that you can do to avoid having any NCD?2. What can you say about the efforts of our government in controlling and preventing NCDs among the populace?3. Do you think all NCDs can be prevented? Why do you say so?After the interview, work with your group mates and consolidate all the data that you have gathered. Be prepared to share your work with the class. 1. What is the role of the government in controlling NCDs? How important is this role?2. Cite a law that aims to prevent and control NCDs that some Filipinos do not follow. 3. What do you think would happen if no policies or programs were implemented by the government in controlling and preventing NCDs? Different sectors of the community should work together to prevent and control NCDs. However, before knowing how to help prevent these NCDs from affecting your community, how can you, as an individual, protect yourself from having these? Prevention and Control of NCDsOne of the ways to prevent the increase of the incidence NCDs is to lessen the risk factors associated with them. These include avoiding the use of tobacco, being physically active, and having a healthy, balanced diet.Another way is through early detection and timely treatment. Through these methods, the need for more expensive medical treatments will be avoided, as well as the emotional stress that these diseases may bring. Access to better health care systems, especially among developing countries, can motivate people to undergo
HEALTH394 WƌĂĐƟĐĂů D#W%, ^ĞĐŽŶĚ %ĚŝƟŽŶ 'ƌĂĚĞ ϳdŚĞ ĚŝīĞƌĞŶƚ ƉŽůŝĐŝĞƐ ĂŶĚ ƉƌŽŐƌĂŵƐ ŽĨ ƚŚĞ $K, ĞŵƉŚĂƐŝnjĞƐ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ŚĂǀŝŶŐ Ă ŚĞĂůƚŚLJ ůŝĨĞƐƚLJůĞ ƚŽ ĞŶƐƵƌĞ ƚŚĞ ƉƌĞǀĞŶƟŽŶ ŽĨ E!$Ɛ͘ Big Ideaannual checkups for early detection of NCDs. Moreover, reasonable pricing of treatments should also be considered.Because a healthy diet is also one of the protective factors for controlling the emergence of NCDs, our government should take a look at this situation. Instead of mainly informing the public about the importance of having a healthy diet, the government should consider creating an environment that produces healthy yet inexpensive food. Many people who live below the poverty line choose to consume unhealthy foods such as instant noodles because these food items are cheaper.Programs and Policies on NCDsTo decrease the worsening cases of NCD patients, there should be a collective effort in all sectors of the nation, which should be led by the country’s public health sectors. Because NCDs are preventable, programs and policies being implemented are mainly preventive measures. WHO’s response to this situation is the “2008–2013 Action Plan of the Global Strategy for the Prevention and Control of Noncommunicable Diseases.” This plan is a partnership with its member states, WHO, and several international partners. The goal is to prevent and control the four main types of NCDs: cardiovascular diseases, diabetes, cancer, and chronic respiratory illnesses, as well as its four major risk factors: tobacco smoking, physical inactivity, excessive alcohol intake, and unhealthy diet.Aside from that, WHO also has preventive measures for risk factors associated with NCDs, which include the following:• Anti-tobacco methods outlined in the WHO Framework Convention on Tobacco Control, which should be implemented by member countries;• Development of a widespread international monitoring framework, which includes a set of indicators and a set of voluntary worldwide targets; and• Development of a global strategy for the prevention and control of NCDs, as requested by the Health Assembly based on resolution WHA51.18. This global strategy aims to support its member states in their efforts to reduce morbidity (i.e., incidence of a disease), disability, and premature mortality caused by NCDs. In 2013, DOH launched the Pilipinas Go4Health program. It is our nationwide healthy lifestyle movement against the prevalence of NCDs in the country. This program encourages people to live a healthy lifestyle through physical activity, proper nutrition, and avoidance of vices such as smoking and unhealthy drinking. Aside from this, DOH has also prepared and implemented other health programs that address the call for the prevention and control of NCDs. Here are some of these programs:
HEALTHHealth 395• Diabetes Mellitus Prevention and Control Program. Through this program, the public is educated on the nature and extent of diabetes mellitus and the importance of its early detection and management. This program focuses on seven areas of the disease, namely, environmental interventions; lifestyle intervention; clinical intervention; advocacy; strengthening of health systems; network and coalition building; and surveillance, research, monitoring, and evaluation. • Occupational Health Program. This program aims to promote and protect the health of workers through a conducive working environment.• Cardiovascular Disease Prevention and Control Program. This health program aims to decrease morbidity, mortality, and disability due to cardiovascular diseases. It also aims to reduce the financial burden of these diseases to the individual, the family, and the community.• Smoking Cessation Program. This program is created in response to the 2003 WHO document on “Policy Recommendations for Smoking Cessation and Treatment of Tobacco Dependence.” This program promotes and encourages smoking cessation through training, advocacy, health education, smoking-cessation services, and research and development.To intensify the promotion and campaign against NCDs, DOH also conducts separate health promotion campaigns that develop materials to support the program on NCDs. These include the following:• No Smoking Month• National Cancer Consciousness Week (third week of January)• Heart Month (February)• Cervical Cancer Awareness Month (May)• Hypertension Awareness Month (May)• International No Tobacco Day• Health Education Week (October)• World Diabetes Day (14 November)• COPD Awareness Day (November)WHO supports the DOH in its initiative toward interventions on NCDs. Some of the highlights for these initiatives are the following:• Promoting healthy foods, mandatory food and nutrition labeling, and voluntary certification of healthier food options• Developing and implementing a national policy on the prevention and control of chronic lifestyle-related NCDs• Prioritizing NCDs in the universal health care and the millennium development goals (MDGs) initiative of DOH!ŝŐĂƌĞƩĞ ƐŵŽŬŝŶŐ ŝƐ ŽŶĞ ŽĨ ƚŚĞ ŵĂũŽƌ ĐĂƵƐĞƐ ŽĨ E!#Ɛ͘ ^ŵŽŬŝŶŐ ĚŽĞƐ ŶŽƚ ŚĂǀĞ ĂŶLJ ŚĞĂůƚŚ ďĞŶĞĮƚƐ for anyone, and it can also badly ĂīĞĐƚ ƚŚĞ ƉĞŽƉůĞ ĂƌŽƵŶĚ ƚŚĞ ƐŵŽŬĞƌ͘ Big IdeadŚĞ ƉƌĞǀĞŶƟŽŶ ĂŶĚ ĐŽŶƚƌŽů ŽĨ E!#Ɛ ĂůǁĂLJƐ ƐƚĂƌƚ ǁŝƚŚ ŽƵƌƐĞůǀĞƐ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ͛Ɛ ĞīŽƌƚƐ ǁŝůů ŽŶůLJ ĂƐƐŝƐƚ ƵƐ ŝŶ ƉƌĞǀĞŶƟŶŐ ĂŶĚ ĐŽŶƚƌŽůůŝŶŐ ƚŚĞŵ͘ Big Idea
HEALTH396 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ• Supporting and designing health-financing strategies for NCDs• Implementing tobacco control and campaign for smoke-free places, especially in public places • Implementing the national law on the increase of the sin tax for tobacco and alcohol products • Improving NCD surveillance, including the conduction of survey for NCD risk factors and monitoring of health resultsOther Government Agencies and Nongovernment Organizations that Support the Prevention of NCDsThere are also other government agencies that support national efforts to control and prevent NCDs and their risk factors. Here are some of them:Department of Education (DepEd)DepEd supported Presidential Proclamation 958, which declared 2005–2015 as the “Decade of Healthy Lifestyle.” Aside from that, DepEd also regularly conducts activities that promote school health and nutrition, physical activity, and control of NCDs.Department of Interior and Local Government (DILG)In support of Presidential Proclamation 958, DILG also endorses the Perfect 10 Healthy Lifestyle Program to prevent the risk factors associated with NCDs. DILG has urged its local chief executives and their constituents to support this advocacy campaign by following the Perfect 10 Healthy Lifestyle Program.Department of Labor and Employment (DOLE)DOLE makes sure that employers and employees practice proper occupational health and safety practices. DOLE also addresses lifestyle-associated diseases of Filipino workers, wherein recently, the lifestyle-associated diseases of employees in the business processing outsourcing (BPO) industry have been recognized.Metro Manila Development Authority (MMDA)MMDA has enforced a smoking ban campaign especially in public transportations. MMDA also supports the implementation of the executive order of President Rodrigo Duterte regarding the nationwide smoking ban in public places.Healthy Lifestyle Society of the Philippines (HLSP)The HLSP is an advocacy group that aims to promote five components of a healthy lifestyle, namely, regular exercise, balanced diet, stress management, weight management, and smoking cessation.Philippine Coalition for the Prevention and Control of Noncommunicable Diseases (PCPCNCD)The PCPCNCD is a national coalition that contains 40 organizations that are working for the prevention and control of NCDs.Philippine Medical Association (PMA)In partnership with DOH, PMA also addresses the issue of NCDs by initiating health promotion campaigns through all forms of media.
HEALTHHealth 397ExtensionsUpgradeActivityRead each situation and answer the questions that follow. 1. Jojo is a chain smoker. He smokes at least 15 cigarettes a day. Now, he wants to have a healthier lifestyle. a. What is the realistic health goal for Jojo?b. Identify the steps he can take to achieve his goal.c. Identify the people around Jojo who can help him achieve his health goal. d. What is the indication if he already achieved his goal?2. Ernesto always eats salty and fatty foods. He knows that it may affect his health. Now, he wants to change his lifestyle. a. What is the realistic health goal for Ernesto?b. Identify the steps he can take to achieve his goal.c. Identify the people around Ernesto who can help him achieve his health goal. d. How will he know if he already achieved his goal?Know some foods that can be a big help in protecting you from cancer by reading the article titled “The best cancer-fighting foods” at https://www.medicalnewstoday.com/articles/324193.php. A. Write a reaction paper about some policies of the government in controlling and preventing NCDs. Your reaction paper will be graded based on the following: Content – 10 pointsCreativity – 5 pointsOrganization – 5 pointsB. You are a cabinet member of the Philippine government. The president has tasked you to think of a new department that will be formed to focus on controlling and preventing NCDs. Create a proposal that contains the main objectives of the department, the nature of its work, and the key programs that it will launch. Your proposal will be evaluated by other cabinet members based on its content, creativity, and organization.
HEALTH398 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳCriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe proposal showed great connection to other parts of the output.The proposal showed connection to other parts of the output.The proposal was somewhat connected to other parts of the output.The proposal showed no connection to other parts of the output.Decode1. If you were given a chance to create a program that helps prevent NCDs in your community, what would it be and why?2. Do you think posting pictures of the effects of smoking on the packaging of cigarettes is helpful in controlling the disease it may cause? Explain your answer.
HEALTHHealth 399Install>ĞƐƐŽŶ5<ĞĞƉŝŶŐ Ă WĞƌƐŽŶĂů ,ĞĂůƚŚ ZĞĐŽƌĚAccessNetworkIn this activity, your teacher will give you puzzle pieces that your group must solve. After solving the puzzle, show it to the class and share your ideas about image in the puzzle and its uses.1. How does having a personal health record help in preventing or treating an NCD?2. Does an incomplete personal health record affect the prevention or treatment of an NCD? Why or why not?A journal or a diary is where you write about your experiences to keep a record of important events in your life. Have you ever thought of doing the same thing regarding your personal health? Have you started keeping a personal health record? A personal health record is a collection of important information about a person’s health. A childhood immunization record is an example of a basic personal health record. This can be handwritten and compiled, or encoded and saved in electronic format. Regardless of the format, the personal health record contains all the needed information regarding the health condition of a person.The personal health record is not the same as the electronic health record or the medical health record that is gathered and owned by medical doctors, insurance systems, and hospitals. As its name implies, this is the person’s own basic health record. He or she will be the one to decide what goes in his or her own personal health record. Because of this, it will be easier for the person and his or her health care provider to monitor his or her health status.1. Why should one keep a personal health record?• To organize health records. This aspect is important, especially if a person will take an immunization. If the health records are properly kept and updated, the person will surely get the preventive medical checkups on time. • To monitor and evaluate health. The personal health record will make a person set out a health goal for himself or herself. These goals can include being physically active after finding out that he or she is already close to being overweight.
HEALTH400 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ<ŶŽǁŝŶŐ LJŽƵƌ ĨĂŵŝůLJ͛Ɛ ŵĞĚŝĐĂů ŚŝƐƚŽƌLJ ĂŶĚ ƚŚĞ ĚŝƐĞĂƐĞƐ ƚŚĂƚ ĂīĞĐƚĞĚ LJŽƵƌ ŝŵŵĞĚŝĂƚĞ ƌĞůĂƟǀĞƐ ǁŝůů ďĞ ŚĞůƉĨƵů ŝŶ ĚĞǀŝƐŝŶŐ Ă ŚĞĂůƚŚ ƉůĂŶ͘ Big Idea• To maximize every doctor’s appointment. If the person keeps a detailed family health history, he or she may ask the doctor about the ways on how he or she can manage his or her health and thus prevent NCDs.2. What are the basic pieces of information that should be included in one’s personal health record?• Basic personal information (name, birth date, age)• Personal health information (blood type, weight, height, blood pressure)• Emergency contact details• Immunization record• Medical history (e.g., last laboratory tests and screenings results, major illnesses, surgeries undergone plus dates, chronic illnesses)• Medications, if any• Allergies and medicine being taken, if any• Family health history • Health insurance information, if any• List of health care professionals you have seen in the pastA person can also add other details such as the following:• Physical activity and health habits• Personal health goals3. Why is a detailed family health history also needed?The family health history gives information about the probability of you inheriting a disease or condition based on heredity and genetic predisposition. Heredity is the passing on of characteristics from the biological parents to the child, whereas genetic predisposition is the inheritance of genes that increase the chance of developing a condition, such as a disease. Knowing all these pieces of information can help the physician in diagnosing and treating the condition of the patient. Likewise, the patient will also be more cautious about his or her lifestyle, habits, and food intake.ActivityIn this activity, your teacher will give you a personal health record form. Ask for the assistance of your parents or guardians in filling it out.
HEALTHHealth 401ExtensionsUpgradeDecodeLearn about self-management by watching the video on https://www.youtube.com/watch?v=z6Rdut9rew8. Then share with the class on how it would help in preventing NCDs. Answer the following questions briefly: 1. What is the purpose of a personal health record?2. Why is the family’s medical history an important part of a health record?3. Why do medical professionals ask their patients to accomplish personal health records first before performing any procedure to them?4. What do you think would happen if you do not accomplish a personal health record correctly?1. What would you do if a medical institution where you have been admitted to does not record health procedures properly?2. What is the effect of good self-management in preventing diseases?
HEALTH402 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳI. Choose the letter of the correct answer. 1. Which of the following statements is true about noncommunicable diseases?a. They are easily transmissible. b. They are also called chronic diseases. c. Malaria and dengue are examples of NCDs. d. All of the above2. Which of the following is not an example of NCDs?a. Asthmab. Diabetesc. Heart attackd. Pneumonia3. Which of the following is a possible cause of NCDs?a. Eustress b. Sedentary lifestylec. Eating fibrous foodd. Having enough exercise4. Which of the following statements is true about communicable and noncommunicable diseases?a. They are both preventable. b. Only communicable diseases are preventable. c. Only noncommunicable diseases are preventable. d. Rich people have a lower risk for having noncommunicable diseases. 5. Which disease is correctly matched with the organ it affects?a. Asthma – heartb. Stroke – brainc. Myocardial infarction – pancreasd. Ovarian cancer – intestineII. Identify what type of risk factor is associated with NCDs in each of the given items. Choose your answer from the factors listed in the box. Behavioral risk factor Socioeconomic risk factorEnvironmental risk factor Physiological risk factor___________________________ 1. Income___________________________ 2. Work environment___________________________ 3. SmokingChapter est
HEALTHHealth 403___________________________ 4. Pregnancy___________________________ 5. Sedentary lifestyle___________________________ 6. Race___________________________ 7. Pollution___________________________ 8. Exposure to radioactive waste___________________________ 9. Family history___________________________ 10. GenderIII. Identify what is being described in each statement. Choose your answer from the words in the box.Cancer LeukemiaStroke Benign tumorInsulin Angina pectorisDiabetes Rheumatoid arthritisAllergen Gestational diabetesMalignant tumor ______________ 1. A disease that is caused by blocked or broken blood vessels ______________ 2. A disease in which the pancreas produces little or no insulin______________ 3. A hormone that regulates blood sugar ______________ 4. A substance that produces an allergic reaction ______________ 5. A disease that results from coronary heart diseases and characterized by frequent chest pains ______________ 6. A disease caused by abnormal cell division in the body______________ 7. A type of tumor that spreads to other parts of the body______________ 8. A type of diabetes that happens to females during pregnancy______________ 9. A disease wherein the immune system attacks healthy joints ______________ 10. Cancer of the blood cells IV. Identify the noncommunicable disease treated by the procedure in each item. Choose your answer from given options below. a. COPDb. Cancer c. Diabetesd. Cardiovascular disease
HEALTH404 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳ________ 1. Angioplasty________ 2. Chemotherapy________ 3. Echocardiogram________ 4. Blood sugar monitoring________ 5. Human-papilloma vaccineV. Describe the following government agencies and NGOs that support the prevention of NCDs: 1. Department of Education (DepEd)2. Metro Manila Development Authority (MMDA)3. Department of Labor and Employment (DOLE)4. Healthy Lifestyle Society of the Philippines (HLSP)5. Department of Interior and Local Government (DILG)VI. Complete the sentences below based on what you have learned about NCDs.1. Noncommunicable diseases are . . .2. I can prevent NCDs by . . .3. I may develop NCD, if I continue . . .4. The programs of the government for NCDs are . . .5. Tobacco smoking can cause . . .VII. Both your parents have hypertension. You know that hypertension can be hereditary. List five ways that you can do to prevent yourself from having hypertension. 1. _________________________________2. _________________________________3. _________________________________4. _________________________________5. _________________________________VIII. You are an artist. You will be joining a poster-making contest organized by the DOH. The theme of the contest is about increasing awareness about NCDs. All the entries will be judged by the department head and undersecretaries based on their content, creativity, and organization. CriterionExcellent4 pointsVery Satisfactory3 pointsSatisfactory2 pointsNeeds Improvement1 pointContentThe output was interesting and connected to the topic.The output was connected to the topic.The output was somewhat connected to the topic.The output was not connected to the topic.CreativityThe output was creative and appealing.The output was appealing.The output was somewhat appealing.The output lacked creativity.OrganizationThe overall contents of the poster increased awareness on NCDs.Most of the contents of the poster increased awareness on NCDs.Some of the contents of the poster increased awareness on NCDs.The contents of the poster were irrelevant.
HEALTHHealth 405Let Us nnovate!Knowledge on Mental Health Is PowerProblem: Lack of awareness of some Filipinos of mental health problemsDescription: For many years, mental health is not given much attention, unlike physical health. Now, campaigns and programs are implemented to ensure that the public learns the importance of mental health.Design ThinkingActivityEmpathizeFind out the reason that some Filipinos lack awareness on mental health problems. Interview some people to get answers related to the problem.1. Come up with guide questions that you want to ask in the interview. These questions should answer the problem about lacking awareness of Filipinos regarding mental health problems.2. Find out the view and understanding of the respondents on mental health problems.3. Facilitate a random and impromptu interview involving at least 10 respondents.4. Use the gathered information for the next stage.DefineGather all the answers and information from Empathize to come up with a specific problem. You may use the following to come up with a problem:1. What is the common knowledge of people about mental health and mental health problems?2. Who are the people usually affected by these health problems?3. What can you do to spread awareness of mental health problems?You can include other ways or questions in coming up with the problem.IdeateThere should be no limits in finding solutions to the problem you came up with. Be creative and think of all the possibilities. Decide on the best solution afterward.Draw or describe your best possible solution. Then provide the following:a. Drawing (with description)b. Materialsc. Procedured. Design
HEALTH406 WƌĂĐƟĐĂů D"W#, ^ĞĐŽŶĚ #ĚŝƟŽŶ 'ƌĂĚĞ ϳDesign ThinkingActivityPrototypeCreate or perform the best possible solution(s) to the identified problem. The prototype should be created or performed with the features that will serve the purpose of solving the problem. See how effective proposed solutions are. Then provide the following: a. Name of the prototypeb. Steps in making the prototypec. Photo or video of the prototyped. Improvements or changes needed for the prototype after your dry runUse this question as a guide in doing this section: Why people need to support locally made products or crafts?TestTest the effectiveness of the prototype. Write your observations while testing the prototype.Was the prototype successful?1. If yes, write pieces of evidence that will prove the success of the prototype.2. If no, write inadequacies that made the prototype unsuccessful. Then repeat the stages until you come up with the most feasible solution to the problem.CriterionVery Good (5)Good (3)Fair (1)ScoreEmpathizeThe gathered information was very relevant to the problem.The gathered information was somehow relevant to the problem.The gathered information was irrelevant to the problem.Define The problem was well-defined.The problem was somehow defined.The problem was not defined.IdeateThe solution was very clear.The solution was somehow clear.The solution was not clear.PrototypeThe prototype was presented creatively.The prototype was somehow creatively presented.The prototype needed improvement.TestThe test provided a perfect solution.The test was realistic.The test needed improvementTotal(Continuation)
BIBLIOGRAPHY ;^ĞĐŽŶĚ "ĚŝƟŽŶͿBooksAquino, Francisca Reyes. Philippine Folk Dances, Volume 1–6Insel, Paul M. and Walton T. Roth. Wellness Worksheets. New York: McGraw-Hill, 2012Websites͚͞^ĂůŝĚƵŵŵĂLJ͛ ƐƵŶŐ ďLJ ƚŚĞ WŚŝůŝƉƉŝŶĞ DĂĚƌŝŐĂů ^ŝŶŐĞƌƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсĚW&ϲYtŶϯͲŚ$͞ϭϬ !ĞƐƚ &ĞƐƟǀĂůƐ ŝŶ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ͘͟ dƌŝƉ)ŝůůĂ͘ƉŚ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚƌŝƉnjŝůůĂ͘ƉŚͬďĞƐƚͲĨĞƐƟǀĂůƐͲƉŚŝůŝƉƉŝŶĞƐͬϲϬϭϴ͞ϭϬ <ƵŶĚŝŵĂŶ ^ŽŶŐƐ zŽƵ ^ŚŽƵůĚ <ŶŽǁ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘ƵŶŝƉƌŽŶŽǁ͘ŽƌŐͬŽůĚďůŽŐͬϭϬͲŬƵŶĚŝŵĂŶͲƐŽŶŐƐͲŬŶŽǁ͞ϯϭ dŝƉƐ ƚŽ !ŽŽƐƚ zŽƵƌ DĞŶƚĂů ,ĞĂůƚŚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘ŵŚĂŶĂƟŽŶĂů͘ŽƌŐͬϯϭͲƟƉƐͲƐƚͲLJŽƵƌͲŵĞŶƚĂůͲŚĞĂůƚŚ͘͞ϰ "ŽƌŶĞƌƐ !ĂĚŵŝŶƚŽŶ &ŽŽƚǁŽƌŬ !ĂƐŝĐƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсWdžϵLJĐ!sǀŐ!Ő͞ϰ tĂLJƐ dŽ /ŵƉƌŽǀĞ $ĐĐĞůĞƌĂƟŽŶ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϯϵdŐĞϱ,$ďĐϴ͞ϰ tĂLJƐ ƚŽ tĂƌŵ hƉ !ĞĨŽƌĞ zŽƵ %ĂŶĐĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсKϬďW/%Yϭ,Zh͞ϱ ŵŝŶƵƚĞ tĂƌŵ ƵƉ ͬ ^ƚƌĞƚĐŚŝŶŐ ZŽƵƟŶĞ ;%ĂŶĐĞ dƵƚŽƌŝĂůͿ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс:ĐŶDϮϲ(ĞƐyD͞ϲ zĞĂƌ KůĚ %ŽĐƚŽƌ "ŚĞĐŬ hƉ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϯůů"ƵϬDǀϯŵĐ ͞$ĞƚĂƐ ĞƚŚŶŝĐ ĚĂŶĐĞƐ ŝŶ ^ƵďŝĐ !ĂLJ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϴϲƵďZůĨĚďLJ(͞$ůŝǁĂŶ &ŝĞƐƚĂ͗ /ďĂůŽŶŐ &ĞƐƟǀĂů͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϲnjŶŬϬ%>ŝnj)D͞$ŵĂnjŝŶŐ WŚŝůŝƉƉŝŶĞ (ƚŚŶŝĐ %ĂŶĐĞ͗ ^$'$z$E Ͳ $ D$'h/E%$E$K (d,E/" %$E"( ϮϬϭϵ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсƐ$ǀs'ĚnjĂďϮƐ͞$ŵďĂŚĂŶ ŽĨ ƚŚĞ DĂŶŐLJĂŶ dƌŝďĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс/^^^ƌǁ$Dϳ/Đ͞$Ŷ (ĂƟŶŐ %ŝƐŽƌĚĞƌ dŽŽŬ KǀĞƌ DLJ >ŝĨĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϯ/WĞϱDWZ%Ŷǁ ͞$ŶŐ WĂŐƐƵƐƵƌŝ <ĂLJ ^ŝƐĂ͘͟ ŚƩƉƐ͗ͬͬƌŝnjĂůĂƚƐŝŶĞŶĞ͘ǁŽƌĚƉƌĞƐƐ͘ĐŽŵͬϮϬϭϲͬϬϱͬϭϳͬĂŶŐͲƉĂŐƐƵƐƵƌŝͲŬĂLJͲƐŝƐĂͬ͞$ƌƚƐ Θ "ƌĂŌƐ ŝŶ D/D$ZKW$͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŐǁ(ǀh<ϵƵƉŶŬ͞$ƟͲĂƟŚĂŶ &ĞƐƟǀĂů ϮϬϭϲ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ƟŵĞͺĐŽŶƟŶƵĞсϱϲΘǀсZϭƌ$hǀϰϰϭĨzΘĨĞĂƚƵƌĞсĞŵďͺůŽŐŽ͞$ƟͲ$ƟŚĂŶ &ĞƐƟǀĂů ŽĨ <ĂůŝďŽ͘͟ dĂŐĂůŽŐ >ĂŶŐ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚĂŐĂůŽŐůĂŶŐ͘ĐŽŵͬĂƟͲĂƟŚĂŶͲĨĞƐƟǀĂůͲŽĨͲŬĂůŝďŽͲĂŬůĂŶͬ͞!$%Ͳ/t͗ /ďĂůŽŝ ZŝƚƵĂů ^ŽŶŐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсdĨĞsϵ<<ϱϲǀϬ͞!ĂĚŵŝŶƚŽŶ Ͳ 'ƌŝƉ ĨŽƌ &ŽƌĞŚĂŶĚ Θ !ĂĐŬŚĂŶĚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсYϲsϰ/,,^ǀϮY͞!ĂĚŵŝŶƚŽŶ ĂŐŝůŝƚLJ ĞdžĞƌĐŝƐĞƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсůϱ!^W!ŝ"ϴŚϬ ͞!ĂůĂŶŐďĂŶŐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϬ'Ͳǁsϳnjyϱϯ(͞!ĂŵďĂŶƟ &ĞƐƟǀĂů ϮϬϭϵ͗ &ƌŽŵ $ůŝǁ $ǁĂƌĚƐ ƚŽ Ă 'ƵŝŶŶĞƐƐ tŽƌůĚ ZĞĐŽƌĚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘ďǁŽƌůĚŽŶůŝŶĞ͘ĐŽŵͬďĂŵďĂŶƟͲĨĞƐƟǀĂůͲϮϬϭϵͲĨƌŽŵͲĂůŝǁͲĂǁĂƌĚƐͲƚŽͲĂͲŐƵŝŶŶĞƐƐͲǁŽƌůĚͲƌĞĐŽƌĚͬ͞!ĂŵďĂŶƟ &ĞƐƟǀĂů͘͟ (džƉĞƌƚ tŽƌůĚ dƌĂǀĞů͘ ŚƩƉƐ͗ͬͬĞdžƉĞƌƚǁŽƌůĚƚƌĂǀĞů͘ĐŽŵͬƉŚŝůŝƉƉŝŶĞƐͬďĂŵďĂŶƟͲĨĞƐƟǀĂůͬ͞!Ăŵ ŵƵƐŝĐ ƌĞŬŝŶĚůĞĚ ŝŶ WŚŝůŝƉƉŝŶĞ͘͟ ŚƩƉ͗ͬͬǁǁǁ͘ĐĐƚǀ͘ĐŽŵͬƉƌŽŐƌĂŵͬĐƵůƚƵƌĞĞdžƉƌĞƐƐͬϮϬϬϴϬϲϮϮͬϭϬϮϱϴϱ͘ƐŚƚŵů“Bandila: Mga obrang bag at sapatos ng Bagobo-Tagabawa.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсD^Ő)ůĞϲ/Ĩƌh͞!ĂƌŽƋƵĞ "ŚƵƌĐŚĞƐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ ;hE(^"KͬE,<Ϳ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсďů(ϴWͲ$Ϯϳs(͞!ĂƐŝĐ $ƌŶŝƐ $ŶLJŽ ZŽƵƟŶĞ ͮ hƐĂƉĂŶŐ $ƌŶŝƐ (Ɖ͘ ϭϳ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϭĚ!sKǀ$Ϯdžt$͞!ĂƐŝĐ $ƌŶŝƐ ^ƚƌŝŬĞƐ ǁŝƚŚ ^ƟĐŬƐ ͮ hƐĂƉĂŶŐ $ƌŶŝƐ (Ɖ͘ ϭϱ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс^ϲ,/ĂͲϯ%"%ϰ͞!ĞŶĚŝĂŶ &ĞƐƟǀĂů ŝŶ !ĞŶŐƵĞƚ͕ DŽƵŶƚĂŝŶ WƌŽǀŝŶĐĞ͘͟ EĂƟŽŶĂů hŶŝƚLJ WĂƌƚLJ͘ ŚƩƉ͗ͬͬŶƵƉ͘ŽƌŐ͘ƉŚͬ>ŝĨĞƐƚLJůĞͬ"Ăƚͬ'ƵŝĚĞͬ$ƌƟĐůĞͬϮϭ͞!ĞŶĚŝĂŶ ŽĨ !ĞŶŐƵĞƚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсLJKͺĐͲ$ϭͺYyĐΘƚсϯϴϬƐ͞!ŝŶĂůŝŐ Ϯ Ͳ dŝŶ KƌĂŶƚĞ ;<ƵůŝŶƚĂŶŐͿ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс,zϵ&/ũYdĂƌĐ͞!ŝŶĂŶŽŐ ďLJ hW,^% ^ĂŶůĂŚŝ WĂŶŐŬĂƚ DĂŶĂŶĂLJĂǁ Ͳ "ŽŶĐĞƌƚ Ăƚ ƚŚĞ WĂƌŬ ϮϬϬϳ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŚϴĐnjϴƵϭŝǀŚǁ͞!ŝŶĂLJůĂŶ ;tŽƌƐŚŝƉ %ĂŶĐĞͿ Ͳ DĂŶŽďŽ dƌŝďĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсWϴDdžͲϰƌ&ĚYŽ͞!ŝƚƵŝŶŐ DĂƌŝŬŝƚ Ͳ ZŝĐ DĂŶƌŝƋƵĞ :ƌ͘͟ ŚƚƚƉ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс'ƉϲͲϬdžϵ:ůD(͞!ŝLJĂŚĞ Eŝ %ƌĞǁ͗ <ŝůĂůĂŶŝŶ ĂŶŐ ͚!ĂƚĂŬ dƌŝďĞ͛͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсͲƉϰϮĨZŶĂǀŝϴ“Bodabil: A documentary on a Philippine Art Form.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсĞ)zũϰ$ƌϵĐKŽ“BP: Mga patapong sakong papel, ginagawang paper bags at baskets sa Baguio City.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс,ŵnj,ďtZϰtW/͞"ŚĂƌĂĐƚĞƌŝƐƟĐƐ ŽĨ WůĂŶƚĂƌ >ŽĂĚƐ ŝŶ DĂdžŝŵƵŵ &ŽƌǁĂƌĚ >ƵŶŐĞ dĂƐŬƐ ŝŶ !ĂĚŵŝŶƚŽŶ͘͟ ŚƩƉƐ͗ͬͬũŽƵƌŶĂůƐ͘ƉůŽƐ͘ŽƌŐͬƉůŽƐŽŶĞͬĂƌƟĐůĞ͍ŝĚсϭϬ͘ϭϯϳϭͬũŽƵƌŶĂů͘ƉŽŶĞ͘Ϭϭϯϳϱϱϴ͞"ŽŵŵŽŶ ZƵŶŶŝŶŐ /ŶũƵƌŝĞƐ͘͟ hWD" ^ƉŽƌƚƐ DĞĚŝĐŝŶĞ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ƵƉŵĐ͘ĐŽŵͬƐĞƌǀŝĐĞƐͬƐƉŽƌƚƐͲŵĞĚŝĐŝŶĞͬĨŽƌͲĂƚŚůĞƚĞƐͬƌƵŶŶŝŶŐ͞%ĂŶŝĞůĂ %ĞůĂ WŝƐĂ ǁŝŶƐ ŐŽůĚ ŵĞĚĂů ŝŶ ĮƌƐƚ ^($ 'ĂŵĞƐ ƐƟŶƚ ͮ ϮϬϭϵ ^($ 'ĂŵĞƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϱĨEKũĂƋLJ&ͺϰ͞%ĂƌĂŶŐĞŶ ^ĂůĂƚĂŶ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс<zh%'z))ϬůŬ͞%ŝŶĂŐLJĂŶŐ &ĞƐƟǀĂů ϮϬϭϵ͗ "ŚĂŵƉŝŽŶͶdƌŝďƵ /ůŽŶŐĂŶŽŶ dƌŝďĞ "ŽŵƉĞƟƟŽŶ ͮ "ůŝǀĞ !ůŽŐ >ŝĨĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсzǀƉϴůEDnjŝƉĐ͞%ŝƐĐŽǀĞƌ WŚŝůŝƉƉŝŶĞƐ͗ dŚĞ WŚŝůŝƉƉŝŶĞ $ƌĐŚŝƚĞĐƚŽƵƌ Ͳ >ƵnjŽŶ͕ sŝƐĂLJĂƐ Θ DŝŶĚĂŶĂŽ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс"ŵ"ǀϮ%ŐŬϭWŽ͞%/z WĂƉĞƌ >ĂŶƚĞƌŶ DŽƐƋƵĞƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсsƋhdϰϳ'ƵϵLJŬ͞(ŵŝůŝĂ "ůĂƌŬĞ ĂůŵŽƐƚ ĚŝĞĚ ĂŌĞƌ ďƌĂŝŶ ĂŶĞƵƌLJƐŵ ͮ %ĂŝůLJ "ĞůĞďƌŝƚLJ EĞǁƐ ͮ ^ƉůĂƐŚ ds͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϱĐϬ%ů"ƐLJũƐD
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͞DĂŶĚĂĚĂǁĂŬ Ͳ ZŝƚƵĂů %ĂŶĐĞͬtĂƌ %ĂŶĐĞͬDĂŶĂůŝƐŝŐͬWŚŝůŝƉƉŝŶĞƐ dƌĂĚŝƟŽŶĂů "ƵůƚƵƌĂů %ĂŶĐĞͬ"ĂƌĂƐƐĂƵŐĂ ϮϬϭϳ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϴ/ϯ$ĨŶƌǁĞŝY͞DĂŶŐLJĂŶ ĐƵůƚƵƌĞ͘͟ DĂŶŐLJĂŶ ,ĞƌŝƚĂŐĞ "ĞŶƚĞƌ͘ ŚƩƉ͗ͬͬǁǁǁ͘ŵĂŶŐLJĂŶ͘ŽƌŐͬĐŽŶƚĞŶƚͬŵĂŶŐLJĂŶͲĐƵůƚƵƌĞ͞DĂƌĂŶĂŽ tĞĂǀĞƌƐ WĂƌƚ ϭ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсnj"ϭŬ!zϭͺϯ<Đ͞DĂƐƐŬĂƌĂ &ĞƐƟǀĂů DƵƐŝĐ ϮϬϭϵ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϲzϴ^ǀ%LJdž,dY͞DĞĚŝĐĂů dĞƐƚƐ͘͟ DĞĚůŝŶĞWůƵƐ͘ h͘^͘ EĂƟŽŶĂů >ŝďƌĂƌLJ ŽĨ DĞĚŝĐŝŶĞ͘ ŚƩƉƐ͗ͬͬŵĞĚůŝŶĞƉůƵƐ͘ŐŽǀͬůĂďͲƚĞƐƚƐͬ͞DŐĂ ƉƌŽĚƵŬƚŽŶŐ DĂƌĂŶĂŽ͕ ŝƟŶĂƚĂŵƉŽŬ ŶŐ %d/ ƉĂƌĂ ŵĂƚƵůƵŶŐĂŶ ĂŶŐ ŵŐĂ ďĂŬǁŝƚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс:hͲ!DϯZũϯ,Y͞DŝŶĂŵĂŚĂů <ŝƚĂ ;ϭϵϳϮͿ Ͳ !ĂďƐŝĞ͕ "Śŝƚ Θ >ŽƵŝĞ͘͟ ŚƚƚƉ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϮtϰZyϭ^ϲũhh͞DŽĚĞƌŶ $ƌŶŝƐ Ͳ ϭϮ ^ƚƌŝŬĞ )ŽŶĞ %ŝƐĂƌŵƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŽͲϴͲƉ^ƚ',Ă(͞DŽĚĞƌŶ $ƌŶŝƐ !ĂƐŝĐƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ƟŵĞͺĐŽŶƟŶƵĞсϰϴϵΘǀсϭŝŚůϮŽƋƋ$ϴ$ΘĨĞĂƚƵƌĞсĞŵďͺůŽŐŽ͞DŽƌŝŽŶĞƐ &ĞƐƟǀĂů ŽĨ DĂƌŝŶĚƵƋƵĞ͘͟ dĂŐĂůŽŐ >ĂŶŐ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚĂŐĂůŽŐůĂŶŐ͘ĐŽŵͬŵŽƌŝŽŶĞƐͲĨĞƐƟǀĂůͲŽĨͲŵĂƌŝŶĚƵƋƵĞͬ͞DƵƐŝĐ ĨŽƌ zŽƵ ĨƌŽŵ ^ŝŶŐŝŶŐ !ĂŵƐ͘͟ ŚƩƉƐ͗ͬͬǁŽů͘ũǁ͘ŽƌŐͬĞŶͬǁŽůͬĚͬƌϭͬůƉͲĞͬϭϬϭϵϳϴϭϮϵ͞DƵƐŝĐ ŽĨ "ŽƌĚŝůůĞƌĂ͘͟ D$W(, "ŽƌŶĞƌ͘ ŚƩƉ͗ͬͬƌĞĞĐĞƌŝĐĂƌƵƐƐĐŽƌŶĞƌ͘ďůŽŐƐƉŽƚ͘ĐŽŵͬϮϬϭϮͬϬϴͬŵƵƐŝĐͲŽĨͲĐŽƌĚŝůůĞƌĂ͘Śƚŵů͞DƵƐŝŬĂŶŐ !ƵŵďŽŶŐ ĂŶĚ WĂŶŐŬĂƚ <ĂǁĂLJĂŶ͘͟ YƵŝnjůĞƚ͘ ŚƩƉƐ͗ͬͬƋƵŝnjůĞƚ͘ĐŽŵͬϮϭϴϬϲϮϱϭϰͬŵƵƐŝŬĂŶŐͲďƵŵďŽŶŐͲĂŶĚͲƉĂŶŐŬĂƚͲŬĂǁĂLJĂŶͲŇĂƐŚͲĐĂƌĚƐͬ͞DLJƚŚƐ $ďŽƵƚ WŚLJƐŝĐĂů $ĐƟǀŝƚLJ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘ŚĞĂůƚŚůŝŶŬďĐ͘ĐĂͬƉŚLJƐŝĐĂůͲĂĐƟǀŝƚLJͬŵLJƚŚƐ͞EĂďĂƐĂŐ $ŶŐ !ĂŶŐĂ ;ϮϬϬϮͿ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсƋǁ!ƐĚϴdYďϬz͞EĂLJŽŶ &ŝůŝƉŝŶŽ Ͳ $ĞƚĂ %ĂŶĐĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс)ϮhdKĐͲdžĚŶĐ͞EŽ ĐŚŽŝĐĞ͗ tŚLJ ƚŚĞ >ƵŵĂĚ ĂŶĚ ƚŚĞŝƌ ĐŚŝůĚƌĞŶ ĂƌĞ ŽŶ ƚŚĞ ŵĂƌĐŚ͘͟ Bulatlat͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ďƵůĂƚůĂƚ͘ĐŽŵͬϮϬϭϳͬϬϵͬϬϵͬŶŽͲĐŚŽŝĐĞͲlumad-͞EƵƚƌŝƟŽŶ (ĚƵĐĂƟŽŶ 'ĂŵĞƐ͘͟ ,ĞĂůƚŚLJ(ĂƟŶŐ͘ŽƌŐ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ŚĞĂůƚŚLJĞĂƟŶŐ͘ŽƌŐͬ,ĞĂůƚŚLJͲ<ŝĚƐͬ<ŝĚƐͲ'ĂŵĞƐͲ$ĐƟǀŝƟĞƐ͞KŐŐĂLJĂŵ Ͳ !ĂƚĂĂŶ WĞŶŝŶƐƵůĂ "ŚĂŵďĞƌ ^ŝŶŐĞƌƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсzĐtŬZŝϬd:YD͞WĂůĂǁĂŶ͕ ŬŝůĂůĂ ďŝůĂŶŐ ͞"ƌĂĚůĞ ŽĨ WŚŝůŝƉƉŝŶĞ "ŝǀŝůŝnjĂƟŽŶ͟ Ăƚ ƚĂŚĂŶĂŶ ŶŐ ŵŐĂ ŬĂƚƵƚƵďŽŶŐ dĂŐďĂŶƵĂ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŵƐϮ:Ě)ƉϭϯǁD͞WĂůĂǁ͛ĂŶ͛Ɛ ŶĂƟǀĞ ŇƵƚĞ ;ďĂďĂƌĞŬͿ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϳsĞKĨĞŝ/ϱϯ/͞WĂŶĂŐďĞŶŐĂ ^ƚƌĞĞƚ %ĂŶĐĞ "ŽŵƉĞƟƟŽŶ ϮϬϭϵ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсLJ'^Kzϱϴϰ<Ğϰ͞WĂŶĂŐďĞŶŐĂ dŚĞŵĞ ^ŽŶŐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсWϱdϱŬϵ:ŽϯƉĐ͞WĂŶŐĂůĂLJ %ĂŶĐĞ͘͟ ŚƩƉ͗ͬͬƉĂŶŐĂůĂLJĚĂŶĐĞ͘ĐŽŵͬƚŚĞͲƉĂŶŐĂůĂLJͲĚĂŶĐĞͲƐƚLJůĞͲŽĨͲƚŚĞͲƉŚŝůŝƉƉŝŶĞƐͲĂŶͲŝŶƚĂŶŐŝďůĞͲĐƵůƚƵƌĂůͲŚĞƌŝƚĂŐĞ͞WĂŶŐŝŶŽŽŶ͕ <ĂĂǁĂĂŶ DŽ <Ăŵŝ ;tz% ͚ϵϱͿ %! DĂƌĂŵďĂͲ/ŶƐƚƌƵŵĞŶƚĂů ǁͬ ůLJƌŝĐƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсdžͲd<WǀŐ(ŚƋz͞WĂŶŐŬĂƚ <ĂǁĂLJĂŶ Ͳ /ƐĂŶŐ WĂƐĂƐĂůĂŵĂƚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϲWDƌd$ŵ/ǀϵǁ͞WŚŝůŝƉƉŝŶĞ !ĂŶĚ DƵƐŝĐ͘͟ &ŝůŝƉŝŶĂƐ ,ĞƌŝƚĂŐĞ >ŝďƌĂƌLJ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ĮůŝƉŝŶĂƐůŝďƌĂƌLJ͘ŽƌŐ͘ƉŚͬŚŝŵŝŐͬƉŚŝůŝƉƉŝŶĞͲďĂŶĚͲŵƵƐŝĐͬ͞WŚŝůŝƉƉŝŶĞ &ŽůŬ %ĂŶĐĞƐ͘͟ ŚƩƉƐ͗ͬͬĂďŽƵƚƉŚŝůŝƉƉŝŶĞƐ͘ŽƌŐͬĮůĞƐͬWŚŝůŝƉƉŝŶĞͲ&ŽůŬͲ%ĂŶĐĞƐ͘ƉĚĨ͞WŚŝůŝƉƉŝŶĞ DƵƐŝĐ͗ ͞$ŶŐ DĂLJĂ͟ ;<ƵŶĚŝŵĂŶͿ "ŽŶĐŚŝŶŐ ZŽƐĂů͘͟ ŚƚƚƉ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс(E,ůϮũĨ(tĨ$͞WŚŝůŝƉƉŝŶĞ dƌĂĚŝƟŽŶĂů dŚĞĂƚĞƌ &ŽƌŵƐ ĂŶĚ ƚŚĞ WĞƌĨŽƌŵĂŶĐĞ $ƌĞĂ͘͟ ŚƩƉ͗ͬͬĂǀŚƌĐͲŬƵůƚƵƌĂ͘ďůŽŐƐƉŽƚ͘ĐŽŵͬϮϬϬϳͬϬϳͬƉŚŝůŝƉƉŝŶĞͲƚƌĂĚŝƟŽŶĂůͲƚŚĞĂƚĞƌͲĨŽƌŵƐ͘Śƚŵů͞WŚLJƐŝĐĂů &ŝƚŶĞƐƐ dĞƐƚͲ%ĞƉ(Ě͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϯ^Ś(sϴ!ϭͲͲŬΘƚсϮϱƐ͞WŝůŝƚĂ "ŽƌƌĂůĞƐ Ͳ %ĂŚŝů ^Ă ͛zŽ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϳůŚ,ŽϵůϴͲƵĐ“Pink mosque to open in Maguindanao.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŚŵnjŝ<D(ĚƵtŽ͞WŽƩĞƌLJ͕ sŝŐĂŶ͕ WŚŝůŝƉƉŝŶĞƐ ͬ $ůĨĂƌĞƌşĂ ͕ sŝŐĂŶ͕ &ŝůŝƉŝŶĂƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс$ƉϰŶ("!ŝ>ǁ/͞WƌŽĐĞƐƐ ŽĨ WŽƩĞƌLJ DĂŬŝŶŐ ŝŶ 'ĂďŝƐĂŶ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс<ϳWϲŝƋũ^Wŵϴ͞YƵŝnj͊ tŚŽ WƵƚ ƚŚĞ W͘h͘ ŝŶ WƵďĞƌƚLJ͍͟ <ŝĚnjǁŽƌůĚ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ŬŝĚnjǁŽƌůĚ͘ĐŽŵͬƋƵŝnjͬϯϮϳϲͲƋƵŝnjͲǁŚŽͲƉƵƚͲƚŚĞͲƉƵͲŝŶͲƉƵďĞƌƚLJ“Rated K: Blockbuster Healer.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсWƚhϮϱŚϲĞ"&/͞ZĞƉƵďůŝĐ $Đƚ EŽ͘ ϵϴϱϬ͘͟ KĸĐŝĂů 'ĂnjĞƩĞ ŽĨ ƚŚĞ ZĞƉƵďůŝĐ ŽĨ ƚŚĞ WŚŝůŝƉƉŝŶĞƐ͘ ŚƩƉƐ͗ͬͬǁǁǁ͘ŽĸĐŝĂůŐĂnjĞƩĞ͘ŐŽǀ͘ƉŚͬϮϬϬϵͬϭϮͬϭϭͬƌĞƉƵďůŝĐͲĂĐƚͲŶŽͲϵϴϱϬͬ͞ZƵŶŶŝŶŐ (džĞƌĐŝƐĞƐ͗ ,Žǁ ƚŽ ^ƚƌĞŶŐƚŚĞŶ ƚŚĞ "ĂůĨ DƵƐĐůĞƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсzK(Ă>ƵĞǀŵϳǁ“Sakbit at Bitbit.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŵͲƵϱĚũhƚŶƵϴ͞^ĞĂƩůĞ "ŚŝůĚƌĞŶ͛Ɛ (ĂƟŶŐ %ŝƐŽƌĚĞƌƐ ZĞĨĞĞĚŝŶŐ WƌŽŐƌĂŵ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсZůϱŚĂ^ϬZϯϯD͞^ĞůĨͲDĂŶĂŐĞŵĞŶƚ (ĚƵĐĂƟŽŶ͗ >ĞĂƌŶ DŽƌĞ͘ &ĞĞů !ĞƩĞƌ͘ ;ϯ ŵŝŶƵƚĞͿ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсnjϲZĚƵƚϵƌĞǁϴ͞^ĞŶĂŬƵůŽ͗ dƌĂĚŝƟŽŶĂů %ƌĂŵĂƟnjĂƟŽŶ ŽĨ ƚŚĞ WĂƐƐŝŽŶ ŽĨ :ĞƐƵƐ "ŚƌŝƐƚ͟ ŚƩƉƐ͗ͬͬƐƉŝƌŝƚƵĂůŝƚLJ͘ŬŶŽũŝ͘ĐŽŵͬƐĞŶĂŬƵůŽͲƚƌĂĚŝƟŽŶĂůͲĚƌĂŵĂƟnjĂƟŽŶͲŽĨͲƚŚĞͲƉĂƐƐŝŽŶͲŽĨͲũĞƐƵƐͲĐŚƌŝƐƚͬ͞^ĞƫŶŐ Ă %ĂŝůLJ WŚLJƐŝĐĂů $ĐƟǀŝƚLJ 'ŽĂů͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсdž!"Ő!ϴ(ǀnjzŽ͞^ŝĚĞƐƉŝŶ &ŽƌĞŚĂŶĚ dŽƉƐƉŝŶ ͮ WŝŶŐ^ŬŝůůƐ ͮ dĂďůĞ dĞŶŶŝƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ƟŵĞͺĐŽŶƟŶƵĞсϮϳϱΘǀсWϯϴƚ'ĚϬƐ&LJϴΘĨĞĂƚƵƌĞсĞŵďͺůŽŐŽ“Sinulog a kangungudan.” 1ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсsĚE&ŽǁnjŬE&$͞^ŝŶƵůŽŐ DƵƐŝĐ ͮ ^ŝŶƵůŽŐ &ĞƐƟǀĂů ;"ĞďƵ "ŝƚLJ͕ WŚŝůŝƉƉŝŶĞƐͿ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсǁϰŚƵƋE&t'yƐ͞^ŝŶƵůŽŐ ^ŽŶŐ ϮϬϭϴ ͮ KŶĞ !ĞĂƚ KŶĞ %ĂŶĐĞ KŶĞ sŝƐŝŽŶ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϵ^ƵY:<ϮϯŶͺh“Sisa.” Noli Me Tangere. ŚƩƉƐ͗ͬͬŶŽůŝͲŵĞͲƚĂŶŐĞƌĞ͘ĨĂŶĚŽŵ͘ĐŽŵͬǁŝŬŝͬ^ŝƐĂ͞^ŽĐŝĂů ĂŶĚ (ŵŽƟŽŶĂů !ĞŶĞĮƚƐ ŽĨ WŚLJƐŝĐĂů $ĐƟǀŝƚLJ ͬ (džĞƌĐŝƐĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсƐE/ϬƐE/ͲŽϲϬ͞^ŽŵĞƟŵĞƐ zŽƵ KŶůLJ ,ĂǀĞ Ϯ ,ŽƵƌƐ ƚŽ DĂŬĞ Ă WĂŶ &ůƵƚĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϯsŐ>ĐůzƵh>Ŭ
͞^KE$͗ WŝƐƚĂ ŶŐ KďĂŶĚŽ͕ ĚŝŶĂŐƐĂ ŶŐ ŵŐĂ ĚĞďŽƚŽ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϰy(ƋǀĂŶWŽtY͞^K^$ ZŽŶĚĂůůĂ ^ĂƌƵŶŐ !ĂŶŐŐŝ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϰĂϱĐKϱͺ^hͲ/͞^ŽƵŶĚƐ ŽĨ "ĂůŝĨŽƌŶŝĂ͗ WĂůĂďƵŶŝLJĂŶ <ƵůŝŶƚĂŶŐ (ŶƐĞŵďůĞ ĚŝƌĞĐƚĞĚ ďLJ %ĂŶŽŶŐĂŶ <ĂůĂŶĚƵLJĂŶ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϳĚŽƋŚd!ͺ%Ŭϴ͞^ŽƵƚŚ "ŚƵƌĐŚĞƐ ŽĨ "ĞďƵ dŽƵƌ ǁŝƚŚ !ĂůďŝŶŽ 'ƵĞƌƌĞƌŽ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс',ŽŵWy$Śstǁ͞^ƉŽƌƚƐ /ŶũƵƌLJ dƌĞĂƚŵĞŶƚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘ƐƉŽƌƚƐͲŚĞĂůƚŚ͘ĐŽŵͬƚƌĞĂƚŵĞŶƚ͞^ƚŽƌŬ !ĂůĂŶĐĞ ^ƚĂŶĚ dĞƐƚ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘ƚŽƉĞŶĚƐƉŽƌƚƐ͘ĐŽŵͬƚĞƐƟŶŐͬƚĞƐƚƐͬďĂůĂŶĐĞͲƐƚŽƌŬ͘Śƚŵ ͞^LJůǀŝĂ >Ă dŽƌƌĞ ʹ WĂŬŝƵƐĂƉ͘͟ ŚƚƚƉ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсĨŝEũǀ!ϭDϳͺĐ͞dĂůĂĂŶĚŝŐ WůĂǁƚĂ Ͳ Ă WŚŝůŝƉƉŝŶĞ &ůƵƚĞ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсϯt&Ƶϰ:)Ğ&ϲh“Tanghalang Ateneo’s Walang Sugat 1.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсͲŬdž&(Ŷ$ϲ&ǀz“Tanghalang Ateneo’s Walang Sugat 2.” ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀс^Ɖ)sŶdžůLJͺͺY͞dďŽůŝ &ŽůŬ %ĂŶĐĞ͕ >ĂŬĞ ^ĞďƵ͕ WŚŝůŝƉƉŝŶĞƐ͘͟ ŚƩƉƐ͗ͬͬǁǁǁ͘LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсŽyŚĨŵϬϯŬ/Ğz“The Cordillera.” Musiko Cordillera. 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