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UNIT 1: STIRRING THE SOUL, MIND, AND BODY THROUGH MUSIC
LESSON 1: NOTES AND RESTS In music, a note is a symbol of a tone, and every note has a time value. Rest is a symbol for silence or pause. When you find rest on the staff it means that you will rest from singing. Each kind of note and rest tells how long a note will be sung or long for silence will be. Here are the different kinds of notes and rests with their relative values, names and symbols.
LESSON 2: EXPRESSING RHYTHM THROUGH BODILY MOVEMENTS
Have you experienced listening to music and responding to it by nodding your head, tapping or clapping your hands or even swaying your bodies? Feeling the rhythm is the most important in learning music, in performing music, and even in listening to music. Rhythm in music is defined as the organization of sounds into pattern or group. It is a repetition of musical beats, the arrangement of recurring strong and weak beats. Strong and weak beats can be shown in time signature depending on the upper number indicated at the beginning of the staff. March, Waltz, Polka, Modern Dance or calisthenics are examples of bodily movements expressing the rhythm. *March has two beats in a measure (one strong beat and one weak beat). *Waltz has three beats in a measure (one strong beat and two weak beats). YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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*Modern Dance or calisthenics has four beats in a measure (one strong beat and three weak beats). *Polka is a fast dance which is performed by a hop followed by three small steps. It goes with music with a fast DUPLE TIME. Let’s check and reflect 1.
What is rhythm?
2.
What bodily movements express rhythm? a. b. c. d.
3.
What time signature is used in a waltz?
4.
What is the time signature used in a dance polka?
5.
Where can you find the time signature?
6.
Where do you usually find the strong beat?
7.
What number tells you the number of beats in one measure?
LESSON 3: TIME SIGNATURES AND THEIR RHYTHMIC PATTERNS Rhythm is everywhere; when you run or play, you are moving to a certain rhythm. Rhythm follows a certain time signature. *Time signature is the fraction-like number at beginning of the staff. It is arranged in vertical position. It consists of two numbers, an upper number and a lower number. *The upper number tells us the number of counts or beats for every measure.
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one
*The lower number indicates the types of notes that will receive one count or beat.
Let’s this activity Draw rhythmic patterns for the following time signatures. Create two measures for each time signature.
2/4|
|
|
3/4|
|
|
4/4|
|
|
Let’s check and reflect
1.
Where is time signature?
2.
What should you do first before you make a rhythmic pattern?
3.
Complete the statement. I enjoyed most because
LESSON 4: 2/2 TIME SIGNATURE In 2/2 time signature, there are two beats in one measure and a half note or rest gets one beat. It is sometimes called ―cut time‖ in English and ―alla breve‖ in Italian language. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Here are the value of notes and rests in 2/2: Notes
Rests
Value
Whole note
Whole rest
2 beats
Half note
Half rest
1 beat
Quarter note
Quarter rest
1/2 beat
Eighth note
Eighth rest
1/4 beat
Sixteenth note
Sixteenth rest
1/8 beat
Table 1.2 Notes/Rest Values Let’s check and reflect
1.
Where is the other term used for 2/2 time signature in English? In
Italian?
2.
What does time signature mean?
3.
To what other time signature is 2/2 similar?
4.
What is the symbol of 2/2 time signature?
5.
What kind of note receives one beat if the lower number of the
signature is 4? How about if the lower number is 2?
6.
What does the lower number tells us?
7.
What do you call the musical symbols that divide the measures?
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LESSON 5: BROKEN MEASURE Is it possible that a measure in a musical composition or song is incomplete in number of counts or beats? Not all songs or musical compositions start with the first beat or down beat. Some start on the second beat, third beat and last beat or up beat. When this happens, a broken measure is formed. Here are the first lines of a song. Find out how they are related to one another. First line Ang bayan ko’y tanging ikaw Last line Pilipinas kong hirang
*How many beats are there in the first measure? *How many beats are there in the last measure? *How are the first and last measure related to one another? Let’s Do this Activity Listen to the following songs. Beat to the rhythm and tell what beat each song starts and ends with. 1. 2. 3.
A Song to Summer Santa Clara Manang Biday
Let’s check and reflect 1.
Where can you find the completion of the first measure?
2.
What is the other term for first beat?
3.
What is the other term for last beat?
4.
What do you call a measure that is incomplete?
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5.
What problems did you encounter in this lesson?
LESSON 6: TIMBRE *Read the following then sing aloud. DO
RE
MI
FA
SOL LA
DO
TI
LA
SOL FA
MI
TI
DO
RE
DO
*Repeat three times. What do you feel while singing the so-fa syllable names? Are you catching your breath? Do you feel something in your diaphragm?
To produce a pleasing vocal quality, vocal techniques such as the use of head tones, proper breathing, and of diaphragm are employed. As we know, the human voice is the most popular, oldest, intimate, direct, expressive, and melodious musical instrument. *The human voices differ in range and register. Male voice
Tenor
-
high pitch
Baritone
-
medium pitch
Bass
-
low pitch
Soprano
-
high pitch
Mezzo-soprano
-
medium pitch
Alto
-
low pitch
Female voice
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When we speak or talk, our voices differ in tone. When we sing our voices produce a variety of timbres. Timbre enables us to distinguish between musical sounds. It is very essential in the study of musical medium. *Musical medium is the intermediate between the composer’s ideas on his written composition and the realization of his musical work to actual musical sound. *Vocal Media when two or more voices are involved in a composition, the medium is called a vocal ensemble. It may be:
Duet
-
two voices
Trio
-
three voices
Quartet
-
four voices
Chorus
-
large numbers of singers of two or more voices
*Instrumental Media These include the keyboard, stringed, wind, and percussion instruments. Examples of keyboard instruments:
1)
organ
2)
piano
3)
harpsichord
*Keyboard instruments are made up of a series of black and white keys that produce sounds by pressing a key. *Stringed Instruments Examples: 1)
violin
2)
guitar
3)
banduria
4)
banjo
5)
harp
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*There are two types of instruments: bowed and plucked strings. The string instruments produce sounds by the vibration of stretched strings. Bowed strings These instruments produce sounds by drawing a bow of horsehair across the strings. Viola and violin belong to bowed strings. Plucked strings These instruments produce sounds by plucking or strumming the strings. Harp, guitar, banduria, and banjo belong to plucked strings. Wind instruments The wind instruments may be woodwind or brass. Examples: 1)
clarinet
2)
saxophone
3)
flute
4)
trumpet
5)
tuba
6)
trombone
*Woodwind These wind instruments produce sounds by the vibrations of single reed or double reeds. Some examples of wind instruments are: 1)
English horn
2)
clarinet
3)
saxophone
4)
oboe
5)
bassoon
6)
contrabassoon
7)
flute
8)
piccolo
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*Brass These wind instruments produce sounds by the vibrations of the player’s lips pressed onto a cup-shaped mouthpiece. Some examples of these instruments are:
1)
French horn
2)
trumpet
3)
trombone
4)
tuba
*Percussion instruments The percussion instruments are primarily rhythmic in function. The sound is produced by striking or shaking the instruments. These may be grouped as definitepitched or indefinite-pitched instruments. *Definite-pitched instruments These instruments produce a melody besides being rhythmic in function. These include: 1)
xylophone
2)
marimba
3)
chimes
*Indefinite-pitched instruments These instruments produce rhythm. These include: 1)
drum
2)
tambourine
3)
triangle
4)
cymbals
5)
gong
6)
maracas
7)
castanets
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Let’s check and reflect A. Make a list of singers that you know. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) B. With an adult’s help, identify the voice register of each of the singers you have listed on the previous activity. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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LESSON 7: DYNAMIC MARKINGS Dynamics is the level of loudness and softness in music. It uses various letters or symbols that tell if the music should be played or sung loudly or softly. For example, f, which stands for forte, means that the song should be sung loudly. Piano (p) is another kind of dynamics, which means the song or music should be played or sung softly. Other symbols of dynamics are as follows: Basic Dynamic Levels Term
Symbol
Meaning
pianissimo
pp
very soft
piano
p
soft
mezzo piano
mp
moderately soft
fortissimo
ff
very loud
forte
f
loud
mezzo forte
mf
moderately loud
crescendo
cresc. or <
gradually louder
decrescendo or diminuendo
decresc. or dim. >
gradually softer
Letâ&#x20AC;&#x2122;s check and reflect A. Draw one of your favorite musical instruments. Tell something about it.
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B. Draw examples of objects that produce loud sounds. Label each object.
C. Write down examples of soft sounds that you can hear inside your classroom.
1)
2)
3)
4)
5)
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LESSON 8: TEMPO MARKINGS Tempo is the element of that tells if it is fast or slow. Slow music is pleasing to the ears while fast music gives upbeat and lively feeling. Italian words are used to indicate the tempo of music. Term
Meaning
presto
very fast
allegro
quick and lively
moderato
moderate
andante
walking pace
adagio
slow, at a leisurely pace
largo
very slow
ritardando
becoming slower
accelerando
becoming faster
Letâ&#x20AC;&#x2122;s check and reflect A. Read each song title. Draw a heart on the blank if the song has a fast tempo or a sun if it has a slow tempo. 1)
Bahay Kubo
2)
Paruparong Bukid
3)
Magtanim ay Di Biro
4)
Silent Night
5)
Joy to the World
B. Draw objects that move in a fast tempo. Use the boxes.
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C. List down the titles of some fast and slow songs you know. *Fast songs 1) 2) 3) 4) 5)
*Slow songs 1) 2) 3) 4) 5) YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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LESSON 9: TONAL MOVEMENT Melodic direction is the tonal movement. The melody is not stationary. It moves. The movements of melody give a feeling of excitement to the listeners. Tonal movement can go upward by steps, downward by steps, downward by skips or in a repeated movements. Let’s Do This Activity Create your own melodic directions, one to three measures for each.
1.
Upward by steps
2.
Downward by skips
3.
Upward by skips
Let’s check and reflect 1.
What will happen if the melody of a musical composition is stationary?
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2.
How will you know the tonal movements of the song?
3. Do you have the entire picture of the song or musical composition if you have seen or heard all the tonal movements in one musical piece?
4.
What are the kinds of tonal movement?
LESSON 10: NATIVE OR EARLY FILIPINO MUSICAL INSTRUMENTS Have you seen an ethnic group? How ethnic musical instruments? How do they look like? What materials are they of? There are three groups of Filipino native musical namely wind instruments, stringed instruments, and percussion instruments. These instruments are made of bamboo and wood which indicate their primitiveness. The ethnic groups wrote songs on bamboo canes, palm leaves, and bark of trees. Fir pen, they used a piece of pointed stick or iron. Their instruments were used to accompany songs and dances during religious sacrifices, weddings, birthdays, serenading, harvesting, and rowing commemorating success in wars and to giving honors to chieftains. Here are some ethnic musical instruments: 1. Wind Instruments are played by blowing through a mouthpiece. This can either be made of wood or brass. A. Sahunay A bamboo flute in Sulu with 6 holes for the fingers and a trumpet made of coconut leaf. B. Diw-diw-as
A musical instrument of the Tinguians in Abra. It is a pan-pipe of five or seven pieces of bamboo reeds of different lengths tied side by side.
C. Pasiyak A musical instrument used in Panay consisting of a tube with a pipe. It is played by placing water in the tube and blowing the pipe.
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D.Tambuli
Is the trumpet made from carabao horn. It is used by the Tagalogs to call the people and to make announcements.
E.Suling
A reed-like bamboo of flute used in Maguindanao.
2. Stringed Instruments are made of strings and sounded by plucking, strumming or using a bow. A.Kudyapi
Has an elongated resonant body-shape like a boat. This musical instruments consists of two metal strings raised on several bridges. This instrument is used by the Tirurays of Cotabato.
B.Serogaganding It is a marano bamboo zither with two strings stretched over a whole across which is a small, connecting platform. It is played by the right thumb. The left hand strikes the leather flap covering the closed end of the node. C.Gitgit
This is the small three-stringed wooden violin of the Mangyans. Its body has elongated sound holes and the instrument is played with a bow of human hair.
D.Buktot
This musical instrument is commonly among the Visayans. It is a wooden guitar with two strings and a coconut shell as resonator.
E.Karaga Guitar
3.
This musical instrument comes from Eastern Mindanao. It is made of a split bamboo tied back in both ends but leaving a slit as resonator. It has strings around it.
Percussion Instruments are played by striking, shaking, or beating. A.
Dabakan
This instrument is a free-standing drum, topped with goat skin.
B.
Gabbang
This musical instrument is famous in Sulu. It is made of a wooden box. It is played by string a wooden bass with a wooden hammer.
C.
Bunkaka
This musical instrument is commonly used by Tinguians of Cotabato and the Igorots of Benguet. Its sound is produced by striking the split end against oneâ&#x20AC;&#x2122;s palm.
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D.
Sulibao
It originated from either the Ifugaos or Ibalois. Unlike modern drums, the sulibao is hallow throughout its length with only one end closed. To play this instrument, it is usually leaned on one’s lap.
Let’s Do This Activity Learn to play some available ethnic musical instruments like bunkaka, diw-diw-as, tambuli, karaga guitar, kudyapi and others.
1.
How did you play the ethnic musical instruments?
2.
How did you produce sound in that particular instrument?
3.
What are they made of? _________________________________________________________
Let’s check and reflect A. Identify the following ethnic instruments as woodwind, brasswind or percussion. 1.
Sulibao
2.
Buktot
3.
Sahunay
4.
Bunkaka
5.
Gabbang
6.
Pasiyak
7.
Gitgit
8.
Dabakan
9.
Kudyapi
10.
Serogaganding
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B.
Answer the following questions.
1.
Is it important for you to learn about early native musical instruments? Why?
2.
Compare ethnic musical instruments and modern musical instruments.
3.
What other information is available about this topic?
LESSON 11: MELODY â&#x20AC;Ś is the most expressive element in music. It is the tuneful part of the song. It comes in a succession of musical tones of different pitches and duration. These musical tones, to constitute melody, must have the following properties: 1) Rhythm 2) Progression 3) Direction 4) Dimension 5) Register WORKSHEET # 9 A. Write the lyrics of the song you like most. Give the title and the singerâ&#x20AC;&#x2122;s name.
B. What made you like your chosen song? Express what you feel about the lyrics and the melody of the song.
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LESSON 12:
MELODY HAS PROGRESSION
PROGRESSION … refers to the intervals between the tones. Melodies can move in repeated tones, by steps, skips or leaps. Examples:
• INTERVAL—is the musical distance or difference in pitch between two tones. Examples:
KINDS OF INTERVAL 1) Melodic Interval – tones are sounded in succession. The notes are arranged horizontally and played separately. 2) Harmonic Interval – tones are sounded together and the notes are arranged vertically. Examples:
WORKSHEET # 10 I. Identify these set of notes. Write Repeated, Steps, skips, or leaps in the blanks.
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II. Draw notes equivalent to the given intervals found below each staff.
III. Write the interval on the first blank. Place melodic or harmonic in the second blank.
LESSON 13:
MELODY HAS DIRECTION
DIRECTION … is the movement of notes on the staff. The different directions create harmonious results/effects on the composition. Melodic directions may be: 1) Ascending – set of notes that moves upward and increases in pitch.
2) Descending – set of notes that moves downward and decreases in pitch.
3) Repeated – set of notes that only stay in the same line or space having the same pitch.
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4) Contrary Moving – set of notes going in opposite directions - ascending and descending
5) Tied Notes – 2 or more notes of the same pitch, with the tie sign to indicate that the 2nd note is not to be played separately from the first but to have its time value added to the first.
6) Slurred Notes – group of notes with a curved line placed over and under to indicate that they are connected or to be played together.
WORKSHEET # 11 Look at the following staves. Pick 2 examples to what is asked below. Copy the notes properly. Write the staff number where your examples are located.
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1. Tied Notes
4. Descending Notes
2. Ascending Notes
5. Contrary Moving Notes
3. Repeated Notes
6. Slurred Notes
LESSON 14:
MELODY HAS DIMENSION
DIMENSION Melody has 2 dimensions: Length and Range Melodic Length â&#x20AC;&#x201C; may be short and fragmentary called motives, and long or extended. Melodies consisting of less than 8 measures are considered short and those containing more than 8 measures are considered long
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Melodic Range - refers to the distance of the highest tone/note to the lowest tone/note of the melody. The range of melody may be wide, moderate, or narrow. If the distance between the highest note and the lowest note is an octave, the range considered moderate. If it is less than an octave, the range is narrow. If it is more than an octave, the range is wide. * Octave â&#x20AC;&#x201C; the distance from the first tone to the 8th tone. WORKSHEET # 12 Identify the musical range. Write Moderate, Narrow, or Wide in the blank.
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LESSON 15:
MELODY HAS REGISTER
REGISTER … is the particular range of tones, the highness or lowness of notes in melody which can be produced in the same way and with the same quality. Melody may have a low, medium or high register depending on the voice or instrument used. A melody is said to have high register if the melody is on a higher key, low register if the melody is written on a lower key. The human voice is the most powerful, popular and oldest medium of musical expression. It is so intimate, personal, and direct. It is the most ideal and perfect exponent in lyric melody. Voices of male and female come differently in different vocal registers. MALE Tenor – highest pitch vocal register Baritone – medium pitch vocal register Bass – lowest pitch vocal register FEMALE Soprano – highest pitch vocal register Mezzo Soprano – medium pitch vocal register Alto – lowest pitch vocal register WORKSHEET # 13 Look for 4 pictures of Filipino singers – 2 male and 2 female. a) Give the name of the singer b) Identity his/her vocal register c) Give a song title he/she sang that matches the vocal register you have chosen.
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A. B. C.
A. B. C.
A. B. C.
A. B. C.
UNIT 2: STIRRING THE SOUL, MIND, AND BODY THROUGH ART LESSON 1: LINE A line is a prolongation of a point. It is the simplest and the most ancient invention in art by man. This element has many qualities which an artist tries to exploit. When a line continues in one direction, it is called a straight line. It may be horizontal, vertical or diagonal. When the direction gradually changes, a curve line results. Do you know that lines have characteristics?
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Lines can control our eye movement. Through the directions of lines, our emotions are stimulated too. Inactive or static lines. These are lines that do not move. They are inactive or stationary. Straight lines are very good examples of this kind, particularly horizontal and vertical lines. Dynamic lines. As opposed to static lines, they show tension and movement. Examples are curved lines. Continuous lines. These are unbroken lines. They connect or extend without interruption or break. They can be straight or curve. Broken lines. These are uneven, scattered lines. They show disorderliness and disruption. Dotted lines. These are line made or formed with dots marked close together. They show activity and direction. Letâ&#x20AC;&#x2122;s Do This Activity Lines Design Materials crayons, black marker pen, pencil Procedure 1.
Draw a design using continuous, broken and dotted lines.
2.
Show activity, movement, and your emotions in your design.
3.
Fill the page with color. What emotions do you want to tell in your work?
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Fig. 1 Expressing My Emotions through Lines Letâ&#x20AC;&#x2122;s check and reflect 1.
What are the different characteristics of lines?
2. Do you have difficulty using the different lines to express your emotion? Why? Why not?
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LESSON 2: SHAPE We see shapes all around us every day. Some of these shapes show how art forms symbols. Shapes represent objects which are familiar to us. Examples are heart, cross, diamond, and stars. You are also familiar with the basic shapes like circle, square, triangle, oblong, rectangle, etc. 1. Lines are used to draw shapes. Do you know that artists draw shapes when they are making preliminary sketches of drawing, painting or sculpture? It is often said, ―If you can draw the shapes, you can draw anything.‖ Do you agree?? An enclosed space can give the impression of weight, volume or flatness depending on the other elements of art. Let’s Do This Activity Making Animal Shapes Materials modeling clay, a pencil or pointed stick Procedure 1.
Clay elephant
A. Roll two big balls of modeling clay, one for the body, the other for the legs and trunk. B. Roll three more small balls of the same size for the head and two ears. Flattenthe two balls and stick them on the head. The stick together the balls of the head and the body. C. Roll the remaining ball (for the legs and trunk) into a sausage like shape. Then divide it into five short pieces. Stick the 4 pieces on the body as legs. The remaining piece will be the trunk. Stick it on the head. D.
Smoothen the clay when they are attached together.
E.
Mark the eyes with a pointed stick.
F.
Put decorations like ribbons, laces, and beads.
Let’s check and reflect 1. Get any work of art. What shapes do you see? Do the shapes tell you something?
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LESSON 3: COLOR Color influences our lives. When we see black, white and gray, we tend to be sad and unhappy but when we see red, yellow, and orange our world changes. It becomes alive and festive. The effect of color on human has been studied many times. It has been known that color has powerful effect on the viewer. Do you know the meaning of colors? Colors have properties. These are: *Hue is the general appearance of a color. The basic hues are red, blue, and yellow. *Value is the lightness or darkness of a color. By adding black, colors can be made darker. They can be made lighter by adding white.
quality
*Intensity is the brightness or dullness of a color. It refers to the strength and of light in a color’s hue.
Let’s Do This Activity Color Emotions Materials Oil pastels, oslo paper, pencil Procedure 1.
Divide the oslo into four parts using a pencil.
2.
Make designs with colors showing the different emotions. A. Happiness B. Loneliness/sadness C. Anger D. Fear E. Hunger
Let’s check and reflect
What colors did you use? Choose five colors. Find out the meaning of each color?
2.
Where will you get the information that you need?
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LESSON 4: TEXTURE Texture is the element of art which refers to the surface quality or surface feel of an object. It gives variety and sensation to any artwork. It may be rough or smooth, furry or satiny, soft or hard. There are three kinds of texture. These are: *Tactile. The sense of touch is involved here. Direct surface contact is needed to experience its texture effects. *Artificial. This is done by skillfully manipulating colors, lines and textures. An imitation or a resemblance of a surface is produced. An object or a surface may appear as real object but is actually a copy of the real one. Dioramas are good examples of these. *Visual. This involves our sense of sight. Through our eyes, we can perceive with textural quality an object or a surface has. A picture of an object with rough texture texture quality on smooth paper is actually visual texture.
Still-life Collage (Physical Texture) Collage is an art form, in which various small objects, bits of newspaper, cloth, pressed flower, etc. are pasted together on a surface in incongruous relationship for their symbolic or suggestive effect (Websterâ&#x20AC;&#x2122;s New World Coll. Dictionary 1999). Materials paper, cloth, dried flowers and leaves, shells, buttons, beads, etc. Glue, 1/8 illustration board, pair of scissors Procedure 1. Design a still-life (flowers on vases, jars, etc.) on the illustration board. 2. Arrange whatever materials you choose until they create the kind of picture you like best. 3.Paste them. You can add oil pastels, colored pencils, and crayons on the background for effects. Letâ&#x20AC;&#x2122;s check and reflect 1.
What are the different kinds of texture?
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2.
How did you create visual textures?
LESSON 5: RHYTHM Rhythm is a flow or continuous movement in work of art. It directs our eye from one element to another. Rhythm exists i nature like the rhythmic patterns in the flow of the tide and the sound of the insects at night. There are several ways to create rhythm. These are through: A. B. C. D.
Repetition Alternation Sequence Radial
Can you make a simple drawing to illustrate rhythm? Use the space below. What elements of art did you use?
Letâ&#x20AC;&#x2122;s Do This Activity A. B. C.
Bring to class some percussion instruments - maracas, tambourine, drums, etc. Choreograph a dance showing rhythmic patterns and styles. Represent your rhythm pattern in dancing through a drawing. Use the space below.
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Let’s check and reflect 1.
How will you demonstrate rhythm in art?
2.
Did you find difficulty in understanding rhythm? Why? Why not?
LESSON 5: BALANCE Balance in art is feeling the ―weights‖ of objects on two sides of a space. A good example of balance is the butterfly’s wings. They show an equal distribution of lines, shapes, colors and textures. Each side is equal to the other side. This type of balance is symmetrical or formal balance. When one side is dissimilar to the other side, it is asymmetrical or informal balance. Let’s Do This Activity Materials magazines, newspapers, pictures, etc. oslo paper, scissors and glue
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Procedure 1. Cut images/pictures with (a) equal shapes on two sides (b) unequal shapes on two two sides. 2.
Glue the images on the oslo papers.
3. Label those that fall under formal balance and those that fall under informal balance. 4.
Compare and contrast according to the type of balance.
Letâ&#x20AC;&#x2122;s check and reflect 1.
What are the two types of balance?
2.
Complete the statement. I find
LESSON 6: PROPORTION Proportion is the harmonious relationship between parts, things, and elements. This means that parts are not too large nor are too small. The size of each part is just big or small enough for the object it belongs to. Drawing the human human figure may be achieved through comparison. The standard proportion is seven and a half head sizes. *The proportion of a man to a house depends on the hugeness or smallness of a house. An ordinary door stands at 8 feet while the height of an ordinary house is 10 feet (floor to ceiling). *The proportion of a flower to a vase also depends on the height of the flower and the vase. Proportion Drawing Materials oslo paper, watercolor, pencil Procedure 1. 2. 3.
By using the above guide on human proportion, draw a person on a garden. Add details to the human figure and the garden. Check if your drawing presents an ideal proportion.
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Letâ&#x20AC;&#x2122;s check and reflect 1.
Why is proportion important in art?
2.
I learned that proportion
LESSON 6: DRAWING AND PAINTING Drawing is everywhere. You will find it in newspapers, books, poster, etc. It is the starting point for other kinds of arts like painting and sculpture. In the following activities, you will demonstrate your creativity through drawing and painting. Line and Contour Drawing It is drawing or tracing the outline or boundary of an object, figure or design. Letâ&#x20AC;&#x2122;s Do This Activity Line and Contour Drawing Materials Crayons, oslo paper, pencil Procedure 1.
Draw an outline or a contour of your body using pencil.
2..
Draw the outline or contour of your house too on the background.
3. Add color to your outlines. Use warm or cool colors depending on your feelings/ thoughts.
Painting-Watercolor Materials watercolor, oslo paper, pencil
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Procedure 1.
Think of a memorable event.
2.
Do a pencil drawing of such event on oslo paper.
3.
Apply watercolor. Let dry.
4.
Be sure to apply the elements and principles of art in your artwork.
Letâ&#x20AC;&#x2122;s check and reflect 1.
What elements and principles of design did you use in your artwork?
2.
What were your preparations before doing the activities?
LESSON 7: CREATING ART USING DIFFERENT MATERIALS One way to illustrate creativity is the use of different materials. You can use materials found in nature like stones, pebbles, twigs, leaves, vines, etc. You can also use discorded materials like paper, candle, bottles, plastic wrappers, etc. Your house is a good source of materials for artwork. You can easily find ropes, yards, baskets, tingting, husk, etc. Demonstrate your creativity by doing the following activities. Letâ&#x20AC;&#x2122;s Do the following Activities Mosaic Materials Colored stones, pebbles, beads, etc. 1/4 illustration board, plaster of Paris, glue, pencil, bowl
Procedure 1. Draw a picture or design on the illustration board. 2. Arrange the colored stones, pebbles, and beads on your drawing. Use them to appear the different parts of your design.
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3. Glue the pieces after you have arranged them the way you want them to appear. 4. When the glue is dry, mix some plaster of Paris and pour it into the board. 5. The glued articles can be used for plate decorations, tray or wall decors.
3d Puppets A puppet is a doll that fits over your hand. It can be made of cloth, paper, styropor, etc. Materials old sock, cardboard, crayons or oil pastel, glue, pair of scissors Procedure 1.
Cut a slit on the sock toe.
2. For the puppet mouth, cut a piece of cardboard. Fold it into half. The cardboard mouth should be glued to the slit in the sock. 3. Cutout ears and the eyes on the cardboard. Color them. Glue the ears and eyes to the sock. 4. Put your hand inside the sock with thumb at the bottom part of the mouth and fingers at the top part. 5.
Put accessories and decorations.
Weaving and Braiding Weaving is the interlacing of threads, yarns, straws, etc. Braiding is a method of interweaving of three or more strands of cord, yarn, hair, cloth, etc. Materials A thick cord, tape, pair of scissors Procedure 1.
Cut three strands of the thick cord with the same length.
2. Tape one end of each strand at the edge of the table. They should be taped adjacent to each other. 3.
The procedure is: Strand 3 over strand 2 Strand 1 over strand 3
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Strand 2 over strand 1 4.
Continue the procedure up to the end of the strand.
5.
When finished, remove the tape and the knots at both ends of the braid.
6. belt.
To add beauty and decor, put beads, pins, etc. to your braided bracelet and
Let’s check and reflect 1.
In these activities, did you use elements and principles of design?
2. Did your artwork express your thought? Feelings? How were these expressed?
3.
What preparations did you do before the activities?
LESSON 8: ART IN CELEBRATIONS OF SPECIAL EVENTS People love to celebrate special events. Most often, we use art to announce the celebrations of these events and to send messages to the viewers. Let’s find out how art is used to celebrate special events. How do you send your message to your loved ones during their birthdays, Mother’s/Father’s day, Valentine’s day, etc. Let’s Do this Activity Textured Greeting Cards Materials Oslo paper, art paper, felt paper, crayons, glue, pair of scissors, cotton, small beads, etc. Procedure 1. 2. 3. 4.
Fold the oslo paper into 4 parts. On the top part, make a design and glue bits of cotton, glitters, felt, art paper, beads, etc. On the inside back of the folded paper, write your message. Apply the things you have learned about the elements and principles of art.
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Letâ&#x20AC;&#x2122;s check and reflect 1. What is your valued event? What works of art do you want to represent this event? Why?
2.
Complete this statement. I work better
LESSON 9: MY OWN EXPRESSION
Art is everywhere; we are surrounded by its presence. We utilize it in things that we do every day. We are able to express whatâ&#x20AC;&#x2122;s in our mind and heart through its many forms. WORKSHEET # 7-A You will need the following materials: crayons, colored pencils, construction paper, scissors and glue. What is art for you? Is art an important part of your life? Why? Why not? How do you use it in your everyday life? Think of an art composition that will show your answers. Use the materials indicated. Place your artwork in the box below. You may have a sharing of your work in class.
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WORKSHEET # 7-B You will need the following materials: construction paper (different colors), scissors, glue and your choice of drawing materials. Create an artwork using cutouts showing the many activities during SUMMER FIESTAS.
WORKSHEET # 7-C Create a mini poster encouraging the youth to ―SAY NO TO DRUGS‖. Use the drawing materials of your choice.
LESSON 10: CONTOUR DRAWING
Contour drawing is drawing the outline of an object. It is also called one line drawing, a way of drawing an object using one line continuously. This means that you will draw the object without lifting your pencil until you finish. Don’t worry if your drawing looks different from the object you are copying. It’s part of the fun. Practice and you will create very unique and interesting contour drawing.
WORKSHEET # 8-A
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You will need the following materials: your favorite fruit, pencil, and black pen. Place your fruit on your desk, on a table or on a cabinet. Look at its shape, find a point in its shape that you can use as your guide to start your drawing. Continue looking at the fruit as you draw without lifting your pencil. When finished study your drawing? Does it resemble your fruit? You may repeat your drawing if you like. Outline your work with the black pen. Use the box below.
WORKSHEET # 8-B Find a classmate and make a contour drawing of his/her body. After you finish your drawing ask him/her to make a contour drawing of your body. Compare your drawings later. You may add details to your drawing using a pencil, and outline with colored pencil. Use the box below.
LESSON 11:
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MOSAIC Mosaic is a design or picture that is created by setting small pieces of materials such as paper, eggshells, and tiles on a surface.
WORKSHEET # 9-A Create a mosaic using the image below. You may have it copied. Paste the copied image on an illustration board. Itâ&#x20AC;&#x2122;s up to you how big you want it to be. You are free to choose the materials you want to use in making your mosaic. Have an exhibit of your work in class.
WORKSHEET # 9-B
You will need the following materials: Old colored magazine, pencil, black pen, glue or paste, and a pair of scissors.
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Directions 1. Sketch-out your design lightly on the worksheet. 2. Look for colored pages, from the magazine, suited for your design. Cut them into small pieces of different sizes. 3. Paste them properly one by one until your design becomes visible with colored papers. 4. Follow your design with a black pen. 5. Think of a title suited to your design.
LESSON 12: PORTRAIT YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Portrait is a drawing, painting or photograph of someoneâ&#x20AC;&#x2122;s face. It could be in color or black and white. Below are some samples of portraits. Study them because you will be making your own portrait.
WORKSHEET # 10-A Look for a portrait of a famous Filipino. You may use old magazines or the internet to do your research. Glue the picture of the portrait in the box below. Write the name of the person below the picture. What can you say about the portrait? Do you like the way it was made? Why? Why not?
WORKSHEET # 10-B You will need the following materials: A whole oslo paper, pencil, colored pencils and a clear picture of your face. Study the picture of your face carefully. Draw in pencil YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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the structure of your face. After the contour drawing of your face, you may apply the appropriate color and details on your portrait.
UNIT 3: STIRRING THE SOUL, MIND, AND BODY THROUGH PHYSICAL EDUCATION
LESSON 1: Good Posture and Body Mechanics What is posture? How does a person with good posture look? Posture varies in sex and body type. However the basic components for posture are much the same for all children. The position in which a person holds his body while sitting, standing, walking or moving called posture. Many things contribute to both good health and better posture. A sufficient amount of sleep and regular exercise is necessary along with eating a balanced diet. Good Posture 1. 2. 3. 4.
Head up, chin up. Shoulders relaxed and chest out. Lower abdomen in and flat. Slight and normal curve in the upper and lower back
Fair Posture 1. 2.
Head forward slightly Chest lowered slightly and lower abdomen in but not flat
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3. 4.
Back curves a little rounded Knees a little hyper extended
*Can you follow the instruction? Why? Why not?
Poor Posture 1. 2. 3. 4. 5.
Head noticeable forward Shoulder blades showed winged effects Abdomen protuding Pelvis tilted down Weight unevenly distributed
*How do you feel if you have a poor posture?
Now, you are familiar with the different characteristics of a good, fair, and poor posture. Can you identify your posture type? How do we evaluate good posture? Good posture can be evaluated by using the Plumb Line Test. A plumb line can be used to check your body alignment. A.
Side View
The plumb line should pass through the middle of the ear, the point of the shoulder, the point of the hip, middle of the knees and slightly in front of the ankle bone. B.
Front and Back View
The plumb line should pass through the middle of the head, the middle of the vertebrae and the middle of the buttocks. It should also pass between the heels of the feet. Can you follow the steps correctly? Do you difficulty doing the plumb line test?
Posture Checklist Let your classmates observe your posture and fill-up the posture checklist Name Grade YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
Age Sex
Date Checker Page 47
Side View 1.
2.
3.
Head A. Erect in
4.
Abdomen A. Flat
B.
A little forward
B.
C.
Markedly forward
C.
Upper Back A. Shoulder back relaxed B.
A little rounded
C.
Rounded
Lower Back A. Natural curve
5.
Protruded
Knees A. Relaxed B. C.
6.
Slightly protruded
Slightly hyperextended Hyperextended
Feet A. Pointed ahead
B.
Moderate curve
B.
A little pointed out
C.
Hollowed back
C.
Pointed out
Front and Back View 1.
2.
3.
Shoulders A. Level B.
Slightly uneven
C.
Markedly uneven
Hips A. Level B.
Slightly uneven
C.
Markedly uneven
Back of the Ankles and Feet A. Heels and ankles straight B.
Somewhat turned out
C.
Pronated
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*How do you find the test? Interesting? Challenging? Why? Why not?
*Based from the results of your plumb line test, find out if you have any defect. Now that you have examined the characteristics of good, fair, and poor posture, try doing the following movements observing good posture and proper body alignment. Standing A. feet. B. C. D. tips of
Feet parallel to each other, slightly apart with the weight balanced on both Straighten and relax your knees. Your abdomen is flat, chest is out and shoulder relaxed. Head is centered over the trunks, with the chin level the ears in line with the the shoulders.
*Do you have a good posture while standing? Walking A. B. C. D. legs. E.
Point your toes straight ahead. Your feet should be parallel to each other. Strike the floor with your heels first. Swing your arms in a relaxed manner opposite with the movements of the Transfer your body weight from one foot to the other with knees relaxed
*Do you have a good posture in walking? _____
Sitting A. B. C. D.
Sit well with your back and hips align with each other. Distribute your body weight equally. Keep your head, neck and trunk in a straight line. Cross your legs at the ankles or legs together.
*Did you find difficulty in doing the activity? Climbing the stairs A. B. C. D.
Incline your body forward from the ankles. Straighten the knees and hip joints as you push your body upward. Place your feet at the center of the staircase. Hands on the rail but use it lightly for balance.
*How well did you do the activity? YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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Going down the stairs A. B. C.
Observe alignment of your body Place your feet at the center of the staircase Go down smoothly with sense of balance
*What difficulty did you encounter in doing the activity? Stooping and lifting A. B. C.
Bend your hips, knees and ankles when stooping Incline your trunk slightly forward Center the load before lifting it
*Did you perform the activity properly? ____________________ Carrying heavy objects A. B. C. D.
Carry the object/load close to your body Straighten your upper body Use both arms to carry the heavy object Distribute your body weight on both feet for balance.
*How do you know if you are doing it correctly? _______________________________
Posture Exercises Perform the following exercises to improve your posture A.
Head-Shoulder-Upper back Development
1.
Overhead Isometric Stretch A. Stand with feet comfortably apart and hands clasped behind head. B. Straighten your arms directly upward lifting your shoulders towards ahead. C. Keep your hands clasped.
2.
Side Bend A. Stand with feet comfortably apart with arms at the sides. B. Bend at the waist sideways to the left; facing forward. Keep your legs straight. C. Return to position D. Repeat â&#x20AC;&#x2013;Bâ&#x20AC;&#x2013; with your right. Return to position.
3.
Airplane Circles A. Stand with feet comfortably apart and arms extended sideward.
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B. 4.
Circle your arms upward.
One Half-Knee Bend with Elbow Pull A. Stand with your feet comfortably apart, heels flat on the floor. Your arms are parallel to the floor at shoulder-high with elbow bent. Hands closed in a first. B. Pull your elbows back while you do a half-knee bend.
Abdominal Muscle Development 1.
Inchworm Stretch A. Begin on hands and feet, in a stretched out push up position. B. Walk your feet toward your hands with knees straight but not locked. C. Stop when your feet are as close as possible to your hands, and then walk back to standing position.
2.
Cat Stretched A. Begin with four base position. Slowly relax, allowing your hips to move backward, keeping your hands in place. Stretch back until you are sitting on your heels. B. Reverse the movement, arch your back upward and hold for 5 counts then relax your back until it is flat.
3.
Leg Hug A. Lie on your back with your legs extended upward. B. With your lower back against the floor, move your legs legs slowly over your head. C. Grapple the bent legs as if hugging them. D. Be sure to use your stomach (abdominal) muscles and not your arms or neck to do this exercise.
4.
Trunk Twister A. Sit with your feet at shoulder-width apart, clasp your hands in front of your chest. B. Keep your arms in horizontal position, shoulder level. C. Turn your body slowly to the right and left, holding each position for 5 seconds. D. Repeat several times.
C.
Lower Legs Development
1.
Sitting Toe Touch A. Sit with your feet together and your legs straight. B. Bend your body forward and touch your toes. Hold this position for 5 seconds.
2
Knee Lift A. Stand straight with feet together.
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B.
Step on your right foot and lift your left knee towards your body without bending your trunk.
3.
Cross-Legged Stand A. Sit on the floor with your legs crossed and arms crossed at chest level. B. Rise slowly to a standing position. C. Return to a sitting position.
4.
Marble Rumble A. Sit on a chair or a bench. B. Pick-up the marble with your right foot and get it with your left hand. Place the right foot back on the floor. C. Transfer the marble to your right hand. Place it between the toes of your left foot to put the marble back on the ground. D. Repeat 10-12 times with Left and Right feet alternately.
*What affects your posture? How does exercise contribute to good posture? Letâ&#x20AC;&#x2122;s check and reflect 1.
Why is good posture important to your health? How does it affect you?
2. Can you identify your posture type? What did you discover after doing the plumb line in test?
3. Did you perform all the given activities and posture exercises? Were you successful in developing your good posture in standing, sitting, walking, pushing, pulling, lifting and carrying heavy objects?
4.
How did you plan your physical activities to maintain good posture?
LESSON 2: The Components of Physical Fitness When asked to describe a healthy and fit individual, what sort of images come into your mind? A successful athlete, a gymnast, a person exercising, or a medical doctor? Physical fitness means good health and enough energy to move all day without becoming too tired. One who is physically fit possesses the strength and YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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stamina to carry out his/her daily tasks and still has ample energy fo leisure and worthwhile activities. Being physically fit and healthy is not entirely dependent on exercise. Desirable health practices also play an important role and these include proper medical care, the right kind of food with the right amount, good oral hygiene, healthy play and recreation, and adequate amount of rest and sleep. To be physically fit, it is also important to develop the following components of physical fitness: 1. 2. 3.
Strength: Ability of a muscle or group of muscles to exert force Power: Product of strength and force for effective movement Endurance: Ability to repeat a movement several times in a row,,
Exercise Guidelines Do you have any idea as to how often and how long your exercises should be? Remember the word FIT and you will know how effective your exercise program is. Frequency how often you exercise. You must exercise at least three times aweek. Intensity How hard you exercise. You must raise your heart rate until it is 75 percent to 90 percent of maximum. For a 10-11 years old, the exercise heart rate needs to be at least 157 beats per minute. How to calculate the Target Heart Rate Zone of a 10-year old child is shown below: 1. 2. per
Subtract age from 220 to obtain a maximum heart rate (MHR) of 210-10=210 Multiply MHR by 75 to find the 75 percent of MHR 210 x 0.75 = 157.5 beats minute.
Time how long you exercise each day. You must exercise for at least three 10minute segments per exercise a day at 157 beats per minute or higher. The amount of time spent exercising is also called the duration of exercise.
In order to benefit from exercise routine, consider the following pointers on how to enjoy exercise safely: 1. of 2. 3. 4. 5.
Don’t overdo a particular exercise. Start your exercise at a relatively low level exertion over a number of weeks. Use adequate foot ware. Choose shoes suitable to your physical activity. Watch your form and technique. Pay attention to the step by step direction. Don’t bounce by stretching. Do static stretches. Warm-up and cool down following an exercise routine.
Let’s check and reflect
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1.
What is physical fitness?
2.
How can you develop your physical fitness?
3.
Describe a physically fit individual.
4.
What is aerobic exercise?
5.
What does regular exercise mean?
LESSON 3: The Fitness Tests Letâ&#x20AC;&#x2122;s Test Your Fitness Level It is important to determine the level of physical fitness to know who needs more training to achieve optimum development. For this purpose, a physical fitness test should be conducted twice a year or as time as often as time permits. The initial test is usually administered at the beginning of the school year while the posttest si given at the end of the school year. Look for a body partner who has almost the same height and weight as you do. The use of buddy system will facilitate the administration of the physical fitness test. Fill up your Physical Fitness Record and enter your results after each fitness test. Be honest in recording your score. Physical Fitness and Sports Talent (PFSTT) Name Grade and Section
Birthdate
Age
Gender
Teacherâ&#x20AC;&#x2122;s Name
School/Address/Division Home Address/Telephone Number
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PART 1 - PHYSICAL FITNESS COMPONENTS 1.
Nutritional Fitness Body Mass Index (BMI) *
Weight
Kilograms
Classification *
Height
Meters 2.
Muscular Fitness *
3.
Partial Curl-ups
* Trunk Lift
cms
* 90 Degrees Push-ups
Flexibility Fitness *
Sit and Reach Left Leg Bent
Shoulder Flexibility centimeters
Right Arm Up
centimeters Right Leg Bent
centimeters
Left Arm Up
centimeters 4.
Physiological Fitness *
1 Kilometer Run: Time
Minutes and Seconds
PART 2 - SPORST TALENT COMPONENTS 1.
Anthropometrics *
Sitting Height
centimeters
Arm Span
centimeters 2.
Muscular Power *
Standing Long Jump
meters
* Basketball Pass
meters 3.
Speed 40-Meter Sprint
Seconds and 10th of Seconds
EVALUATION
Date Tested:
First Time
Second Time
Letâ&#x20AC;&#x2122;s perform the following fitness tests! 1.
Standing Long Jump
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This test measures the explosive strength and power of your legs muscles.
2.
A.
Stand behind the take off line. Bend your knees and swing your arms backward.
B.
Jump forward as far as you can, landing on both feet. Swing your arms forward.
C. D.
Take two trials. Measure the distance covered from the take-off line to the heel of the foot closer to the take-off line. Record only the farthest distance covered on the two trials made.
E.
Record the distance in centimeters.
Partial Curl-Ups This measures the strength and endurance of the abdominal muscles. Starting Position * * *
Lie flat on the floor, bend your knees with the heels about 6 inches from the buttocks, feet slightly apart. Have a partner to hold your legs still by grasping them at the ankles. With straight elbows, place hands on knees.
Test A. B.
Lower your upper body slowly until the tip of your middle fingers are about an inch from the top of your knees. Raise yourself up to starting position without resting. Repeat the movements as many as you can.
Note *
*
3.
The curl-up should be performed slowly at the rate of one second in going down and one second in going up (use a stop watch). A form breaks occurs when you cannot keep up or when you stop stop and rest by holding your knees. record the number of curl-ups when performed. Maximum score is 50 for boys and 40 for girls.
Sit and Reach This test measures the flexibility of the hamstring muscles (back of the thigh) and the lower back muscles.
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Equipment: A tape measure marked distinctively at 50-centimeter point firmly attached on the floor, a card board or plywood 10 by 20 centimeters.
Starting Position * Sit on the floor with the tape measure between your legs; your partner will place the tip of his/her shoes exactly at the 50 centimeter point. Test A. knee should be
4.
Brace your right foot against the shoes of your partner. Bend your left and pull the heels as close as possible to your buttocks. Your sole flat on the floor.
B.
Keep the left knee straight. With extended hands, placed on top of the other, bend slightly forward and backward two times.
C.
On the third time stretched, fully forward and hold the position for one second so that your score will be noted.
D.
Repeat with the left leg extended and right leg bent.
E.
Record the distance reached with bent left leg and right leg.
Shoulder Stretch This test measures the flexibility of the shoulder joints.
Equipment - None Starting Position
5.
A.
Stretch your right hand over your right shoulder. They are to touch your fingers of your left hand which is raised behind your back.
B.
Perform the test with the left hand over the left shoulder and the right hand behind your back.
C.
Record the score as pass or fail for each test.
Trunk Lift This test measures the strength and the flexibility of the lower back muscles. Equipment - a ruler marked clearly at 15 and 30 centimeter points. Starting Position
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Start in a prone lying position. Face chin on the floor and eyes focused forward; hands facing upward, under your thighs. Test A. Lift your upper body slowly upward to a maximum height of 30 centimeters. B. Hold this position while your partner measures the distance from the floor to the tip of your chin. The ruler should be about one inch away from the chin of your partner not directly under it. C.
Return to starting position. Then repeat the movement.
*
Perform the test in a slow controlled manner, with no bouncing or jerky movements. Do not stretch higher than 30 centimeters as this can cause hyper extension of the back. Record the higher score of the two trials in centimeters.
Note:
* *
6.
40-meter Sprint This test measures the running speed of an individual.
Equipment - stopwatch Starting Position The runner will stand behind the starting line; the starter and timer at the finish line
Test A. the signal
The timer raises his hand; shouts out the signal ―Ready, Go!‖ At ―Go‖, start running as the timer, starts the stopwatch.
B.
The timer stops the stopwatch when you reach the finish line.
* *
The runner is given two (2) trials. Record the faster time of the two trials.
Note
Let’s check and reflect 1.
How well did you perform the different physical fitness tests? Are you satisfied with the results?
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2.
What problems did you encounter while taking the tests?
3.
How important is following instructions in taking physical fitness test?
4.
Did you rate your performance in all the tests honestly?
LESSON 4: Fundamental Movement Skills Fundamental movement skills are those utilitarian skills that children need for living and being. This group of skills is sometimes labeled as basic or functional. The designation fundamental skill is preferable to other labels, because this skills are necessary for you to function effectively in the environment. The fundamental skills are divided into two categories, the axial or the non-locomotor movements and the locomotor movements. Axial or non-locomotor movements are performed without appreciable movement from place to place. The movement may take place with the whole body or part of the body. Locomotor skills are used to place the body from one place to another.
AXIAL OR NON-LOCOMOTOR MOVEMENTS Bending is movement at the joint. * * * position.
Bend your body downward from the waist. Bend your body forward and backward to the left and right. Bend your knees while in standing position, in sitting, and in lying
Rocking occurs when the center of gravity is fluidly transferred from one body part to another. The term swaying implies a slower movement than rocking. * * *
Sit cross-legged with arms outstretched to the sides, palms facing the floor. Lie on your back. Rock with your arms and legs raised toward the ceiling as you rock. Sway the different pars of the body forward and backward, to the left and the right.
Swinging involves the movement of the body parts back and forth that resembles a swinging rope or pendulum of the clock. *
Explore different ways to swing your arms and legs.
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* *
Swing thew arms forward and backward. And go into full circles at times. With a partner, work out different swinging movement.
Twisting is the rotation of a selected part around its own axis. * * *
Twist the upper part of your body to the left and to the right. Do not move the lower part of your body and another in the opposite side. Twist the upper part of your body without twisting the upper part. balance on one foot and twist your body. Can you bend and twist at the same time?
Stretching moves body parts away from the body center and sometimes it involves moving a joint through the range of movement. * * *
Stretch your arm, legs and feet in as many different directions as possible. Stretch your right arm while you curl your left arm. Bend at the waist and touch your toes with your fingers.
LOCOMOTOR MOVEMENT Walking involves the movement of the feet alternately with one foot always in contact with the floor. Rhythmic Activities * * *
walk forward then change direction after 8 counts. Change direction at the end of each phrase or every 8 counts. Walk in various directions while clapping your hands alternately in front and behind you. Change the position of your hands every 8 counts. Walk forward four steps, and turn completely around in place in four steps. Walk forward.
Running four steps going back to starting place moving rapidly so that for a brief moment, both feet are off the ground. *Run in different directions, changing direction on the sound of a heavy beat or signal. *Lift the knees as high as possible while running. Keep in time with the beat. *Walk during a phrase of music and then run in the next phrase. Do walk-andrun movements correctly. Hopping involves propelling the body up with one foot and landing on the same foot. The body leans, while the other, and the arms serve to balance the movement. Rhythmic Activities YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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*Walk four steps (counts 1-4), hop three times (counts 5 -7), rest on count 8. *walk four steps (counts 1-4), then hop four times (counts 5-8) as you turn in place. Repeat in a new direction. *Hop forward and backward with one foot over a line. Change foot every 4 counts. Sliding is done side ward. It is one-count movement, with a leading foot stepping to the side and the other foot following quickly. Rhythmic Activities *With appropriate music, many of the above movement patterns can be set to rhythm. Use music phrases to signal change of direction. Galloping is similar to sliding , but the movement is in forward direction. One foot leads and the other is brought rapidly forward to it. Rhythmic Activities *Galloping is essentially a rhythmic movement. Use music to signal a lead to Change foot.
Leaping is an elongated step designed to cover distance or move over a low obstacle. It is usually combined with running.
Skipping is a series of step-hops done alternately with the left and right foot. Rhythmic Activities * Execute skipping steps forward (4), backward (4), diagonally forward (4), and diagonally backward (4). Activity 1 - Practice task Task: Select a music and practice the different axial and locomotor movements discussed in this lesson. Activity 2 - Combining Task: combine the axial and locomotor movements to create simple combinations. Letâ&#x20AC;&#x2122;s check and reflect Based on the tasks given in this lesson, check your performance by answering the questions below:
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To what level did you... 1.
enjoy performing the movement activities? High Moderate Low
2.
execute correctly the mechanics of the basic movements? High Moderate Low Memorize the movement activities? High Moderate Low Learn the different axial and locomotor movements? High Moderate Low
3.
4.
Rate your performance in a scale of 1 to 5 stars, with 5 being the highest. Explain your rating.
1. Which among the fundamental movements did you easily understand and execute?
2.
Describe your feelings during the group task.
3. What specific non-locomotor and locomotor movements need more time to practice?
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