Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

MAPEH
GRADE 9
MAPEH Grows Through the Years
Quarter 2 Week 3 Module 3

Most Essential Learning Competencies:

… Relates Classical music to other art forms and its history
within the era;
… Identifies representative artists from Renaissance and Baroque
periods

… Evaluates works of art in terms of artistic concepts and ideas

using criteria from the Renaissance and the Baroque periods

… Executes the skills involved in the dance

… Identify the types of drugs/ substances of abuse.

2
HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below
to successfully enjoy the objectives of this kit. Have fun!
1. Follow all the contents and instructions carefully as indicated in
every page of this module.
2. Write in your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind
all the lessons learned.
3. Perform all the provided activities in the module.
4. Let your parent / guardian assess your answers using the answer
key card.
5. Analyze conceptually the post-test and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

 Expectations – These are what you will know after completing the
lessons in the module.
 Pre-test – This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
 Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
 Brief Introduction – This section will give you an overview of the lesson.
 Activities – This is a set of activities you will perform with a partner.
 Remember – This section summarizes the concepts and applications of
the lessons.
 Check your Understanding – It will verify how you learned from the
lesson.
 Post-test – This will measure how much you have learned from the entire
module.

3
PRE-TEST
Multiple Choice
Directions. Choose the letter of the best answer.
1. What is the other term for the Classical Era?
a. Age of Reason c. Age of Aristocracy
b. Age of Invention d. Age of Transformation
2. Which of the following historical events DID NOT take place during the
Classical Era?
a. Napoleonic Wars c. American Revolution
b. French Revolution d. Fall of the Roman Empire
3. Which of the choices below completes the principles and characteristics of
ancient Greek and Rome? FORMAL, ELEGANT, DIGNIFIED, and:
a. Elaborate c. Simple
b. Ornamental d. Complicated
[Link] of the following artwork is the most reproduced religious painting of
all time?
a. The Last Supper c. Monalisa
b. The Vitruvian Man d. Romeo & Juliet
5. He was known as the ultimate “Renaissance man”.
a. Leonardo c. Donatello
b. Michelangelo d. Hercules
[Link] of the following artwork is the most famous and most parodied
portrait?
a. The Last Supper c. Monalisa
b. The Vitruvian Man d. The Passion of Christ
7. Where Cha cha originated?
a. USA c. China
b. Cuba d. Philippines
8. How many cha cha beats are there in a minute
a. 120 c. 130
b.140 d. 150
9. What are dances combined to come up with cha cha?
a. Danzon and Montuno c. Vogue and Jive
b. Rumba and Jive d. Rumba and Samba
[Link] refers to drugs that speed up a person’s central nervous system.
a. narcotics c. depressant
b. stimulant d. inhalant
[Link] drugs distort reality and facts.
a. gateway c. hallucinogens
b. depressants d. stimulants
[Link] slows down a person’s central nervous system.
a. inhalant c. stimulant
b. narcotics d. depressant
Great, you finished answering the questions.
You may request your facilitator to check your work.
Congratulations and keep on learning!

4
MUSIC 9
LESSON 3: HISTORICAL BACKGROUND OF CLASSICAL
PERIOD COMPARISON OF MUSICAL
CHARACTERISTICS TO VISUAL ARTS

EXPECTATIONS

 Relates Classical music to other art forms and

its history within the era

LOOKING BACK TO YOUR LESSON

Direction: Write the name of each composers.

1. _______________ 2. _________________ 3. _______________

BRIEF INTRODUCTION

In music, this era is understood as the time of Haydn, Mozart and

Beethoven. It coincides with the so – called Neo – Classicism in the other
arts. A great cultural movement, the Enlightenment, promotes the ideal of
equality and prosperity for everyone through education.

The Classical period falls between the Baroque and the

Romantic periods. Classical music has a lighter, clearer texture than
Baroque music and is less complex.

5
Classical music is a very general term which normally refers to the
standard music of countries in the Western world. It is music that has been
composed by musicians who are trained in the art of
writing music (composing) and written down in music notation so that
other musicians can play it.

Absolute monarchy is giving way to Enlightened Despotism

(“Everything for the people but without the people”). There is a process of
popularization of art and education. Naturally, this amateur audience
demands and buys an easy to understand and play music. REASON is the
tool that will change the world, and will guide humanity. The break with the
Old Regime comes with the French Revolution (1789)

6
ACTIVITIES

7
REMEMBER

1. In the middle of the 18th century, Europe began to move toward a

new style in architecture, literature, and the arts, known as
Classicism.
2. It was also pushed forward by changes in the economic order and in
social structure. Instrumental music was patronized primarily by
the nobility.

CHECKING YOUR UNDERSTANDING

“WORD MAZE”
Pick the words from the maze that relate to the classical period. Write your
answer on the blanks.

1._______________ 6. _______________
2. ______________ 7. _______________
3. ______________ 8. _______________
4. ______________ 9. _______________
5._______________ 10._______________

8
REFLECTIVE LEARNING SHEET

Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 3

Question to ponder:

1. List down all the musical terms you are familiar with.
2. What do you know about Classical era?

I would like to know about ________________________________________________

I would like to understand ________________________________________________

I would like to perform ___________________________________________________

9
ART 9
LESSON 3: FAMOUS RENAISSANCE ARTWORKS AND
ARTIST: LEAONARDO DA VINCI

EXPECTATIONS

You will identify artworks during the Renaissance period.

Specifically, this module will help you to:
 identify representative artists from Renaissance and Baroque periods;
 evaluate works of art in terms of artistic concepts and ideas using criteria
from the Renaissance and the Baroque periods.

Let us start your journey in learning more about Renaissance Period.

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Activity 1- Directions: Identify the Artworks made by Michelangelo in the
following pictures. Write your answer on a sheet of paper

1.

2.

3.

(Image from Treasures of the World book, by Golden

Press,Inc.,Copyright 1961)

10
BRIEF INTRODUCTION
Leonardo di ser Piero Da Vinci (1452- 1519)
Leonardo Da Vinci was a painter, architect,
scientist, and mathematician. He was popular in
present times because of the novel which was
made into a movie, “Da Vinci Code.” He was
known as the ultimate “Renaissance man”. He
was widely considered to be one of the greatest
painters of all time.
Leonardo's works:
• The Last Supper (the most reproduced
religious painting of all time),
• Mona Lisa (the most famous and most
parodied portrait.) (Image from Treasures of the World book,

• The Vitruvian Mar by Golden Press,Inc.,Copyright 1961)

• The Adoration of the Magi

• Virgin of the Rocks.

“Mona Lisa” stems from a description by

Renaissance art historian Giorgio Vasari, who wrote,
“Leonardo undertook to paint for Francesco
Giocondo the portrait of Mona Lisa, his wife.

Image from Treasures of the World book, by

Golden Press,Inc.,Copyright 1961

Image. The Last Supper from [Link]

The Last Supper

Image. Adoration of Magi from [Link] Image. Virgin of the Rocks from National Gallery Image. Vitruvian Man from smithsonianmag

Adoration of Magi Virgin of the Rocks Vitruvian Man

11
CHECKING YOUR UNDERSTANDING
Activity 2 – The Art of Selfie (Chiaroscuro)
DIRECTIONS. Take pictures that will show a Light and Dark
Effects
Materials: Digital Camera/ Cell phone Camera
NOTE: Print it in an A4 size bond paper and place it in your
Art Portfolio Image. Chiaroscuro from deviantart

RUBRIC
5 4 3 2 1
Criteria Very
Excellent Good Fair Poor
Good
Composition and design:

Process:
-Follows the instruction in doing the activity
-Maintains cleanliness in the working area
Materials used:
-Used proper materials and tools prescribed in
the activity
Behavior:
-Shows enjoyment while doing the activity.
Overall look of the artwork:
Total

ACTIVITY 3 –Picture Analysis

DIRECTIONS. On a short bond paper, analyze the different Famous works
made by Michelangelo. Complete the table below.

Image from Treasures of the World book, Image. The Last Supper from [Link]
by Golden Press,Inc.,Copyright 1961 Image. Adoration of Magi
from [Link]

Name

Nature of Art
(Painting or Sculpture)

12
Techniques Used
(Vibrant and Vivid, Linear
Perspective, Chiaroscuro,
Humanism)

REMEMBER
1. The full name of Leonardo da Vinci is Leonardo di ser Piero Da Vinci
2. Leonardo da Vinci was known as the ultimate “Renaissance man”
3. Leonardo Da Vinci was a painter, architect, scientist, and
mathematician.
4. The Last Supper is the most reproduced religious painting of all time.
5. Mona Lisa is the most famous and most parodied portrait painting of
Leonardo da Vinci.

CHECKING YOUR UNDERSTANDING

Activity 4
Directions: Identify the names of the following artworks of Leonardo da Vinci.
Choose your answer in the box below.
CHOICES:

The Last Supper, Mona Lisa, Adoration of Magi, Virgin of the Rocks, Vitruvian Man

1. 2. 3. 4. 5.

13
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO.3

Bubbly Head! (Character Building)

Directions. Answer the questions inside the bubble. Write your answer inside
the bubble balloon
What is the
Painting all about?
What do you think
is the importance
of this kind of
painting?

Image. The Last Supper from [Link]

PHYSICAL EDUCATION 9
LESSON 3: NATURE AND BACKGROUND OF CHA CHA
CHA

EXPECTATIONS

You will execute some basic dance steps in Cha cha cha. Specifically,
this module will help you to:

 determine the origin and background of Cha cha cha;

 create a diagram explaining the origin of Cha cha cha;
 recognize the health benefits of the dance Cha cha cha to oneself and
family members

Let us start your journey in learning more about Cha cha cha
Let’s Think and Act Now!

14
LOOKING BACK TO YOUR LESSON

Let’s recall!
1. What are the different dance etiquettes?
2. Why is it important to know dance etiquettes?

BRIEF INTRODUCTION

The Cha cha cha dance has inspired many dance variations across the
world. The dance has stood the test of time and has been the dominant Latin
America pop rhythm for nearly 50 years. The dance has also inspired
generations of Cha cha cha music since it was first popularized by Enrique
Jorrin. Cha cha music is also one of the most famous of Latin music, notable
for its fast tempo and lively beats. In Latin America, Cha cha dance is more
than a social dance, but it is also a cultural symbol.
It is performed in 4/4 time and requires a lot of step and hip motion.
The dance is characterized by three quick steps followed by two slower beats
done on the one beat and the two beat. The dance is performed at about 120
beats every minute. The front steps are taken toe flat, and the dance is
performed with minimal upper torso movement. The Cha cha cha dance is
characterized by intricate foot movement, quick spins, strong hip movement,
sharp action and staccato, all this done to Latin American Cha cha cha music.
The Cha cha cha is a lively, playful and groovy social dance.

Riccardo Cocchi and Yulia Zagoruychenko is one of the world’s most

accomplished pairs that graced any dance floor.

15
History of Cha cha cha

It is originally known as the Cha cha cha. It became popular about

1954. Cha cha cha is an offshoot of the Mambo. When the English dance
teacher Pierre Margolie visited Cuba in 1952, he realized that sometimes the
Rumba was danced with extra beats. This is said to be an innovation
introduced in 1948 by the musician Enrique Jorrin, combining two Cuban
dances, the 'Danzon' and the 'Montuno'. When Pierre returned to Britain, he
started teaching these steps as a separate dance.

In the slow Mambo tempo, there was a distinct sound in the music that
people began dancing to, calling the step the "Triple Mambo". Eventually it
evolved into a separate dance, known today as the Cha cha cha.

The dance consists of three quick steps (triple step or Cha cha cha) and
two slower steps on the one beat and two beat (rock step).

The Cha cha cha is danced at about 120 beats per minute. The steps
are taken on the beats, with a strong hip movement as the knee straightens
on the half beats in between. The weight is kept well forward, with forward
steps taken toe-flat, and it is danced with minimal upper-torso movement.

The chasse on 4&1 is used to emphasize the step on beat 1, which may
be held a moment longer than the other steps to match the emphasis of the
beat in the music.

ACTIVITIES
Create a timeline of the Origin of Cha cha cha. Use different templates for
outlining timelines searchable in in any website. Use your creativity in doing
this activity. Put it on a short bond paper and prepare it for submission.

REMEMBER
The Cha cha cha is a popular, social Latin dance. Lively and flirtatious,
the cha-cha is full of passion and energy. The cha-cha is a vibrant, flamboyant
and playful dance. The light and bubbly feel of the cha-cha gives it a unique
sense of fun.

The Cha cha cha requires small steps and lots of hip motion (Cuban
motion), as it is danced in 4/4 time. The fourth beat is split into two, giving it
the characteristic rhythm of 2, 3, 4 and 1. Therefore, five steps are danced to
four beats. You may have heard it counted like, "One, two, Cha cha cha.

16
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: _______________

[Link] did you feel after learning the origin of Cha cha cha?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
[Link] of the lesson or activity you had hard time understanding? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Which of the lesson or activity you had easiest to understand? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
[Link] you think you are now much confident in dancing Cha cha cha?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. How important is Cha cha cha to your health and families well being?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

HEALTH 9
LESSON 3: TYPES OF DRUGS/SUBSTANCES OF ABUSE

EXPECTATIONS

You will identify the different types of drugs/ substances of

abuse. Specifically, this module will help you to:
• Describe how drug of abuse are classified;
• Classify drugs of abuse according to their effects on the body;
• Produce a table flipchart of the classification of drugs and their effects on
the body.

Let us start your journey in learning more about the types of drugs/ substances
of abuse.
Let’s Think and Act Now!

17
LOOKING BACK TO YOUR LESSON
Turning Negative to Positive
Directions: Supply the positive attitude to combat the negative potential
factor.

RISK FACTOR (Potential DOMAINS PROTECTIVE FACTOR

Problem) (Potential Antidote)
 Availability of drugs
School
 Negative outlook
Community
towards drug use
 Lack of parental
Family
supervision
 Feeling of isolation
Personal
 Prefers to stay with
friends rather than Peers & Friends
family

BRIEF INTRODUCTION
Lesson 3 deals with the classification of drugs of abuse. Learners will
be able to classify the drugs of abuse according to their effects on the body.
Stresses that some of these drugs of abuse also have their medical purposes
but are highly addictive if misused and abused. As a learner, you will be
provided with information about the topic. Activities are provided to assist you
in developing your knowledge, skills and attitudes about classifying drugs of
abuse.

The Six Classifications of Drugs are the Following:

1. Gateway drugs
Gateway drugs such as cigarettes and alcohol are legal drugs that a
non-drug user might try, which can lead him/her to more dangerous drugs
such as marijuana and shabu. Teenagers who engage in early smoking and
early drinking have a higher chance of using and experimenting with
dangerous drugs of abuse

18
2. Depressant drugs
Depressant drugs slow down a person’s central nervous system (CNS).
The central nervous system includes the brain, spinal cord, and nerves.
Doctors commonly prescribe depressant drugs to help certain persons to be
less angry, less stressed or tensed. Depressant drugs relax muscles and
nerves. These drugs also make patients feel sleepy and light-headed.
Depressant drugs include alcohol, barbiturates, and tranquilizers.

3. Stimulant drugs
Stimulant drugs speed up a person’s central nervous system.
Stimulant drugs have the opposite effect of depressants. Stimulant make a
person’s energy high. Negative effects of stimulants include depression and
tiredness. Stimulants include amphetamines which include shabu, caffeine,
nicotine and cocaine.

4. Narcotics
Narcotics are drugs which relieve pain and induce sleepiness.
In medicine, these drugs are administered in moderation to patients with
mental disorders and those in severe pain like cancer. Narcotic drugs
include cocaine, heroin and marijuana. These drugs are illicit and
dangerous if taken.

5. Hallucinogens
Hallucinogens are drugs which distorts reality and facts. It affects all
senses and makes a user see, hear and feel things that don’t exist in the
time being. The name hallucinogen came from the word hallucination which
is to perceive illusions. Hallucinogens include lysergic acid diethylamide,
psilocybin obtained from mushrooms and mescaline.

6. Inhalants
Inhalants are found in ordinary household chemical products and
anesthetics. It is readily available and accessible to young children. Inhalant
intoxication is similar to the signs and symptoms of alcohol intoxication.
One difference is the foul smell of chemicals sniffed, inhaled, or huffed by
the user. Continuous use and abuse lead to delusions, brain
brain damage, liver damage, coma and death. Examples of household
products used as inhalants are acetone, rugby or solvent, ordinary and
spray paint, cleaning fluids and air conditioner fluid (Freon).

19
ACTIVITIES:
Activity 1 – The Drug Concept Map

Directions. Add information to complete the map.

HARMFUL CLASSIFICATION HARMFUL EFFECTS

D
R
U
G
S

REMEMBER

 Barbiturates are depressants and amphetamines are stimulants. If

abused, these drugs can cause serious problems or death.
 Alcohol can easily lead to psychological and physical dependency,
sometimes resulting in alcoholism, a disease that can wreck lives.
 Crack is cheap and readily available and is smoked and absorbed into
the bloodstream in less than 10 seconds.
 The side stream and secondhand smoke from the end of a cigarette
can cause similar problem to nonsmokers who live and /or work with
smokers.

20
 Narcotics are in some ways much more dangerous than barbiturates
which includes opium, morphine and heroin.

CHECK YOUR UNDERSTANDING

Directions: Finish the statement based on the lesson learned.
1. I have learned that ______________________________________________________.
2. In my opinion ___________________________________________________________.
3. I was surprised that _____________________________________________________.
4. I suggest to _____________________________________________________________.
5. I plan to _________________________________________________________________.

REFLECTIVE LEARNING SHEET

Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING
SHEET NO. 1

Activity 1 – Let’s
make a table flipchart!

Directions. Make a flipchart showing

how drugs are classified and how
they affect the body. Print the chart using
paper and old folders. Include pictures to make your flipchart more
attractive.

[Link]

21
POST-TEST
Multiple Choice
Directions. Choose the letter of the best answer.
1. What is the other term for the Classical Era?
a. Age of Reason c. Age of Aristocracy
b. Age of Invention d. Age of Transformation

2. Which of the following historical events DID NOT take place during the
Classical Era?
a. Napoleonic Wars c. American Revolution
b. French Revolution d. Fall of the Roman Empire
3. Which of the choices below completes the principles and characteristics of
ancient Greek and Rome? FORMAL, ELEGANT, DIGNIFIED, and:
a. Elaborate c. Simple
b. Ornamental d. Complicated
[Link] of the following artwork is the most reproduced religious painting of
all time?
c. The Last Supper c. Monalisa
d. The Vitruvian Man d. Romeo & Juliet
5. He was known as the ultimate “Renaissance man”.
c. Leonardo c. Donatello
d. Michelangelo d. Hercules
[Link] of the following artwork is the most famous and most parodied
portrait?
a. The Last Supper c. Monalisa
b. The Vitruvian Man d. The Passion of Christ
7. Where Cha cha originated?
a. USA c. China
b. Cuba d. Philippines
8. How many cha cha beats are there in a minute
a. 120 c. 130
b.140 d. 150
9. What are dances combined to come up with cha cha?
c. Danzon and Montuno c. Vogue and Jive
d. Rumba and Jive d. Rumba and Samba
[Link] refers to drugs that speed up a person’s central nervous system.
c. narcotics c. depressant
d. stimulant d. inhalant
[Link] drugs distort reality and facts.
c. gateway c. hallucinogens
d. depressants d. stimulants
[Link] slows down a person’s central nervous system.
c. inhalant c. stimulant
d. narcotics d. depressant
Great, you finished answering the questions.
You may request your facilitator to check your work.
Let us move to the next learning opportunities!

22
References
MUSIC
Books
Perez, V. V. et al. (2008). MAPEH-CAT IV. Quezon City: St. Bernadette
Publishing House Corporation.
Wright, Craig. (2013). The Essential Listening to Music, 6th ed.. Canada:
Schirmer Cengage Learning.
Wright, Craig. (2008, 2004). Listening to Music, 5th ed.. Belmont, CA., USA:
Thompson Higher Education.

Websites
[Link]
Retrieved: Nov. 5, 2013
[Link]
[Link]
Retrieved: Nov. 4, 2013
[Link]
Retrieved: Nov. 4 2013
[Link]
mozart_1.jpg Retrieved: Nov. 4, 2013
[Link]
Retrieved: Nov. 4, 2013
[Link]
Retrieved: Nov. 4, 2013
[Link]
Retrieved: Feb. 16, 2014
[Link]
Retrieved: Feb. 16, 2014

Suggested listening resources:

W. A. Mozart Piano Sonata No. 16 in C major, K. 545
(so-called facile or semplice sonata) [Link]
Hu_Rb0 (retrieved 11/5/13)
W. A. Mozart - Piano Sonata No 11 in A major K 331 (Rondo) 3rd movement
[Link] (ret. 11/6/13)
W. A. Mozart Piano concerto n. No. 21 in C major, K.467
[Link] (ret. 11/6/13)
W. A. Mozart, Symphony No. 40 in G minor, 1st movement (Molto Allegro)
[Link] (ret. 11/6/13)
W. A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)
[Link] (ret. 11/6/13)
Rock version - [Link] (ret. 11/5/13)
Jazz version - [Link] (ret. 11/6/13)
W. A. Mozart Queen of the Night (an aria from The Magic Flute)
[Link] (ret. 11/5/13)
Excerpt from Mozart's "The Magic Flute" (ret. 11/5/13)
[Link]
W. A. Mozart excerpts from Don Giovani
[Link] (ret, 11/513)
W. A. Mozart exceprts from Idomeneo
[Link] (ret. 11/7/13)
L. V. Beethoven Piano Sonata no 14 in c sharp minor (Moonlight) 1st
movement op. 27 no. 2 (adagio sostenuto)

23
[Link] (ret. 11/7/13)
L. V. Beethoven Piano Concerto no. 1 in C major op. 15
[Link] (ret. 11/7/13)
L. V. Beethoven Piano Concerto no. 5 “Emperor” in E flat major op. 73
[Link] (ret. 11/7/13)
L. V. Beethoven Symphony No. 5, Op. 67, C Minor
[Link] (ret. 11/7/13)
Rock version - [Link] (ret. 11/7/13)
L. V. Beethoven Symphony No. 9, Op. 125, D Minor “Choral”
[Link] (ret. 11/7/13)
[Link] (ret. 11/7/13)
F.J. Haydn Symphony No.94 in G Major "Surprise” 2nd movement
[Link]
F. J. Haydn Symphony No. 101 in D major, “The Clock”
[Link] (ret. 11/7/13)
F. J. Haydn Symphony No. 100 in G major, “Military”
[Link] (ret. 11/7/13)
John Dowland Fine Knacks for Ladies
[Link] (ret. 2/19/14)
G. F. Handel Hallelujah Chorus from Messiah
[Link] (ret. 2/19/14)
ART

Book
 [Link]
draft_4.[Link]
Internet Sources
Arthistoryabroad, “Adoration of Magi” Accessed June 10, 2020
[Link]
leonardo-da-vincis-adoration-of-the-magi-by-aha-tutor-freddie-mason/
Dreamstime, “Sistine Chapel” Accessed June 16, 2020
[Link]
sistine-chapel-ceiling-painted-cornerstone-work-high-renaissance-art-
image48366565l
History, “ Renaissance Art” Accessed June 16, 2020
[Link]
[Link]/2838/artgal
Matthewlincoln, “ Ninja Turtle” Accessed June 12, 2020
[Link]
Metmuseum, “Baroque Churches” Accessed June 15, 2020
[Link] en:User: Chirrho
“English:[Link],motherchurch of the Society of Jesus”, [Link] 6, 2005
Myartteacher, “Chiaroscuro” Accessed June 9, 2020
[Link]
technique/
NaitionalGallery, “ MonaLisa” Accessed June 8, 2020
[Link]/paintings/peter-paul-rubens-samson-and-
delilah [Link]/od/famouspainters/ig/famous-
paintings/[Link]

24
Nationalgallery, “Virgin of the Rocks” Accessed June 9, 2020
[Link]
a-masterpiece/leonardo-and-the-virgin-of-the-rocks
Smithsonianmag, “ Vitruvian Man” Accessed June 9, 2020
ps://[Link]/smart-news/vitruvian-man-may-have-had-
hernia-180949806/
VisualArtCork, “Pieta” Accessed June 8, 2020
htm Pieta [Link]
Wikipedia, “ Baroque Art” Accessed June 15, 2020
[Link]
Wikipedia, “Ecstasy of St. Teresa” Accessed June 16, 2020
[Link]/wiki/Art_of_the_Philippinessexuality
[Link]/2009/08/[Link]
Wikipedia, “The Last Supper” Accessed June 9, 2020
[Link]/wiki/The_Last_Supper_(Leonardo_da_Vinci)
Wikipedia, “Michelangelo” Accessed June 9, 2020
[Link]
Worldheritagesite, “Baroque Churches” Accessed June 11, 2020
[Link]
Wikia, “Roman Churches” Accessed June 14, 2020
[Link]

Physical Education
1. [Link]
2. [Link]
3. [Link]
4. [Link]
5. [Link]
6. [Link]

HEALTH
Books
■ Doria, Jose P., Gonzales, Madonna C., Sedilla, Lawrence Jay S., Cagulang,
Janeth, Mabiling, Raffy, Yap, Johannsen and Dela Torre, Jorie, Physical
Education & Health 9 Learner’s Material, 2014, pp 286– 317
Internet Sources
■ [Link]
■ [Link]
■ [Link]
marijuana/
■ [Link]
nervous-system-depressants/
■ [Link]
pouch-seized-in-cebu-city
■ [Link]
health/consider-caffeine-effects-children-and-adolescents
■ [Link]
■ [Link]

25
Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS
MUSIC 9
Writers: Mrs. Rebecca C. Vargas and Michael G. dela Pena
Editors: Marcos S. Gomez, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist:

ARTS 9
Writers: Aubrie Ann C. Patdu & Joanna Dionisio
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator:
Layout Artist: Aubrie Ann C. Patdu
PHYSICAL EDUCATION 9
Writers: Federico S. Legaspi, Jay-ar T. Rapiz & Christian Mark S. Solayao
Editors: Conrado S. Contreras Jr., HT-VI & Eileen Marie C. De Leon, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Federico S. Legaspi
HEALTH 9
Writers: Nilda S. Dayrit & Eden J. Peňaranda
Editor: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Nilda S. Dayrit
Layout Artist: Eden J. Peňaranda

MAPEH
2020