Grade six quarter two G6Q2-WEEK-2-MAPEH-PPT (1).pptx

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1. MAPEH – MUSIC QUARTER 2 WEEK 2 DAY 1

2. REVIEW Directions: Copy the staff in your notebook then illustrate the Key of C Major in ascending (upward) direction.

3. Are you familiar with the G Major Scale?

4. KEY OF G MAJOR The Key of G Major has one sharp ( # ) sign located in the fifth line of the staff or on the F line. It means that all notes falling on the F line and on the F space are affected or made a half - step higher.

5. KEY OF G MAJOR G scale has eight (8) so-fa syllables so, la, ti , do, re, mi, fa#, so with corresponding pitch names G, A, B, C, D, E, F#, G.

6. KEY OF G MAJOR

7. ACTIVITY 1 Directions: Write, read and sing the so-fa syllables taken from the excerpt of the song, Are You Sleeping.

8. ACTIVITY 1 Are You Sleeping

9. ASSESSMENT Directions: Study the staff below and take note of how the so-fa syllables are placed on the staff. Sing the scale.

10. ASSESSMENT

11. ASSESSMENT Directions: Identify the so-fa syllables on the staff. Write your answer in your notebook.

12. ASSESSMENT

13. MAPEH – ARTS QUARTER 2 WEEK 1 DAY 2

14. REVIEW Directions: Fill in the blanks with the correct answer. Choose your answer from the words listed inside the box. line shapes texture value form

15. REVIEW 1. A flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes. 2. Objects that are three-dimensional having length, width and height. They can be viewed from many sides. From take up space and volume.

16. REVIEW 3. Degrees of lightness or darkness. The difference between values value contrast. 4. A mark made by pointed tool such as brush, pen or stick; a moving point.

17. REVIEW 5. Describe the feel of an actual surface. The surface quality of an object; can be real or implied.

18. Look into the artworks carefully. Check out the pictures and identify the elements and principles of arts being describe.

19. 1. It is the part of the design that catches the viewer’s attention. It creates the center of the interest or focal point. a. movement b. emphasis c. balance d. pattern

20. 2. Visually pleasing among the elements in a design. It is the feeling of harmony between all parts of the work of art, which creates a sense of oneness and wholeness. a. unity b. rhythm c. contrast d. balance

21. Digital painting uses technological tools that simulate the stroke of the real brush. Its visual characteristics derive from the power of a computer to attach geometrical formulas to lines, shapes and forms. DIGITAL PAINTING?

22. 1. CONTRAST Contrast is the difference between elements of art in a composition, such that each element is made stronger in relation to the other. When placed next to each other, contrasting elements command the viewer's attention. PRINCIPLES OF ARTS

23. 2. BALANCE Balance is concerned with the visual distribution or weight of the elements in a work of art. PRINCIPLES OF ARTS

24. 3. Emphasis Used to make certain parts of an Artwork stand out by making it different from other areas. It creates the center of the interest or focal point. PRINCIPLES OF ARTS

25. 4. MOVEMENT How the eyes move through the composition; leading the attention of the viewer from one aspect of the work to another. Movement is the result of using the elements of art such that they move the viewer's eye around and within the image. A sense of movement can be created by diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic mark-making. PRINCIPLES OF ARTS

26. 5. PATTERN The repetition of specific visual elements such as a unit of shape or form. A method used to organize surfaces in a consistent regular manner. It is the uniform repetition of any of the elements of art or any combination thereof. Anything can be turned into a pattern through repetition. PRINCIPLES OF ARTS

27. 6. RHYTHM Regular repetition of, or alternation in elements to create cohesiveness and interest. Rhythm can create a feeling of movement which leads the viewer’s eye around the work of art. It is also created by movement implied through the repetition of elements of art in a non-uniform but organized way. PRINCIPLES OF ARTS

28. 7. UNITY Visually pleasing agreement among the elements in a design; It is the feeling that everything in the work of Art works together and looks like it fits. It also refers to some kind of connection between all the visual elements in a work of art as well as the feeling of harmony between all parts of work of arts which creates sense of oneness or wholeness. PRINCIPLES OF ARTS

29. 1. Line is an element of art defined as the path of a point moving through space. There are many types of line in art. Lines may be continuous or broken, and can be any width or texture. The great variety of line types make them an especially useful tool in artworks. A mark made by a pointed tool such as a brush, pen or stick; a moving point. It is a continuous point or mark in space. ELEMENTS OF ARTS

30. 2. Shape It is an area defined by an outline or edge. A flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes. ELEMENTS OF ARTS

31. 3. Color is one of the most dominant elements. Color is the visual property of the pigment of an object that is detected by the eye and produced as a result of the way the object reflects or emits light. The human eye is capable of seeing millions of colors, making it one of the most diverse and powerful elements of art. Each color has three properties—hue, value, and intensity. Hue is the name of a color. Value is a color’s lightness or darkness, which is altered when black or white is added. Intensity refers to the intensity of a color, often measured by boldness or dullness. ELEMENTS OF ARTS

32. 4. Value Value in art refers to the lightness and darkness of colors and is often described in varying levels of contrast. White is the lightest value while black is the darkest. To create a tint of a color, the artist adds white. To create a shade, the artist adds black. ELEMENTS OF ARTS

33. 5. Form is an element of art closely related to shape. Like shape, form can be geometric or irregular. However, unlike shape, form is always three-dimensional. A form is measurable by length, width, and height, and encloses volume. Forms can be well-defined, such as a cube, or they can be free-form, such as an animal. They can be created by combining two or more shapes and are often defined by the presence of shadow and how light plays against it in an artwork. They can be viewed from many sides. Forms take up space and volume. ELEMENTS OF ARTS

34. 6. Texture Describes the feel of an actual surface. The surface quality of an object; can be real or implied. ELEMENTS OF ARTS

35. ACTIVITY 2 Directions: Put a heart symbol inside the box of a digitally painted materials. Explain why you choose that picture.

36. ACTIVITY 2 Directions: Put a heart symbol inside the box of a digitally painted materials. Explain why you choose that picture.

37. ASSESSMENT Directions: Look at the painting below. Express your thoughts about the painting through identifying and describing the elements and principles of arts.

38. ASSESSMENT

39. MAPEH – HEALTH QUARTER 2 WEEK 2 DAY 3

40. REVIEW Directions : Write True if it describes a characteristic of a healthy school and community environments and False if it does not. 1. Participates in identifying solutions to community problems

41. REVIEW 2. Scarcity of community resources 3. Not enough space for children to play and move freely 4. Aesthetically pleasing environment 5. Available community health services and facilities

42. What do you observe in the picture? Can you compare the two?

43. HEALTHY SCHOOL AND COMMUNITY ENVIRONMENTS

44. Schools play a vital role in developing the children’s mind. A healthy school learning environment can help improve the academic performance of the learners. Living in a healthy community is what human being needs.

45. Having a healthy lifestyle are the priorities amongst families nowadays. Being healthy is the new trend. People become more aware of living a healthy life. A healthy community makes people well and happy.

46. A healthy school and community environment has a physical characteristic like clean air, clean water and flexible spaces.

47. What are the characteristics of a healthy school and community environments? According to the World Health Organization some of the characteristics of a healthy school and community environments are:

48. 1. clean and safe physical environment 2. meets everyone’s basic needs 3. promotes social harmony and active involvement of everyone 4. have accessible health services and facilities

49. 5. takes part in identifying local problems and local solutions 6. have sustainable use of available resources for all member of the community 7. understands local health and environmental issues

50. The characteristics of a healthy school and community environments can be classified into two. These are Physical Environment and Psychosocial Environment.

51. Physical Environment includes safe, clean and good quality of air and water, visually pleasing and with flexible spaces.

52. In other words, physical environment must have safe and spacious surroundings wherein the children are free from harm. The clean and good quality of air and water supply keep the children free from illnesses and diseases.

53. School facilities like classrooms should be clean, comfortable, and conducive for learning. There should be enough space for the children to play and move freely.

54. Learners are usually more aware of their surroundings. It can either motivate them to learn or discourage them. An aesthetically or visually pleasing environment can help develop the child’s positive attitude towards learning.

55. It is also an environment that can make them feel safe, calm and open to learning. It can help them feel at home to be able to learn effectively and develop their full potential.

56. Psychosocial Environment includes warm atmosphere, healthy interpersonal relationships, and free from abuse and discrimination. It is where learners are encouraged to build a harmonious relationship with each other. There is also a positive interaction among learners and teachers.

57. This is an environment where learners do not experience discrimination and abuse. It is here that they feel secured, respected and accepted for who they are. Teachers should help them develop their self-esteem and sense of belonging so they will feel secured and emotionally supported.

58. ACTIVITY 3 Directions: Write Yes if the picture describes a healthy school and community environments and No if it does not.

59. ACTIVITY 3

60. ACTIVITY 3

61. What have I learned about the characteristics of a healthy school and community environments? ASSESSMENT Directions: Give at least 5 phrases or sentences to describe the characteristics of a healthy school and community environments.