MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH

MUSIC
INTEGRATED MUSIC THEORY
ELEMENTS OF MUSIC
Music is an art of organized sounds which expresses ideas and emotions insignificant forms through the elements
of rhythm, melody, form, harmony and timbre-dynamics.
Every single tone has four qualities – pitch, intensity, duration and timbre – which are perceptible to the human ear.
1. Pitch –highness or lowness (or height or depth) of a musical sound.
2. Intensity – concerned with the strength or weakness (or loudness or softness) of sound.
3. Duration – covers the length of time between the beginning (attack) and the end (decay) of a sound.
4. Timbre – the distinctive quality or tone color of each instrument/voice.
5. RHYTHM – is the flow of music through time.
• Beat – is a regular, recurrent pulsation that divides music into equal units of time.
• Meter – the organization of beats into regular groups.
1. Simple Meter – division of time where the fundamental pulses subdivide into groups of 2-4 or etc.
2. Compound Meter – division in which the fundamental pulses subdivide into groups of three, six,
twelve, etc.
3. Polymeter – double meter to indicate that two meters are combined or there is constant change from
one meter to the other back and both.

6. MELODY – series of single notes that add up to a recognizable whole.

• Pitch – the highness and lowness of a sound.
• Key Signatures – consists of sharps and flats.
• Scale – group of musical notes collected in ascending and descending order.

7. TEMPO – rate or speed in music

• Andante – moderately slow
• Allegro – fast
• Moderato – moderately
• Lento – slow
• Vivace – lively
• Presto – very fast
• Accelerando – gradually becoming faster
• Ritardando – gradually becoming slower

8. DYNAMICS – the loudness and softness in music.

• Pianissimo (pp) – very soft/softness (voiceless)
• Piano (p) - soft
• Mezzo Piano (mp) – half soft
• Mezzo Forte (mf) – half loud
• Forte (f) - loud
• Fortissimo (ff) – very loud/loudness
• Crescendo – gradually becoming louder
• Decrescendo – gradually becoming softer

9. FORM – the structure or framework of a composition.

• Tone – smallest unit of a composition.
• Figure – smallest characteristic group of a tone
• Motive – is a tone group that may be identified with a particular composition.
• Phrase – is a succession of tones arranged in such a way as to give a musical thought.
• Period – a complete musical thought consisting of two phrases in Question and Answer.
• Section – a combination of periods.
• Unitary – consist of one part.
• Binary – consist of two parts.
• Ternary – consist of three parts.
• Rondo – consist of more than three parts.

10. TIMBRE – is the qualifying difference between one tone and another. The color/quality of sound produced by the
voice and different instrument.
• Soprano – High Female
• Alto – Low Female
• Tenor – High Male
• Bass – Low Male
• Orchestral Instruments
• Rondalla Instruments – String Instruments
11. TEXTURE – is the relationship of melodies (horizontal) and harmonic (vertical) elements in music. Produce qualities
of lightness or heaviness, thickness or thinness.
• Monophonic – single unaccompanied melodic line.
• Polyphonic – consist of two or more melodic lines.
• Homophonic – one main melody accompanied by chords.
12. HARMONY – is the simultaneous sounding of a group of tones. The vertical relationship between a melody and its
accompanying chords or between melodies simultaneously played or sung.
• Triad – consist of three notes: the root, 3rd and 5th.
• Chord – a musical sonority consisting of three or more tones sounded simultaneously.

Composers

1. Nicanor Abelardo – Father of Kundiman (Nasaan Ka Irog, Mutya ng Pasig, Bituing Marikit, Himutok and Kung Hindi
Man)
2. Julian Felipe –Tune of National Anthem (Jose Palma – lyricist)
3. Antonio Molina – “Hatinggabi” – violin solo – impressionistic style, “Ang Batingaw,”Misa Antoniana Grand Festival
March.” (Claude Debussy of the Philippines)
4. Dolores Paterno – Composer of “La Flor De Manila 1897 (Sampaguita)”
5. Lucio San Pedro – 1991 National Artist (Sa Ugoy ng Duyan, Sa Mahal Kong Bayan and Sa Lupang Sarili)
6. Francisco Santiago – Composer of “Pilipinas Kong Mahal”, “Kundiman (Ako’y Anak ng Dalita)”, “Madaling Araw”,
“Pakiusap”, “Ano Kaya ang Kapalaran” and “The Dignity of Labor.”

7. Alfredo Buenaventura – Conductor, teacher and composer of “Piano Concerto in C minor”, “Kayumanggi
Symphony”, opera: “Maria Makiling”, “Alamat ng Pinya” and “Hinilawod.”
8. George Canceso – Composer of “Kapantay ay Langit”, “Kailangan Kita”, “Ngayon at Kailanman”, “Kastilyong
Buhangin” and “Gaano Kadalas ang Minsan.”
9. Ryan Cayabyab – Conductor, musical director, teacher and composer of “Isang Dipang Tao,” “Magandang Gabi sa
Inyong Lahat,” “Kay Ganda ng Ating Musika,” and “Nais Ko.”
10. Jose Mari Chan – Singer and composer of “Christmas in Our Hearts,” “Beautiful Girl,” “Please Be Careful with My
Heart,” and “Constant Change.”
11. Willy Cruz – “Araw-Araw, Gabi-Gabi,” “I’ll Never Ever Say Goodbye,” “Kung Mahawi Man ang Ulap” and
“Pahiram ng Isang Umaga.”
12. Ogie Alcasid – Singer, songwriter, television presenter, comedian, parodist, actor, entrepreneur and composer of
“Nandito Ako,” “Bakit Ngayon Ka Lang,” “Hanggang Ngayon,” “Pangako” and “Kung Mawawala.”
13. Freddie Aguilar –“Anak,” “Magdalena,” “ Bulag, Pipi at Bingi,” “Ipaglalaban Ko” and “Estudyante Blues.”
14. APO Hiking Society – Jim Paredes, Buboy Garrovillo and Danny Javier’s “Pumapatak ang Ulan,” “Salawikain,”
“Mahirap Magmahal ng Syota ng Iba,” “American Junk,” and “Yakap sa Dilim.”
15. Joey Ayala – Singer, poet and composer of “Panganay ng Umaga,” “Mga Awit ng Tanod-lupa,” “Lumad sa Siyudad”
and “Sa Bundok ng Apo.”

OTHER REF.

A. Elements of Music
1. Pitch
a. May be high or low and may repeat.
b. Creates melody.
c. Progression of pitches creates melodic contour.
d. Progressive pitches create scales.
e. Melodic meaning is affected by range, register, length of groupings, and size of intervals.
2. Rhythm
a. Measured by units of time.
b. These pulses, or “beats,” can be organized in sets (meters).
c. Patterns can be repeated.
3. Harmony
a. Consists of two or more simultaneous tones.
b. Three or more simultaneous tones make a chord.
c. Chords can be modified.
4. Form
a. The “design” of music is created b the interaction of its elements.
b. Sections of music (“phrase”) can be similar or different depending upon amount of repetition of
elements.
c. Repetition of elements creates unity.
d. Contrasting elements create variety.
5. Texture
a. Total sound may have differing “textures,” such as thick, thin, opaque, and transparent.
b. Motifs may have textures, such as legato (smooth sounding) and staccato (clipped sounding).
 6. Tempo
a. The speed of a section or composition.
b. Affects the music’s character.
c. Provides contrast when tempos differ.
d. Adds to expressiveness.
e. Is referred to by specific terms, for example lento (slow) and presto (quick).

7. Dynamics
a. The comparative loudness and softness of music.
b. Changes the expressive effect.
c. Is referred to by specific terms, for example piano (soft), pianissimo (very soft), forte (loud), and
fortissimo (very loud).

8. Timbre
a. The unique tonal quality produced by an instrument or voice.
b. Each instrument family (such as woodwinds, percussion, strings, and brass) has its characteristics
sound (timbre).
c. Instruments of different cultures produce different timbres.

9. Notation
a. The written form of music.
b. Composed of a variety of symbols for notes, rests, pitch, etc.

CONDUCTING INTRUMENTAL AND LOCAL GROUPS

1. Chamber Music Groups – music intended for performance in an intimate setting, involving between one and
approximate eight players, each playing an independent part.
• Solo – one player
• Duo or duet – two players
• Trio – three players
• Quartet – four players
• Quintet – five players
• Sextet – six players
• Septets, octets, nonettes, etc., can be made up of various combinations of instruments.
2. Larger Ensembles – instrumental groups with more than eight to ten players usually perform with a conductor.
• String orchestra – consist of first violins, second violins, violas, cellos and basses.
• Woodwind choir – made up of flutes, oboes, clarinets and bassoons.
• Brass choir – has French horns, trumpets, cornets, trombones and tuba.
• Percussion Ensemble – has from two to ten players playing various combinations of percussion instruments.
• Symphonic wind ensemble – combination of a woodwind choir, a brass choir and a percussion ensemble.
• Concert band – usually has more than one player on each part.
• Jazz ensembles – vary from small ensemble such as piano, vibraphone, bass, and drums to large stage or
concert jazz bands with five saxophones, (players may play also double flute, clarinet, oboe and bassoon) five
trumpets, five trombones, piano, guitar, string bass and drums.
• Chamber orchestra – consist basically of the string orchestra plus a small number of additional keyboard,
woodwind, brass or percussion instruments.
• Symphony Orchestra – composed of instruments from the string, woodwind, brass and percussion sections,
occasionally with special instruments added.

CONDUCTING – this has been often defined as the art of leading a group through the use of bodily movements
and facial expressions in the interpretation of vocal as well as instrumental compositions.

CONDUCTING ESSENTIALS
1. Preparatory Beat – prepares the singers to attack on the beat; this is usually the beat which comes before the attack
beat; its purpose is also to allow the singers to breathe at the same time.
2. Attack Beat – start of the phrase.
3. Release Beat – end of the phrase or section–should be clearly seen by the choir members so that the cessation of the
sound will be done altogether.
4. Cueing – usually done with the left hand–used for entrances of voice parts and dynamic or tempo changes, as well as in
rhythm.
5. Cut-off- arm and hand motion by a conductor that indicates to an ensemble that they stop performing.
 ASIAN MUSIC
JAPAN

Traditional Music
- Shomyo – is called Buddhist chanting. The chants are based on sacred texts and hymns. They are sung acapella and are
monophonic in texture.
- Gagaku –is court music, and the oldest traditional music in Japan. Gagaku music includes songs, dances and a mixture
of other Asian music.
- Noh – Japan’s first theater form. Its music became one of the most important genres of Japanese traditional music. It is
employed in the same theatrical arts that have music, dance, poetry, design and costumes. The drama consists of singing
known generally as yokyoku or utai.
- Kabuki – traditionally an all-male theater with a combination of melodrama and colorful dancing. It means “to act in an
unusual manner wearing unusual costumes”. It was first written with three Chinese characters which meant “song-dance
theater”.
- Bunraku – is a puppet theater. Its performance is sustained by three main elements: the art of the puppeteer himself, the
words of the narrator or the singer, and the music of the shamisen player. The puppet is manipulated by three puppeteers.

CHINA

Four Stages or Period

a. Formative Period – music was used in folk festivals that are meant to give honor to the ancestors. Clay ocarinas and
stone chimes were some of the instruments used to accompany these celebrations.
b. International Period – there was an overflow of musical ideas brought about by Western contacts and Asian trade.
c. National Period – the emphasis of this period was on vocal music, instrumental forms existed as well.
d. World Music Period – a new kind of music was born from the tradition of Western instruments and forms.

Chinese traditional music is based on the five tone scale or the pentatonic scale. It is written in duple meter in a single
melodic line or in strophic form. In the northern Chinese folk music, the seven tone scale or the heptatonic scale is often
used as a basis for compositions. Some Chinese compositions are written on the twelve tone (12) pitch scale called LU
and the 60 pentatonic and eighty-four (84) heptatonic modes are called TIAO. Ideograms or symbols were used to notate
Chinese Music.

Peking Opera – is a musical art form, combines singing, heightened speech, mime, dancing, literature, theater and
acrobatics. This opera traces its roots from the ancient ritual dance, the Yuan and the Ming Romance. It is recognized and
considered as a national art form. The basic characteristics of the Peking Opera are its simplicity, symbolism and
synchronization

INDIA

- Tala – is the metrical cycles of beats.

- Laya – is the tempo in Indian music. The laya may vary from fast (druta) to medium (maghya) or slow (vilmabita).
- Matra – is the beat in Hindustani music and askhara in Carnatic music.
- Drone – is an important element in their music.
- Raga – is a combination of a scale and a melody. Each raga has its own mood such as happiness, sorrow, or peace.
There are two principal tones of the raga: vadi and samvadi.
- Shruti – is the smallest interval tone in Indian music. In Western music, it is called microtones.
- Gamaka – ornamentation in Indian music.
- Sargam – is the Indian solfege syllables, they are equivalent to western solfege syllables.

INDONESIA

- Wayang Kulit – (shadow puppetry) music and dance using puppets made of animal skin and painted with colorful
designs.
- Gamelan – is the one of the most important musical ensembles in Indonesia. A Gamelan consists of metallophones,
xylophones, drums, gongs and bamboo flutes. The arrangement of the instruments is important. The Gamelan is played in
the courts. It plays an important part in spiritual life. It is used for religious ceremonies and important events. It is also a
part of entertainment like the puppet show.
- Slendro - is the five tone scale or pentatonic scale.
- Pelog – is the seven tone system or diatonic scale.

KOREA

- Sog –ak – is the music of the common people that is usually live. It portrays the life of ordinary people. It is folk music
of Korea.
- Chong – ak – is the Korean Court music. The court music of the nobility is elegant, refined, delicate and formal. It is
extremely slow and solemn, has subtle dynamics and possesses a sense of majesty.
- Aak – an imported form of Chinese ritual music.
- Hyangak – a pure Korean music.
- Tangak – a combination of Chinese and Korean influences.

Vocal Music

- Kasa – a long narrative song.

- Kagok – a lyrical song.
- Sijo – a short lyrical song.
- Nong-ak – song of the farmers.
- P’ansori – song for the stage and drama.
- San-jo – song for solo instrument.
- Minjo – a folk song sung in triple meter with one basic rhythmic pattern.

Philippine Music

Early Filipino Music

1. Du-mu-ra – is a love song with long verses.

2. Tal-bun – is a song sung on festive occasions or when there are visitors. This kind of song includes improvised words
to suit the occasion.
3. Pag-pag – is a song composed of three notes and in two parts. The song is sung while pounding rice during wedding
ceremonies.
4. Ayoweng – an industrial song consists of three notes and sung in social gatherings.
5. Nan-a-an-to-o-ay – is an Igorot funeral song of three notes and expresses grief over the death of one who died
prematurely.
6. Cañao – ia a ceremonius occasion with dancing, drinking of bubud or fermented rice, butchering of pigs and speeches.
7. Sua-sua – both song and courtship dance of Jolo.

Classification of Songs

1. Art Song – is one that meets the requirements of the musical and poetic arts.
2. Folk Song – is a song of the people and consists of simple melodic, harmonic, and metric fundamentals.
3. National Song – is one that belongs to the nation. The national an them or hymn, with a martial theme, is a national
song.
4. Popular Song – is a song of trivial musical and poetic value, usually written by laymen for popular mass appeal. It is a
song of the people.
5. Strophic Song – is a folk art or art song consisting of two or more stanzas, each of them set to an identical tune.
6. Ballad –is a class of song particularly common in England and derived from ballata, a song with dance.
7. Plain Song – is a piece of unisonous vocal music popularly used in Christian church rituals.

Traditional Melodies of the Filipinos

1. Suliranin – a sad monotonous song, pilgrims sing when the weather is hot.
2. Indolanin – a song, rustics sing in the streets when leaving or entering the town.
3. Hila-Hila – a dramatic song, sung when paddling a banca.
4. Oyayi – a kind of cradle song, sung to make babies go to sleep.
5. Holohoo – a song, sung to quiet down crying children or to pacify them when they are restless because of some
ailment.
6. Ombayi – a song with funeral sentiment, sung by guests during interment or when one is sad.
7. Sambotani – a song, sung at a feast.
8. Tagumpay – a victory song to commemorate a battle won or to honor the victors.
9. Tagulaylay – a monotonous melody portraying grief over someone’s death.
10. Sambitan – a funeral song performed by relatives of the deceased.

Secular Music – is non-religious music.

 Kumintang – an ancient native dance and melody of the Christian is an authentic example of pre-Spanish music
in the Tagalog areas. Originally a war song, it was later adapted into a love song and still later into a song of
repose.
 Kundiman – a passionate lyrical song with a theme professing true love.
 Balitaw – is song and dance common among Tagalogs and Visayans.
 Habanera – named after its place of origin of Havana, Cuba, and also known as danza or danza habanera – is in
duple time
 Polka – dance in fast duple meter
 Jota – originally a Spanish folk dance, has sections in duple and quadruple time
10 Famous Traditional Filipino Musical Instruments

Kubing: This is a jaw harp made with bamboo and is one of the more well-
known traditional musical instruments. Found all throughout the Philippines, the
design and name of the instrument changes from region to region. Meranao and
other groups in Southern Mindanao call it the Kubing, while the Tagalogs call it
Barmbaw. It’s the Kuláing for the Kapampangans, and Kinaban for the Hanunoo
Mangyans. The Ibaloi and Kalinga call it Koding, while it’s known as the
Aroding in Palawan. This instrument is known to be used as a way for our
ancestors to communicate through song, especially during courtship. The
Kubing is played by placing the instrument between the lips and the end is
plucked to create different notes and sound, depending on the tempo and rhythm
Kubing of the plucking.

Kulintang: Another well-known Filipino instrument, the natives of Meranao,

Tausug, and Maguindanao take a lot of pride and joy with these. The Kulintang
is a set of 5 to 9 pieces of gongs that vary in size and sound. They’re aligned
horizontally next to each other, usually on a rack, and are arranged in order of
their pitch. The gong with the lowest pitch is placed on the players left side and
two wooden sticks are used to hit the gongs to make sounds. They were
traditionally made with bronze, but since the Second World War, most of the
gongs are made with brass. The frame or rack that the gongs are placed in are
often made with wood or bamboo and are decorated with intricate designs and
Kulintang rich color. The Kulintang is usually played for entertainment during festivals,
weddings, and healing ceremonies.

Kudyapi : Also known as the Kutiyapi, this is a stringed wooden lute that’s
about 4-6 ft long. The lumads of Meranao, Maguindanao, T’boli, and Manobo
often play this instrument, but versions of it is seen throughout the Philippines.
Traditionally, the instrument is played by men, mainly when singing love songs.
A female equivalent of the Kutiyapi is called a Korlong, which is a zither-like
instrument made with bamboo and is played with both hands like a harp. The
strings are traditionally made with abaca fibers or horse hair, but modern
versions of the Kutiyapi use wires like a guitar.

Kudyapi

Tongali: This noseflute is called by many names and is found all over the
Philippines, especially in the northern areas. According to historians, the Tongali
is played to mimic a mournful human voice. The flute has three or four holes
where the fingers are placed over. One hole is found in the back where air is
forced through from the right or left nostril. Another hole is found about midway
on the flute’s bottom where the thumb is placed to change the tone and pitch of
the flute. Although it gives off a low, mournful, sound, the Tongali often played
during celebrations, special meals, festivals, the planting season, and in
Tongali courtship.
 Gambal: There are many different drums played by different local groups in the
Philippines. Among the lumads in the Visayas area, war drums called Gambal or
Gadang were used to boost their warrior’s esteem and get them ready for battle.
The drums were made with hollowed out tree trunks and deer skin for
drumheads. Usually, drums are not played alone. They’re accompanied by other
instruments, especially gongs. Drums are played by hand or by striking a
Gambal wooden stick on the drumhead.

Dabakan: Another traditional drum, the Dabakan is often played along with a
Kulintang ensemble. It’s also the only non-gong element in the group. It has an
hour-glass, conical, tubular, or goblet in shape and is usually less than 2 feet tall
and a feet wide. The body is made from coconut or jackfruit wood that’s
hollowed out. The body is also intricately designed with fine carved details. The
drumhead is made from deer hide, carabao skin, or goat skin. However, many
traditional Dabakan users say that the best drumheads are made with lizard or
Dabakan bayawak skin.

Tongali: This noseflute is called by many names and is found all over the
Philippines, especially in the northern areas. According to historians, the Tongali
is played to mimic a mournful human voice. The flute has three or four holes
where the fingers are placed over. One hole is found in the back where air is
forced through from the right or left nostril. Another hole is found about midway
on the flute’s bottom where the thumb is placed to change the tone and pitch of
the flute. Although it gives off a low, mournful, sound, the Tongali often played
during celebrations, special meals, festivals, the planting season, and in
Tongali
courtship.

Butting: was a single string of hemp stretched taut across a wooden bow, and
played with a wooden stick. As such it belongs in the chordophone family of
instruments, along with other native instruments like the kudyapi, the kudlung
and the gurimbao, and Western instruments like the guitar, lute and zither, which
have their own ethnic variants in the Philippines.

Butting

( Note: Latest instrument included in LET)

Lantoy: is a mouth instrument made from a bamboo locally called

“Badtek”. Used in waiving basket. It has three holes.. These holes in the
bamboo to cover with your fingers as you blow to make the different
notes. The lantoy is played during festivals, harvests and meal time. It is
also an instrument that was played by young, single men played.

Lantoy

( Note: Latest instrument included in LET)

 Buktot: Originating from the Visayas area, the Buktot is a small, four-stringed
guitar-like instrument that’s made from a coconut husk. It likely got its name
from its shape. In Bisaya, the word Boktot means hunchbacked, which perfectly
describes the instrument’s arched back. The Boktot is used for personal
entertainment. It makes sounds similar to a ukulele and is played alone or with
other instruments.

Buktot

Classification of Instruments

Hornbostel-Sachs instrument classification system was created by Erich Moritz von Hornbostel and Curt Sachs. Among
ethnomusicologists, it is the most widely used system for classifying musical instruments. Instruments are classified using
5 different categories depending on the manner in which the instrument creates the sound: Idiophones, Membranophones,
Chordophones, Aerophones, & Electrophones.

1. Idiophones

Sound is produced by the body of the instrument vibrating, rather than a string, membrane, or column of air.

Struck – clapping, cymbals, xylophones, bells, rattles

Plucked – thumb piano, jaw harp
Friction – friction sticks
Blown – blown sticks

2. Membranophones

Sound is produced by the vibration of a tightly stretched membrane.

Struck – drums (many varieties)

Plucked – plucked drums (a string is attached to the membrane and causes the vibration)
Friction – friction drums (rubbed rather than struck or instruments in which a cord is attached to the membrane and
rubbed)
Singing – kazoos
Unclassified
Bowed instrument
Bowed instrument

3. Chordophones

Sound is produced by the vibration of a string or strings that are stretched between fixed points.

Simple/Zither – musical bows, zithers

Composite – lutes, harps, tube fiddle, violins, viola, cello, bass, guitars
Unclassified

4. Aerophones

Sound is produced by vibrating air.

Free – early organs, accordion, harmonica

Non-free – flutes, recorder, oboes, clarinet, saxophone, trumpet, trombone, euphonium, tuba
Unclassified
5. Electrophones

Sound is produced by electric action or amplification.

Western Music

MUSIC IN THE MIDDLE AGES (450-1450)

- Gregorian chant – consists of melody set to sacred Latin texts and sung without accompaniment. The chant is
monophonic in texture. The melodies of Gregorian chant were meant to enhance specific parts of religious services.
- The Church Modes – consist of seven different tones and an eighth tone that duplicates the first an octave higher. The
church modes were the basic scales of western music during the middle ages and Renaissance and were used in secular as
well as sacred music.
- Sacred Music: music that was composed for purposes other than religious.
Kyrie Eleison: Lord have mercy
Gloria: Glory to God.
Credo: Apostles Creed or Nicean Creed
Agnus Dei: Lamb of God

MUSIC IN THE RENAISSANCE (1450-1600)

Characteristics of Renaissance Music:
1. The texture is polyphonic.
2. Typical choral piece has four, five or six voice parts of nearly equal melodic interest.
3. Imitation among the voices is common: each presents the same melodic idea in turn, as in a round.
4. Homophonic texture, with successions of chords, is also used, especially in light music, like dances.
5. Period of “golden age” of unaccompanied – a Capella – choral music.

Sacred Music
1. Motet – is a polyphonic choral work set to sacred Latin text other than the ordinary of the mass.
2. Mass – is a polyphonic choral composition made up of five sections: Kyrie, Gloria, Credo, Sanctus and Agnus Dei.
3. Secular Vocal Music: Madrigal – a piece for several solo voices set to a short poem, usually about love. A madrigal
like a motet, combines homophonic and polyphonic textures.
4. Secular Instrumental Music: Dance Forms – the development of in dependent instrumental music grew out of two
sources: the use of instruments to double or replace parts of a vocal composition and the use of instruments for dance
music.

a. Josquin Desprez (1440-1521) – master of Renaissance music. Composed music for masses, motets and secular vocal
pieces. “Ave Maria...virgo serena” is the outstanding choral work.
b. Giovanni Pierluigi da Palestrina (1525-1594) – devoted himself to Catholic Church music that includes 104 masses
and some 450 other sacred works. “Pope Marcellus Mass” is the famous mass by Palestrina written for a capella choir of
six voice parts: soprano, alto, two

MUSIC IN THE BAROQUE (1600-1750)

- Characteristics of Baroque Music:
1. Baroque pieces usually express one basic mood: what begins joyfully will remain joyful throughout
2. Rhythmic patterns heard at the beginning of a piece are repeated throughout it.
3. Baroque melody creates a feeling of continuity.
4. Paralleling continuity of rhythm and melody in baroque music is continuity of dynamic level: the volume tends to stay
constant for a stretch of time.
5. Polyphonic in texture.

Single Vocal Forms

1. Recitative – is a free form for solo voice with accompaniment in which the vocal melody approximates the natural
rhythm and pitch inflection of the text.
2. Aria – is a song for solo and accompaniment in which the vocal part is written in a fairly complex style, often with
several notes to each syllable of the text.
3. Chorale – sung in unison or in four-part block chord style.

- Multi-movement Vocal Forms

1. Opera – is a drama sung with instrumental accompaniment and presented with appropriate scenery, costumes and
staging.
2. Cantata – is a composite vocal form in several movements for solo voice and instrumental accompaniment or for solo
voices, chorus and instrumental accompaniment.
3. Oratorio – is a composite vocal work for soloists, chorus and orchestra based on a sacred or secular text.
- Single Movement Instrumental Forms
1. Sectional Dance Form – dances written in rounded binary form.
2. Orchestral Overture – an instrumental composition which serves as an introductory movement for an opera, oratorio
or cantata or as the first movement of a composite instrumental piece.
3. Fugue – is a composition based on polyphonic imitative treatment of a short theme known as the subject.

Composers:
a. Johanne Sebastian Bach (1685-1750) – German composer, organist, harpsichordist, violist and violinist whose sacred
and secular works for choir, orchestra, and solo instruments drew together the strands of Baroque period and brought it to
its ultimate maturity. Works: “Branderburg Concerto,” “Air on G-String,” “Toccata and Fugue in D minor,” “Organ
Mass” and “The Magnificat.”
b. Claudio Monteverdi (1567-1643) – one of the most important composers in early baroque era. Created the earliest
operatic masterpiece “Orfeo”. The last opera by Monteverdi is “L’incoronazione di Poppea (The Coronation of Poppea).”
c. Henry Purcell (1659-1695) – an English organist and Baroque com- poser of secular and sacred music. Works: “Dido
and Aeneas,” “The Fairy Queen” (an adaptation of Shakespeare’s A Midsummer Night’s Dream), “King Arthur”, and
“Jubilate Deo”.
d. Antonio Vivaldi (1678-1741) – Italian composer, priest, and virtuoso violinist and known for composing instrumental
concertos, especially for the violin, as well as sacred choral works and over 40 operas. Works: “The Four Seasons,”
“Twelve sonatas for two violins and basso continuo (opus 1),” “La Stravaganza for twelve violin concertos.”
e. George Frideric Handel (1685-1759) – a master of Italian opera, English oratorios, anthems and organ concertos.
Works: “Messiah,” “Water Music,” “Music for the Royal Fireworks,” “For unto Us a Child Is Born.”

MUSIC OF CLASSICAL PERIOD (1750-1820)

- Characteristics of Classical Music:
1. Emphasis on beauty, elegance and balance.
2. Homophonic Texture
3. Classical melodies are among the most tuneful and easiest to remember.
4. Sonata form was the most important design.

Single Movement Instrumental Forms

1. Binary Form – form of movement with two principal themes or two distinct sections.
2. Ternary Form – form of movement with three principal themes or three sections.
3. Rondo Form – a typical pattern which letters representing thematic sections (ABACABA) there are five and seven part
rondo forms.

Multi-Movement Instrumental Forms

1. Sonata Form – refers to the form of a single movement and consists of three main sections: the exposition, where the
themes are presented; the development, where themes are treated in new ways; and the recapitulation, where the themes
return. The three main sections are often followed by a concluding section, the coda. These sections are all within one
movement.
2. Concerto –an extended composition for a solo instrument and orchestra, frequently in a sonata form.

Composers:

a. Wolfgang Amadeus Mozart (1756-1791) – one of the most amazing child prodigies, prolific and influential composer
in the history of classical music. Works: “Eine Kleine Nachtmusik,” “Don Giovanni,” “Symphony No.40 in g minor,”
“The Marriage of Figaro.”
b. Ludwig Van Beethoven (1770-1827) – represents the highest level of musical genius. He opened new realms of
musical expression and profoundly influenced composers throughout the 19th century. Works: “Symphony No. 5 in c
minor,” “Piano Sonata in C minor Op.13,” “Moonlight Sonata.” The Deaf Musician
c. Franz Joseph Haydn (1732-1809) – the first master of Viennese Classicism and the Father of Symphony. Works: “The
Creation,” “The Seasons,” “Surprise Symphony,” “Trumpet Concerto in E Flat Major.”
d. Niccolo Paganini (1782-1840) – composer, guitarist and virtuoso violinist. Works: “Caprice No. 24 in A minor,”
“Tarantella,” “God Save the King.”

ROMANTIC PERIOD (1820-1900)

- Characteristics of Romantic Music:
1. Describe as subjectivity, emotionalism, longing exuberance, imbalance, fantasy.
2. Emphasis on self-expression and individuality of style.
3. Expressive aims and subjects
4. Nationalism and Exoticism
5. Program music
6. Expressive tone color
7. Colorful harmony
Composers:
a. Franz Schubert (1797-1828) – earliest master of the romantic art song wrote some 600 lieder, nine symphonies,
liturgical music, operas, some incidental music, and large body of chamber and solo piano music. Works: “Unfinished
Symphony,” “Serenade,” “Symphony No.8 in B minor.”
b. Felix Mendelssohn (1809-1847) – composer, pianist and conductor. Works: “A Midsummer Night’s Dream,” “Italian
Symphony,” “Hebrides Overture.”
c. Frederic Chopin (1810-1849) – composer, genius of the piano who created a unique romantic style of keyboard music.
Works: “Nocturne in E flat Major,” “Etude in C minor,” “Polonaise in A flat Major.”
d. Peter Ilyich Tchaikovsky (1840-1893) – was one of the most loved of Russian composers. His music is famous for its
strong emotion, and his technical skill and strict work habits helped guarantee its lasting appeal. Works: “Nutcracker
Suite,” “Romeo and Juliet,” “Sleeping Beauty,” “Swan Lake.”
e. Giuseppe Verdi (1813-1901) – the most popular of all opera composers. Works: “Rigoletto,” “La Donna e Mobile,”
“Aida,” “La Traviata.”

THE TWENTIETH CENTURY MUSIC AND BEYOND

- Impressionism – musical style that stresses tone color, atmosphere and fluidity, typical of Debussy.
- Expressionism – musical style stressing intense, subjective emotion and harsh dissonance, typical of German and
Austrian music of the early 20th century.
- Neoclassicism – musical style marked by emotional restraint, balance and clarity, inspired by the forms and stylistic
features of 18th century music.
- Nationalism – Inclusion of folksongs, dances, legends, and other national material in a composition to associate it with
the composer’s homeland; characteristic of romantic music.
- Exoticism – Use of melodies, rhythms, or instruments that suggest foreign lands; common in romantic music.
- Minimalist music – is characterized by steady pulse, clear tonality, and insistent repetition of short melodic patterns; its
dynamic level, texture, and harmony tend to stay constant for fairly long stretches of time, creating a trancelike or
hypnotic effect.
- Electronic music – whose sound is produced, modified or amplified/synthesizers by electronic means.
- Free Jazz – jazz style that departs from traditional jazz is not being based on regular forms and established chord
patterns.
- Jazz – music rooted in improvisation and characterized by syncopated rhythm, a steady beat, and distinctive tone colors
and performance techniques. Jazz was developed in the United States predominantly by African American musicians and
gained popularity in the early twentieth century.
- Jazz Rock (fusion)– style that combines the jazz musician’s improvisatory approach with rock rhythms and tone colors.
- Ragtime – style of composed piano music, generally in duple meter with a moderate march tempo, in which the
pianist’s right hand plays a highly syncopated melody while the left hand maintains the beat with an “oompah”
accompaniment.
- Popular Music – belongs to any of a number of musical genres “having wide appeal” and is typically distributed to
large audiences through the music industry. It stands in contrast to both art music and traditional music.

Composers:

1. Arnold Schoenberg (Austrian, 1874-1951) – composer and theorist whose intransigent method of organizing music
according to twelve equal notes profoundly influenced the direction of 20th century music. Works: “Pierrot Lunaire,” “A
Survivor from Warsaw,”
2. Claude Debussy (French, 1862-1918) – composer, originator of musical Impressionism. Works: “Clair de Lune,”
“String Quartet in G minor,” “Nocturne,” “Fantaisie for piano and orchestra.”
3. Bela Bartok (Hungarian, 1881-1945) – a composer whose style was intimately welded to his pioneering folk music
research. Work: “Concerto for Orchestra,” “Third Piano Concerto,” “Violin Concerto.”

Glossary of Musical Terms:

Allegro Fast tempo.

*Bar lines The vertical lines on the staff used to mark off the grouping of beats.
Beat The underlying pulse present in most music.
Brasses Wind instruments made of metal, including the trumpet, French horn, trombone, and
tuba.
Chamber music One to twenty performers.
Chord Several notes sounded together.
Clavichord A small predecessor of the piano.
*Clef The symbol indicating the pitch of the notes.
Consonance The combination of tones that produces a quality of relaxation.
Dissonance The combination of tones that produces a quality of tension.
Dynamics The loudness of music.
Fugue A fugue is based upon a short theme called a subject. The fugue subject contains both
rhythmic and melodic motifs. The opening of the fugue is announced by one voice alone.
 A second voice then restates the subject, usually on a different scale. A third and then a
fourth voice enter, each carrying the subject.
Harmony Refers to the choral aspect of music.
Harpsichord Another predecessor of the piano, sounded by plucking the strings.
*Interval The distance between notes.
Largo Very slow tempo.
Lento Slow tempo.
Lyre An ancient harp.
Mass Music for a Catholic service.
*Measure The space on a staff between two bar lines.
Melody Concerns the sequence of notes.
Meter The organization of beats into groups.
*Meter signature The numerical symbol at the beginning of a composition to indicate the meter – for
example, 2/4, ¾, 6/8, 4/4.
Moderato Intermediate tempo.
Motif A recurring group of notes, as the four in Beethoven’s Fifth Symphony.
Movement A large section of a lengthy composition.
*Note A musical sound of specific pitch, as middle C.
Opus Work, usually identified by a number.
Oratorio A major orchestral piece with solo voices and chorus.
Orchestra A large group of instrument players, usually seventy-five to ninety.
Percussion Instruments sounded by striking, as drums, cymbals, and chimes.
Pitch The frequency of a sound wave.
Polyphony Choral music with several simultaneous voice-lines.
Presto Very fast tempo.
Rhythm Concerns the relative duration of the notes.
Rondo The main feature of a rondo is the return of the main theme, which alternates with
secondary themes. For example,
Simple rondo: ABABA
Second rondo: ABACA
Third rondo: ABACABA
*Scale The succession of notes arranged in an ascending order.
Sonata A work for one or two instruments.
Song Form When the first section of a simple ternary form is repeated – for example, AABA. (A
simple ternary form is music in three sections, with the third generally an exact repetition
of the first, ABA)
Staff The five lines on which notes are written.
Strings Violin, viola, cello, and double bass (bass viol).
Subject The principal melodic motif or phrase, especially in a fugue.
Symphony A major orchestral composition.
Syncopation A rhythmic effect produced when the expected rhythm.
Tempo The pace of the music.
Timbre The characteristic sound of a voice
Tone A musical sound of a specific pitch.
Woodwinds Instruments originally made of wood, including the piccolo, flute, clarinet, oboe, English
horn, bassoon, and saxophone.

ARTS

I. ELEMENTS OF ART

A. Line
1. Can take many forms, such as thick or thin and wavy or straight.
2. Operates in terms of the visual field (for example, as an edge, as the meeting of areas, or to suggest
space).
3. Can hold emotional qualities.
a. Straight lines suggest rigidity.
b. Diagonal lines suggest opposition.
c. Vertical lines suggest strength.
d. Horizontal lines suggest stability and repose.
e. Curved lines suggest movement.
f. Sweeping curved lines suggest calm.
g. Sharp, short curved lines suggest agitation.

B. Color
1. Depends on the reflection and absorption of light (hue, value, and intensity).
2. Affects the emotions directly.
 3. Is dependent on derived light (for example, night light appears as shades of gray and bright daylight
casts strong shadows).
4. Includes these:
a. Primary: red, yellow, and blue.
b. Secondary: orange, green, and violet; produced by mixing equal amounts of two primary colors.
c. Tertiary: produced by mixing unequal amounts of two primary colors.
- Monochromatic: the use of a single color tint in different values or shades
- Analogous : 3 to 4 neighboring colors with one color in all mixtures
- Complementary: any two opposite colors on the color wheel
- Split complementary: any three colors wherein two of which are beside the complement of the third color.
- Double split complementary or tetradic: this color scheme uses four colors arranged into two complementary pairs
- Triad: three colors that form an equilateral triangle in a color wheel

5. Is used to:
a. Define certain spatial qualities of a composition.
b. Provide organization and unity.
c. Create balance.
d. Convey emotion and symbolize ideas, such as hope and despair.

C. Value
1. Is defined as the amount of light and dark areas in a composition; can range from black to white.
2. Allow for contrasts, creating the appearance of form on a flat surface.
3. Can:
a. Be created by the placement of lines.
b. Produce textures.
c. Create form by depicting shadows and highlights caused by direct light.
4. Allows for expressive qualities and moods by using:
a. Primarily dark areas to suggest melancholy or uneasiness.
b. Primarily light areas to suggest happiness and freedom.

D. Shape (form)
1. Is based on the use of contours.
2. Can be defined by the use of value, color, and textures.
3. Can range from purely representational to completely abstract, allowing for creativity and
individualism.
4. May suggest two dimensions or three dimensions.

E. Texture
1. Is the suggestion of how something feels to the touch, ranging from silky smooth to rough.
2. Is sometimes unique to the medium (such as pencil, crayon, ink, watercolor, or oil pant).
3. Can be simulated by:
a. The application of line (thin to thick).
b. The shading effect that helps defines space.
F. Space

1. Is defined as the representation of depth and the relative positions of objects.

2. Is manipulated through the use of such elements as color, line, value, and perspective.
3. Techniques include:
a. Indistinct drawing: suggest distant objects.
b. Overlapping objects: establishes their relative positions.
c. Gradation of color: creates depth.
d. Linear perspective: creates depth by using parallel lines that converge on a vanishing point.

II. PRINCIPLES OF DESIGN

A. BALANCE.

1. Is defined as the harmonious arrangement of elements in a composition.

2. Is dependent on object placement, size, and direction.
a. Placement: the area occupied by shapes, chosen to create harmony or lack of it.
b. Size: variation of object size to balance or unbalance a composition (for example, a large circular
shape may be balanced by three smaller circular shapes, while a large circular shape and a single
small circular shape may be unbalanced).
c. Direction: drawing of the viewer’s eye to elements in a composition by use of object position to
represent directional forces.
 B. SYMMETRY.

1. May be achieved through the use of unequal elements, with no axis or central point.
2. Associated with dynamic, expressive qualities.

C. ASSYMETRY.

1. Achieved through the use of unequal elements, with no axis or central point.
2. Associated with dynamic, expressive qualities.

D. REPETITION.

1. Is defined as the recurring elements in a composition.

2. Creates rhythm (flow), unity, and balance.

E. CONTRAST.

1. Is defined as differences in form, line, texture, and color.

2. Adds variety and increases viewer interest in and attention to a work.

F. DOMINANCE.

1. Is defined as the emphasis of a featured point.

2. Uses contrast between featured point and other elements

Selected Styles/ Movements in Western Art

 Realism – a naturalistic approach to subject matter.
 Impressionism – a style wherein paintings are usually done outdoors.
 Expressionism – an art movement that centers on the expression of inner emotions. Colors used are vibrant and
distortion is usually used.
 Abstract – non-representational or non-figurative imagery. It could also be a distortion or simplification of forms.
 Dada or Dadaism – an aggressive reaction against conventional art. Dadaists produced (anti) art objects using
unconventional methods.
 Surrealism – an art movement where artists gathered inspiration from the depths of the subconscious mind.
 Pop Art – an art movement which is centered on, or inspired from familiar images of popular culture, such as
advertisements, comics, and commercial products.
 Social Realism – an art movement which portrays social and racial injustice and economic hardship, marked by
its realistic depiction of social problems
 Cubism: geometrical shapes
 Op-Art (Optical Art): is a style of visual art that uses optical illusions

Notable Philippine painters and their works:

19th century
- Jose Honorato Lozano: known for paintings of letras y figures.
- Damian Domingo: headed the Academia de Dibujo y Pintura in 1821. He is known for his paintings of tipos del pais.
- Juan Luna: His work Spoliarium won the gold medal in the 1884 Exposicion Nacional de Bellas Artes.
- Felix Resurreccion Hidalgo: Las Virgenes Cristianas Expuestas al Populacho won the silver medal in the 1884
Exposicion Nacional de Bellas Artes.

20th century: Genre painters

- Fabian dela Rosa – Women working in a Rice Field (1902)
- Fernando Amorsolo – Fruit Gatherers (1950), Sunday Morning going to Church (1953) The “Triumvirate of modern
art” -RURAL
- Victorio Edades – The Builders (1928)
- Galo Ocampo – Brown Madonna (1938), The River of Life (1954)
- Carlos “Botong” Francisco – Harana (1957)

Other Modernists
- Hernando Ocampo – Homage to Tandang Sora (1977)
- Diosdado Lorenzo – Ilog ng Cabiao (1970)
- Vicente Manansala – Madonna of the Slums (1950)
- Cesar Legaspi – Gadgets II (1949)
- Anita Magsaysay-Ho – Fruit Vendors (1975) painter using of TEMPERA style (egg yolk)
- Jose Joya – Pagdiriwang (1976)
- Arturo Luz – Black Form, White Space (1976)

Selected contemporary artists

- Antipas Delotavo – Itak sa Puso ni Mang Juan (1977)
- Benedicto Cabrera – EDSA Event (1986)
- Danilo Dalena – Komedya sa Pakil
- Onib Olmedo – Mother and Child
- Brenda Fajardo – Baraha ng Buhay Pilipino (1989)

Notable Philippine sculptors:

- Mariano Madrinian – a santero from Paete, Laguna
- Guillermo Tolentino – Bonifacio Monument, UP Oblation "Father of Philippine Arts"
- Napoleon Abueva – Judas’ Kiss (1955), Allegorical Harpoon (1964) “Father of Modern Philippine Sculpture”
- Lamberto Hechanova – Crucifix
- Abdulmari Imao – Sarimanok (1975)
- Eduardo Castrillo – Pieta (1966)
- Solomon Saprid – Tikbalang (1971)

GLOSSARY OF ART TERMS

Abstract A nonrepresentational composition created through the use of form, line, and
color.
Accent The emphasis in a picture, set off by the use of value, shape, or contrasting color.
Advancing colors Colors that appear to “come forward,” usually red, orange, and yellow.
Analogous colors Colors that are closely related to one another (for example, blue, blue-green, and
green).
Area The flat surface within the borders of a picture.
Asymmetrical Unequal; not identical on both sides of a central line.
Balance A harmonious arrangement of the elements of a composition.
Blending A device used to allow one color or tone to merge with another.
Center of Interest The area of focus; the part of a picture that attracts the most attention.
Chroma The strength of purity of color.
Collage An artwork made by gluing pieces of paper, photographs, cloth, and other
materials together in an overlapping design.
Color Light waves of different lengths create colors to the eye. Color also includes hue,
value, and intensity.
Color harmony An effect that is unified and aesthetically pleasing. Color harmony is produced
by combining colors that are similar in one or more aspects.
Color scheme The dominant color arrangement of forms, colors, lines, and other elements used
in a drawing or painting.
Complementary Colors Colors opposite each other on the color wheel complement each other (for
example, red and green, purple and yellow, and orange and blue).
Composition The particular arrangement of forms, colors, lines, and other elements used in a
drawing or painting.
Contour An outline or profile of an object.
Contrast Strong differences in form, line, texture, and/or color create contrast.
Cool Colors Green, blue-green, blue, and violet are cool colors, often used to suggest wet
objects.
Depth The illusion of distance on a flat surface.
Design A planned arrangement of the composition elements.
Distortion Arranging art elements to suggest other than a natural shape. Distortion is used to
create emotion in the viewer.
Dominant The most significant element of a composition.
Edge The outline or border of a form or shape. A sharp or distinct border is called a
hard edge. A blurred or diffused border is called soft edge.
Ellipse The shape of a circle when viewed at an angle, used to obtain perspective.
Emphasis The stress or accent on a particular element of composition.
Eye level (1) The horizontal plane depicted by the artist in a composition, also called the horizon
line; (2) the eye level of the artist.
Focal point The center of interest in a composition.
Form The actual three-dimensional shape and structure of composition object.
Gradation The gradual change in value, tint, or color as rendered in a picture.
Harmony The pleasing arrangement of picture elements based on using similar qualities of shape,
size, and color.
Horizon line An imaginary horizontal line which represents the height or actual direction of the
observer’s vision.
Hue The name used to distinguish a color, such as red, blue, or blue-green.
Intensity The strength, saturation, or purity of color.
Line Any continuous unbroken mark.
Opaque The limitation of light; not transparent or translucent.
Outline The outside edge of a figure or object; a sketch using only line, without shading.
Perspective A geometric method for representing three-dimensional relations on a flat surface and for
indicating depth.
Primary colors Blue, red, and yellow are the primary colors, and other hues can be prepared by
combining these three.
Proportion The relationship (size) of one part of a composition, such as colors, forms, values, and
lines.
Realism The depiction of a form in a realistic, or true-to-life, manner; re-creating the semblance of
an object.
Relief Sculpted figures projecting from a background.
Rhythm The repetition of similar elements in a composition, such as colors, forms, values, and
lines.
Secondary colors Orange, green, and violet are the secondary colors. They are prepared by mixing equal
amounts of two primary colors.
Shade (1) The result of mixing a pure color and a quantity of black; (2) surface shadows on an
object used to indicate form.
Shape The flat, two-dimensional form of an object.
Still life The pictorial arrangement of inanimate objects.
Symmetry Arrangement of objects so there is a similarity in size, shape, and relative positioning on
opposite sides of a composition; mirror-image or equal balance in composition.
Technique (1) The characteristics of a particular medium; (2) the style of a particular artist.
Tertiary colors Intermediate colors prepared by mixing unequal amounts of two primary colors.
Texture The appearance or suggested feel of a flat surface.
Three-dimensional Possessing the qualities of height, width, and depth.
Tint A mixture of white and a pure color.
Translucent A material or representation that transmits light, but not an object can be clearly seen
through it.
Transparent A material or representation through which objects can be clearly seen.
Two-dimensional Representing only the dimensions of width and height without delineating depth,
thickness, or solid form.
Value The lightness or darkness of a color or hue.
Vanishing point The point at which receding parallel lines converges.
Warm colors Colors that are associated with heat or dry objects, generally red, orange, and yellow.
PHYSICAL EDUCATION

LEGAL BASIS: Article XIV, Section 19 (1) The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for international competitions, to foster self-
discipline, teamwork, and excellence for the development of a healthy and alert citizenry. (2) All educational institutions
shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.

PHYSICAL EDUCATION: is a course taught in school that focuses on developing physical fitness and the ability to perform
and enjoy day-to-day physical activities with ease. Kids also develop skills necessary to participate in a wide range of activities,
such as soccer, basketball, or swimming. Regular physical education classes prepare kids to be physically and mentally active,
fit, and healthy into adulthood. An effective physical education program should include engaging lessons, trained P.E. teachers,
adequate instructional periods, and student evaluation.’

PHYSICAL FITNESS: a set of attributes that people have or achieve. Being physically fit has been defined as "the ability
to carry out daily tasks with vigor and alertness, without undue fatigue and with ample energy to enjoy leisure-time
pursuits and to meet unforeseen emergencies.

SKILL-RELATED FITNESS: involves skills that will enhance one’s performance in athletic or sports events.

COMPONENTS DEFINITION/KEYWORDS PHYSICAL FITNESS TEST

is the ability of the individual to change QUICKLY

AGILITY and control the any direction in a short period of HEXAGON AGILITY TEST
time.

is the ability of individual to MAINTAIN and

BALANCE STORK STAND
SUSTAIN his/her position. (EQUILIBRIUM)

combination of MIND AND BODY : is the ability to

COORDINATION use the senses together with body parts during PAPER JUGGLING
movement.

LOWER EXTREMITIES:
is the ability to move the body parts swiftly while STANDING LONG JUMP
POWER applying the maximum EFFORT and FORCE of the
muscles. UPPER EXTREMITIES:
BASKETBALL CHEST PASS

is the ability to reach or RESPOND quickly to what

REACTION TIME STICK DROP TEST
you hear, see, or feel. (REFLEXES/STIMULUS)

is the ability to move your body or parts of your body

SPEED swiftly in ONE/SAME PATTERN in a short period 50 m. SPRINT
of time. 100 m. SPRINT

HEALTH-RELATED FITNESS: involves exercise activities that you do in order to try to improve your
physical health and stay healthy, particularly in the categories of cardiovascular endurance, muscular strength, flexibility,
muscular endurance and body composition.

COMPONENTS DEFINITION/KEYWORDS PHYSICAL FITNESS TEST

is the percentage of body weight that is FAT

compared to other body tissue, such as BONE and
MUSCLE. WAIST
BODY
CIRCUMFERENCE/HEIGHT AND
COMPOSITION - SOMATOTYPES
WEIGHT
1. ECTOMOPRH: Narrow Shoulder
2. ENDOMORPH: Pear shape
3. MESOPMORPH: Wedge shape
CARDIO- is the ability to exercise the entire body for long
periods of time. It requires a strong HEART, healthy 3-MINUTE STEP TEST
RESPIRATORY
LUNGS, and clear blood vessels to supply the body
 with OXYGEN.

is the ability to use your joints fully. You are flexible UPPER EXTREMITIES:
FLEXIBILITY when the muscles are long enough and the joints are ZIPPER TEST
free enough to allow movement. (FULL RANGE OF
MOTION) LOWER EXTREMITIES:
SIT AND REACH
MUSCULAR is the ability to use the muscles, which are attached to PROLONG
ENDURANCE the bones, many times without getting tired. (ACTIVITIES/POSITIONS)
(PROLONG/SERIES)
MUSCULAR is the AMOUNT of EXTERNAL FORCE you can
PUSH-UPS/CURLP UPS
STRENGTH put forth with your muscles.

Body Mass Index is the latest tool to assess the amount of body fatness in a person. ... BMI can provide an indication
of weight categories that could lead to future health problems. BMI levels are interpreted differently for adults and
children so different BMI calculators are used.

The FITT Principle (or formula) is a great way of monitoring your exercise program. The acronym FITT outlines the
key components, or training guidelines, for an effective exercise program, and the initials F, I, T, T, stand for: Frequency,
Intensity, Time and Type.

 Frequency: refers to the frequency of exercise undertaken or how often you exercise.
 Intensity: refers to the intensity of exercise undertaken or how hard you exercise.
 Time: refers to the time you spend exercising or how long you exercise for.
 Type: refers to the type of exercise undertaken or what kind of exercise you do.

MOVEMENT CONCEPTS AND FORMS

A. Basic skills: skills involved in movement action and motor patterns.

1. Locomotor skills.
a. Skills used to move the body from one location to another.
b. Skills include jumping, hopping, skipping, leaping, sliding, galloping, walking, etc.

2. Non-locomotor skills.
a. Skills in which the individual does not have to change location in order to practice an
activity.
b. Skills include stretching, pushing, pulling, twisting, circling, and most calisthenics
activities (movements toward and away from the center of the body, raising and lowering
body parts).
 3. Manipulative Skills.
a. Skills used to handle or manipulate play objects, such as bats, balls, wands, hoops.
b. Skills include movements that increase hand-eye and hand-foot coordination, tracking
skills, and dexterity and propulsion skills (such as throwing, kicking, and batting).

4. Specialized Skills.
a. Skills related to specific sports, games, and apparatus.
b. Skills are structured (specific rules, guidelines, and techniques) rather than structured.

B. Basic movements: skills related to the possibilities of the body and the ability to express, explore,
and interpret the physical environment.

1. Program Applications.

a. Structure the learning environment; provide a variety of movement expressions;

individualize the activities; build confidence in efficiently moving one’s body.
b. Provide both gross-motor (big-muscle) activities and fine-motor (manipulative)
movement possibilities.
c. Develop awareness for a variety of concepts including space, time, force and qualities of
movement and flow.

2. Basic movement processes.

a. Traits considered as a whole (not isolated actions)

b. Development of body mechanics.
(1) Broad movement competencies.
(2) Freedom to explore the physical environment.
(a) Spatial factors include both general and personal space in performing locomotor
activities.
(b) Movements include direction, patterns, and size and angle of movement (such as
horizontal, vertical, diagonal, and circular).

3. Movement Considerations.

a. Variation in speed, acceleration, deceleration, rhythm, etc.

b. Quality of movement
(1) Force and effort: How fast can you stop? What body mechanics improve force?
(2) Flow: direction of movement.
(a) Sustained movement (free flow; continuity of movement).
(b) Interrupted movement and interval activities.
(3) Body factors: the body and its parts in relation to specific movement activities.
(a) Unilateral: one-sided activities
(b) Bilateral: two-sided activities
(c) Cross-lateral: each side working independently.
(d) Body zones: anterior, posterior, etc.

4. Classifying movement patterns

a. Unstructured movement: movement exploration that involves choices related to response,

experimentation, exploration, and balance.
(1) Movements, patterns, and sequences can involve knowledge of special skills but do
not require them.
(2) Exploring general space, moving in any direction; free expression.
b. Structured movement: involves a specific skill that can be quantified.
c. Combinations of movement patterns (includes both structured and unstructured
movement): stretch like a rubber band, recoil, jump and hop, squat, twist, gallop.

5. Perceptual-motor competencies: used to diagnose perceptual-motor deficiencies.

a. General coordination: ability to move in rhythm and with muscular control.

b. Balance: control of the center of gravity and laterality (sideward movement).
(1) Static balance.
(2) Dynamic balance.
(3) Rotational balance
c. Body image: knowledge of body parts and body in space.
(1) Hand-eye and foot-eye coordination: tracking objects while throwing, kicking,
catching, etc.
 (2) Hearing discrimination: ability to respond to auditory signals; listening; attention to
rhythmic movements.
(3) Form perception: recognizing different spaces, shapes, and sizes.

6. Rhythmic activities: basic movements using the medium of rhythm; includes locomotor, non-
locomotor, and manipulative skills.
a. Integral component of the comprehensive physical education program.
b. Involves gross body movements while keeping time with rhythm of music.

C. Principles of learning associated with movement education: to develop efficient and effective
movement skills and to understand movement principles.

1. Readiness: the ability to learn and understand movement patterns is influenced by such things
as maturation, coordination, physique, and experiences.

2. Motivation: the desire to learn is influenced by intrinsic and extrinsic rewards.

3. Form and technique: establish the basis for sound mechanical principles in learning a skill.

a. Throwing: principle of opposition.

(1) Arm swings back in preparation for throw; elbow moves forward.
(2) Trunk rotates toward throwing side of the body.
(3) Weight of foot shifted to non-throwing side during follow-through.

b. Catching.
(1) Eyes follow ball; elimination of avoidance reaction (fear).
(2) Arms bend at elbows; relaxed; object brought toward body.
(3) Non-rigid catching style; hands brought together as catch is made.

c. Batting.
(1) Eyes follow the ball; elbow cocked in a horizontal position (somewhat parallel with
upper chest); non-cross grip; bat held above head.
(2) Weight shifted to front foot upon contact with ball.
(3) Hit “through ball” ; continuity of movement.

4. Progression: logical progression of motor skills based on an increasing and decreasing degree
of difficulty.

5. Feedback and reinforcement: ability to critique an activity and to provide a sound basis for
future activity.

6. Transfer of learning: ability to transfer previous learning of a movement technique to a new

skill area.

FITNESS

A. Exercise and Health

1. Conditioning: a purposeful exercise program to counteract heart disease and related circulatory
problems.

a. Factors include sound diet and regular exercise.

b. Body conditioning: ability of the body to meet the demands put upon it.
c. Poor physical conditioning contributes to coronary heart disease (about forty percent of all
deaths) and blood circulatory problems (stroke, arteriosclerosis, and hypertension).

2. Elements of conditioned fitness: blood circulation is the major factor in a well-conditioned individual.

a. Bloodstream carries nutrients and oxygen to every cell in the body.

b. Fitness tests include oxygen intake and oxygen consumption; air exchange in the lungs; blood
pressure.
c. Fitness tests measure:
(1) Body conformation (appearance of body fitness, excess fat around waistline.
(2) Body balance (how muscles react in a coordinated manner).
(3) Agility (controlled motor fitness).
(4) Muscular power (ability to exert force with a sudden motion).
(5) Endurance (ability to sustain effort).
(6) Flexibility (ability to move the body to handle a wide range of movements).
 (7) Strength (ability of specific muscle groups to perform specific functions – back, buttocks,
chest, etc.)

3. Proper nutrition

a. Daily caloric requirement: depends on age, size, and activity (older people require fewer
calories).
(1) Maintenance diet (weight balance)
(2) Reducing diet: physical exercise “burns” excess calories; reduce fat in diet (concentrated
calories); total food intake must be decreased (all nutrients produce calories).
b. Proteins: includes essential amino acids; sources include lean meat, dairy products, fish, nuts,
whole grains, and beans.
c. Carbohydrates: body synthesizes and breaks down carbohydrates from sources of breads, cereals,
rice, potatoes, and beets.
d. Fats: some fatty acids cannot be synthesized in the body.

(1) Saturated fats: solid at room temperature; mainly from animal products, linked to elevated
cholesterol counts.
(2) Unsaturated fats: from sources such as corn oil and soybean oil.
(3) Blood-fat levels: indicate amount of cholesterol in the body.
(a) Cholesterol: natural fatty substance in the body; found only in animal products.
(b) Excess levels (above 200 mg/dl) can indicate symptoms of arteriosclerosis.
(c) Cholesterol reduction programs must limit intake of animal products and products with
large amounts of saturated fats (such as avocados and palm oil).

e. Vitamins: organic substances needed in small amounts to enable the body to complete chemical
reactions.
f. Minerals: inorganic compounds needed in small amounts; sources include milk (for calcium), red
meats (for iron), and leafy vegetables (for phosphorous).
g. Sodium: found naturally in many foods; linked to elevated blood pressure.

B. Health-related fitness

1. General conditioning: maintaining proper health by following a sensible exercise and diet
program.
a. Consult a physician prior to beginning vigorous exercise program; determine risk factors.
b. Use a proper exercise program.
(1) Warm-up (preparing for vigorous exercise).
(2) Peak exertion (achieving exercise goals).
(3) Cool down (returning body to normal condition).
c. Provide basic fitness opportunities in a non-sports atmosphere.
(1) Maintain proper body mechanics while sitting, standing, picking up items, etc.
(2) Provide opportunities for daily exercise such as walking, jogging, swimming,
calisthenics, aerobic dancing, and backpacking.
(3) Use any environment for isometric exercise.

2. Individual exercise program.

a. Duration: brisk walking (three times per week for thirty minutes); vigorous aerobic exercise
(three times per week for twenty minutes).
b. Aerobic capacity: to achieve your target heart.
c. Fitness activities: based on progression and general health fitness.
d. Proper warm-up.
(1) Approximately ten to fifteen minutes in duration; consists of bending, stretching, rotating,
abduction, and adduction.
(2) Purpose is to elevate the heart rate.

3. Calisthenics (anaerobic).
a. Exercise for muscular strength, flexibility (range of motion), endurance (repetitions), cardio-
respiratory fitness.
b. Examples of muscular and flexibility exercises include leg raises, alternate knee bends, push-
ups and modified push-ups, and sit-ups and modified sit-ups.

4. Typical physical fitness testing battery: includes measurement of standing height, weight, resting
heart rate, resting blood pressure, skinfold tests, and timed sit-ups.
 C. Skill-related fitness.

1. Competencies

a. Agility: ability to change direction quickly while controlling body.

b. Reaction time: ability to recognize a stimulus, reacts to it, and completes a response.
c. Balance: ability to maintain body equilibrium.
d. Coordination: ability to complete hand-eye and foot-eye activities.
e. Speed: ability to change direction/location.

2. Skill-related fitness activities include the shuttle run, fifty-yard dash, softball throw, and standing
long jump.

D. Movement forms.

1. Games: integrate fundamental motor skills as in bowling, dodging, kicking, running, striking,
throwing, and catching.

2. Team Sports:
Volleyball – 6 players, three out of five games. Winner scores 25 points with a margin of two.
Basketball – 5 players. Most points at the end of the wins.
Softball – 9 to 10 players. Most runs at the end of seven innings wins.
Soccer – 11 players. Most goals win.
3. Dual Sports
Tennis – Either doubles or singles. Four points-fifteen, thirty, forty, and game. Tie at forty-deuce.
Winner must win by a margin of two. Remember, love means nothing in tennis.
Badminton – Either doubles or singles. 21 points by a margin of two.
Table Tennis – Either doubles or singles. 11 points by a margin of two.

4. Individual Sports
Swimming – very good for cardiovascular conditioning and can be done almost anywhere there is
water.
Track and Field – scoring varies with event.
Gymnastics – Includes tumbling. Excellent activity for developing coordination and grace. Also
requires strength, which is developed by the activities done. This training can begin
at a very early age with tumbling activities and progress to gymnastics.

5. Rhythmic – Includes ball gymnastics and other activities that may require music. Rhythmics can
be taught in early elementary physical education, enabling students to develop music
appreciation as well as spatial awareness.

6. Dance – Can be either individually or with a partner. Dance is especially good at developing
spatial awareness and the ability to follow instructions. Dance instruction should begin in
elementary school. Basic steps are walk and/or skip and are suitable to teach to first and
second graders. Skip, slide, and run and/or skip are suitable for second and third graders, and
more difficult step-hop can be taught to grades three through six. The ability to dance can
also aid in the development of social skills and teamwork. Dance also provides an excellent
framework for multicultural education. Many dances are indigenous t certain cultures and
students can learn about different races and cultures while learning dances. Having the class
walk through the dances without music and then adding the music is effective. The instructor
must be careful not to teach too many steps before the dance is tried with the music. Most
students enjoy dance in spite of themselves.

I. PHYSICAL AND BIOLOGICAL SCIENCE FOUNDATIONS

A. Exercise physiology: changes in body chemistry related to exercise.

1. Heart circulation (cardio-respiratory).

a. Oxygen uptake.
(1) Respiratory system: oxygen transported through circulatory system.
(2) Cardiovascular system: distributes oxygen throughout the body.
(3) Musculoskeletal system: uses oxygen and converts to energy.
b. Blood pressure (BP) (force of blood pushing against walls of the arteries under pumping action of
the heart).
(1) Resting BP: normal diastolic under 85, normal systolic under 140.
 (2) Resting heart rate: normal range forty to ninety beats per minute (training will decrease this
rate).
(3) Maximum desirable heart rate: formula, 220 minus your age equals maximum desirable heart
rate during exercise.
(4) Desirable heart rate during exercise: sixty percent of maximum desirable rate.
c. Recovery: indicates efficiency of circulatory system.
d. Strength building exercises (isometric or static): not designated for heart-related fitness.
e. Risk factors of heart disease: cigarette smoking, high cholesterol, family history of heart disease,
obesity.

2. Breathing and lungs.

a. Aerobics: oxygen-based exercises that stimulate the heart and lungs, such as running, walking,
and swimming.
b. Aerobic efficiency: involves the lungs during performance.
(1) Exercise intensity increases body’s demand for oxygen.
(2) Fitness tests (step-test, ergonometer, treadmill) measure lung capacity.
c. Anaerobics: exercises for short periods of time at high power levels (football, basketball, sprints).

3. Body composition.
a. Height and weight tables: dependent on frame size.
b. Skinfold measurement (chest, abdomen, thigh, triceps).
c. Percentage of body fat: lean (less than eight percent in males, less than thirteen percent in
females), fat (greater than twenty –one to twenty-four percent in males, greater than twenty-six to
thirty-two percent in females).

4. Musculoskeletal fitness: focuses on abdominal strength, lower back and hamstring flexibility, and
endurance.
5. Physical fitness conditioning
6. based on:
a. Duration, repetition, and intensity of exercise.
b. Nutrition and diet.

B. Motor learning: methodologies and instructional design.

1. Motor skills: gross- and fine-motor skills and locomotor and non-locomotor skils.
2. Movement qualities: body movement and adjustment to various elements of movement.
3. Learning concepts.
a. Perceptual adjustments: for example, a child makes a basket, completing a lay-up.
b. Kinesthetic awareness: for example, a child controls movements while completing a tumbling
routine.
c. Understanding movement qualities: force, time, space, flow.
d. Development of skills: For example, a child progressively increases distance while throwing a
football through a hoop.
e. Transfer and feedback: for example, a child transfers skills learned in catching a basketball to
catching a football.

C. Kinesiology: effects of internal and external forces that act on the body.

1. Kinesiology.
a. Kinesiology is concerned with understanding how the joints and muscles cause movement of the
skeletal structure of the body.
b. Biomechanics is considered mechanical kinesiology and is concerned with the human body as a
mechanical system; it is concerned with the physics of motion.
c. Physical principles can be applied to biomechanics.
(1) Motion: linear displacement, velocity, and acceleration.
(2) Force: Newton’s law of motion.
(3) Energy: potential and kinetic.
(4) Aerodynamics: projection angles and flight velocity.
(5) Landing and striking: elasticity and dissipation of force.

2. Applications of kinesiology and biomechanics.

a. Balance: ability to maintain body position and equilibrium in stationary and movement activities.
(1) Static balance: center of gravity is directly over base of support.
(2) Dynamic balance: center of gravity is raised and base of support is narrowed – for example,
in the movements progressing from walking to running.
b. Friction: effects of traction on an activity.
c. Force: application to pushing, pulling, or striking on object.
 3. Principles of physics applied to sports.
a. Prediction of the movement of a ball in flight: prediction of various angles.
b. Mechanics of extending the arms while hitting a baseball (concept of levers)
c. Mechanics of throwing a ball with velocity involves wrist movement and range of motion.
d. Blocking position in football involves stability.

4. Computer-enhanced performance images and high-speed photography: used to analyze basic

movement.

FOUNDATIONS OF MAPEH
THE OBJECTIVES OF PHYSICAL EDUCATION

•Physical Fitness Development Objective - The development of the various organic system of the body is necessary for
an individual to have the ability to sustain adaptive efforts, to recover and to resist fatigue.
•Motor Skill Development Objective - concerned with developing body awareness, making purposeful physical
movement with a little expenditure of energy as possible, and being proficient, graceful, and aesthetic in this movement.
•Cognitive Development Objectives - involves the accumulation of knowledge and the ability to think and interpret this
knowledge.
•Social-Emotional-Affective Development Objective - assisting an individual in making personal and group adjustments
as well as adjustments as a member of society.

PHILOSOPHICAL FOUNDATION OF PHYSICAL EDUCATION

Philosophy, derived from the Greek word philisophia, means the love of wisdom. It can also be defined as a set of beliefs
relating to a particular field.

BRANCHES OF PHILOSOPHY
• METAPHYSICS - Nature of reality/Beyond Natural
• EPISTEMOLOGY - Nature of knowledge and methods of obtaining knowledge
• LOGIC – Systematic and orderly reasoning
• AXIOLOGY - Aims and values of society
• ETHICS - Issues of conduct, right and wrong
• AESTHETICS - Nature of beauty and art
• IDEALISM - emphasizes the mind as central to understanding, reasoning plays a critical role in arriving at the truth,
values and ideals are held in high regard and are considered universal and absolute.
• REALISM - emphasizes the use of the scientific method to arrive at the truth. Reasoning and understanding the natural
laws of nature are features of this philosophy.
• PRAGMATISM - experience-not ideals or realities- are the basis of truth. Reality differs from person to person because
individuals experience different situations.
• NATURALISM - importance of considering each individual’s level of growth and development in learning and
designing experiences that are congruent to the individual’s needs.
• EXISTENTIALISM - reality is determined by individuals’ experiences. Individuals must accept responsibility for
themselves and the choices they make.

There were some Greek philosophers, teachers and medical men who contributed to the worth of physical
education.

• Plato believed that gymnastics and music, which were identified as “physical education” and “academics” respectively
educates the body and the mind/soul. His argument in his Republic is that the mission of physical education in the schools
blends with movements.
• Aristotle believed that athletics enables youth to develop strong, healthy citizens who would defend Athens in time of
war and serve her in time of peace.
• Herodotus (Herodikos) used physical education as an aid to medicine as early as the 5th century.
• Hippocrates proclaimed the law of use and disuse of the parts of the body. He believed that the parts of the body are
strengthened through use. Muscle atrophy and weakness are results of disuse.
• Xenophon thought of physical education as important in terms of military.

MEDALS and HONORS

• Efren “Bata” Reyes was dubbed as “The magician”, when he became the 1985 Red 9-Ball Open champion for his
ability to execute brilliant shots.
• Eric Buhain was a bronze medalist in swimming in the 1990 Beijing Asian Games.
• Eugene Torre became Asia’s first grandmaster at the age of 22.
• Elma Muros was the only track athlete who won in different events in the Southeast Asian Games. She was hailed as
the Southeast Asian games heptathlon queen in 1997.
• Francisco Pancho Villa Guilledo was Asia’s first world champion in boxing and dubbed as the greatest flyweight of
the century.
• Gabriel “Flash” Elorde was dubbed as the greatest Filipino boxer of all time.
• Gerald Rosales was an Asian Games silver medalist and Southeast Asian Games two-time champion in golf.
• Jennifer Rosales was a five-time champion in golf in the ladies’ Amateur open (1994-1998) before she turned
professional.
• Lydia de Vega was Asia’s fastest woman in the 1980s. She brought home the gold medal twice in arrow in the Asian
Games in the 100-meter dash and the silver medal in the 200m run.
• Manny Pacquiao won the International Boxing Federation super bantamweight championship at the age of 23.
• MikeeCojuangco-Jaworski is the accomplished equestrienne who bagged the gold medal for the Individual Show
jumping competition in the 2002 Asian Games.

• Paeng Nepomuceno is an all-time greatest international bowler with six world championships to his credit; some
considered him as the greatest Filipino athlete of all time for making it to the Guinness Book of World Records.
• Ramon Fernandez was the Philippine Basketball Association’s first four-time. Most Valuable player and played in the
league for a record of 20 seasons.
• Robert Jaworski was one the Philippine Basketball Association’s 25 greatest players of all time. At his time of
retirement, he was the oldest professional basketball player in the world.
• Toni Leviste was part of the Philippine Team that won silver medal in the 2002 Asian Games show jumping
competition.
• Alvin Patrimonio was a four-time Philippine Basketball Association Most valuable Player, two of which were won
back-to-back in 1993 and 1994.
• Bong Coo made her mark in the bowling world when she delivered nine consecutive strikes in 1979.
• Carlos Loyzaga led the Philippine Team that won bronze medal in the 1954 World Basketball Championship and four
golds.
• Dorothy Delasin is the Filipina who has become the youngest Ladies’ Professional Golf Association Champion in the
last 25 years.

HEALTH
PHILOSOPHY AND PRINCIPLE OF HEALTH EDUCATION
1. QUALITY educators
2. QUALITY organization and administration
3. QUALITY program
4. QUALITY teaching/learning methods
5. QUALITY program evaluation and adaptation

HISTORICAL DEVELOPMENT
• EGYPTIAN: personal cleanliness
• HEBREW: formulation of health code
• GREEK: “sound mind in a sound body” “MEN SANA IN CORPORE SANO”
• ROMAN: sanitary engineering
• ASCETICISM: spiritual development
• 1906-1248: return concept in Greek
• PRE-MODERN: no unified health program
• MODERN: health hygiene science

HEALTH AND WELLNESS

HEALTH: “WELL-BEING “QUALITY OF LIFE”
WELLNESS: SUBJECTIVE: REFLECTS HOW ONE FEELS ABOUT LIFE

Physical Dimension
Physical wellness encompasses a variety of healthy behaviors including adequate exercise, proper nutrition and abstaining
from harmful habits such as drug use and alcohol abuse. It means learning about and identifying symptoms of disease,
getting regular medical checkups, and protecting yourself from injuries and harm. Developing such healthy habits today
will not only add years to your life but will enhance the enjoyment and quality of those years.
 Tips for optimal physical wellness:
 Exercise daily
 Get adequate rest
 Use seat belts, helmets, and other protective equipment
 Learn to recognize early signs of illness
 Eat a variety of healthy foods
 Control your meal portions
 Stop smoking and protect yourself against second-hand smoke
 Use alcohol in moderation, if at all

Emotional Dimension
Emotional wellness is a dynamic state that fluctuates frequently with your other six dimensions of wellness. Being
emotionally well is typically defined as possessing the ability to feel and express human emotions such as happiness,
sadness and anger. It means having the ability to love and be loved and achieving a sense of fulfillment in life. Emotional
wellness encompasses optimism, self-esteem, self-acceptance and the ability to share feelings.
 Tips for optimal emotional wellness:
 Tune-in to your thoughts and feelings
 Cultivate an optimistic attitude
 Seek and provide support
 Learn time management skills
 Practice stress management techniques
 Accept and forgive yourself
Intellectual Dimension
The intellectual dimension encourages creative, stimulating mental activities. Our minds need to be continually inspired
and exercised just as our bodies do. People who possess a high level of intellectual wellness have an active mind and
continue to learn. An intellectually well person uses the resources available to expand one's knowledge and improve skills.
Keeping up-to-date on current events and participating in activities that arouse our minds are also important.
 Tips and suggestions for optimal intellectual wellness include:
 Take a course or workshop
 Learn (or perfect) a foreign language
 Seek out people who challenge you intellectually
 Read
 Learn to appreciate art
Social Dimension
Social wellness refers to our ability to interact successfully in our global community and to live up to the expectations and
demands of our personal roles. This means learning good communication skills, developing intimacy with others, and
creating a support network of friends and family members.
Social wellness includes showing respect for others and yourself. Contributing to your community and to the world builds
a sense of belonging.
 Tips and suggestions for optimal social wellness include:
 Cultivate healthy relationships
 Get involved
 Contribute to your community
 Share your talents and skills
 Communicate your thoughts, feelings and ideas
Spiritual Dimension
Spiritual wellness involves possessing a set of guiding beliefs, principles, or values that help give direction to one's life. It
encompasses a high level of faith, hope and commitment to your individual beliefs that provide a sense of meaning and
purpose. It is willingness to seek meaning and purpose in human existence, to question everything and to appreciate the
things which cannot be readily explained or understood.
A spiritually well person seeks harmony between what lies within as well as the forces outside.
 Tips and suggestions for optimal spiritual wellness:
 Explore your spiritual core
 Spend time alone/meditate regularly
 Be inquisitive and curious
 Be fully present in everything you do
 Listen with your heart and live by your principles
  Allow yourself and those around you the freedom to be who they are
 See opportunities for growth in the challenges life brings you
Environmental Wellness
Environmental wellness is an awareness of the unstable state of the earth and the effects of your daily habits on the
physical environment. It consists of maintaining a way of life that maximizes harmony with the earth and minimizes harm
to the environment. It includes being involved in socially responsible activities to protect the environment.
 Tips and suggestions for optimal environmental wellness:
 Stop your junk mail
 Conserve water and other resources
 Minimize chemical use
 Reduce, Reuse, Recycle
 Renew your relationship with the earth

Occupational Dimension
Occupational/Vocational wellness involves preparing and making use of your gifts, skills, and talents in order to gain
purpose, happiness, and enrichment in your life. The development of occupational satisfaction and wellness is related to
your attitude about your work. Achieving optimal occupational wellness allows you to maintain a positive attitude and
experience satisfaction/pleasure in your employment. Occupational wellness means successfully integrating a
commitment to your occupation into a total lifestyle that is satisfying and rewarding.
 Tips and suggestions for optimal occupational wellness include:
 Explore a variety of career options
 Create a vision for your future
 Choose a career that suits your personality, interests and talents
 Be open to change and learn new skills

The Human Body

• Cell – are the building blocks of the body. They are the smallest structure of the body that carries out complex
processes. It varies in size, shape, color and other depending upon its function. It can divide and multiply, typically a
human cell consists of several compartments of organelles surrounded by plasma membrane. The organelles can be seen
floating in fluid called cytoplasm. Each cell contains a nucleus where the genetic material is stored.
• Tissue – are group of cells organized into layers or masses that have common function. Cells of different tissues vary in
size, shape, organization and function, those within each type are quite similar in function.

• Organs – are groups of different tissues that form a complex structure with specialized functions like the skin, skeleton,
stomach, the heart, kidneys, intestine, muscles, brain, blood etc...

• Systems – are group of organs that function closely together that constitute the organism

1. Skeletal system – consist of the bones, cartilage and ligaments that bind bones together. Without the frame to
support your body you would collapse, lose your shapes and be unable to move. This body frame is called skeleton. It
gives your body strength and protects the soft parts inside. The bones are light enough to allow you to move about easily.
They have joints that you can bend to allow the body to do many things. It also produces blood cells and store inorganic
salt.

The skeleton is made out of 206 bones of different size and shapes. It serves as the framework that holds the whole body
together.

Types of Bones

• Long bones - leg and arm bones

• Short bones – wrist and ankle bones
• Flat bones – skull, shoulder blade, ribs, sternum and patella
• Irregular – bones of the spinal column

The thigh bones or the femur is the largest and strongest single bone in the body, while the smallest bone is called
stirrup found in the middle ear connected to two other small bones called hammer and anvil that are joined to the
eardrum. This carries sound signals to the brain.
The Skull
The skull is the bony framework of the head. It is comprised of the eight cranial and fourteen facial bones. The cranial
bones make up the protective frame of bones around the brain while the facial bones make up the upper and lower jaw and
other facial structures. These are:

• CRANIAL BONES
1. frontal – forms the forehead
2. parietal – forms the roof and sides of the skull
3. temporal – house the ears
4. occipital – forms the base of the skull and contains the foramen magnum
5. sphenoid – is considered the key bone of the skull where all bones are connected to it
6. ethmoid – located between the eyes that forms the part of the nasal septum

• FACIAL BONES
1. mandible – forms the lower jaw and the only moveable joint in the head that provide the chewing motion.
2. maxilla – forms the upper law
3. palatine – forms the hard palate or the roof of the mouth
4. zygomatic – are the cheek bones
5. lacrimal – help form the orbits or inner aspect of the eyes
6. nasal – forms the bridge of the nose
7. vomer – form parts of the nasal septum ( the divider between the nostrils)
8. inferior concha – bones which makes-up the side wall of the nasal cavity

The Ribs

The ribs are thin, flat curved bones that form a protective cage around the organs in the upper body. They comprised 24
bones arranged in 12 pairs that form a kind of cage that encloses the upper body. They give the chest its familiar shape to
protect the heart and lungs from injuries and shocks.

These bones of the rib cage are divided into three categories namely:

• TRUE RIBS – are the first seven pairs of bones connected to the spine (backbone) and directly to the breastbone or
sternum by a strip of cartilage called the costal cartilage
• FALSE RIBS – are the next three pairs of bones directly connected to the spine at the back and are attached to the
lowest true ribs in front.
•FLOATING RIBS – are the last two sets of ribs the spine but not connected to anything in front.

The Sternum

The sternum is a flat, dagger shaped bone located in the middle of the chest from where the ribs are connected to it by the
costal cartilage.. It is composed of three parts, the handle called the manubrium, the blade called body and the tip called
xiphoid process.

• ARM – is the region between the shoulder and the elbow consisting of a single long bone called humerus. The humerus
is the longest bone in the upper extremity. The top or the head is large, smooth and rounded that fits into the scapula in the
shoulder. On the bottom end are two depressions where the humerus connects to the radius and ulna of the forearm.

• FOREARM - is the region between the elbow and the wrist. It is formed by the radius on the lateral side and the ulna on
the medial side when viewed on anatomical position. The ulna is longer than the radius and connected more firmly to the
humerus. The radius however contributes more to the movements of the wrist and hand than the ulna. When the hands are
turned over so that the palm is facing downwards, the radius crosses over the ulna.

• HANDS – have 27 bones and are consist of three parts, the wrist, palms and fingers.
1. Wrist or Carpals – consist of 8 small bones called carpal bones that are tightly bound by the ligament. These bones are
arranged in two rows of four bones each
2. Palm or Metacarpal – consist of 4 metacarpal bones one aligned with each of the fingers. The bases of the metacarpal
bones are connected to the wrist bone and the heads are connected to the bones of the fingers that form the knuckles of a
clenched fist.

Fingers or Phalanges – consist of 14 bones called phalanges. The single finger bone is called phalanx arranged in three
rows.

Lower Extremities
The lower extremities are composed of the bones of the thigh, leg, foot and patella (kneecap). The bones of the lower
extremities are the heaviest, largest and strongest bones in the body because they must bear the entire weight of the body
when a person is standing in the upright position.

• THIGH – the region between the hip and the knee composed of a single bone called femur or thighbone. The femur is
the longest, largest and strongest bone in the body
• LEG - it is the region between the knee and the ankle. It is formed by the fibula on side away from the body and the
tibia or the shin bone. The tibia connects to the femur to form the knee joint. The tibia is larger than the fibula because it
bears the weight while the fibula serves as an area for muscle attachment.
• FOOT – contains 26 bones of the ankle, instep the five toes. The ankle is composed of 7 tarsal bones the largest of
which is called calcaneus or heel bone. The talus rest on top of the calcaneus and is connected to the tibia that allows the
ankle to flex and extend
• PHALANGES or Metatarsal – bones of the foot are similar in number and position to the metacarpal and phalanges of
the hands
• KNEECAP or Patella – is a large triangular sesamoid bone between the femur and the tibia. The patella protects the
knee joint and strengthens the tendons that form the knee.

The Shoulder Girdle

• CLAVICLE – is also known as collar bone. It is a slender S-shaped bone that connects the upper arm to the trunk of the
body and holds the shoulder joint that allow a greater freedom of movement. One end of the clavicle is connected to the
sternum and one end is connected to the scapula

• SCAPULA – is a large triangular, flat bone on the back side of the rib cage commonly called the shoulder blade. It
overlays the second through the seventh ribs and serve as attachment for several muscles.

• IMMOVABLE or Synarthroses – in this joint the bones are in a very close contact and are separated only by thin layer
of fibrous connective tissue. The sutures are the joints of the skull. The parietal bones are joined by the sagittal suture.
Where the parietal bones and frontal bones meet is the coronal suture, the parietal and the occipital is joined by lomboidal
suture while the suture between the parietal and temporal is referred to squamous suture. This site is the most common
location of the fontanelles on the head of the baby.

• SLIGHTLY MOVABLE or Amphiarthroses – this joint is characterized by bones that are connected by hyaline
cartilage (fibro cartilage). Example: The ribs that are connected to the sternum.

• FREELY MOVABLE or Diarthroses – most of the joint in the human body are freely movable which are of six types:
1. Ball-and-Socket – this type has a ball shaped end on one bone that fits into a cup shaped socket of the other bone
allowing the widest range of motion including rotation. Example: shoulder and hip joints
2. Condyloid – oval shaped condyle fits into elliptical cavity of another allowing angular motion but not rotation. This
occurs between the metacarpals (bones in the palm of the hands) and the phalanges (fingers) and between the metatarsals
(foot bones excluding heel) phalanges (toes).
3. Saddle – this type of joint occurs when the touching surface of two bones have both concave and convex regions with
the shapes of the bones complementing one another and allowing a wide range of movement. Example: only the thumb.
4. Pivot – the rounded or conical surface of one bone fits into a ring of one or tendon allowing rotation. Example: the joint
between the axis and atlas of the neck.
5. Hinge – a concave projection of one bone fits the concave depression in another that allows only two movements,
flexion and extension. Example: knee joint and elbow joints
6. Gliding – Flat or slightly flat bones move against each other allowing sliding or twisting without any circular
movement. Example: carpals or wrist bone and tarsals of the ankle.

Types of Motion
Joints can move in many directions such as:
• FLEXION – is the act of bringing two bones closer together which de- crease the angle between two bones
• EXTENSION – is the act of increasing the angle between two bones that results in straightening motion
• ABDUCTION – is the movement of an extremity away from the midline (an imaginary line that divides the body from
head to toe
• ADDUCTION – is movement towards the midline
• CIRCUMDUCTION – a continuous motion from flexion, extension, abduction, adduction and hyperextension
• ROTATION – allows a bone to move around one central axis. A pivot motion when you turn the head from side to side.
• PRONATION – the forearm turns the hand so the palm is facing downward
• SUPINATION – turns the hand to face upward.

2. Muscular system – consist of the different muscles all over the body. By the contraction and pulling of the skeletal
muscles, the muscles provide forces that cause the body to move. They also maintain posture and are the main source of
body heat. Your heart beating, your intestine and lungs working are made of muscles.

3 Types of Muscles

• SKELETAL MUSCLES are connected to the bones. A skeletal muscle fiber is long, cylindrical, multinucleated and
contains an alternation light and dark striations. They are also called voluntary muscles because the movements they
produce are under your control that maybe rapid or forceful. Contraction stabilizes the joint.

• SMOOTH MUSCLES are long and spindle-shaped with no striation. It is located in the walls of tubular structures and
hollow organs such as the digestive tract, the blood vessels and other internal organs except the heart

• CARDIAC MUSCLES are involuntary muscles found only in the heart that works nonstop for life. Its contraction
occurs involuntarily and is rhythmic and automatic. When the body is at rest the heart generally beats about 60 to 70 times
in a minute.

Muscle Contraction
• ISOTONIC – when muscles contract they shorten and movements occurs
• ISOMETRIC – when the muscles contract but the muscles do not shorten or produce movement.

The following sets of muscles are those directly responsible in producing major body movements:
• MUSCLES OF THE NECK
Sternocleidomastoid is large muscle extending diagonally down sides of the neck. Possible movements are flexion,
extension and rotation (twist) of the head

• MUSCLES OF THE UPPER EXTREMITIES

1. Trapezius is a large triangular muscles located at the upper surface of the back that moves the shoulder and extends the
head
2. Deltoid is a thick triangular muscle that covers the shoulder joint that causes the upper arm to abduct
3. Pectoralis Major is located at the anterior part of the chest that flexes the upper arm and helps and helps to abduct the
upper arm.
4. Serratus – is the anterior chest that moves the scapula forward and helps to raise the arms
5. Biceps Brachii – is the muscle located at the upper arm to the radius that helps to flex the lower arm
6. Triceps Brachii – is found at the posterior arm to the ulna that helps extend the lower arm
7. Extensor and Flexor Carpi Muscle Group – are muscles that extend from the anterior and posterior forearm to the
hand. This group moves the hand
8. Extensor and Flexor Digitorum Muscle Groups – extends from the anterior and posterior forearm to the fingers. It
moves the fingers

• MUSCLES OF THE TRUNK

1. External Intercostal - are found between the ribs. It raises the ribs to help breathing
2. Diaphragm - is a dome-shaped muscle separating the thoracic and abdominal cavities. This helps to control breathing
3. Rectus Abdominis – is an abdominal muscle that extends from the ribs to the pelvis that compresses the abdomen
4. External Oblique – is located at the anterior edge of the last eight ribs that depresses the ribs, flexes the spinal column
and com- presses the abdominal cavity
5. Internal Oblique – is found directly beneath the external oblique with fibers running in the opposite direction that
depresses the ribs, flexes the spinal column and compresses the abdominal cavity.

• MUSCLES OF THE LOWER EXTREMITIES

1. Gluteus Maximus – is the buttocks muscle that stretches the femur and rotates it outward
2. Gluteus Medius – a muscle that extends from the deep femur to the buttocks and the injection site. Its function is to
abduct and rotates the thigh
3. Tensor Faciae Latae - is a flat muscle found along the upper lateral surface of the thigh that flexes abduct and
medially rotates the thigh
4. Rectus Femoris – is the anterior thigh that flexes the thigh and extends the lower leg
5. Sartorius – is also called tailor’s muscle. It is a long, strap-like muscle that runs diagonally across the anterior and
medial surface of the thigh that flexes and rotates the thigh and legs.
6. Tibialis Anterior – is located in front of the tibia bone that dorsiflexes the foot which permits walking on heels
7. Gastrocnemius – is the calf muscle flexes the lower muscles that points the toes
8. Soleus – is abroad flat muscle found beneath the gastrocnemius that extends the foot
9. Peroneus Longus – is a superficial muscle found on the lateral side of the leg that extend and everts the foot and
support the arches

Nervous system – consists of the brain, spinal cord, nerves and sense organs. Nerve cells within this organs use
electrochemical signals called nerve impulses that carries information between the brain and all parts of the body. The
sensory nerve carries signals to your brain from your senses telling what is happening around you. When the brain
decided what to do it sends signals along the other set of nerves – the motor nerves that makes your muscles work.

Circulatory system- consist the heart, the blood vessels and the blood. The blood is pumped all around your body by the
heart. It passes and transport blood through the blood vessels. Arteries used to transport blood away from the heart while
the veins transport blood towards the heart, while exchange of gases takes place in the tiny capillaries.

The circulatory system is the longest system of the body which includes the following organs:
• HEART – is the muscular pump which is responsible for circulating blood
• BLOOD VESSELS – which includes the arteries, veins and capillaries are the structures that takes the blood from the
heart to the cells and return blood from the cells back to the heart

• BLOOD – carries oxygen and nutrients to the cells and carries the waste products away.

Functions
• RESPIRATORY – transporting oxygen from the lungs to the tissues and release carbon dioxide from the tissues to the
lungs
• REGULATORY - transport hormones and other chemical substances that control the proper functioning of many organs.
It also controls body temperature by circulating excess heat to the body surfaces and to the lungs through which it is lost.
It maintain water balance and a constant environment for tissue cells
• NUTRITIVE – transport nutrient molecules from the small intestine to the tissues
• PROTECTIVE – circulate the antibodies and defensive cells throughout the body to fight against infection and disease.
• EXCRETORY – transporting waste product like lactic acid, urea and creatinine from the cells to the excretory organs
• LYMPH – return excess fluid from the tissue to the general circulation, the lymph nodes produce lymphocytes and filter
out pathogenic bacteria.

Blood Cells

• RED BLOOD CELLS (Erythrocytes) - transport oxygen to the tissues picks up carbon dioxide away from the tissues and
give up carbon dioxide to the lungs.
• WHITE BLOOD CELLS (Leucocytes) – are blood cells manufactured in both red marrow and lymphatic tissues. It
helps protect the body against infections and injuries
• BLOOD PLATELETS (Thrombocytes) - are the smallest of the solid components of the blood. The platelets function in
the initiation of the blood clotting process. The platelets are then stimulated to produce sticky projecting structure creating
a platelet plug to stop the bleeding.

Blood Types
The knowledge of one’s particular type of blood is important in cases of blood transfusions and surgery. A test called type
and cross match is done before giving blood transfusion to test blood compatibility.

There are four main types of blood

• O – is the blood type that can only receive type O blood, but is a universal donor to all blood types
• A - is a blood type that can receive A and O only but can donate blood to A and AB only
• B – is a blood type that can receive B and O only and AB. This letters refer to chemicals on the surface of the red blood
cells.
• AB – is a universal recipient, that can receive blood type A, B, AB, O but can donate only to AB blood type.

5. Respiratory System – consist of the air passages from the nose to the trachea or windpipes, bronchi, to the alveoli or
the air sacs of your lungs. The air that you breathe is made up of different gasses, mixed together, but the body only needs
one of them, oxygen to keep you alive.

6. Digestive system – consist of the mouth that breaks down the food into tiny bits. Then it travels down the esophagus
which is connected to the stomach where the digestive process is strongest. Then the food flows down the small intestine.
Food nutrients seep through the thin walls into the blood. The large intestine holds the food that the body cannot digest.
Later it passes out the body through the rectum.

7. Excretory System – the organs in several systems absorbs and excretes various wastes. The digestive system excrete
undigested food through the rectum, the kidney removes waste from the blood in the form of urine. The respiratory system
gives out carbon dioxide as waste product while the skin gives out perspiration that even carries salt and fats.

8. Integumentary system – includes the skin and its various accessory organs such as the nails, hair, sweat glands, and
sebaceous glands. This system protects the underlying tissues, help regulate body temperature, house variety of sensory
receptors and synthesize certain products.

9. Reproductive system – Reproduction is the process of producing offspring. Cell reproduces when they divide and give
rise to new cells. The reproduction of an organism produces a whole new organism like itself. This consists of the female
organs vagina, uterus, ovary, egg and egg tube. The male organs include the penis, testes and bladder.

10. Lymphatic system – consist of the lymphatic vessels, lymph fluid, lymph nodes, thymus gland and spleen. This
system transports some of the tissue fluid back to the blood stream and carries certain fatty substance away from the
digestive organs. The cells of the lymphatic system are called lymphocytes. They defend the body against infection by
removing the disease causing microorganisms and viruses from the tissue.

11. Endocrine system – includes all the glands that secrete chemical messengers called hormones that help control
conditions within the body. They are the pituitary, thyroid, parathyroid, adrenal, pancreas, ovaries, pineal glands and
thymus

ANATOMICAL TERMINOLOGY
Relative Positions

The terms relative position described the location of one body part with respect to another which includes the following:

• Superior means that a body part is above another part or is closer to the head. (The thoracic cavity is superior to the
abdominopelvic cavity).
• Inferior means that the body part is below another body part or is toward the feet. (The neck is inferior to the head)
• Anterior (or Ventral) – means towards the front (The eyes are anterior to the brain)
• Posterior (or Dorsal) – means towards the back (The pharynx is posterior to the oral cavity)
• Medial – relates to the imaginary midline dividing the body into equal left and right halves. A body part is medial if it is
closer to the line than another part. The nose is medial to the eyes)
• Lateral – means toward the side with respect to the imaginary midline. (The ears are lateral to the eyes)
• Proximal – describes a body part that is closer to a point of attachment or closer to the trunk to the trunk of the body
than other part. (The elbow is proximal to the wrist)
• Distal – means that a particular part of the body id farther from the point of attachment or father from the trunk than
another part. (The fingers are distal to the wrist)
• Superficial – means situated near the surface (the epidermis is superficial to the layer of the skin). Peripheral also means
outward or near the surface.
• Deep – described part that is more internal. The dermis is the inner layer of the skin).

FIRST AID
Learn the first aid method of DRSABCD
First aid is as easy as ABC – airway, breathing and Circulation or CPR (cardiopulmonary resuscitation). In any situation,
apply the DRSABCD Action Plan.

DRSABCD stands for:

Danger – always check the danger to you, any bystanders and then the injured or ill person. Make sure you do not put
yourself in danger when going to the assistance of another person.
Response – is the person conscious? Do they respond when you talk to them, touch their hands or squeeze their shoulder?
Send for help –Call hotline # - Don’t forget to answer the questions asked by the operator.
Airway – Is the person’s airway clear? Is the person breathing?
If the person is responding, they are conscious and their airway is clear, assess how you can help them with any injury.
If the person is not responding and they are unconscious, you need to check their airway by opening their mouth and
having a look inside. If their mouth is clear, tilt their head gently back (by lifting their chin) and check for breathing. If the
mouth is not clear, place the person on their side, open their mouth and clear the contents, then tilt the head back and
check for breathing.
Breathing – check for breathing by looking for chest movements (up and down). Listen by putting your ear near to their
mouth and nose. Feel for breathing by putting your hand on the lower part of their chest. If the person is unconscious but
breathing, turn them onto their side, carefully ensuring that you keep their head, neck and spine in alignment. Monitor
their breathing until you hand over to the ambulance officers.
CPR (cardiopulmonary resuscitation) – if an adult is unconscious and not breathing, make sure they are flat on their
back and then place the heel of one hand in the center of their chest and your other hand on top. Press down firmly and
smoothly (compressing to one third of their chest depth) 30 times. Give two breaths. To get the breath in, tilt their head
back gently by lifting their chin. Pinch their nostrils closed, place your open mouth firmly over their open mouth and blow
firmly into their mouth. Keep going with the 30 compressions and two breaths at the speed of approximately five repeats
in two minutes until you hand over to the ambulance officers or another trained person, or until the person you are
resuscitating responds. The method for CPR for children under eight and babies is very similar and you can learn these
skills in a CPR course.
Defibrillator – For unconscious adults, who are not breathing, apply an automated external defibrillator (AED) if one is
available. They are available in many public places, clubs and organizations. An AED is a machine that delivers an
electrical shock to cancel any irregular heart beat (arrhythmia), in an effort get the normal heart beating to re-establish
itself. The devices are very simple to operate. Just follow the instructions and pictures on the machine, and on the package
of the pads, as well as the voice prompts. If the person responds to defibrillation, turn them onto their side and tilt their
head to maintain their airway. Some AEDs may not be suitable for children.

WOUNDS
There are four types of open wounds, which are classified depending on their cause.
Abrasion
An abrasion occurs when your skin rubs or scrapes against a rough or hard surface. Road rash is an example of an
abrasion. There’s usually not a lot of bleeding, but the wound needs to be scrubbed and cleaned to avoid infection.
Laceration
A laceration is a deep cut or tearing of your skin. Accidents with knives, tools, and machinery are frequent causes
of lacerations. In the case of deep lacerations, bleeding can be rapid and extensive.
Puncture
A puncture is a small hole caused by a long, pointy object, such as a nail or needle. Sometimes, a bullet can cause
a puncture wound. Punctures may not bleed much, but these wounds can be deep enough to damage internal
organs. If you have even a small puncture wound, visit your doctor to get a tetanus shot and prevent infection.
Avulsion
An avulsion is a partial or complete tearing away of skin and the tissue beneath. Avulsions usually occur during
violent accidents, such as body-crushing accidents, explosions, and gunshots. They bleed heavily and rapidly.
 Different Kinds of Transport
One-man Transport
Fireman’s Carry – the easiest way to transport a light and smaller victim
Piggy Back – when the victim is conscious
Pack Strap Carry - when the victim is smaller than the first aider
Shoulder Drag – used when the floor is smooth, short distance transport
Fireman’s Drag or Tied-hands Crawl – used when first aider and victim must crawl underneath a low structure
Blanket Drag-used when the victim is seriously injured and should not be lifted.

Two-man Carry
•Chair or Seat Carry – when there are two first aiders and a chair is available

Three or more-Man Transport

Hammock Carry – when there are three first aiders
Six Man Lift and Carry – when there are six first aiders
Bearer Alongside Carry – carriers will stay on the uninjured side of the victim

RICE : REST, ICE, COMPRESS, AND ELEVATE

Rest: Rest and protect the injured or sore area. Stop, change, or take a break from any activity that may be causing your
pain or soreness.
Ice: Cold will reduce pain and swelling. Apply an ice or cold pack right away to prevent or minimize swelling. Apply the
ice or cold pack for 10 to 20 minutes, 3 or more times a day. After 48 to 72 hours, if swelling is gone, apply heat to the
area that hurts. Do not apply ice or heat directly to the skin. Place a towel over the cold or heat pack before applying it to
the skin.
Compression: Compression, or wrapping the injured or sore area with an elastic bandage (such as an Ace wrap), will help
decrease swelling. Don't wrap it too tightly, because this can cause more swelling below the affected area. Loosen the
bandage if it gets too tight. Signs that the bandage is too tight include numbness, tingling, increased pain, coolness, or
swelling in the area below the bandage. Talk to your doctor if you think you need to use a wrap for longer than 48 to 72
hours; a more serious problem may be present.
Elevation: Elevate the injured or sore area on pillows while applying ice and anytime you are sitting or lying down. Try
to keep the area at or above the level of your heart to help minimize swelling.

ESSENTIAL VITAMINS
Vitamin A

One type comes from animal sources of food. It helps you see at night, make red blood cells, and fight off infections. The
other type is in plant foods. It helps prevent damage to cells and an eye problem called age-related macular degeneration.
(But too much vitamin A can hurt your liver.) Eat orange veggies and fruits like sweet potato and cantaloupe, spinach and
other greens, dairy foods, and seafood such as shrimp and salmon.

Vitamin B1 (Thiamin)

It helps your body turn food into energy. It's also key for the structure of brain cells. Legumes, like black beans and
lentils, and seeds are go-to sources. Pork and whole grains are also good. Most people get enough thiamin from the foods
they eat, but pregnant and breastfeeding women need a little more. People with diabetes tend to have low levels of it.

Vitamin B2 (Riboflavin)

You could get enough for the day from a good breakfast! It’s added to many fortified breads and grain products and also
found naturally in eggs, asparagus and other green veggies, and milk. Your cells need it to work right, and it might help
prevent migraines. (It gets its name from the Latin word "flavus" for yellow -- a lot of B2 will turn your pee a bright
color.)

Vitamin B3 (Niacin)

This is a family of compounds that your body needs to turn food into energy and store it. It helps protect your skin and
tissues, too, and may improve your cholesterol levels. Three ounces of canned tuna has nearly all you’ll need in a day. Or
serve up some chicken, turkey, salmon, or other lean meats.

Vitamin B6 (Pyridoxine)
This vitamin plays a role in more than 100 different reactions in your body. Some research has shown that B6 may help
protect against memory loss, colorectal cancer, and PMS. It’s found in many kinds of foods including leafy and root
vegetables; non-citrus fruits like bananas, avocados, and watermelon; legumes; and fish, poultry, and lean meat.

Vitamin B12 (Cobalamin)

Rev up before hitting the gym with a snack like a hard-boiled egg or cereal with vitamins added. B12 helps your body
break down food for energy. Some athletes and trainers take supplements before workouts, but these don’t really boost
your success if you're getting enough in your meals.

Vitamin C (Ascorbic Acid)

Despite claims made by some over-the-counter remedies, it doesn’t prevent colds. But once you have symptoms, drink
orange or grapefruit juice to help yourself stay hydrated and feel better sooner. Your body must have vitamin C to help
your bones, skin, and muscles grow. You'll get enough from bell peppers, papaya, strawberries, broccoli, cantaloupe, leafy
greens, and other fruits and veggies.

Calcium

This mineral helps concrete harden. Its strength makes it the building block for your bones and teeth. It's also key to make
muscles move, including your heart. Get calcium from milk, cheese, yogurt, and other dairy foods, and from green
vegetables like kale and broccoli. How much you need depends on your age and sex. Check with your doctor about
whether you should take a supplement.

Vitamin D (Cholecalciferol)

Like calcium, it keeps your bones strong and helps your nerves carry messages. It also plays a role in fighting germs.
Careful time in the sun -- 10 to 15 minutes on a clear day, without sunscreen -- is the best source. Or you could eat fish
such as salmon, tuna, and mackerel. There's a little in egg yolks, too. You can also get milk and sometimes orange juice
with added vitamin D.

Vitamin E (Tocopherol)

It’s something called an antioxidant, which protects your cells from damage caused by cigarette smoke, pollution,
sunlight, and more. Vitamin E also helps your cells talk to each other and keeps blood moving. Sunflower seeds and nuts
including almonds, hazelnuts, and peanuts are good sources. If you’re allergic to those, vegetable oils (like safflower and
sunflower), spinach, and broccoli have vitamin E, too.

Iodine

Your thyroid uses iodine to make hormones that control metabolism. The first symptom of a deficiency is usually a goiter,
a lump in your neck caused by an enlarged thyroid gland. It’s rare in the U.S., largely because iodine is added to table salt.
Other top sources include fish and seaweed. Too much iodine can be harmful though, and supplements interact with some
medications.

Zinc

Without it, you couldn't taste and smell. Your immune system needs it, and it helps cuts, scrapes, and sores heal. It may
help you keep your sight as you get older. While you can get zinc from plant sources like sesame and pumpkin seeds,
chickpeas, lentils, and cashews, it's easier for your body to absorb it from animal foods, such as oysters, beef, crab,
lobster, and pork.
THE TASTE MAP
CHUA-AY- based on a popular folk song from the Philippines that depicts the Igorot tribes at
work, pounding the rice by means of a huge mortar and heavily weighted posts to separate the
rice grains.

BAGBAGTO- Bagbagto is a folk song from the Ibaloi tribe in the Cordillera region of the
Philippines. The song is usuallysung in a rock throwing tradition of the Ibaloi tribe. The lyric of
the song holds no meaning in the modern languages of the Philippines, however, it is said to
possibly have meaning in an extinct dialect

HUDHUD- The Hudhud consists of narrative chants traditionally performed by the Ifugao
community, which is well known for its rice terraces extending over the highlands of the
northern island of the Philippine archipelago. It is practised during the rice sowing season, at
harvest time and at funeral wakes and rituals.

SALIDUMMAY is a folk song genre of the northern Philippine highlands. It is often used as
identity symbol of the indigenous peoples of the region and projected as their traditional music.

#GAGAKU, ancient court music of Japan. The name is a Japanese pronunciation of the
Chinese characters for elegant music (yayue). Most gagaku music is of foreign origin, imported
largely from China and Korea as early as the 6th century and established as a court tradition by
the 8th century.

KANGEN (music) (管弦), a Japanese term used for gagaku concert music for wind, string and
percussion instruments.

SHINTO OR SHINTOISM, is a religion that originated in Japan. Classified as an East Asian

religion by scholars of religion, its practitioners often regard it as Japan's indigenous religion
and as a nature religion.

BUGAKU is a Japanese traditional dance that has been performed to select elites, mostly in the
Japanese imperial court, for over twelve hundred years.

A Maguindanaoan KULINTANG ensemble is a gong-chime collection of instruments

important to the musical culture of the Maguindanao people in the Southern Philippines.
Kulintang music is used for celebratory occasions such as festivals, weddings, engagement
parties, and baptisms, as well as in musical competitions.

SULING - an Indonesian/Philippine flute made from bamboo. It is traditionally performed in

gamelan ensembles. Depending on the regional genre, a suling can be tuned into different
scales.

The DABAKAN is a single-headed Philippine drum, primarily used as a supportive instrument

in the kulintang ensemble.

ANGKLUNG calung or calung is a prototype musical instrument made of bamboo.

#Fides Belza Cuyugan-Asensio is a Filipino coloratura soprano, actress, director, librettist,
translator, and teacher. Asensio is among the people listed in the 1999 book Outstanding
Woman of the Philippines by Victoria Paz, She was also awarded the PAMA-AS Gintong
Award for the Musical Arts by the NCCA in 2005 and the Gawad CCP Para sa Sining Award in
2015.

RAMÓN PAGAYON SANTOS (born 25 February 1941) is a Filipino composer,

ethnomusicologist, and educator known for being the Philippines' foremost living exponent of
contemporary Filipino classical music, for work that expounds on "the aesthetic frameworks of
Philippine and Southeast Asian artistic traditions,"[and for finding new uses of indigenous
Philippine instruments.

FAMOUS COMPOSITION:
Rituwal ng Pasasalamat,
Likas-An,
Badiw as Kapoonan,
Awit ni Pulau,
Daragang Magayon,
Ta-O,
Sandiwaan,
Nagnit Igak G’nan Wagnwag Nila (Alingawngaw ng Kagitingan),
Kulintang,
Panaghoy

LEVI CELERIO is credited for writing more than 4,000 songs, many of which are dedicated
to his wife and children. He wrote Filipino folk, Christmas, and love songs and some of his
songs were used in feature films. He is also known for using the leaf as a musical instrument
which led to being recognized as the "only man who could play music using a leaf" by the
Guinness Book of Records.

A BUNGKAKA, also known as the bamboo buzzer is a percussion instrument (idiophone)

made out of bamboo common in numerous indigenous tribes around the Philippines such as the
Ifugao, Kalinga, and Ibaloi.
KALUTANG is a pair of percussion bars which are struck against each other at specific angles
to produce a pitch. These sticks are a part of an entire ensemble of kalutang which when playing
together produce melodies. The instrument is cut from the kwatingan tree which grows in
Marinduque.
DIW-DIWAS is a panpipe instrument of the Cordillera. It is made by tying together five or
more slender bamboo tubes of different length.

#16. CLASSICAL COMPOSER (1750-1820)

1. Ludwig van Beethoven (1770–1827)
2. Johann Sebastian Bach (1685–1750)
3. Wolfgang Amadeus Mozart (1756–91)
4. Johannes Brahms (1833–97)
5. Richard Wagner (1813–83)
6. Claude Debussy (1862–1918) .
7. Pyotr Ilyich Tchaikovsky (1840–93)
8. Frédéric Chopin (1810–49)
9. Joseph Haydn (1732–1809)

MEDIEVAL COMPOSERS (500-1430)

1. Hildegard von Bingen,
2. Leonin, Perotin,
3. Adam de la Halle,
4. Guillaume de Machaut.
REINASSANCE COMPOSER (1300)
1. William Byrd (1543–1623)
2. osquin Des Prez (1440–1521)
3. Thomas Tallis (1510–1585)
4. Pierre de La Rue (1460–1518)
5. Claudio Monteverdi (1567–1643)
6. Giovanni Pierluigi da Palestrina (1526–1594)
7. Orlando de Lassus (1530–1594)

ROMANTIC PERIOD
Brahms, Tchaikovsky, Schumann, Schubert, Chopin, and Wagner

#35. NEOCLASSICISM in the arts is an aesthetic attitude based on the art of Greece and
Rome in antiquity, which invokes harmony, clarity, restraint, universality, and idealism.
ROMANTICISM Term in use by the early nineteenth century to describe the movement in art
and literature distinguished by a new interest in human psychology, expression of personal
feeling and interest in the natural world.
SOFT BALL

ORBICULARIS ORIS muscle contributes to the form and shape of the lips.
STERNOCLEIDOMASTOID Rotation of the head to the opposite side or obliquely rotate the
head.

GO FOODS are the type of food that provide fuel and help us ‘go’ and be active.
Examples of ‘Go’ foods include bread, rice, pasta, cereals and potato. These foods give
our muscles fuel to run, swim, jump, cycle and our brain fuel to concentrate.

GROW FOODS help our body grow bigger and stronger. ‘Grow’ foods help build our body’s
bones, teeth and muscles.
Examples of ‘Grow’ foods include chicken, meat, fish, eggs and milk, cheese and yoghurt. All
of these foods help to keep us feeling full so that we don’t get hungry straight away.

GLOW FOODS are full of vitamins and minerals to keep our skin, hair and eyes bright
and glowing. ‘Glow’ foods can keep our immune system strong so that we can fight bugs and
viruses. Examples of ‘Glow’ foods include all fruits and vegetables. Brightly coloured fruits
and vegetables are full of vitamins and minerals and we need to eat different types every day.

AGEUSIA is the medical term for a complete loss of taste.

ANOSMIA (Loss of Sense of Smell) The term “anosmia” refers to the total loss of sense of
smell. Anosmia may be caused by an infection, such as a cold or flu. It may also be caused by
nasal polyps or other blockages.

HYPOESTHESIA OR NUMBNESS is a common side effect of various medical conditions

that manifests as a reduced sense of touch or sensation, or a partial loss of sensitivity to sensory
stimuli. In everyday speech this is generally referred to as numbness.

HYPOSMIA is a decreased sense of smell, or a decreased ability to detect odors through your
nose. ANOSMIA is the inability to smell anything. These conditions are not very common.

NEARSIGHTEDNESS (MYOPIA) is corrected with lenses called “minus power lenses.”

They are concave-shaped and help the eyes focus light properly. Myopia causes a person to see
distant objects as blurry.

Convex lenses. These lenses are thickest in the center, like a magnifying glass. They are used to
correct FARSIGHTEDNESS (HYPEROPIA).

PRESBYOPIA is the gradual loss of your eyes' ability to focus on nearby objects. It's a natural,
often annoying part of aging. Presbyopia usually becomes noticeable in your early to mid-40s
and continues to worsen until around age 65.

ASTIGMATISM is a common eye problem that can make your vision blurry or distorted.

GLAUCOMA is a group of eye diseases that can cause vision loss and blindness by damaging
a nerve in the back of your eye called the optic nerve.

A CATARACT is a cloudy area in the lens of your eye. Cataracts are very common as you get
older. In fact, more than half of all Americans age 80 or older either have cataracts or have had
surgery to get rid of cataracts. At first, you may not notice that you have a cataract.

IKEBANA is the Japanese art of flower arrangement

UKIYO-E is a genre of Japanese art which flourished from the 17th through 19th centuries. Its
artists produced woodblock prints and paintings of such subjects as female beauties; kabuki
actors and sumo wrestlers.

BUNRAKU is a form of traditional Japanese puppet theatre.

At Tokyo 2020, the IOC has included four new sports - karate, surfing, skateboarding and sport
climbing.

Merrill's principles highlight that learning is promoted when:

1. Learning is problem-centred and learners are engaged in solving real-world.
2. Existing knowledge is activated as a foundation for new knowledge.
3. New knowledge is demonstrated to the learner.
4. New knowledge is applied by the learner.

P R E P A R E D B Y:
MR. PETER JOHN A. VILLAFLORES, LPT
LECTURER