Republic of the Philippines

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

MAPEH
GRADE 8
Quarter 1 Week 4 Module 4
A Stronger Family Bonding

Most Essential Learning Competencies:

1. Improvises simple accompaniment to selected
Southeast Asian music
2. Appreciates the artifacts and art objects in terms
of their utilization and their distinct use of art
elements and principles
3. Describes the nature and background of the sport
4. Assesses personal health attitudes that may
influence sexual behavior
5. Relates the importance of sexuality to family health

0
HOW TO USE THIS MODULE

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

PARTS OF THE MODULE

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

Multiple Choices
Directions. Choose the letter of the best answer.
1. It is a Cambodian musical ensemble that usually accompanies ceremonial
music of royal courts and temples.
A. Gamelan Ensemble C. Pinpeat Ensemble
B. Hsaing Waing D. Piphat Ensemble
2. What country was known for its paper arts?
A. Indonesia C. Thailand
B. Malaysia D. Laos
3. The following are musical instruments od cambodia EXCEPT?
A. Kong Tauch C. Roneatdek
B. Kong Wong Lek D. Sralai
4. Fabric dyeing is created at what country?
A. Indonesia C. Thailand
B. Malaysia D. Laos
5. Which of the following is a wind instrument?
A. Skorthomm C. Samphor
B. Chhing D. Sralai
6. A country known for its elaborately carved furniture?
A. Indonesia C. Thailand
B. Malaysia D. Laos
7. Who invented volleyball?
A. James Naismith C. Carlos Ceriani
B. William Morgan D. Alfred Halstead
8. It is an integral part of being human and a reflection of one’s general state of
health?
A. Gender C. Gender role
B. Sex D. Sexuality
9. What year was volleyball invented?
A. 1895 C. 1900
B. 1898 D. 1910
10. The following contributes to the families healthy relationship EXCEPT?
A. Love C. Connection
B. Human Intimacy D. Affection
11. Who suggested the name volleyball?
A. James Naismith C. Carlos Ceriani
B. William Morgan D. Alfred Halstead
12. What should you do to stay sexually healthy?
A. Eat what you want C. Smoke and drink alcohol
B. Communication with partner D. Live life to the fullest

Great, you finished answering the questions.

You may request your facilitator to check your work.

Congratulations and keep on learning!

1
MUSIC 8
LESSON 4: MUSIC OF CAMBODIA
EXPECTATIONS
You will improvise simple accompaniment to selected Southeast
Asian music, Specifically, this module will help you to:
• listen perceptively to music of Cambodia;
• describe distinctive musical instruments of Cambodia

Let us start your journey in learning more about the Music of Cambodia.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Music of Cambodia

The music of Cambodia is derived from a combination of cultural

traditions dating back to the ancient Khmer Empire, India, China and the
original indigenous tribes living in the area before the arrival of Indian and
Chinese travelers.

Their traditional music has lack of a formal written-system of music

theory that lent to a perception that their ancient music was "incorrect", "out
of tune" or "uncouth" when compared to western music or to Chinese music.
Fortunately, this traditional music was preserved by their government and
the academe. These have worked to organize knowledge of the Cambodian
music system and its distinct traditions.

Cambodian court music is roughly similar to that of Java, Indonesia,

while their art music is highly influenced by ancient forms as well as Hindu
forms.

2
BRIEF INTRODUCTION

A. Pin peat Ensemble

Pin peat ensemble is a musical ensemble that usually accompanies

ceremonial music of the royal courts and temples of Cambodia. This group is
very similar to the Thailand’s piphat ensemble and approximately consists of
9 or 10 instruments.

Instruments of Pin peat Ensemble

The following are some of the instruments of Pin peat ensembles:

Sralai is a Cambodian wind

instrument that uses a quadruple
reed to produce sound. It is the only
wind instrument in the ensemble.

Roneatek is a xylophone that is

built in the shape of a curved,
rectangular shaped boat.

3
 Roneatdek is an ancient
instrument made of 21 blackened-
iron bar. It is believed to have
originated from the Royal Courts
before the Angkor period

Kong tauch is a number of gongs

that are attached to a circle-shaped
rack. While Kong thomm (low-
pitched circular frame gongs) plays
a melodic line in the Cambodian
pinpeat ensemble almost identical
to that of the roneatthung.
Chhing are bowl-shaped cymbals or
sometimes referred to as metal
clappers.

Samphor is a small
barrel drum that is played with the
use of both hands. The player of
this musical instrument leads the
pinpeat as the setter of the tempo
and beat.

Skorthomm are Cambodian 2-

headed barrel drums played with a
pair of wooden drumsticks. They
typically have skin heads and are
played in pairs.

4
ACTIVITIES

ACTIVITY 1 – CLASSIFYING INSTRUMENTS

Directions. Classify what type of instruments are the following listed below.
Write C if it is chordophones, A if it is aerophones, I if it is idiophones, or M
if it is membranophones.

______ 1. Roneatek ______ 5. Sralai

______ 2. Roneatdek ______ 6. Kong tauch

______ 3. Chhing ______ 7. Skorthomm

______ 4. Samphor

ACTIVITY 2 – IMPROVISATIONS

Directions. Watch and/or listen to an example of a Pin peat ensemble

performance. Use the following guide questions while listening, and assess on
how you can create an ensemble while imitating the Cambodian instruments
using any materials available in your home/surroundings.

Choose 1 or 2 instruments to improvise then record your performance.

• How did the musicians play their instruments? The mood? Tempo?
• Are the instruments made of wood or metal?

See: https://www.youtube.com/watch?v=xIv7yqiyeeI

REMEMBER
1. The music of Cambodia is derived from a combination of cultural traditions
of India, China and the ancient Khmer Empire.
2. The Pin peat is one of the oldest Khmer music ensembles.
3. This ensemble is similar to the Thailand’s pi phat ensemble.
4. Pin peat ensemble is a musical ensemble that usually accompanies
ceremonial music of the royal courts and temples of Cambodia.
5. Pin peat ensemble is made up of oboes, xylophones, gongs, and drums played
together such as sralai, roneatek, roneatdek, samphor, chhing, kongtauch,
and skorthomm.

5
CHECKING YOUR UNDERSTANDING
Directions. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which is NOT belonged to the group?

A. Klong That
B. Samphor
C. Roneatek
2. It is the oldest music ensemble of Cambodia.
A. Gamelan
B. Piphat
C. Pin peat
3. Why do modern Cambodians think their ancient music was "incorrect",
"out of tune" or "uncouth" compared to western music?
A. Because it’s lack of a formal written-system in music theory
B. Because it’s full of formal written-system
C. All of the above
4. In a Pin peat performance, the musicians follow the lead of one
instrument, often the xylophone, and improvised their own parts
building from a pool of conventional melodic and rhythmic formulae.
True or False.
A. True
B. False
C. Can be true or false
5. Why do you think music of Cambodia and Thailand is similar to each
other?
A. Because they both have similar culture influences such as Chinese
and India.
B. Because they share similar Asian beliefs and traditions.
C. All of the above

6
REFLECTIVE LEARNING SHEET

Name: ______________________________ Grade& Section: ________________

REFLECTIVE LEARNING SHEET NO.4

MY MUSIC JOURNAL

• Today I learned about

_____________________________________________________________________
_____________________________________________________________________

• Things that went well today

o _______________________________________________________________
o _______________________________________________________________
o _______________________________________________________________

• I really like
_____________________________________________________________________
_____________________________________________________________________

• I want to learn more on

_____________________________________________________________________
_____________________________________________________________________

7
ARTS 8
LESSON 4:Appreciation of Artifacts and Arts
Objects in terms of Function and Distinct
Use of Art Elements & Principles
EXPECTATIONS

You will appreciate the artifacts and art objects of Southeast

Asian arts. Specifically, this module will help you to:
• appreciate the artifacts and the art objects in terms of their
utilization and their distinct use of art elements and
principles
• incorporates the design, form and spirit of Southeast Asian
artifacts and objects in one’ s creation

Let us start your journey in learning more about Southeast Asian Arts.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Connect the artiFACTS

Instructions: Choose the letter of the correct answer, write your
answers in your notebook.
1. An object made by human being typically an item of cultural or
historical interest
2. A colorful fabric design famous in a. Batik
Indonesia, Malaysia, and Singapore b. Indonesian fabric
3. The symbolism of the various ethnic c. Vietnam silk
groups is evident in the variety of textiles. d. Thailand art
color, shapes and their arrangements all
e. Artifacts
have special meanings
4. Their art is composed of Buddhist art
5. The delicate white color found in the sky, water, or human portrait, is
the color of silk

8
BRIEF INTRODUCTION
Let us now appreciate the different artifacts & art objects in terms of:
Function & Distinct use of art elements and principles.

INDONESIA
• Asmat tribe lives in Papua New Guinea
• Many Asmat artifacts have been collected by the
world’ s museums.
• Asmat art consists of elaborate stylized
woodcarvings such as the bisi pole which is
designed to honor their ancestors.

The Jepara wood are famous for the elaborately

carved wooden furniture, folding screens,and
pelaminangebyok (wedding throne with carved
background)

MALAYSIA
• Traditional mask from Sarawak, Boromeo, Malaysia.
These masks are traditionally used in various
ceremonies or to fend off evil spirits from your homes.

• Wax is used to create patterns on the fabric and is

removed after the dyeing process. This can create a
marbled Orr mottled effect on the fabric.

CAMBODIA AND LAOS

• Traditionally, so paper was used for calligraphy
and for making festive temple decorations,
umbrellas, fans and kites.

9
 • In recent years the art of so paper handicraft has
been revived, particularly in Luang Prabang,
Northern Laos, where it is now used to create
lampshades, writing paper, greeting cards, and
bookmarks.

ACTIVITY

Activity 1 – SHOW ME THE FUNCTION

Instructions. There are five common functions of art, Personal, Social,
Spiritual, Educational and Political. Choose the correct function for each
artifacts or art objects and write it down in your notebook.

ACTIVITY 8 – MODIFIED BATIK

Materials: Paper cut outs of flower, butterfly, or any design, used colored
shirt, fabric bleach, atomizer/sprayer, and scotch tape

Process:
1. Mix 4 teaspoons of bleach and 1 cup water
2. Put the mixture inside the sprayer
3. Spread the colored shirt on the floor (be sure you have old
newspapers on the floor serves as mat to your painting)
4. Secure the bottom of the shirt with tape
5. Lay down the cutout designs on top of the shirt, secure it with
tape and spray bleach mixture around the edge of the cutout
6. Spray it again then let it dry

10
“Modified Batik” Bleach T-shirt

1.Cut your design out of the paper 2. Spray the stencil with your
solution (bleach and water)

3.Peel the stencil off the shirt 4. Finish product

REMEMBER
CALL A FRIEND.
Instructions. Tell someone what you have learned about the lesson.

You know what I Have learned was…

Does not Approaching Meets Exceeds

Meet Expectations Expectations Expectations
RUBRIC Expectations (4-6 points) (7-9 points) (10 points)
(1-3 points)
Tidiness
Relevance to
the topic
Focus
Creativity
Craftsmanship

11
CHECKING YOUR UNDERSTANDING

Get Me a Match
Instructions. Choose the letter of the correct answer using the help box.
Write your answers in your notebook.

1. Jepara wood carvings

2. Handmade paper of Cambodia a. Batik

3. A pole used to honor ancestors
b. “sa“
c. Traditional mask from
4. Wax is used to create colorful patterns on Sarawak
the fabric d. Borneo, Malaysia
5. Believed to fend of evil spirits from your e. Indonesia
homes.

12
REFLECTIVE LEARNING SHEET
Name: _______________________________ Grade & Section: ___________

REFLECTIVE LEARNING SHEET NO.4

Reflection
Now that we have learned how to appreciate the arts and craft of
Southeast Asia, including its function aside from its aesthetic purpose, let us
reflect to the new learnings and answer some questions.
1. What are some of the things you noticed about your artwork?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What interests you most about Southeast Asian arts?

________________________________________________________________
________________________________________________________________
________________________________________________________________

Activity 4: I can now DO this!

Directions: Enumerate and explain the two things you can now do because
of what you learned today.

13
PHYSICAL EDUCATION 8
LESSON 4: The Nature and Background of Volleyball
EXPECTATIONS
You will describe the nature and background of the sport. Specifically,
this module will help you to:
• discuss the nature and background of Volleyball;
• appreciate Volleyball as a sport.

Let us start your journey in learning more about Volleyball

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Activity 1: “Matching Type”

Instructions: Match the Physical Fitness Components in Column A to its

corresponding Physical Fitness test in Column B. Write your answer in your activity
notebook.
Column A Column B
1. Agility A. Standing long jump
2. Balance B. Hexagon test
3. Coordination C. 40-meter sprint
4. Power D. Stork balance stand test
5. Speed E. Paper Juggling

BRIEF INTRODUCTION
Volleyball is a team sport which is played in a court with a high net by two
(2) teams with six (6) persons on each team court. It may be played by all male, all
females, or mixed teams with net height adjustments for boys, girls, or age-group
differences; and using a variety of playing surfaces; wood, rubberized materials, or
grass.

The basic objective of the game is to keep the ball which is served over the net,
from contacting the floor on your side and to return it so that it contacts the floor on
the opponents’ side before they can return it. The team that fails to return the ball
within the specific limits loses the chance to serve and gives a point to the team’s
opponent.

In the game volleyball, the cooperation of the members of the team is

important.

14
The History of Volleyball

Volleyball was first developed by William G. Morgan. After graduation from

Springfield College in Massachusetts in 1895, William G. Morgan took a position as
physical director of the Holyoke Young Men’s Christian Association. The main activity
was basketball, a relatively strenuous sport for the businessmen who used the
facilities of the gymnasium. Some older men did not like it because of the roughness
of the game.

In 1896 at a YMCA Conference at Springfield College, Mr. Morgan publicized

a new game. A net 6 feet 6 inches was stretched across the gymnasium. The main
object of this new game was to hit the ball back and forth over the net with the hands.
The game was started with a serve. The server was allowed three “outs” after which
the opposite team was permitted to serve. To constitute an out, the ball had to land
out-of-bounds or hit the floor on a second bounce. The game was introduced as
“Mintonette” but after watching the game, a faculty member of Springfield College,
Dr. Alfred T. Halstead, recommended that the name be changed to volleyball. Shortly
after the game’s invention, Mr. Morgan drew up specifications for a special ball.
By 1912, several rule changes had been made. Volleyball became very
popular with schools, colleges, playgrounds, and the armed forces. In 1928, the
United States Volleyball Association was formed.

The FIVB-sponsored world volleyball championships (for men only in 1949;

for both men and women in 1952 and succeeding years) led to acceptance of
standardized playing rules and officiating. The game volleyball was introduced in the
Philippines by the YMCA in 1910. This sport became an Olympic sport in1964 during
the Tokyo Olympic.
The 2000 Olympics introduced significant rule changes to international
competition. One change created the libero, a player on each team who serves as a
defensive specialist.

Equipment used in Volleyball:

The ball The Net & Posts

15
The Antenna The Court

ACTIVITY
Activity3: “My Volleyball Timeline”
1. Using what you learned from the lesson,
create a Timeline Chart that shows
the history of volleyball.
2. Decorate and design your chart.
3. Be ready to present and discuss it on class.

CHECKING YOUR UNDERSTANDING

Directions: Read the sentence carefully; encircle the letter of the correct answer.
1. In playing volleyball, how many people on each team are in the court?
A. 10 B. 6 C. 5 D. 2
2. What was the original name of volleyball?
A. Battledore B. Lacrosse C. Mintonette D. Pantomime
3. When was the year volleyball created?
A. 1912 B. 1928 C. 1895 D. 1964
4. Who develop the game volleyball?
A. William G. Morgan C. James Neismith
B. Elijah Campwood D. John A. Belstrad
5. Volleyball was introduced by YMCA in the Philippines during what year?
A. 1912 B. 1910 C. 1928 D. 1964
6. Which of these is the international governing body for all forms of volleyball?
A. NORCECA B. FIVB C. CEV D. NBA
7. On what year does Volleyball became an Olympic sport?
A.1912 B. 1910 C. 1928 D. 1964
8. Volleyball became an Olympic sport during the _____________.
A. Athens Olympic C. Tokyo Olympic
B. Beijing Olympic D. Berlin Olympics
9. The following are equipment used in Volleyball EXCEPT:
A. ball B. bat C. post D. net
10. A player on each team who serves as a defensive specialist.
A. team captain B. reserve C. libero D. back liner

16
REMEMBER

1. The game Volleyball was first introduced as “Mintonette”.

2. The game Volleyball was introduced in the Philippines by the YMCA in 1910.
3. Volleyball became an Olympic sport in 1964 during the Tokyo Olympic.
4. The game was started with a serve. The server was allowed three “outs” after
which the opposite team was permitted to serve.
5. In the game Volleyball, the cooperation of the members of the team is
important.
6. A player on each team who serves as a defensive specialist is called libero.

17
REFLECTIVE LEARNING SHEET

Name: __________________________________ Grade & Section: ____________

REFLECTIVE LEARNING SHEET NO.4

Directions: Explain the brief history of Volleyball using the flow chart below.
Start by writing key words on the upper left circle finishing at the lower right
circle to complete the sequence on how Volleyball was invented.
.
.

18
HEALTH 8
LESSON 4: IMPORTANCE OF SEXUALITY TO FAMILY
HEALTH

EXPECTATIONS

You will distinguish the importance of sexuality to family

health. Specifically, this module will help you to:
1. assesses personal health attitude that may influence sexual behavior.
2. relate the importance of sexuality to family health.

Let us start your journey in learning more about the importance of sexuality to
family.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Write Tof the statement is correct and F if it is incorrect.
_____ 1. Love, affection and sexual intimacy contributes for having a happy
family.
_____2. Negative possiblities like illness and mixed emotion can’t affect the
sexual health.
_____3. Biological reproduction is one important aspect of sexuality to
human personality.
_____4. Sexuality is a reflection of one’s general state of health.
_____5. Open communication with partner or friends can lead to satisfying
sexual health.

BRIEF INTRODUCTION
Sexuality is an integral part of being human. Love, affection and human
intimacy contribute to the families’ healthy relationships and individual well-being.
But along the positive aspects of our human sexuality, there are also illnesses, mixed
emotions and unintended consequences that can affect our sexual health.

• Importance of sexuality to human personality.

1. Define the means of biological reproduction
2. Describe psychological and sociological representations of self
3. Orients a person’s attraction to others.

19
 • Some little type to stay sexuality healthy.
1. Eat healthy. Sexuality is a reflection of one’s
general state of health.
2. Avoid smoking.
3. Limit your alcohol consumption.
4. Communicate with your partner.
5. Protect yourself.

ACTIVITY

ACTIVITY 2. Who Am I?

Follow the instructions to complete the poem “I Am”. Write your poem
in a whole sheet of bond paper and share it with your parents.
I AM
Line 1: I am (write your name)
Line 2: I am the child of (write the full names of your parents)
Line 3: I am the grandchild of (write the full names of your four
grandparents)
Line 4: I am the sibling of (write the first names of your brothers and
sisters, if any)
Line 5: I am the friend of (write the names of a few friends)
Line 6: I am (write three words that describe you)
Line 7: I am a (write something that you do well –example, I am a
volleyball player)
Line 8: I am a resident of (write the name of the barangay and the city
in which you live)
Line 9: I am (write your citizenship)

ACTIVITY 3. Self-Realization
Answer the following questions in your activity notebook.

1. How did you find the activity?

2. What else did you discover about your family background?
3. How does this activity help understand your personality and sexuality?

Always bear in your mind that:

Family health is a state of positive interaction between family members which
enables each member of the family to enjoy optimum physical, mental, social and
spiritual well-being.

20
REMEMBER

1. Sexuality is an integral part of human being.

2. Love, affection and sexual intimacy contribute to family healthy
relationship.
3. Some negative aspects of human sexuality.
• Biological reproduction
• Psychological and sociological representation of self
• Person’s attraction to others
4. Tips to stay sexually healthy for family health.

• Eat healthy
• Avoid smoking
• Limit alcohol consumption
• Communication with partner
• Protect yourself

CHECKING YOUR UNDERSTANDING

You are now in front of your family. What can you promise to promote optimum level
of sexuality health?

21
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ____________

“Open-up”
REFLECTIVE LEARNING SHEET NO.4

Directions: Create a conversation between you and your family’s possible

answer on the dialogue boxes provided. Choose one among the scenarios
below, on how you can share or ask your family about sexuality issues.

Scenarios:
1. Confessing with your family that you have a crush on someone
2. Bringing out your gender preference
3. Asking your family about sexuality problem (Ex. 1st menstruation)

ME MY FAMILY’S REPLY

ME MY FAMILY’S REPLY

ME MY FAMILY’S REPLY

ME MY FAMILY’S REPLY

22
POST-TEST

Multiple Choices
Directions. Choose the letter of the best answer.
1. An art medium and methodology for creating design, usually on cloth,
by applying wax to portions of the material
A. Merlion B. Wau C. Batik D. Menkuang
2. What do you call the xylophone that is built in the shape of a curved,
rectangular shaped boat of Pinpeat ensemble?
A. Kong Wong Lek C. Bonang
B. Roneatek D. Samphor
3. Believed to fend off evil spirits from your homes.
A. Sarawak traditional mask C. Jepara wood carvings
B. Asmat Bisi pole D. Cambodian paper umbrellas
4. The musical ensemble of Cambodia, Pinpeat, is similar to what
southeast Asian country?
A. Myanmar C. Vietnam
B. Thailand D. Laos
5. The following contributes to the families healthy relationship EXCEPT?
A. Love C. Affection
B. Human Intimacy D. Connection
6. The elaborately carved furniture of Indonesia is known as?
A. Sarawak C. Jepara
B. Asmat Bisi D. Batik
7. What should you do to stay sexually healthy?
A. Eat what you want C. Smoke and drink alcohol
B. Communication with partner D. Live life to the fullest
8. What was the original name of Volleyball?
A. Battledore B. Lacrosse C. Mintonette D. Pantomime
9. Volleyball was introduced by YMCA in the Philippines during what
year?
A. 1912 B. 1910 C. 1928 D. 1964
10. Who develop the game Volleyball?
A. William G. Morgan C. James Neismith
B. Elijah Campwood D. John A. Belstrad

Great, you finished answering the questions.

You may request your facilitator to check your work.
Let us move to the next learning opportunities!

23
References
Books
Aguinaldo, Maria Lourdes. 2014. Our World Of MAPEH. Vibal Publishing
House
Anido, Belinda R. et al., 2013. Music and Arts of Asia
Doria, J.P. Jr. et al., 2013. Physical Education and Health Learners Module for
Grade 8. DepEd Central Office.
Gineta, Josie D. et al., 2014. St. Bernadette Publishing House
Santiago, Norma B. et al., 2014. Magallanes Publishing House

Internet Resources
• Wikipedia contributors, "Elements of Music" Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/wiki/Elements_of_music
 Wikipedia contributors, "Music of Indonesia," Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/w/index.php?title=Music_of_Indones
ia&oldid=956915087 (accessed May 24, 2020).
 Wikipedia contributors, "Pelog," Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/w/index.php?title=Pelog&oldid=936
318088 (accessed May 24, 2020).
 National Music Museum contributors, “Kenong from the Javanese
Gamelan Kyai Rengga Manis
Everist”. http://collections.nmmusd.org/Gamelan/9886/Kenong9886.html
(Most recent update: April 3, 2014)
 Estrella, Espie. “Classification of Musical Instruments: the Sachs-Hornbostel
System”, https://www.liveabout.com/classification-of-musical-instruments-
2456710. (Updated January 17, 2019)
 Wikipedia contributors, "Piphat," Wikipedia, The Free
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5359260 (accessed May 24, 2020).
 Wikipedia contributors, "Ranat ek," Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/w/index.php?title=Ranat_ek&oldid=
952791998 (accessed May 24, 2020).
 Wikipedia contributors, "Pi (instrument)," Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/w/index.php?title=Pi_(instrument)&
oldid=955199725 (accessed May 24, 2020).
 Wikipedia contributors, "Klong that," Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/w/index.php?title=Klong_that&oldid
=941443096 (accessed May 24, 2020).
 Sawitree. “Traditonal Musical Instruments of Thailand”, Krabi Riviera
blog, https://www.krabivillas.com/fr/blog/traditional-musical-instruments-
of-thailand (posted January 5, 2015)
 Augustyn, Adam, et.al. “Angkor Wat”, Encyclopedia
Britannica, https://www.britannica.com/topic/Angkor-Wat (updated
December 9, 2015)
 Wikipedia contributors, "Culture of Cambodia," Wikipedia, The Free
Encyclopedia, https://en.wikipedia.org/w/index.php?title=Culture_of_Camb
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Acknowledgment

DEVELOPMENT TEAM OF THE MODULE

Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

MUSIC 8
Writers: Mark Kevin F. Tengco & Jayshri Razonable
Editors: Marcos S. Gomez, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Mark Kevin F. Tengco & Jayshri Razonable
ART 8
Writers: Minda M. Vicente, Emee Rose D. Baltazar & Erwin G. Pasquin
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Minda M. Vicente, Emee Rose D. Baltazar & Erwin G. Pasquin
Layout Artist: Minda M. Vicente, Emee Rose D. Baltazar & Erwin G. Pasquin
PHYSICAL EDUCATION 8
Writers: Federico S. Legaspi & Ara R. Pagobo

Editors: Conrado S. Contreras Jr., HT-VI & Eileen Marie C. De Leon, HT-III

Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)

Layout Artist: Jeanie Rose G. Celi
HEALTH 8
Writers: Asuncion B. Manto
Editor: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Asuncion B. Manto
Layout Artist: Asuncion B. Manto

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