MUSIC9_Q3_M1.pptx

Republic of the Philippines
National Capital Region
Department of Education
SCHOOLS DIVISION OFFICE – MARIKINA CITY
THIRD QUARTER
MODULE 1
START

Disclaimer
The author does not claim ownership of the documents, images, audio,
music, video and other materials used in this lesson. They remain the
property of the original creators who are mentioned in the
acknowledgment section of this lesson. The said materials are used for
educational purposes only.
Thank you very much! PROCEED
Republic of the Philippines
National Capital Region
Department of Education
SCHOOLS DIVISION OFFICE – MARIKINA CITY
MODULE 1: Music of the Romantic Period

LESSONS
ACTIVITIES EVALUATION REFERENCES
OVERVIEW OBJECTIVES PRE-ASSESSMENT

SUBJECT: MUSIC QUARTER: THIRD MODULE: 1 TOPIC: ROMANTIC MUSIC
OVERVIEW
OBJECTIVES
LESSON
ACTIVITIES
EVALUATION
REFERENCES
Ask most people what they consider a romantic song, and you’ll
get answers like John Legend’s “All of Me” or most anything from
Marvin Gaye. But, as you know, the capital “R” in Romantic music
is works composed in the Romantic style, which arose during the
Romantic Period. But what characterizes Romantic music? How
did it evolve? These are some of the questions we’ll answer here.
At its core, composers of the Romantic Era saw music as a
means of individual and emotional expression, Indeed, they
considered music the art form most capable of expressing the full
range of human emotion, As a result, romantic composers
broadened the scope of emotional content. Music was expected
to communicate to the audience, often by using a narrative form
that told distinct stories.

OVERVIEW
At the end of the lesson, you are expected to:
a. identify the characteristics of the Romantic
period;
b. listen perceptively to selected Romantic
period music;
c. name composers and their famous
compositions from the Romantic period; &
d. describe the music forms of the Romantic
period
OBJECTIVES
LESSON
ACTIVITIES
EVALUATION
REFERENCES

Let’s test what you know
I. Multiple Choice
Direction: Read each item carefully. Answer the
following questions by selecting the best answer
from the choices given. If it turns GREEN, your
answer is CORRECT. If it turns WHITE , you still have
a chance to click another letter and find the
correct answer.
WHITE
GREEN

tekhnolo
B 1820-1910
A 1600-1750
1. Romantic style flourished in music during
the period.
C 1750-1820
D 1900-1950
>

tekhnolo
B Program music
A Piano music
2. A musical composition created for piano
usually in print or written format.
C Prelude
D Polonaise
>

tekhnolo
B Etude
A Prelude
3. An instrumental composition of a pensive,
dreamy mood, for the piano is _________.
C Nocturne
D Sonata
>

tekhnolo
B Nature
A Emotions
4. During this era, Romantic composers drew their
inspiration from all the following except ___________.
C Church
D Literature
>

tekhnolo
B Frederic Chopin
A
Niccolo
Paganini
5. He is known as the “Poet of the Piano”.
C Hector Berlioz
D Franz Liszt
>

Let’s test what you know
II. Identification
Direction: Identify the composers of the Romantic
Period by clicking the box. If you answered
CORRECT, the box turns to another color. If you
answered INCORRECT, the box turns to WHITE.

>
6 7 8 9 10
Hector
Berlioz
Niccolò
Paganini
Franz
Liszt
Peter Ilyich
Tchaikovsky
Frederic
Chopin
Richard
Wagner
Arnold
Schoenberg
John Cage
Edward
Grieg
Maurice
Ravel
Claude
Debussy
Franz Joseph
Haydn
Igor
Stravinsky
Edgard
Varese
Wolfgang
Amadeus
Mozart

Hello Grade 9 learners, before going
to our new lesson, let’s see if you
still remember our past topic about
the music during the Classical
period. Write your answer in a
separate paper/ notebook.
What’s In ? 1. Who are the famous composers of the
Classical period?
2. How would you describe the music of the
Classical period?
3. Who is known as the “Father of Modern
Symphony”?
4. Today, Mozart is best known for?
5. Classical period is also known as ______.
6. What are the elements and characteristics
of Music?

Look at the pictures.
What can you say about
these pictures? How are
they related to the
Romantic period?
What’s New ?

Read the text about Romantic period music and
discover the significant characteristics of the
music from the period. You are going to know
the famous composers and their compositions.
You will also hear their compositions which
some are familiar to your ears.
What’s It ?
What do you mean by
Romantic? Romantic
Period?
How do you
identify Romantic
Period in Music?

OVERVIEW
Romantic period refers to Western music composed
in the late 18th century to 19th century (started
around 1830 and ended around 1900). Composers
and artists believed in letting their imagination and
passion be seen through their works. It was
characterized by expanding the formal structure
within a composition and making the pieces more
passionate and expressive.
LESSONS
OBJECTIVES Salient Features of Romantic Era Music
ACTIVITIES
EVALUATION
REFERENCES

Romantic music as a movement evolved from the
formats, genres, and musical ideas established in
earlier periods, such as the Classical period.
Romantic era music is connected to German
Romanticism, the literary movement that arose in the
second half of the 18th century in Europe.
Salient Features of Romantic Era Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Another important characteristic of romanticism is its
aspiration to transcend immediate times or
occasions, to reach back into the past and forward
into the future. The music attempted to increase
emotional expression and power to describe deeper
truths or human feelings. The orchestra
instrumentation was expanded greatly to include,
piccolo, English horn, contrabassoon, bass, (E-flat)
clarinets, trombone, tuba, harp, and steadily growing
list of percussion.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Nationalism is one of the main features of this era.
This is evidently shown in some compositions made
by Romantic composers. One of which is the
Polonaise of Frederic Chopin, a dance composition
for piano which is famous in Poland until today. In
addition, the composers’ focuses mainly of
individuality of style and expressive aims and
subjects.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Emotions, variety of musical style in compositions,
freedom of expression are only a few things that
characterized the music of the Romantic period. It
was during the heights of popularity of Ludwig Van
Beethoven, one of the great composers during the
Classical period made a great distinction to change
the phase of composing music by bridging the music
from Classical to Romantic era.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

There are some facts about Romantic musical period
that everybody should know. The piano music is in
free form such as fantasy, rhapsody, ballad and
nocturne while program music was expressed in
tone poems and Symphony Fantastique. The music
was used to tell stories and express ideas. Most of
the composers were proud of their country’s music
and often use folk songs in their works.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Romantic composers developed new techniques or
re-invigorated lesser used ones to express a more
extensive array of emotional and narrative states.
They used:
• more extended melodies,
• broader ranges of tone, pitch, and tempo
• more sophisticated harmonies.
Characteristics of Romantic Music
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Some key innovations from the
Romantic Era include:
• Chromatic harmonies were making
greater use of semitones; and
• unusual chord progressions
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Melodies associated with an external reference, like a
character or emotion being expressed. Wagner
pioneered this idea with the leitmotif. Not relying on
cadence to resolve a passage, but allowing for
"unending melody. "Use of rubato, adjusting tempo to
reflect the level of emotional intensity the music should
convey at that moment. Increased tempos and
complicated rhythms that demanded extraordinary
precision and technical skill to be performed.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Romantic composers took advantage of a variety of
mechanical innovations to explore richer dynamics
and tones. Specifically, improvements in instrumental
construction, as well as the creation of new
instruments. The broader range and improvement of
instruments allowed Romantic composers to express
more precise gradations of volume and tone. This
included longer, soaring crescendos and diminuendos.
It also allowed them to make greater jumps in tone
and volume, creating a new sort of discordance.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

The piano significantly evolved during the Romantic Period.
Changes in Instruments
The number of physical keys expanded from five to eight
octaves.
The materials used to construct piano frames shifted
from wood to metal.
the durability of the metal used to manufacture its strings
improved.
These improvements enriched the pitch range and tonal
quality of the piano.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Similarly, the materials used to construct woodwind
instruments also improved and expanded their musical
quality and variability. Innovations, such as developing
the valve for brass instruments, also contributed to a
more abundant variety of sounds. As did the invention
of entirely new instruments, like the Wagner tuba.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

However, one of the most significant changes to
instrumentation during the Romantic Era wasn't
the nature of the instruments individually, but
changes in the instrumentation of the works.
Composers of the Romantic period were famous
in three interesting types:
• Violin,
• Piano, and
• Program music.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

One of the important features in the development
of music during the Romantic era is the piano
innovations. It is a musical composition created for
piano usually in print or written format. Some of
this piano composition was adapted to a song like
Etude Op.10,No.3 in E major of Chopin to “No
other Love”.
PIANO MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Frederic Chopin was known as the “Poet of the
Piano”. Born on March 1, 1810 in Zelazowa,
Poland. He was considered the world renowned
pianist and composer. He began to play piano at the
age of 7. He studied piano at Warsaw conservatory
under Wilhelm Wurfel, and his music influenced by
polish folk music. He finished his formal education at
the higher school in 1829 and and soon travelled to
Europe giving concerts in places such as Vienna,
Munich, Paris, and London.
FREDERIC CHOPIN
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

In 1831, he arrived in Paris to further his career.
During this time, he met and married the famous
French writer George Sand and became an
inspiration in Chopin’s life. In the latter part of his life,
he was diagnosed with pulmonary tuberculosis.
Chopin died on October 17,1849, in Paris. Chopin’s
music is recognized worldwide for its beauty and
complexity and his works on the piano are staples in
the piano repertoire.
FREDERIC CHOPIN
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

He composed almost primarily for the piano
and some of his most well-known
compositions are:
• Fantaisie in F minor, Op. 49,
• Revolutionary Etude,
• Op. 10. No.12 and
• 24 Preludes, Op. 28.
HIS COMPOSITIONS:
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Click the title to view the description
Piano works of Frederic Chopin
BALLADE
ETUDE
POLONAISE
MAZURKA
NOCTURNE
a verse form or narrative
that is set to music
a piece composed for the
development of a specific
technique
a Polish dance in triple time
signature
an instrumental composition of
a pensive, dreamy mood, for
the piano
a slow Polish dance in triple time that
consists of a march or procession
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Click the title to view the description
Piano works of Frederic Chopin
PRELUDE
WALTZ
SONATA
IMPROMPTU
SCHERZO
a short piece of music that can be used as
a preface, and introduction to
another work or may stand on its own
a German dance in
triple meter
a short free-form musical
composition usually for a solo
instrument, like the piano
a musical movement of playful
character, typically in ABA form
composition for one or more solo instruments usually
consisting of three or four independent movements
varying in key, mood, and tempo
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

The following are
compositions of
Chopin.
1. Tristesse
Etude No.3 in E major
You may also copy and paste this URL in your browser:
https://youtu.be/EmQBFLJAIcY?t=14
CLICK ME!
2. Fantasie Impromptu
Op.66
https://youtu.be/Gus4dnQuiGk?t=1
CLICK ME!
3. Revolutionary Etude
Op.10
https://youtu.be/7VWHBHeNrg4?t=3
CLICK ME!

One of the distinct characteristics of romantic music
is the unique feature of instrumental forms called
“Program music”. It is an instrumental music that
conveys image or scenes, music that tells a short
story without text or lyrics and imaginative ideas fully
developed through the imaginative effort of a great
and genius composer Hector Berlioz.
PROGRAM MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

In his composition “Symphonie Fantastique” or
also known as fantastic symphony, Berloiz
showcased the important features in his
composition in creating tone color which was
never before heard. He treated the orchestra like
a beautiful creation and assembled hundreds of
musicians to produce powerful sound. In most of
his composition, he made tone color as the basic
part of his musical language.
HECTOR BERLOIZ
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

There are three main type of Program
music for orchestra:
1. The Program Symphony
2. The Concert Overture
3. The Symphonic Poem
PROGRAM MUSIC
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Peter Ilyich Tchaikovsky or Pjotr
Tsjajkovskij was known for his
ballet music, a Russian composer
whose works included symphonies,
concertos, operas, ballets, and
chamber music. He was born on
May 7th 1840 in Votkinsk, a small
town in the Russian Empire.
PETER ILYICH TCHAIKOVSKY
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

He displayed exceptional musical
ability from an early age,
improvising at the piano and
composing his first song in 1844,
aged four. He persuaded his father
that music was his future and he
began composition lessons with
Anton Rubinstein in 1861.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

Between 1871 and 1876 he
produced a series of great works,
including Swan Lake (1876) and
the First Piano Concerto (1875),
which established him as Russia’s
leading composer. Following his ill-
fated, short-lived marriage in 1877,
he made a failed attempt at
committing suicide.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

1880 - 1812 Overture
(perhaps his most famous piece, with real cannons!)
Tchaikovsky’s Famous Compositions:
1887 - He was conducting his own music to great
acclaim and producing such works
1893 - Sixth Symphony also known as
Pathétique Symphony
1890 - The Sleeping Beauty (ballet)
1892 - The Nutcracker (ballet)
CLICK ME!
CLICK ME!
CLICK ME!
CLICK ME!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

• Swan Lake
• Romeo & Juliet
• 1812 Overture
• Symphony No. 2
• Piano Concerto No. 1
His Other Famous Compositions:
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

His death in 1893 in St. Petersburg was believed to
be as a result of a decision made by a ‘court of
honour’ following revelations that Tchaikovsky had
formed a relationship with a male member of the
Russian aristocracy; it was apparently decided that
the only course of action open to the composer was
for him to commit suicide. It is more commonly
attributed to cholera, however.
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

The day Tchaikovsky’s mother left him at
boarding school was so traumatic that it
remained in his memory to the end of his days.
He had to be torn away from her, and even
then he clung on to the wheels of her carriage
to stop her leaving. It’s little wonder, given his
sensitive nature, that his music is imbued with
such a strong sense of emotion and despair.
Did you know ?

Complete the table by putting a check mark( /)
under the column that indicates your
understanding of the topics.
TOPIC
I have good
understanding
of the topic
I still have
some
questions
I do not
get it
Salient features of
Romantic era music
Romantic Composers and
their compositions
Musical Forms(Piano and
Program music)
If you still have some questions go back to the readings.

OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES
WHAT’S MORE?
Let’s Compare!
WHAT I CAN DO?
WHAT I HAVE
LEARNED?
Are you ready to
answer the following
activities? Just click on
the title to proceed.
WHAT’S MORE?
Sketching!

Listen to Frederic Chopin and Peter
Ilyich Tchaikovsky’s compositions
attentively. Compare the music
based on the images you see in your
imagination while listening.
WHAT’S MORE?
Let’s Compare!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

TITLE
OBSERVATION
TIMBRE
DYNAMICS
TEXTURE
TEMPO
DURATION
MOOD/FEELING
MUSICAL/INSTRUMENT/S
HEARD CLEARLY
WHAT’S MORE?Let’s Compare!
Nocturne op.9 No.2
Frederic Chopin
Swan lake
Peter Ilyich Tchaikovsky
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

How did you feel
after listening to their
music?
What can you
say about
their music?
If you will be a
composer of the
Romantic era, who
would you rather
be? Why?
WHAT’S MORE?Let’s Compare!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

WHAT’S MORE?
“PROGRAM MUSIC”
It is an instrumental music that conveys image or scenes, music that tells a
short story without text or lyrics and imaginative ideas fully developed
through the imaginative effort of a great and genius composer Hector Berlioz.
Given this characteristic of Romantic music,
draw or make any artwork. e.g scenery that
you thought when you listened to the music
of Frederic Chopin in Nocturne Op. 9 No. 2
Sketching!
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

What I Have Learned ?
Direction: Share to us what you have learned by completing the following
sentences below.
1. My understanding about the music of the Romantic period is that …
1. I realized that most of instrumental music from the Romantic period are …
1. The reason why I really appreciate instrumental music from the Romantic
period is because …
1. I love listening to the Romantic music composition because …
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

What I Can Do?
Direction: With the help of our readings and discussion, complete the
concept map by writing details regarding the Music of the Romantic
period in the boxes.
Concept Mapping
OVERVIEW
LESSONS
OBJECTIVES
ACTIVITIES
EVALUATION
REFERENCES

EVALUATION
ACTIVITIES
Take a Quiz
Start the Quiz
I. Multiple Choice
Direction: Read each item carefully. Answer the following
questions by selecting the best answer from the choices given. If
it turns GREEN , your answer is CORRECT. If it turns WHITE , you still
have a chance to click another letter and find the correct
answer.
WHITE
GREEN
LESSON
OVERVIEW
OBJECTIVES
REFERENCES

Additional Activity
Direction: Create a mural or a display on your own interpretation
of Romantic music.
EVALUATION
ACTIVITIES
LESSON
OVERVIEW
OBJECTIVES
REFERENCES

References
Books
• Learner’s Material for Music & Arts Grade 9 KTo12 The 21st Century MAPEH in Action Worktext in Music Arts,Physical Education, and
Health (Authors) Gerardo C. Lualhati F. Callo, Lualhati F. Callo
Websites:
• https://www.rcampus.com/rubricshowc.cfm?code=N47X82&sp=true&fbclid=IwAR1ikxejEwQ30rWrQ1AMHqn_yxI93b2ob9RG8RJWW8
zwllrcMEzeuJ1g8M
• https://www.slideshare.net/lheyo/music-of-the-romantic-
period48207195?from_m_app=android&fbclid=IwAR09_bnayPYpGpgLTpLBs8YP5-MfouyI69WgeqSB80_IwWbPzPwxUxPP-xA
• https://www.connollymusic.com/stringovation/the-romantic-period-of-
music?fbclid=IwAR0R3qpcidDS_Yz8CcxWqhViwxzpTS33mGQ_JWSV_6m1kXKRtUR7qf6kro
• www.depednegor.net
Images:
• Brickset, 21323 Grand Piano, https://www.flickr.com/photos/brickset/50237037388, August 16, 2020
• Bodarevsky_024.jpg, https://snappygoat.com/free-public-domain-images-bodarevsky_024/e4OgM6h7hbFozD3IbxT3JYl5wa-
a0LzgolKx31xcjH2H.html#,0,0.5b0ec58da069d7010fd9c838428c10a5faf44197
• Smiling young man playing guitar for happy girlfriend, https://depositphotos.com/stock-photos/love-song.html?qview=188916900
• MAESTRO CONDUCTOR ORCHESTRA MUSIC DRAWING, https://pixy.org/5889591/
• ASAL ROMANTICISM IN LOVE PASSION DRAWING, https://pixy.org/5789690/
EVALUATION
ACTIVITIES
LESSON
OVERVIEW
OBJECTIVES
REFERENCES

References
Videos
• aaron8895. “Chopin-Etude No. 3 in E Major, Op. 10 No. 3, ‘Tristesse.’” www.youtube.com, June 7, 2009.
https://www.youtube.com/watch?v=EmQBFLJAIcY&t=14s.
• Rousseau. “Chopin - Fantaisie-Impromptu (Op. 66).” www.youtube.com, February 4, 2019.
https://www.youtube.com/watch?v=Gus4dnQuiGk&t=1s.
• So, Fabio. “Evgeny Kissin - Étude Op. 10, No. 12 in c Minor ‘Revolutionary.’” www.youtube.com, January 21, 2012.
https://www.youtube.com/watch?v=7VWHBHeNrg4&t=3s.
• Jun-ichi, AMANO. “Tchaikovsky ‘1812 Overture’ with 105mm Cannons 20101017 (2/2).” www.youtube.com, October 18, 2010.
https://www.youtube.com/watch?v=0F5k70xwGSk&t=384s.
• Medici.tv. “Tchaikovsky - Sleeping Beauty - Ballet.” www.youtube.com, June 13, 2015.
https://www.youtube.com/watch?v=jTgh7VywVfE&t=2s.
• Royal Opera House. “Dance of the Sugar Plum Fairy from the Nutcracker (the Royal Ballet).” www.youtube.com, December 1, 2017.
https://www.youtube.com/watch?v=zV1qLYukTH8&t=2s.
• Kim Cul Deok. “Tchaikovsky Symphony No.6 ‘Pathetique’ Movement 4(IV. Finale. Adagio Lamentoso - Andante).” www.youtube.com,
April 3, 2011. https://www.youtube.com/watch?v=BVkWCHgOxw8&t=9s.
• medici.tv. “Swan Lake, Tchaikovsky - Dance of the Little Swans.” www.youtube.com, March 18, 2016.
https://www.youtube.com/watch?v=Xd2nTXsivHs&t=2s.
• romano. andrea. “Chopin - Nocturne Op.9 No.2.” www.youtube.com, June 19, 2013.
https://www.youtube.com/watch?v=9E6b3swbnWg&t=3s.
EVALUATION
ACTIVITIES
LESSON
OVERVIEW
OBJECTIVES
REFERENCES

HOME
DEVELOPMENT TEAM MANAGEMENT TEAM
Writer : Elnora P. Abuan
Editors :
• Joseph R. Boyles (SEHS)
• Antonio G. Andres (JDPNHS)
• Emily G. Santos (PSDS)
Internal Reviewer :
Jovita Consorcia F. Mani
(EPS - MAPEH)
External Reviewer : PNU Validators
eDesigner : Jessica M. Alparaz (SEHS)
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division
Superintendent
Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division
Superintendent
Jovita Consorcia F. Mani
Education Program Supervisor – MAPEH
Ivy Coney A. Gamatero
Education Program Supervisor– LRMDS

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