MUSIC 6

SCALES

Scales – Scale define, Diatonic scale, Major scale, and Minor scale, Keyboard Notes

Define scale;
Identify the degrees of scale;
Differentiate a major scale from a minor scale, aurally and visually;
Build scale from a given note.

Modules
Reference Books

Wow Mapeh 6, pages 34-40

Internet

DEFINITION OF TERMS

Interval - is the difference in pitch between two sounds. An interval may be described as horizontal,
linear, or melodic if it refers to successively sounding tones, such as two adjacent pitches in a
melody, and vertical or harmonic if it pertains to simultaneously sounding tones, such as in a chord.

WHAT DO YOU ALREADY KNOW?

Before you proceed, answer the following questions:
1. Why do you need to study the scales in music?
_________________________________________________________________________________________________
_____________________________________________________________________

2. What do you think is the importance of scale in music?

_________________________________________________________________________________________________
_____________________________________________________________________

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 A scale is an ordered sequence of notes. For example: do, re, mi, fa, sol, la, ti, do… repeating this cycle. On this scale, we start
with the do note and follow a well-defined sequence of intervals until the return to the do note again.

This sequence of distances was: tone, tone, semitone, tone, tone, tone, semitone… repeating the cycle. This scale is called the “major
scale “. We could use this same sequence (major scale) starting from a note that was not C, but for example: G. The scale would then be:
sol, la, ti, do, re, mi, fa#, sol…

Notice how the same logic was followed (tone, tone, semitone, tone, tone, tone, semitone). In the first case, we form the major scale of C.
In the second case, the major scale of G.

Following the same logic, we can build the major scale of all the 12 notes we know.  Do this as an exercise and then check it out below.
We will show you the major scale of the 7 basic notes:

For other scales, we have other sequences to be followed (other intervals). The one called “minor scale“, for example, is formed from
the following sequence: tone, semitone, tone, tone, semitone, tone, tone… repeating the cycle.

So, let’s build the C minor scale. You are already able to build that scale. Just follow this sequence starting with the C note. It goes like
this: do, re, re#, fa, sol, sol#, la#, do … repeating the cycle.

The notes re#, sol# and la# are equivalent, respectively, to mib, lab and tib. We could then rewrite the above sequence as: do, re, mib, fa,
sol, lab, tib, do.

Note that the scale is absolutely the same; the only difference is that before it was written with sharps (#), and now it was written with
the flats (b).

Usually the minor scale of C is written in the second way and not the first. Why? Simply because all 7 notes appeared in it (with or
without alterations – sharp/flats). In the first case, the notes E and B do not appear.

Does that change anything? It does not. But in literature you will probably find the second description, for the reason mentioned.
Actually, the preference for the second description has a deeper meaning, as it facilitates the observation of harmonic functions, but
don’t worry about that now.

Check the sheet music and tablature of the major scale and the minor scale:

C major scale

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Note: if you are a keyboardist/pianist and have not learned the sheet music yet, check the shapes on the keyboard below:

C minor scale

Note: On the fretboard, to obtain the scale of another note (in addition to the “C” note that we show), just move this same shape to the
desired note. Try this out by making this same shape of the C major scale starting from the D note. Then check the generated notes
against the table shown earlier. That’s great, isn’t it? It means that we only need to memorize one shape for each scale! On the keyboard,
we don’t have that privilege. However, the keyboard has numerous other facilitating advantages. Each instrument has its pros and cons!

Natural Scales

Okay, back to the subject, you may be wondering why one scale is called “major” and the other “minor”.

This is just a definition. The difference of these scales is in the third, sixth and seventh degrees. On the “major” scale, these degrees are
major. On the “minor” scale, these degrees are minor. That is why it was decided to call the first scale “major scale” and the second
“minor scale”. As there are other types of major and minor scales, these basic scales that we just saw are called “natural scales“, as they
are the most basic and primitive in music study. In the next articles you will understand the subject of degrees well, so don’t worry if you
found these terms strange.

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The “natural major” and the “natural minor” scales are also called major diatonic scale and minor diatonic scale. The name “diatonic”
means “to move by the tonic”. Whenever we use the term “diatonic” or “diatonic note”, we are saying that this note belongs to
the natural tonality (or natural key); that is, the note is part of a major or minor natural scale.

Other music scales

There are several other scales, as we will see in other topics. But the essence is always the same. There is a defined sequence of tones and
semitones, and from there, the scale is created starting from the desired note. It’s that simple.

Ok, everything’s great and fine, but what is each scale for? Where are they used for?! Now that’s the question, my friend! Nobody
answers that. You will find texts in books and on the internet showing different scales, but it’s rare to find an explanation about where to
apply each one.

Fortunately, you are in the right place! We organized all the contents in our website so you can have all the basis necessary to take this
subject to the next level. We will talk about each scale specifically showing how to apply them and everything. These secrets are not
revealed like this anywhere, but here in Simplifying Music you will learn everything you need.

In fact, even if you pay for expensive material out there, you would hardly find any quality material on this topic. That’s a fact. It is no
wonder that only a few musicians truly know music theory. Our material was built to break that barrier.

Activity - Look at the notes of the keyboard and find out if the notes move by a whole step or half step. Write your answer on the
blank below.

1.__________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________

ARTS
BALANCE
Balance Define * Types of Balance: Formal, Informal, and Radial * Vertical Symmetry, Horizontal Symmetry * Inverted Horizontal
Symmetry * Vertical Horizontal Symmetry or Asymmetrical Balance * Asymmetrical Tension * Projects: Promotional Fan and
Islamic Patterns and Geometry

A. Explain balance in art;

B. Identify the three kinds of balance;
C. Create artwork with the design principle of balance.
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 A. Module
B. Book
C. Supplemental materials
D.

A. Wow Mapeh 6, pages 164-177

B. Internet

Before you proceed, answer the following questions: (5 points each)

1. Have you ever tried to stand on one foot? If so, what happened?
____________________________________________________________________________________________________
________________________________________________________________________

2. What do you think is the importance of balance in art?

____________________________________________________________________________________________________
________________________________________________________________________

WHAT DO YOU NEED TO KNOW?

What Is Balance in Art and Why Does It Matter?

Balance in art is one of the basic principles of design, along with contrast, movement, rhythm, emphasis, pattern, unity, and
variety. Balance refers to how the elements of art (line, shape, color, value, space, form, texture) relate to each other within the
composition in terms of their visual weight to create visual equilibrium. That is, one side does not seem heavier than another.

In three dimensions, balance is dictated by gravity, and it is easy to tell when something is balanced or not (if not held down by some
means). It falls over if it is not balanced. On a fulcrum (like a teeter-totter), one side of the object hits the ground while the other rises. In
two dimensions, artists have to rely on the visual weight of the elements of the composition to determine whether a piece is balanced.
Sculptors rely both on physical and visual weight to determine the balance.

Humans, perhaps because we are bilaterally symmetrical, have a natural desire to seek balance and equilibrium. Artists generally strive
to create artwork that is balanced. A balanced work, in which the visual weight is distributed evenly across the composition, seems
stable, makes the viewer feel comfortable, and is pleasing to the eye. A work that is unbalanced appears unstable, creates tension, and
makes the viewer uneasy. Sometimes, an artist deliberately creates a work that is unbalanced.

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Isamu Noguchi's (1904-1988) sculpture "Red Cube" is an example of a sculpture that intentionally looks off balance. The red cube
is precariously resting on a point, contrasting with the gray, solid, stable buildings around it, and it creates a feeling of tension and
apprehension. 

Types of Balance

There are three main types of balance that are used in art and design: symmetrical, asymmetrical, and radial. Symmetrical balance,
which includes radial symmetry, repeats patterns of forms systematically. Asymmetrical balance counterbalances different elements that
have equal visual weight or equal physical and visual weight in a three-dimensional structure. Asymmetrical balance is based more on
the artist's intuition than on a formulaic process.

Symmetrical Balance

Symmetrical balance is when both sides of a piece are equal; that is, they are identical or almost identical. Symmetrical balance can be
established by drawing an imaginary line through the center of the work, either horizontally or vertically, and making each half
identically or very visually similar. This kind of balance creates a sense of order, stability, rationality, solemnity, and formality.
Symmetrical balance is often used in institutional architecture (government buildings, libraries, colleges, and universities) and religious
art.

Symmetrical balance may be a mirror image (an exact copy of the other side) or it may be approximate, with the two sides having slight
variations but being quite similar.

Symmetry around a central axis is called bilateral symmetry. The axis may be vertical or horizontal.

"The Last Supper" by Italian Renaissance painter Leonardo da Vinci (1452-1519) is one of the best well-known examples of an artist's
creative use of symmetrical balance. Da Vinci uses the compositional device of symmetrical balance and linear perspective to stress the
importance of the central figure, Jesus Christ. There is slight variation among the figures themselves, but there is the same number of
figures on either side and they are situated along the same horizontal axis.

Op art is a kind of art that sometimes employs symmetrical balance biaxially — that is, with symmetry corresponding to both the
vertical and horizontal axis.

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Crystallographic balance, which finds harmony in repetition (such as color or shape), is often quite symmetrical. It's also called mosaic
balance or all-over balance. Think of works by Andy Warhol with repeating elements, the Parlophone "Hard Day's Night" album
cover by The Beatles, or even wallpaper patterns.

Radial Symmetry

Radial symmetry is a variation of symmetrical balance in which the elements are arranged equally around a central point, as in the
spokes of a wheel or the ripples made in a pond where a stone is dropped. Thus, radial symmetry has a strong focal point.

Radial symmetry is often seen in nature, as in the petals of a tulip, the seeds of a dandelion, or in certain marine life, such as jellyfish. It
is also seen in religious art and sacred geometry, as in mandalas, and in contemporary art, as in "Target With Four Faces" (1955) by the
American painter Jasper Johns.

Asymmetrical Balance

In asymmetrical balance, the two sides of a composition are not the same but appear to have an equal visual weight nonetheless.
Negative and positive shapes are unequal and unevenly distributed throughout the artwork, leading the viewer's eye through the piece.
Asymmetrical balance is a bit more difficult to achieve than symmetrical balance because each element of art has its own visual weight
relative to the other elements and affects the whole composition.  

For example, asymmetrical balance can occur when several smaller items on one side are balanced by a large item on the other side, or
when smaller elements are placed farther away from the center of the composition than larger elements. A dark shape can be balanced
by several lighter shapes.

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Asymmetrical balance is less formal and more dynamic than symmetrical balance. It may appear more casual but takes careful
planning. An example of asymmetrical balance is Vincent van Gogh's "The Starry Night" (1889). The dark triangular shape of the trees
visually anchoring the left side of the painting is counterbalanced by the yellow circle of the moon in the upper right corner.

"The Boating Party," by American artist Mary Cassatt (1844–1926), is another dynamic example of asymmetrical balance, with the
dark figure in the foreground (lower right-hand corner) balanced by the lighter figures and particularly the light sail in the upper left-hand
corner. 

How the Elements of Art Influence Balance?

When creating an artwork, artists keep in mind that certain elements and characteristics have greater visual weight than others. In general,
the following guidelines apply, although each composition is different and the elements within a composition always behave in relation
to the other elements.

Color

Colors have three main characteristics (value, saturation, and hue) that affect their visual weight. Transparency can also come into play.

 Value: Darker colors seem visually heavier in weight than lighter colors. Black is the darkest color and the heaviest weight
visually, while white is the lightest color and the lightest weight visually. However, the size of the shape matters, too. For
example, a smaller, darker shape can be balanced by a larger, lighter shape. 
 Saturation: More saturated colors (more intense) are visually heavier than more neutral (duller) colors. A color can be made less
intense by mixing it with its opposite on the color wheel.
 Hue: Warm colors (yellow, orange, and red) have more visual weight than cool colors (blue, green, and purple).
 Transparency: Opaque areas have more visual weight than transparent areas.

Shape 

 Squares tend to have more visual weight than circles, and more complex shapes (trapezoids, hexagons, and pentagons) tend to
have more visual weight than simpler shapes (circles, squares, and ovals)
 The size of the shape is very important; larger shapes are heavier visually than smaller shapes, but a group of small shapes can
equal the weight of a large shape visually.

Line

 Thick lines have more weight than thin lines.

Texture
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  A shape or form with texture has more weight than one that is not textured.

Placement

 Shapes or objects located toward the edge or corner of the composition have more visual weight and will offset visually heavy
elements within the composition. 
 Foreground and background can balance each other.
 Items can also balance each other along a diagonal axis, not just vertical or horizontal.

Any type of contrast can be employed in the striving for balance: still vs. moving, smooth vs. rough, wide vs. narrow, and on and on.

Balance is an important principle to heed, for it communicates so much about a work of art and can contribute to the overall effect,
making a composition dynamic and lively or restful and calm.

HOW MUCH HAVE YOU LEARNED?

Activity

Identify the pictures if it symmetrical, asymmetrical or radial balance. Write your answer on the blank below the picture.

1. _______________ 2. ____________________ 3. _______________

4. __________________ 5. ______________________

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Assignment

A. Balanced
Create three outwork that has symmetrical, asymmetrical, and radial balance on an 8 inches by 8 inches canvass/paper.

PHYSICAL
EDUCATION
FUNDAMENTAL
DANCE
PositionsPOSITION
of the Arms, Positions of the Feet, Arabesque. Attitude.

a. Identify the fundamental dance positions.

b. Execute the fundamental dance positions with grace and proper posture to make dance interpretations easier and fun.
c. Identify the two major body positions (arabesque and attitude) in classical ballet.

a. modules
b. reference books
c. supplemental materials

a. Wow MAPEH 6, pages 314-315

1. Fundamental - forming a necessary base or core; of central importance.

2. Adagio - A music term used for slow, sustained movements. The ‘adagio’ portion of ballet class may encompass
highly develops above 90°, or partnering work.

Before you proceed, answer the following questions.

1. What is the national dance of the Philippines?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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 2. Why is national dance important in the Philippines?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

FUNDAMENTAL DANCE POSITIONS

There are five fundamental or basic positions in dance that are commonly termed as 1st position, 2nd position, 3rd position, 4th
position, and 5th position of the feet and arms.

1st position
Feet: Heels close together, toes apart with an angle of about 45 degrees.
Arms: Both arms raised in a circle in front of chest with the finger tips about an inch apart.
2nd position
Feet: Feet apart sideward of about a pace distance.
Arms: Both raised sideward with a graceful curve at shoulder level.

3rd position
Feet: Heel of one foot close to in-step of other foot.
Arms: One arm raised in front as in 2nd position; other arm raised upward.

4th position
Feet: One foot in front of other foot of a pace distance.
Arms: One arm raised in front as in 1st position; other arm raised overhead.
5th position
Feet: Heel of front foot close to big toe of rear foot.
Arms: Both arms raised overhead.

In addition to the five fundamental positions of the feet, there are two major body positions which are:

Arabesque - is a body position in which the weight of the body is supported on one leg, while the other leg is extended in
back with the knee straight. One of the most graceful of ballet positions, the arabesque can be varied in many ways by changing the
position of the arms, the angle of the body, and the height of the leg in the air. The dancer’s body may be supported on the full foot, the
ball of the foot (demi-pointe), or toe (pointe; women only), and the supporting leg may be straight or bent.

Attitude - is a position similar to the arabesque except that the knee of the raised leg is bent. The raised leg is held at a 90°
angle to the body in back or in front (attitude an avant); the knee may be either well bent or nearly straight (attitude allongée). The
supporting leg also may be straight or bent. As in the arabesque the body may be supported on the full foot, the ball of the foot, or the toe.
The pose was first described in 1829 by Carlo Blasis, who was inspired by the statue of Mercury by Giambologna.

HOW MUCH HAVE YOU LEARNED?

Activity 1- Arrange the following positions by numbering it from 1 to 5. Write your answer on the space provided under the picture.

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 ____________ ____________ ___________ ____________ ____________

Activity 2 - Write a simple explanation for each question. Write your answer on the space provided below the sentence.

1. What is the importance of doing the proper dance position?

________________________________________________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________________.

2. Why do you need to study the fundamental dance positions?

_________________________________________________________________________________________________
________________________________________________________________________________________________________
___________________________________________________________

HOW WELL DID YOU PERFORM?

1 2 3 4 5
Did I understand the fundamental dance
positions well?
Did I perform the proper fundamental
dance positions?
Can I explain the fundamental dance
positions?

HEALTH
DON’T GO TO WASTE
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 Biodegradable, Non- Biodegradable, Hazardous Waste Management:
Reduce, Reuse, Recycle

A. Identify the classification of waste segregation

B. Know the proper waste management

A. Module
B. Book
C. Supplemental materials
D.

A. Wow Mapeh 6, pages 387-390

B. Internet
https://www.networkwaste.co.uk/waste-management/waste-segregation/
https://byjus.com/chemistry/biodegradable-and-non-biodegradable/

Waste Segregation- is the separating and sorting of waste to facilitate recycling. And, when sorted, waste is
more easily recycled thereby saving you money. For example, a company who sorts its cardboard
packaging, glass containers, metal waste and wood waste will save a considerable amount of waste then
sending a mixed material skip for recycling.

Three classification of waste segregation:

1. Biodegradable
 Biodegradable waste is a type of waste, typically originating from plant or animal sources, which
may be degraded by other living organisms.
 Biodegradable waste can be commonly found in
municipal solid waste as green waste, food waste,
paper waste and biodegradable plastics. Other
biodegradable wastes include human waste, manure,
sewage, slaughterhouse waste.
 Food waste like vegetable and fruit peels, dead plants
and animals, egg shells, chicken, garden
waste paper materials are Biodegradable waste.
2. Non-Biodegradable
 Waste that cannot be decomposed by the biological
processes is known as “Non-biodegradable wastes”.
Most of the inorganic waste is non-biodegradable.
 Non-biodegradable things include of plastics,
polystyrene, plastic, metals, and aluminum cans,
toxic chemicals, paints, tires
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3. Hazardous
 Hazardous wastes can take the form of solids, liquids,
sludges, or contained gases, and they are generated
primarily by chemical production, manufacturing, and other
industrial activities. They may cause damage during
inadequate storage, transportation, treatment, or disposal
operations.
 Solvent-based paints, Pesticides and other garden chemicals,
Batteries (for example car, mobile phone or regular
household batteries), Motor oils (for example from cars or
mowers), Cleaning and polishing chemicals, and Swimming pool
or spa bath chemicals are Hazardous wastes.

Waste Management- the collection, transport, processing or

disposal of waste materials, usually ones produced by human activity, in an effort to reduce their effect on
human health or local aesthetics or amenity.

REUSE
 Reusing is the act of taking old items that you might consider throwing away and finding a new use
for them.
 
 Sometimes materials can be reused by other people. Working computers and parts can often be
donated to community centers or charitable organizations. Clothing can often be donated and given a
second life.
REDUCE
 Reduce the amount of materials and goods you consume. This might mean limiting the amount of
purchases you make in the first place.
 Turning off lights when you're not in the room, unplugging electronics when not in use, and fixing
drippy faucets are other ways to reduce your consumption of essential resources. It will also lower
your utility.
RECYCLE
 Recycling is the process of converting waste materials into new materials and objects.

HOW MUCH HAVE YOU LEARNED?

ACTIVITY (5 points each)
1. What is the importance of segregation of waste?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________

2. As a student, how can you help to lessen the waste in our surrounding.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________

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Assignment

B. May Pera sa Basura

Find an article in the newspaper, magazines, or on the internet about basura can be turned into pera or something useful. Past
on the a separate sheet of paper.

C. Intergration of Arts

Create a piece of art using recyclable materials.

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