ARTS

Fundamentals of Visual Arts

Elements of Art • Line • Shape and Form • Value • Color • Texture • Space

Principles of Design

• Unity/ Harmony • Balance • Emphasis & Subordination • Proportion • Rhythm • Variety

Traditional Visual Arts

• Drawing/ illustration • Painting • Etching • Sculpture • Etc.

Modern Visual Art • Digital Art • Animation/ Flash animation • Film • Web-based videos • Etc.

The Nature of Art

• Art is everywhere • Art and Expression and Communication • Art as Creation • Art and experience • Art and Nature • Art and Beauty

Classifications of Visual Art • Two Dimensional (2D – Length x Width) • Three Dimensional (3D – L x W x H)

Traditional Mediums in Art

• Pencil • Crayons • Water Color • Oil pastels • Acrylic • Oil Paint

ELEMENT #1: The line • Line is man's own invention. It does not exist in nature. The lines we "see" in nature are, on close observation, veins of leaves, the joining of two different surfaces, or the edges of objects. The artist uses lines to imitate or to represent objects and figures on a flat surface. -straight -curved

Common Types of straight lines

• Horizontal • Vertical • Diagonal • Zigzag • Broken • The Horizontal Line – Rest; Serenity; Perfect stability • The Vertical Line – Height; Poised & Stable; Strength; Power • The Diagonal Line – Movement; Emotion; Unrest/ uncertainty • Curved lines – Flow; Softness

• Lines also define movement

ELEMENT #2: Shape • Geometric Shapes • Organic Shapes ELEMENT #3: Value or Tone • The visual element of value or tone is, in its simplest form, the juxtaposition of light and dark. It is defined as the lightness or darkness in anything that is visible. • In making a composition, always consider your light source. The light source must be a consistent factor in a drawing or painting. • Value creates an illusion of depth, and makes an image seem more realistic. Chiaroscuro • (Italian for clear-dark) is a term in art for a contrast between light and dark. • Value is also used to express emotion in a composition. ELEMENT #4: Color • The science of color is sometimes called chromatics • Color is an important part of human expression. • It is derived from light, whether natural, like sunlight, or artificial, like fluorescent light. • Under a weak light we see some color, but under a bright light, we see more color. • Color is a series of wave lengths which strike our retina. • Some objects do not have color. • Some are black, white or gray. These are not present in the color spectrum. They do not have any color quality. • They are called Neutrals since they do not reflect any one distinct color. Black – reflects no light at all; White – reflects all colors; Gray – results from a partial reflection of light Factors that affect color • Hue • Value • Saturation Hue (hyoo/yoo) – is the quality which gives a color its name. The colors of the spectrum are therefore called hues. • When people talk about the color of something, they are usually referring to the hue of that object. • All of the colors of the rainbow are actually different hues in the visible spectrum of light. • Value and Color Value affects the lightness and darkness of a hue (ex. Dark yellow to light yellow) Saturation - Saturation refers to the intensity of a hue. Framed in a triangular pattern, they are called the color triad. The color formed out of the combination of two primaries is called a Secondary Color. There is actually no limit to the number of intermediate colors we can form because the color produced will differ from that achieved by mixing more yellow with green Color Relationships Colors gain intellectual and emotional

significance and a sinuous quality only in terms of relationship with each other. For instance, the lemon pigment combined with yellow green provides a soothing harmony; beside a violet, it produces a vibrating contrasts. Each color therefore should be observed in terms of position in the color wheel. The greatest contrast in hue is obtained by using two colors opposite each other in the color wheel. In the secondary triad, although the network is the same as in the primary, the contrast is softer. This is because in any pair of the triad, there is a common color. Orange and Green contain Yellow., orange and violet contain red, and green and violet contain blue. Color Theories • Warm colors and Cool Colors • Complementary Colors • Analogous colors Warm colors vs. Cool colors • Warm colors advance. • Cool colors recede. Warm colors are vivid and energetic, and tend to advance in space Cool colors give an impression of calm, and create a soothing impression • Warm colors are based on yellows, oranges, browns, yellowish greens, orangish reds, and the like. • Cool colors are based on blues, greens, pinks, purples, blue-greens, magentas, and blue-based reds. Warm Colors Cool Colors 2. Complementary Colors • Colors that are opposite each other on the color wheel are considered to be complementary colors (example: red and green). • Complementary colors exhibit strong visual contrast. • Opposite Colors Create Drama The high contrast of complementary colors creates a vibrant look especially when used at full saturation. This color scheme must be managed well so it is not jarring. Complementary color schemes are tricky to use in large doses, but work well when you want something to stand out. Complementary colors are really bad for text. Tips: Use a single warm color against a range of cool colors to put an emphasis on the warm color (red versus blues and blue-greens, or orange versus blues and blue-violets). Avoid using desaturated warm colors (e.g. browns or dull yellows), because this may ruin the scheme. A complementary color scheme is composed of 2 complementary hues.

3. Analogous Colors • Analogous color schemes use colors that are next to each other on the color wheel. • They usually match well and create serene and comfortable designs. Make sure you have enough contrast when choosing an analogous color scheme Choose one color to dominate, a second to support. The third color is used (along with black, white or gray) as an accent • Analogous color schemes are often found in nature and are harmonious and pleasing to the eye. An analogous color scheme consists of 3-5 adjacent hues.

Triad

• A triadic color scheme uses colors that are evenly spaced around the color wheel. • Primary colors and secondary colors are examples of color triads. Triadic color schemes tend to be quite vibrant, even if you use pale or unsaturated versions of your hues. To use a triadic harmony successfully, the colors should be carefully balanced - let one color dominate and use the two others for accent. Tips: Choose one color to be used in larger amounts than others. If the colors look gaudy, try to subdue them. Split-Complementary • The split-complementary color scheme is a variation of the complementary color scheme. In addition to the base color, it uses the two colors adjacent to its complement. • The split-complimentary color scheme is often a good choice for beginners, because it is difficult to mess up. This color scheme has the same strong visual contrast as the complementary color scheme, but has less tension. The split-complimentary color scheme is often a good choice for beginners, because it is difficult to mess up. combination of Thalo Green and Diox. Purple. They mix together to make the right blue. This is a good example of using split complementary colors. Double-Split Complementary or Tetradic • The rectangle or tetradic color scheme uses four colors arranged into two complementary pairs. This rich color scheme offers plenty of possibilities for variation. Tetradic color schemes works best if you let one color be dominant. You should also pay attention to the balance between warm and cool colors in your design. Tips: If the scheme looks unbalanced, try to subdue one or more colors. Avoid using pure colors in equal amounts.

Element #5: Texture • Texture refers to the properties held and sensations caused by the external surface of objects received through the sense of touch. • Texture is first known by actually touching objects. • Texture, although referring to the sense of touch, can also be seen visually. 2 common types of Texture in Art 1. Actual texture - Physical, tangible texture. Something that you can feel with your hand (feathers, rocks, glass, etc.) 2. Simulated Texture - Creating the visual effect of texture without actually adding texture. • In sculpture, Texture results from the physical properties of the material an artist uses. (glass – smooth, stone – rough) • The artist also has freedom to manipulate a material to achieve the texture he wants for the artwork. (frosted glass – rough, polished stone – smooth) Element #5: Space 2 basic Spaces in painting • Decorative space – the 2-dimensional picture plane which has no depth. (ex. The empty space across a white canvas) • Plastic Space – the term we apply to the third dimension which is a matter of "illusion" in the case of a painting. How do we suggest depth in a painting? 1. Overlapping Planes 2. Variation in size/ perspective 3. Position on the Picture Plane 4. Color 5. New Spatial Dimension. • Element of Time Positive and Negative Spaces • Negative space, in art, is the space around and between the subject(s) of an image. • The subject is the positive space, or a positive shape. PRINCIPLES OF DESIGNS 1. Harmony • Harmony refers to the adaptation of the visual elements to each other, the agreement between the parts of a composition which result in Unity. • Harmony in visual design means all parts of the visual image relate to and complement each other. Example. A fork and a spoon are harmonizing elements Examples of Harmony can be seen in personal fashion, and interior design. • Harmony is dependent on the relationship of the visual elements. • Harmony pulls the pieces of a visual image together. • Harmony can be achieved through repetition and rhythm. • Repetition reemphasizes visual units, connecting parts and creating an area of attention. • Patterns or shapes can help achieve harmony. • By repeating patterns in an interesting

arrangement, the overall visual image comes together. 2. Unity • Unity is the relationship among the elements of a visual that helps all the elements function together. • Unity gives a sense of oneness to a visual image. In other words, the words and the images work together to create meaning. • Unity helps organize a visual image, facilitating interpretation and understanding. • Unity can be achieved by making an element common. • Unity can be achieved through the use of similar shapes. • Unity can be achieved through the use of a common pattern. • Unity can be achieved through the use of space. • Unity can be achieved through the use of a common Font. • Unity in a painting also refers to the visual linking of various elements of the work. 3. Balance • Balance is a psychological sense of equilibrium. • As a design principle, balance places the parts of a visual in an aesthetically pleasing arrangement. • In visual images, balance is formal when both sides are symmetrical in terms of arrangement. This is called Symmetrical Balance. • aesthetically pleasing proportionality and balance;precise and well-defined concept of balance or "patterned self-similarity" that can be demonstrated or proved according to the rules of a formal system: by geometry, through physics or otherwise. • Some compositions contain asymmetrical balance. Radial Balance - Balance emanating from a centerpoint. • Balance in design is similar to balance in physics • A large shape close to the center can be balanced by a small shape close to the edge. • A large light toned shape will be balanced by a small dark toned shape (the darker the shape the heavier it appears to be) The rule of third • A picture is divided into three sections vertically and horizontally and lines and points of intersection represent places to position important visual elements. • The rule of thirds can be a very useful guide for composing designs. • One can analyze photographs and designs by laying down grids. • Rule of thirds grid applied to a landscape • Rule of thirds grid applied to a portrait. • applying a rule of thirds grid to some popular Web sites. • Rule of thirds grid applied to Apple's Web site. As mentioned earlier, the "Rule of Thirds" is not a rule at all; it's a guideline, intended to help you when you are uncertain as to the placement of elements in a scene when you are framing the picture. By ignoring the rule, you may still have a great picture, depending on the content of the image and how well its elements

are balanced. For example, if you want your viewer to ignore all other parts of your composition, then place your center of interest smack in the middle, like a bull's eye. The important thing is to note the reasons for object placement in your images. Knowing why you do something and what effect it will have leads to good composition. 4. Emphasis • Emphasis (also called focal point) is where the focus is concentrated through design principles or meaning. • To do this, one develops points of interest to pull the viewer's eye to important parts of the body of the work. • It is to make one part of an artwork dominant over the other parts. It makes an element or object in a work stand out. To use emphasis in an artwork is to attract the viewer's eyes to a place of special importance in an artwork. Some examples of emphasis, using elements of Art: 1. Emphasis using shapes 2. Emphasis using size or dominance 3. Emphasis using color 5. Contrast • To show difference/oppositions and diversity in an artwork by combining elements to create interest or focus. • Give two things that are contrasting: 1. Emphasis using texture 2. Emphasis using Space and Balance 3. Emphasis using Space and Balance • Emphasis and subordination involve the differentiation between the more important the less important 6. Proportion or scale • Poportion deals with the ratio of one part to another and of the parts to the whole. • Ratio implies a comparison between parts. • When the principle of proportion is applied to a work of art it is usually in the relationship of size. That is, the size of one element of the composition as compared to the size of another related element. In the instance of a relationship of size a comparison is made between the: 1. height, width and depth of one element to that of another 2. size of one area to the size of another area 3. size of one element to the size of another element 4. amount of space between two or more elements • Proportion is usually not even noticed until something is out of proportion. When the relative size of two elements being compared seems wrong or out of balance it is said to be "out of proportion". For example if a person has a head larger than their entire body, then we would say that they were out of proportion. • Proportion in art has been examined for hundreds of years, and one timeless proportional relationship that occurs frequently in design is the Golden mean or Golden ratio. • The Golden Mean - Two quantities are said to be in the golden

ratio if "the whole (that is, the sum of the two parts) is to the larger part as the larger part is to the smaller part". - The Golden Mean is also called the Golden Proportion, Golden Ratio, Golden Section or the Divine Proportion. 7. Movement • Creating the illusion of action or physical change in position. • It is leading viewers to sense action, or alternatively, the path the viewer's eye follows throughout an artwork. • Movement is used in art to give the feeling of action and to guide the viewer's eyes throughout the artwork. 8. Rhythm • Rhythm is showing consistency with colors or lines. • It is indicating movement by the repetition of elements. • Rhythm can make an artwork seem active. • Simple, Monotonous Rhythm- Only one type of motif is repeated • Composite Rhythm - Two or more recurring motifs exist simultaneously. • Complex Rhythm 9. Variety • Variety is the quality or state of having different forms or types. • The differences which give a design visual and conceptual interest: notably use of contrast, emphasis, difference in size, and so forth. • Variety is used to prevent monotony and uniformity. Variation to emphasize an element Variation in the elements of art Variation in shapes Variation in sizes Variation on color Prehistoric Art It refers to Art that predates written records; specifically the art of Europe 3,000 BC-2000 BC. This is the first known period of prehistoric human culture, during which work was done primarily using stone tools. The term "prehistoric" indicates that the culture that produced the artwork did not have a written language. There are several forms of prehistoric artifacts and artwork. (1) small stone figurines; (2) petroglyphs , found all over the world, (3) geoglyphs ; (4) megaliths (5) cave paintings Petroglyphs -(also called rock engravings) created by removing part of a rock surface by incising, pecking, carving, and abrading. A geoglyph - is a drawing on the ground, or a large motif, (generally greater than 4 metres) or design produced on the ground, either by arranging clasts (stones, stone fragments, gravel or earth) to create a positive geoglyph (stone arrangement/alignment, petroform, earth mound) or by removing patinated clasts

to expose unpatinated ground (negative geoglyph). Some of the more famous examples of Prehistoric Art are: 1.Stonehenge 2.Nazca lines in Peru 3.Lascaux Cave, near Montignac, Dordogne, France Prehistoric Period is sub-classified into three divisions: 1. Old Stone Age (Paleolithic) 2. Middle Stone Age (Mesolithic) 3. New Stone Age (Neolithic) The Paleolithic Period or Old Stone Age It derives from Greek: palaios, "old"; and lithos, "stone", literally meaning "old age of the stone" or "Old Stone Age." The earliest period of human development and the longest phase of mankind's history. Period distinguished by the : 1.development of the first stone tools 2.introduction of agriculture and the end of the Pleistocene. During the Paleolithic, humans grouped together in small societies such as bands, and subsisted by gathering plants and hunting or scavenging wild animals Surviving artifacts of the Paleolithic era are known as Paleoliths. Humankind gradually evolved from early members of the genus Homo such as Homo habilis -- who used simple stone tools -- into fully behaviorally and anatomically modern humans (Homo sapiens sapiens) during the Paleolithic era. The climate during the Paleolithic consisted of a set of glacial and interglacial periods in which the climate periodically fluctuated between warm and cool temperatures. Extant small sculptures are generally of fecund female nudes and relate to the cult of the Mother Goddess, for example the Venus of Willendorf about 21,000 BC, which is carved from a small stone. the most outstanding feature of the Paleolithic period was the evolution of the human species from an apelike creature, or near human, to true Homo sapiens Lascaux is the setting of a complex of caves in southwestern France famous for its Paleolithic cave paintings. Altamira Cave, Spain Altamira (Spanish for 'high view') is a cave in Spain famous for its Upper Paleolithic cave paintings featuring drawings and polychrome rock paintings of wild mammals and human hands. It is located near the town of Santillana del Mar in Cantabria, Spain, 30 km west of the city of Santander. The cave with its paintings has been declared a

World Heritage Site by UNESCO. The Middle Stone Age (Mesolithic period) The Mesolithic (Greek: mesos "middle", lithos stone) or "Middle Stone Age" was a period in the development of human technology in between the Paleolithic or Old Stone Age and the Neolithic or New Stone Age. . It began at the end of last glacial era, over 10,000 years ago. Middle Stone (Mesolithic) Age is considered the most significant phase of human evolutions. The era brought about a transition in the culture, art, and the overall lifestyle of the Stone Age. Mesolithic was a definite bridge between Paleolithic and Neolithic Ages. Characterized by more advanced hunter gathering, fishing and rudimentary form of cultivation Mesolithic Humans Mesolithic Culture: As the Ice age disappeared , to be replaced by the grassland and forests mobility and flexibility became more important in the hunting and acquisition of food. Tools: Characterized by small lighter flint tools, fishing tackle, stone adzes, bows and arrows. As mentioned above, the Mesolithic Art was far more mature and stylized, since it carried human emotions and colors, as opposed to the stick-like figures of the Paleolithic Art. The Mesolithic Art therefore, paved way for the most refined Stone Age Art known as Neolithic Art. Neolithic Art was much more creative and intelligent, which stands as an eyewitness of the evolution of human race through the ages. There is a whole lot of cave paintings dating back to the Neolithic Age, but only a handful of paintings exist from the Mesolithic Age. Art historians are still grappling for more evidence from Mesolithic Art. New Stone Age (Neolithic) The Neolithic Age, Era, or Period, or New Stone Age. Neolithic (literally: "new stone") age represents a spree of hellzapoppin' innovation. Humans were settling themselves down into agrarian societies, which left them enough spare time to explore some key concepts of civilization - namely, religion, measurement, the rudiments of architecture and writing and, yes, art. Megalith large roughly dressed stones standing alone or combine to form a structure. The word 'megalith' comes from the Ancient Greek µ??a? megas meaning great, and ????? lithos meaning stone. Erected for: religious purposes, burial purposes, memorials of notable events. 3 classes of Megalithic Monuments:

MENHIR STONE CIRCLE BURIAL CHAMBER Menhir or Monolith-single standing stone often of great size. GALLERY GRAVE long rectangular chamber. MESOPOTAMIAN ART Mesopotamian Civilization "The land between the two rivers" MESOPOTAMIA is a Greek word meaning "land between two rivers" LOCATION: Plain between Tigris River and Euphrates River The Tigris-Euphrates river valley forms part of what is known as "Fertile crescent". Fertile crescent – Curved land extending from the Persian Gulf along the Tigris and Euphrates to Mediterranean and Southward along its shores too the isthmus of Suez This arc of land contained some of the most arable soil in the near East, many of the heavily traveled trade routes, and most of the early centers of civilization. Three successive Civilizations of Mesopotamia: 1. Sumerian 2. Akkadian; and 3. Babylonian SUMERIAN CIVILIZATION Ziggurats - pyramid site of the temple of the main gods. Each city-state had their own gods and goddesses Sun god – most important. Life after death was an extension of life. RELIGION POLYTHEISTIC – worshipped more than one God – represented the forces of nature. ANU – lord of heavens (sky) ENLIL – God of Air and Storms EA – God of waters (floods) KI – God of earth INANNA – God of Love and War SUMERIAN GOVERNMENT CITY – STATE - A town or city and the land that surrounds it governed as an independent nation. THEOCRACY – City owned by the Gods and the priests run the government for the Gods. Much rivalry between city states-wars; Failed to Unite into one nation Gilgamesh – Sumer's most inspirational king, ruled during the first dynasty of Ur, a state centered between the rivers His heroic adventures and exploits were immortalized in the poem "the epic of Gilgamesh" SUMERIAN WRITING CALLED CUNEIFORM (LATIN FOR WEDGE) WRITTEN ON CLAY TABLETS NEEDED FOR RELIGION, GOVERNMENT, AND TRADE LEARNED IN SCHOOL, BY MALES THAT LASTED FROM SUNRISE TO SUNSET SUMERIAN ECONOMY

Make, sell or barter goods. Trade helped expansion. Development of money Will evolve over time. Sumerian Art Sumerian art and architecture was ornate and complex. Clay was the Sumerians' most abundant material. Stone, wood, and metal had to be imported. Art was primarily used for religious purposes. Painting and sculpture was the main median used. The statues found at the Abu Temple in Tell Asmar from c. 2700 BCE. Faces are dominated by very large eyes; but, for reasons we might take for granted, artists of many cultures have placed emphasis on eyes. SUMERIAN ARCHITECTURE Most cities were simple in structure, the ziggurat was one of the world's first great architectural structures. White Temple and Ziggurat, Uruk (Warka), 3200 -3000 B.C. The invention of Agriculture changed the way people lived. AKKADIAN CIVILIZATION World's First Empire Geography: grassland alluvial plain, lower Tigris-Euphrates, Mesopotamia,modern-day Iraq Language: Akkadian, an eastern Semitic language Government :Monarchy king Sargon of Akkad Established: 2300 BC -Disestablished: 2200 BC RELIGION:The Akkadians embraced a polytheistic religion, so they did not have one "god", but rather multiple gods. SARGON OF AKKAD Akkadian Contributions: They created the first known empire in history, known as the Akkadian Empire. Site of one of the first UNIFICATIONS of several city-states under one secular head, in this case the Sargon I BABYLONIANS The Word "Babylon" (pronounced babilahnia) Babylon is Akkadian "babilani" which means "the Gate of God(s)" and it became the capital of the land of Babylonia. The Location of Babylon Babylon lies in the land of Shinar as revealed in the Bible (Gen 10:10) and its general location has never been disputed. Geography: irrigated alluvial plain, Euphrates River, Mesopotamia, modern- day Iraq Language: a dialect of Akkadian Babylonian Art Babylonian (625–538 BC) Babylon came to artistic prominence in the 6th century BC, when it

flourished under King Nebuchadnezzar II. He built the Hanging Gardens of Babylon, a series of terraced gardens. The Babylonians practised all the Mesopotamian arts and excelled in brightly coloured glazed tiles, used to create relief sculptures. An example is the Ishtar Gate (about 575 BC) from the Temple of Bel, the biblical Tower of Babel Old Babylonia (2000-1600 BCE) Invasion of semitic language groups like the Amorites Most famous Amorite ruler = Hammurabi Hammurabi's Code of Law -- "An Eye for an eye" -- "Let the Buyer Beware" Procedures in Amorite trials Some sense of justice Some sense of a "welfare state" The Epic of Gilgamesh Introduction of personal religion Major mathematical achievements Babylonian social life.

PHYSICAL EDUCATION PHYSICAL FITNESS AND SPORTS TALENT TEST PHYSICAL EDUCATION - Training in the development of and care for the human body; stresses, athletics; includes hygiene. PHYSICAL ACTIVITY - A general term that includes sports, dance and other activities done at work or at home such as walking, climbing stairs or gardening. PHYSICAL EXERCISE - Planned, structured, repetitive activities designed to improve or maintain one or effort. Physical Fitness - is now defines as the body's ability to function efficiently and effectively in work and leisure activities, to be healthy, to resist hypo kinetic disease, and to meet emergency situations. In previous years, fitness was defined as the capacity to carry out the day's activities without fatigue. Automation, increased leisure time, and changes in lifestyles following the industrial revolution meant this criterion was no longer sufficient. PHYSICAL FITNESS used in two close meanings: 1. General Fitness- a state of health and well being. 2. Specific Fitness- a task-oriented definition based on the ability to perform specific aspects of sports or occupations. Hypo Kinetic Diseases- are conditions that occur from a sedentary lifestyle. Examples could include obesity and complications arising from obesity. Hypo Kinetic Diseases- are conditions that occur from a sedentary lifestyle. Examples could include obesity and complications arising from obesity.

CONCEPTS OF FITNESS AND HEALTH What are the dimensions? of Health? ? Spiritual ? Physical ? Intellectual ? Emotional ? Social How can I enjoy a quality and Satisfying life? ? Healthy lifestyle ? Attitudes ? Habits ? Behavior What are the benefits? of being physically fit? ? Looking Good ? Feeling Good ? Enjoying Life ? Meeting Emergencies How would I know my health and fitness status? ? Physical Fitness Test ? Health Appraisal Heart Rate - is the frequency of the cardiac cycle. It is calculated as the number of contractions (heart beats)of the heart in one minute and expresses as "beats per minute" (bpm). When resting, the average adult human heart beats about: 70 bpm(males); 75 bpm(females) **This rate varies among people and can be significantly lower in athletes. Infant/neonatal 130 – 150 bpm Toddlers (young child) 100 – 130 bpm Older Child 90 – 110 bpm Adolescent 80 – 100 bpm ? 75 per minute translates to 4500 beats an hour. ? 108,000 beats per day. ? About 39,420,000 beats in a year. Resting Heart Rate – the function of the heart during a state of rest (not exercising). It is measured in beats per minute and the less your heart beats, the more efficient larger stroke volume it is. Working Heart Rate – the highest number of times your heart can contract in one minute or the heart rate that a person could achieve during maximal physical exertion. Recovery Heart Rate – measured at a fixed (or reference) period after ceasing activity; typically measured over a 1 minute period. The Health Related Fitness Components 1. Cardiovascular Fitness - The ability to exercise your entire body. Battery Test: 3 – Minute Step Test; Objective: To evaluate endurance of the heart and lungs.

2. Strength - It is the amount of force your muscles can produce. Body Test: Arm push-ups/Knee Push-ups; Objectives: To evaluate the arm strength. Body Test: Bent-Knee Curl Ups Objectives: To evaluate the strength of abdominal muscles. 3. Muscular Endurance - It is the ability to use your muscles many times without tiring. 4. Flexibility - It is the ability to use your joints fully through a wide range of motion. Battery Test: Sit and Reach Objective: To evaluate Flexibility 5. Body Composition - It is the amount of fat cells compared with lean cells in the body mass. The Performance/ Skill Related Fitness Components 6. Agility - The ability to change the position of your body quickly and to control your body movements. Battery Test: Shuttle Run Objectives: To evaluate Agility and Coordination 7. Balance - The ability to keep an upright posture. Battery Test: Stick Balance Objectives: To evaluate balance. 8. Coordination - Ability to use your senses together with your body parts or to use two or more Body parts together. Battery Test: Wand Juggling Objectives: to evaluate Coordination and Reaction Time 9. Power - Ability to use strength quickly. It involves both strength and speed. Battery Test: Standing Long Jump Test (Broad Jump) Objectives: to measure the explosive power of the legs 10. Reaction Time - Amount of time it takes to move once you realize the need to act. Battery Test: Meter stick drop Objectives: to measure Reaction Time 11. Speed - Ability to perform a movement or cover a distance in a short period of time. Battery Test: 50m Sprint Objectives: evaluate speed Anthropometric Anthropometric refers to comparative measurements of the body. Anthropometric measurements are used in nutritional assessments KINDS OF ANTHROPOMETRIC 1. Body Mass Index (BMI), or Quetelet index, is a statistical measurement which compares a person's weight and height. 2. Stature (height) - Maximum distance from the floor to the highest point in the head, when the subject is facing directly ahead. 3. Arm Span - Length of your arm from the tip of your right middle finger to the tip of your left middle finger which are extended at shoulder level against a firm wall. 4. Sitting Heights - The distance from the buttocks up to your head. Your sitting height can be measured while you are sitting. Your head, neck and the trunk are being measured.

Muscular Fitness Test Partial Curl-ups - It is a test for abdominal muscle and good posture because the hips are properly aligned and the student does not experience back pains particularly at the lower back. Trunk Lift -- This test is performed to test the strength and flexibility of the extensor muscles of your lower back. Right Angle Push-ups - It is a test for the upper body muscles and arm strength and endurance. Flexibility Fitness Test and Physiological Fitness Sit and Reach - It is a test for flexibility of the hamstring muscles (back of the thigh). The purpose of the test is to determine a healthy back and prevent hyperextension of the knees. Shoulder Stretch - It is a test for shoulder flexibility. Physiological Fitness 1-Kilometer Run/Walk - The one kilometer run is a test for the cardio-respiratory endurance. It is the ability of the heart and lungs to endure fatigue for a long period of time. The totality of your Fitness level can be measured by the 1-kilometer run. The students are advised to walk, jog for the first leg of the 1-kilometer, then increase the speed for the next round so that you can finish the 1-kilometer run for a short period of time without the feeling of fatigue. Muscular Fitness for Talent Identification Standing Long Jump – It is a test for leg strength and power. Powerful strong legs are very important in sports like basketball, volleyball, soccer, swimming and in jumping events in athletics. Basketball Pass- It measures upper body strength and power or the ability to exert a forceful movement utilizing the muscles of the arms and upper body. Powerful muscles of the body are important most sports. 40- Meter Sprint- The 40-meter sprint is conducted to measure the running speed of the students. Most sports events are best performed if your have the ability to run fast for a short possible time with very high intensity.

AEROBIC ACTIVITIES

Dr. Kenneth H. Cooper - The developer of Aerobics Aerobic is a form of Physical exercise that combines rhythmic aerobic exercise with stretching and strength training routines with the goal of improving all elements of fitness (flexibility, muscular strength, and cardio-vascular fitness). It is usually performed to music and may be practiced in a group setting led by an instructor, although it can be done solo and without musical accompaniment. With the goal of preventing illness and promoting physical fitness, practitioners perform various routines comprising a number of different dance-like exercises. Formal aerobics classes are divided into different levels of intensity and complexity.

Aerobics means 'with oxygen" and refers to the use of oxygen in the body 's metabolic or energy generating process. Anaerobic the absence of air : any short duration exercise . What is aerobics good for? A regular workout will: 1. Strengthen your heart muscle and lungs by making them work harder: with regular exercise , you can lower your blood pressure and cholesterol. 2. Stimulate the circulation of blood and lymph around your body , and so help strengthen your immune system . 3. Help you burn calories and reduce your body fat. 4. Raise your serotonin levels, stimulate your brain to release endorphins and so give you a natural "high" and easing any stress or anxiety Increase your body strength so you are less prone to injury. 5. Improve the shape and tone of your body. 6. Strengthen your heart muscle and lungs by making them work harder: with regular exercise , you can lower your blood pressure and cholesterol. 7. Stimulate the circulation of blood and lymph around your body , and so help strengthen your immune system . What to wear: Wear clothes that allow your skin to breathe and you to move freely. How long it is? An aerobics class usually lasts about 45 minutes to one hour. How long it is? An aerobics class usually lasts about 45 minutes to one hour. PRECAUTIONS: 1. you have a history of heart or respiratory problems 2. you have problems with your joints 3. you have recently had surgery, or are prone to or recovering from injury. You should consult your doctor if: You have any other medical condition, or are receiving treatment of any kind. If you are, or think you might be pregnant, you should stick to low-impact aerobics, and can probably find a class specially for mums-to-be. A specially trained instructor will make sure you only do exercises that are appropriate. If you feel any pain during a class or are unhappy with something you're being asked to do, for any reason, stop. Different Kinds of Aerobics 1. High-impact aerobics: High-impact aerobics is a very energetic form of exercise which features lots of movements that lift you off the ground: jumping, hopping and jogging. It is very vigorous.. 2. Low-impact class is a more sedate form of aerobics and doesn't put so much pressure on your joints. Because it is less vigorous, low-impact aerobics is especially good for: pregnant women; older people; anyone who is overweigh; people who have weaker joints or frailties of other kinds who are not suited to high-impact aerobic exercises; people recovering from injury

3. Body conditioning: A body conditioning class focuses on intensive, but low-impact exercises which tone, shape and strengthen muscles. Classes may also include some light, high-repetition weight training. Body conditioning classes often focus on particular areas such as "bums and tums". 4. "Kickfit" or kick-aerobics: A variation on high-impact aerobics, a kick aerobics class incorporates martial-arts style kicking and other movements to the exercise-routines, but it is non-contact. The class may also include some body conditioning. 5. Step aerobics: Step aerobics combines low-impact and body-conditioning exercises with a raised platform or "step" to accelerate and intensify the workout to your lower body. Step aerobics is particularly beneficial for developing and strengthening the muscles in your legs, spine and hips, and also works on your co-ordination. A recent survey has shown that step aerobics is particularly good for strengthening bones. 6. Dance aerobics: Dance aerobics is a mixed-impact aerobics class with a dance slant - from jazzercise to aeropop and even hiphopics (really). This is a great way to have fun and shape up at the same time. The movements and exercises in aerobic dance classes will depend a lot on the kind of dance that has inspired it - maybe more ballet, bellydancing or bhangra. Having said this, the exercises will be dance variations on the aerobics theme, rather than the other way around. The class will involve a similar ratio of warm up, high-intensity and cool-down exercises as other classes. Program Fundamentals of Aerobics 1. Warm-up - Start off moving to something slow for about 5-10 minutes which will prepare you for more vigorous activities. Starting an aerobic routine too quickly can lead to injuries. 2. High Impact - After warming up, your main aerobic routine should last about 20-30 minutes. If you're just starting your exercise routine, it's better to exercise for a longer period of time at a slower pace than going all out until you feel like you're going to drop dead. 3. Cool Down - Spend the last 5-10 minutes of your aerobic dance routine cooling down and relaxing. This will give you a chance to stretch your muscles and let your heart rate slowly come down. Aerobics Dance Elements: 1. Base moves- low and high Impact March/walk/step Action: Transfer of weight , one foot to the other:; Jog/run : transfer of weight, one foot to other. Momentary loss of contact with the floor. 2. Step touch: Action: Step right foot to right , step tap ball of left foot next to right foot. Tip: Weight is not on tapping foot so the foot maybe use again. 3. Harm string Curl Action: Lay on your back on the floor with the

heels on the ball and arms on the floor Lift your buttocks up off the floor Roll the ball in towards you by bending your knees and hips until your knees are directly above your hips Straighten the legs again by pushing the ball away and repeat 4. Knee lift 5. Taps – (heel taps, toe taps, side taps) Action: step right foot to right side; touch left heel in front (do not transfer weight)/ Step left foot to left side; touch right heel in front (do not transfer weight). 6. Lunges :Action: step right foot to right side; extend left leg backward (right leg bends at knee) 7. Slides: Action: Right foot brushes floor (front, side or back); momentarily loss of contact with the floor as left replace right. 8. Hops: Action: Lift weight off one foot and land on the same time 9. Jumps: Action: take off on two feet and land on two feet. Momentary or sustained loss contact with the floor. 10. Jumping Jacks :Action: start with feet together, spring up, land with feet opening to a straddle position; spring up, land with feet together. 11. Heel Jack: Action: Jump with feet together; jump, extending left heel to left side (left heel should touch floor); jump landing both feet together. Repeat with one side. 12. Leaps: Action: An aerial movement from one foot to the other; sustained contact with the floor. For a high kick, move the working leg from the hip. Do not bend the knee. 13. Pivot Turn: Action: Step forward right, and then turn 180 degrees toward left to face the rear. Step forward right, then turn 180 degrees toward left to face front. Tip: During the turn, make sure your weight is evenly distributed on both feet. Additional Leg Movements 1. Step Heel 2. Step, Close-step, Heel 3. Step Close 4. Step Kick 5. Step Knee lift 6. Box step 7. Rocker 8. Hustle Forward and Back 9. Step, Close, step , kick 10. Stair step 11. "Pony" 12. Elbow to knee Suggested Arm Movements 1. Arm press- push down and up from chest to waist. 2. Biceps Curl – move as though weight- lifting. 3. Front scissors – swing arms across each other in front of the chest then out to sides. 4. Back Scissors – scissors arm behind back. 5. Chicken wings – bend elbows and flap them up and down at your side. 6. Windshield wiper- bend elbows and move hands in front of face like windshield wiper. 7. Double Arm swing – swing arms together across front of chest. 8. Hustle arms- swing both arms backward then

forward. 9. Drive a big Truck- move both arms as if turning a very large steering wheel. 10. Rowing- move are as rowing a boat. 11. Triceps Curl – move arms overhead as in weight lifting. 12. Arm circles – alternate circling R arm clockwise and L arm counter clockwise. 13. Cheer Leader-pump arms up and down alternately overhead. 14. Picking Cherries-Reach up. Dance Moves – Group Activity 1. Grapevine 2. Mambo 3. Charleston 4. Kick-Ball change 5. Jazz square/Box step 6. Cha Cha Cha

HEALTH What is Mental Health? Mental health is concerned with how you view yourself, and how you cope with and handle day-to-day ups and downs. It is difficult to identify specific standards for evaluating a person's mental health. However, some general characteristics of good mental health exist. You can get an idea of what it means to be mentally healthy. Keep in mind that no one has all of these all the time. The national association for Mental Health describes a person with good mental health as one who: 1. feels comfortable about himself or herself; 2. feels right about other people; 3. able to meet the demands of life Mental Health Means much more than not being mentally ill; Concerned with how you view yourself, how you function and get along with people around you, how you express yourself, and how you cope with and handle day- to- day ups and downs. What Influences Your Level of Mental Health? Self Concept – is the sum total of how you view yourself. How is your self-concept formed? By the time you reached school age, your self-concept was fairly well formed. Your adjustment to, and success in, school was largely determined by your beliefs and attitudes about yourself. Many studies have shown that self-concept is closely related to success in school. Positive and Negative Influences on Self-Concept Can you remember events that occurred throughout elementary school? Was there always one student who was the first to be selected on a team and one who was the last? One who seemed to always be late or in

trouble? One who was smart or seemed to catch on fast? People tend to put labels on others for their behavior. Have you ever heard: "She's the smartest girl in the class", or "He's a born athlete", or "There 's no task she can't handle,"? On the other hand, have you heard comments like,: "He's always late," "She's the class clown," "He's so clumsy,"? Improving Self-Concept If your self-concept is high, you tend to see new experience as challenging. If your self-concept is low, you are most likely to see new experiences as threatening – as sources of your potential failure. Think of some of the things you say and do during a school day. What would you say about each person's self concept in the following examples: 1. "No sense in studying. I'm too dumb in math to pass anyway." 2. "I didn't win the race, but I did my best and had a good time." 3. "I'm not going to try out for the team, because I won't make it." People with good self-concept generally like who they are and what they do. They are basically happy and positive people. They can bounce back from defeats and losses. People with good self-concepts are likely to take good care of their health. Their appearance also reflects their feelings about themselves. What kind of messages do you give yourself? 3 Steps to take in improving your self-concept: 1. Recognize the messages you are presently giving yourself. 2. Ask people to whom you are close for assistance and support. 3. Concentrate on the things you do well. Physical Needs - need to satisfy hunger, thirst , sleep; - need to feel secure and safe, to be free from danger. Emotional Needs - need to belong and love and be loved; - need to achieve, to be recognized Aesthetic - need to know, to explore, to understand. Self- fulfilling - Need for self-actualization Personality and Mental Health Have you heard people describe in this way?: "She has a great personality," "He has no personality at all," Personality – encompasses all of your traits, attitudes, feelings, behaviors, and habits. It includes your strengths, weaknesses, likes, and dislikes. 3 Main factors influence the development of your personality: 1. Heredity

2. Environment 3. Personal Behavior Understanding Emotions Your feelings, or emotions, affect your thinking, your relationship with people around you, your behavior, and even your success or failure at accomplishing at a given task. Your emotions have an obvious impact on you and your mental health. This is why you should spend some time learning more about them. Rapid growth and change is caused by body chemicals called hormones. Besides Physical changes, hormones also cause emotional changes. Emotions are Normal Emotions are neither healthy nor unhealthy. How you express your emotions, however, can be healthy or unhealthy. Because our deepest feelings are quite difficult to identify, we often cover them up or describe them as something different. Have you ever said: "I'm furious with you," or "I hate you," When what you really meant was, "I'm so hurt that I do not know what to do,"? Have you ever said: "I hate this class, its dumb," when you really meant, "I am afraid I won't do well," or "I'm scared people won't like me"? 5 Basic Emotions 1. Love 2. Happiness 3. Anger 4. Fear 5. Sorrow NEGATIVE FEELINGS and ATTITUDES 1. Loneliness - the feeling that is recognize because of a desire relationship. 2. Alienation - this is due to lack of social ties and friendship. 3. Mild Depression - The continuing and overwhelming feeling of sadness and lack of motivation. 4. Mild Anxiety - Arises because of a definite event, such as a test, a date, or an athletic game. Indications that you need help and counseling because of negative emotions are as follows: 1. Very strong reaction to simple problems or disappointments; 2. Inability to get along with people at home, school, church at work; 3. Mistrust of family and friends; and 4. Preoccupation with fears and anxieties Problem-Solving involves making decisions. (Of course, not all of the decisions you make are because of a problem) Regardless of how large or small your problem is, the choice you are making is problem-solving, a skill that you can learn and then practice. Problem-Solving involves making decisions. (Of course, not all of the decisions you make are because of a problem) Regardless of how large or small your problem

is, the choice you are making is problem-solving, a skill that you can learn and then practice. Problem-Solving Steps: 1. Clearly identify the problem 2. Identify all of your possible choices 3. Consider and evaluate the consequences of each choice. 4. Select the best choice and act 5. Evaluate the results of your choice. You are the one responsible for your choice. Managing Stress in Your Life Stress – is the body's general response to any situation. This simply means that anytime something or someone appears before us, or we hear or feel something, the body responds. Not all stress is bad- a certain amount of stress is necessary for life. If the body were not under some stress, it would cease to function. As a matter of fact, experts say that moderate amounts of stress improve productivity. What excites you, stimulates you, and challenges you certainly produces stress. Factors Influencing Stress 1. Person's age 2. social status 3. income 4. stage or place in life 5. cultural background 6. previous experience What is a Stressor? A stressor is something that initiates a stress response. Stressors can be people, objects, places, or events. All of these changes take place when we are faced with something we perceive to be a stressor. Once the stressor has been dealt with, the body returns to normal. However, in cases where the stressor is prolonged or not dealt with,the body continues to work at this level. After a period of time, the body becomes exhausted. The system begins to break down. We become more susceptible to illness and accidents. We cannot think clearly, and want to flee the problem. The effects of Stress on Wellness * anxiety; frustrations; tension * heart diseases; high blood pressure; asthma; ulcers; colitis; migraine headaches; *accidents; injuries; careless Coping with Stress: 1. Identify your own sources of stress, and examine your methods of coping; 2. Make conscious choices that help to control the amount of stress you experience; 3. Develop and use coping and relaxation techniques to diffuse the tension that builds excess stress. 4. Practice good health habits daily. Type A and B Personalities Theory on Personalities that are more prone to stress. Developed the theory : Doctors Frriedman and Roseman

These types have nothing to do with intelligence, ambition or success. Type "A" Personalities – are more likely to have problems, such as heart disease, high blood pressure, and stomach disorders. Type "B" Personalities – appear to be more flexible and less rushed. Keep in mind that type "A" personalities can change their behavior pattern if they work on them. Even some drugs can help to change type "A" to type "B" personalities. Time – Friend or Foe? In any discussion of stress, we must consider time. Time is a major factor in stress management. People who manage their time well are better able to control stress in their lives, as long as they look at time as an ally and not as an opponent. How do you look at time? What are your time-management skills – your effective ways of arranging your time? Check yourself on the following behavior: 1. Are you always rushing? 2. Do you continually bounce back and forth between unpleasant alternatives? 3. Do you have trouble finding things? 4. Do you find yourself tired from hours nonproductive activity? 5. Do you find insufficient time for rest or personal relationships? 6. Do you regularly miss deadlines? 7. Are you overwhelmed by demands and details? 8. Do you find yourself doing several tasks at a time? 9. Do you have trouble deciding what to do next? If you answered Yes to six or more of these questions, you may need to work on managing your time better. The Key to Time Management Some people have difficulty managing their lives because they do not have good time-management skills. Part of this problem occurs because of a person's inability to say "NO" to others. Saying "YES" to virtually anything that is proposed to you says that you have not established your priorities, that is what is important to you. Maybe several things are important, but there are certain times to do certain tasks. Knowing when to do the tasks that must be done, and knowing when to say "NO", is an important way of showing that we can manage our lives. Sometimes we are afraid to say "NO" because it might offend, or perhaps we are afraid of what the other person will do if we say "NO". In either case, we have to keep our primary objectives in mind and act on them. If we respond with a polite "NO", the other person will probably react favorably. Managing Stress Six major ways to Manage Stress: 1. Planning 2. Thinking ahead 3. Laughing 4. Rechaneling your energy 5. Learning to Relax 6. Calling on your support group

Mental Disorders What constitutes Mental Illness? - It is a Mental disorder, a disease, or a disturbance that prevents a person from leading a happy, healthy life. Mental illness carries a stigma in our society. - A stigma means a blot on one's good name. Mental Disorders - is used to describe the broad range of mental health problems. Types of Mental disorders Organic Disorder - disorder caused by a physical illness or injury that affects the brain. Potential causes of Organic disorders: brain tumors, alcoholism, infections, syphilis, and stroke. Functional Disorders - results from one of many psychological causes, in which no brain damaged is involved. These disorders are much more of an internal nature, resulting from such conditions as stress, emotional conflict, or poor coping skills. The three (3) main categories of functional disorders are: 1. Neurosis 2. Psychosis 3. and personality disorders 1. Neurosis - a disorder in which the anxiety or fear prevents a person from functioning effectively in day-to-day living. Classification of Neurosis Paranoia – an all absorbing apprehension that interferes with carrying a normal activity. Hypochondria – a preoccupation with the body and with fear of presumed diseases. Anorexia – the loss of appetite, especially when it is prolonged Depression – is a condition characterized by sadness, anxiety, insomnia, and withdrawal. Suicide - the taking of one's life. 2. Psychosis A Psychotic - is an individual whose perception of reality is so distorted that he or she is unable to function properly in the environment. Most common Psychosis: Schizophrenia (skit-zoe-free-nee-ah) - a mental disorder meaning "split mind". They exhibit abnormal emotional responses or, in some cases, no emotional response at all. They may respond inappropriately in some situations. Much research is still being carried out to better understand schizophrenia. Some doctors believe its causes stem from a physical disorders. Others think it is genetic in nature. Presently, with proper treatment, may schizophrenics can recover.

3. Personality Disorders - no apparent, distinct signs and symptoms appear. - The individual continues to function. Often effectively, in his or her environment. - may respond inappropriately in certain situations or may interfere with others' interaction. One common personality disorder is termed the antisocial personality – characterized by a person's being in constant conflict with society. The antisocial personality often does not care and is, therefore, usually on trouble with the law. What is Mental Illness/Disorder? A mental disorder or mental illness is a psychological or behavioral pattern that occurs in an individual and is thought to cause distress or disability that is not expected as part of normal development or culture. Any of various conditions characterized by impairment of an individual's normal cognitive, emotional, or behavioral functioning, and caused by social, psychological, biochemical, genetic, or other factors, such as infection or head trauma. Also called emotional illness, mental disease; also called mental disorder. Types of Mental Illness ? Anxiety disorders - People with anxiety disorders respond to certain objects or situations with fear and dread, as well as with physical signs of anxiety or nervousness, such as a rapid heartbeat and sweating. An anxiety disorder is diagnosed if the person's response is not appropriate for the situation, if the person cannot control the response or if the anxiety interferes with normal functioning. ? Mood disorder - These disorders, also called affective disorders, involve persistent feelings of sadness or periods of feeling overly happy, of fluctuations from extreme sadness. The most common mood disorders are depression, mania and bipolar disorder. ? Psychotic disorder - Psychotic disorders Involve distorted awareness and thinking, Two of the most common symptoms of psychotic disorders are hallucinations – the experience of images or sounds that are not real, such as hearing voices – and delusions – false beliefs that the ill person accepts as true, despite evidence to the contrary. Schizophrenia is an example of a psychotic disorder. ? Eating disorders - Eating disorders involve extreme emotions, attitudes and behaviors involving weight and food. Anorexia nervosa, bulimia nervosa and binge eating disorder are the most common eating disorders. ? Impulse control and addiction disorders People with impulse control disorders are unable to resist urges, or impulses, to perform acts that could be harmful to themselves or others. Pyromania (starting fires), kleptomania (stealing) and compulsive gambling are examples of impulse control disorders. Alcohol and drugs are common objects of addictions. Often, people with this disorder become so involved with the objects of their addiction that they begin to ignore responsibilities and relationships. ? Personality disorders

People with personality disorders have extreme and inflexible personality traits that are distressing to the person and/or cause problems in work, school or social relationships. In addition, the person's patterns of thinking and behavior significantly differ from the expectations of society and are so rigid that they interfere with the person's normal functioning. Examples include antisocial personality disorder, obsessive-compulsive personality disorder and paranoid personality disorder. Other, less common types of mental illnesses include: ? Adjustment disorder - Adjustment disorder occurs when a person develops emotional or behavioral symptoms in response to a stressful event or situation. The stressors may include natural disasters, such as an earthquake or tornado; events or crises, such as a car accident or the diagnosis of a major illness; or interpersonal problems, such as a divorce, death of a loved one, loss of a job or a problem with substance abuse. Adjustment disorder usually begins within three months of the event or situation and ends within six months after the stressor stops or is eliminated. ? Dissociative disorders People with these disorders suffer severe disturbances or changes in memory, consciousness, identity, and general awareness of themselves and their surroundings. These disorders usually are associated with overwhelming stress, which may be the result of traumatic events, accidents or disasters that may be experienced or witnessed by the individual.Dissociative identity disorder, formerly called multiple personality disorder, or "split personality", and depersonalization disorder are examples of dissociative disorders. ? Factitious disorders Are conditions in which physical and/or emotional symptoms are experienced in order to place the individual in the role of a patient or a person in need of help. ? Sexual and gender disorders These include disorders that affect sexual desire, performance and behavior. Sexual dysfunction, gender identity disorder and the paraphilias are examples of sexual and gender disorders. ? Somatoform disorders A person with a somatoform disorder, formerly known as psychosomatic disorder, experiences physical symptoms of an illness even though a doctor can find no medical cause for the symptoms. ? Tic disorders People with tic disorders make sounds or display body movements that are repeated, quick, sudden and/or uncontrollable. (Sounds that are made involuntarily are called vocal tics). Tourette syndrome is an example of a tic disorder. Other diseases or conditions, including various sleep-related problems and many forms of dementia, including Alzheimer's disease, are sometimes classified as mental illnesses

because they involve the brain. Facing Problems and Conflicts Defense mechanism - are strategies used to cope with stressful situations. 1. Denial - Refusal to accept reality. 2. Escape, or Fantasy - Running away from a problem through daydreaming. 3. Rationalization - An attempt to justify one's action with an excuse rather than admitting one's failure or mistake. 4. Projection - An attempt to protect one's self-concept by blaming unpleasant feelings or inappropriate actions on others. 5. Repression - Blocking out thoughts about unpleasant things or experiences- forgetting on purpose. 6. Identification- Acting like or modeling one's behavior after a person he or she likes. 7. Displacement- Expressing feelings toward someone or something not associated with the source of the feelings. 8. Regression- Retreating to an earlier time that seems less threatening and requires less responsibility. 9. Compensation - An attempt to make up for something you do not have, or did not receive. 10. Sublimation- Transforming unacceptable behaviors in acceptable ones. Signs of Mental Health Problems 1. Sadness over a specific event, or for no reason. 2. Hopelessness – the sense that your life is out of control; 3. violent or erratic shifts in your moods; 4. Inability to concentrate or to make decisions; 5. Fear and Anger because "the world" is against you. 6. trouble getting along with those around you; 7. Severe sleep disturbances – nightmares, insomnia 8. Compulsive self-destructive behavior – overeating, drinking , drug abuse 9. Frequent physical Ailments – for which no medical cause can be found Ways of preventing Mental Disorder/Illness Different services may help such as: PSYCHIATRY - Is a medical specialty officially devoted to the treatment, study and prevention of mental disorders. Psychiatric assessment typically involves a mental status examination, the taking of a case history. Psychological tests may also be conducted. PSYCHOANALYSIS - Strives to expose the ego in the treatment situation and the original emotional conflicts which it could not solve in the past. To achieve these goals, the patient is expected to appear several times a week for interview with the analyst and engage in a free association which involves the spontaneous verbalizing of all the things comes to mind, without organizing or censoring the material. Group Therapy - A form of Psychotherapy wherein six to 10 persons meet once or twice a week under the directions of a trained leader or

therapist. PSYCHOTHERAPY - A method of verbal treatment which has been labeled "the talking cure", the aim of which is to free or to alleviate the client's mental illness; The process involves the exploring of contradictions and inconsistencies, discovering and experiencing of feeling previously denied, awareness, perceiving of positive regard on the part of the therapist, reorganization and restructuring of the client's concept of himself and awareness of responsibility for the new self in action. Drug Therapy - the use of drugs to reduce a mental disorder or to prepare for the above two treatments. Electroconvulsive Therapy - Electric shock given to a patient under anesthetic, usually on a side of the brain. This treatment can sometimes help severely depressed patients. Self-help to improve Personality and Prevent Mental Disorder ? Maintain a sound physical health. ? Develop a wholesome outlook in life. ? Gain confidence through making sure of success. ? Learn to enjoy people to make stimulating social contacts. ? Cultivate a variety of active interests. ? Conquer fears by facing them. ? Embrace a wholesome attitude toward sex matters. ? Develop a sensible independence. ? Plan a balanced program of work and play. ? Beware of alluring escapes. ? Learn to face things as they are. ? Strive for a balanced satisfaction of life's need. ? Remember that time is a great healer and God is the greatest. AGING AND DEATH EDUCATION AGING Aging is an irreversible biological changes that occur in all living things with the passage of time, eventually resulting in death. The process of becoming older, a process that is genetically determined and environmentally modulated. The organic process of growing older and showing the effects of increasing age Is the accumulation of changes in an organism or object over time. Ageing in humans refers to a multidimensional process of physical, psychological, and social change Senescence or biological aging is the change in the biology of an organism as it ages after its maturity. Such changes range from those affecting its cells and their function to that of the whole organism. There are a number of theories why senescence occurs including those that it is programmed by gene expression changes and that it is the accumulative damage of biological processes. catabiosis - normal aging of cells

SIGNS OF AGING Physical Changes 1. The skin turns dry and wrinkled. 2. The hair becomes thinner and turns to gray or to white. 3. The joints of the skeleton stiffens because of a reduction of lubricating fluids. 4. Sense of touch is diminished and therefore response to pain lessens. 5. The reflexes is reduced. 6. Vision tends towards farsightedness. 7. Hearing sensitively decreases. 8. Short term memory is reduced. 9. Sense of smell is reduced and sense of taste appears to decline. 10. Loss of teeth. 11. They tend to perspire less. 12. Males and females menopause. Psychological or Mental Changes 1. Regression 2. A restless wandering feeling 3. Confusion 4. Combative in nature 5. Persistent talk about the wish to die 6. Paranoid delusions 7. Inappropriate dependency 8. Becoming critical and demanding 9. Depression 10. Isolation Sociological Changes 1. Loss of child rearing function 2. Loss of spouse 3. Mandatory retirement 4. Problems of transportation 5. Lack of community involvement 6. Lack of knowledge in community resources 7. Financial problems 8. Proper use of time-leisure activities 9. Loneliness 10. Loss of role identification 11. Helpless victims of crimes of abuse Gerontology is the scientific study of old age, emphasizing the social and behavioral aspects of aging. Although aging is a lifelong process and varies in its effects on individuals, old age has been commonly defined as beginning at the age of 65. Be active in both physically and intellectually. They should eat healthy foods and plan for leisure in their life. Death Education Refers to a variety of educational activities and experiences related to death and embraces such core topics as meanings and attitudes toward death, processes of dying and bereavement, and care for people affected by death. Also called education about death, dying, and bereavement, is based on the belief that death-denying, death-defying, and death-avoiding attitudes. Two major reasons for providing death education' First, death education is critical for preparing professionals to advance the field and accomplish its purposes. Second, it provides the general public with

basic knowledge and wisdom developed in the field. The overarching aims of death education are to promote the quality of life and living for oneself and others, and to assist in creating and maintaining the conditions to bring this about. Coping With Grief Just as people feel grief in many different ways, they handle it differently, too. Some people reach out for support from others and find comfort in good memories. Others become very busy to take their minds off the loss. Some people become depressed and withdraw from their peers or go out of the way to avoid the places or situations that remind them of the person who has died. For some people, it can help to talk about the loss with others. Some do this naturally and easily with friends and family, while others talk to a professional therapist. Some people may not feel like talking about it much at all because it's hard to find the words to express such deep and personal emotion or they wonder whether talking will make them feel the hurt more. This is fine, as long you find other ways to deal with your pain. People sometimes deal with their sorrow by engaging in dangerous or self-destructive activities. Doing things like drinking, drugs, or cutting yourself to escape from the reality of a loss may seem to numb the pain, but the feeling is only temporary. This isn't really dealing with the pain, only masking it, which makes all those feelings build up inside and only prolongs the grief.If your pain just seems to get worse, or if you feel like hurting yourself or have suicidal thoughts, tell someone you trust about how you feel. Ways to Cope with Death Discuss feelings such as loneliness, anger, and sadness openly and honestly with other students, instructors and family members. Maintain hope. If your religious convictions are important to you, talk to a member of the clergy about your beliefs and feelings. Join a support group. Take good care of yourself. Eat well-balanced meals. Get plenty of rest. Be patient with yourself. It takes time to heal. Some days will be better than others. DENIAL AND SHOCK At first, it may be difficult for you to accept your own dying or the death of a loved one/classmate. As a result you will deny the reality of death. However, this denial will gradually diminish as you begins to express and share your feelings about death and dying with other students or friends. Symptoms After the initial shock has worn off, the next stage is usually one of classic denial, where they pretend that the news has not been given. They effectively close their eyes to any evidence and pretend that nothing has happened. Typically, they will continue their life as if nothing has happened. In the workplace, they will carry on doing their job even if that job is no longer required. A classic behavior here is a 'flight into health',

where previously-perceived problems are suddenly seen as having miraculously fixed themselves. Treatment You can move a person out of denial by deliberately provoking them to anger. Hold up the future (sympathetically) so they cannot avoid or deny it. Tell them that it is not fair. Show anger yourself (thus legitimizing that they get angry). ANGER During this stage the most common question asked is "why me?". You are angry at what you perceive to be the unfairness of death and you may project and displace your anger unto others. When given some social support and respect, you will eventually become less angry and able to move into the next stage of grieving. Symptoms The next step after denial is a sudden swing into anger, which often occurs in an explosion of emotion, where the bottled-up feelings of the previous stages are expulsed in a huge outpouring of grief. Whoever is in the way is likely to be blamed. In a company this includes the managers, peers, shareholders customers and suppliers. The phrase 'Why me?' may be repeated in an endless loop in their heads. A part of this anger thus is 'Why not you?', which fuels their anger at the those who are not affected, or perhaps not as seriously so. Treatment When they are angry, the best thing you can do is give them space, allowing them to rail and bellow. The more the storm blows, the sooner it will blow itself out. Where anger becomes destructive then it must be addressed directly. As necessary, you may need to remind people of appropriate and inappropriate behavior. Reframe their anger into useful channels, such as problem areas and ways to move forward. Beware, when faced with anger, of it becoming an argument where you may push them back into denial or cause later problems. Support their anger. Accept it. Let them be angry at you. BARGAINING Many students try to bargain with some sort of deity. They probably try to bargain and offer to give up an enjoyable part of their lives in exchange for the return of health or the lost person. Symptoms After the fires of anger have been blow out, the next stage is a desperate round of bargaining, seeking ways to avoid having the bad thing happen. Bargaining is thus a vain expression of hope that the bad news is reversible. Bargaining in illness includes seeking alternative therapies and experimental drugs. In organizations, it includes offering to work for less money (or even none!), offering to do alternative work or be demoted down the hierarchy. One's loyalties, debts and dependants may be paraded as evidence of the essentiality of being saved.

Treatment When people are bargaining, you should not offer them any false hope. Although there may be practical things they can do which you can offer them, never offer them something that cannot be fulfilled. Sometimes the best you can do at this stage is point even more at the inevitable, even though this may well tip them into depression (which may well be a necessary move). When they are in a bargaining mood, sometimes there are things you can offer them, such as support for change or new opportunities. In these cases you may be able to strike a win-win deal, where they get an improved deal and you get collaboration or some other contribution. In a business setting, this may include finishing off some important work before they leave and receiving a special bonus for doing so. DEPRESSION You may at first experience a sense of great loss. Mood fluctuations and feelings of isolation and withdrawal may follow. It takes time for you, the grieving student, to gradually return to your old self and become socially involved in what's going on around you. Please note that encouragement and reassurance to the bereaved student will not be helpful in this stage. Symptoms After denial, anger and bargaining, the inevitability of the news eventually (and not before time) sinks in and the person reluctantly accepts that it is going to happen. From the animation of anger and bargaining, they slump into a slough of despond. In this deep depression, they see only a horrible end with nothing beyond it. In turning in towards themselves, they turn away from any solution and any help that others can give them. Depression may be seen in a number of passive behaviors. In the workplace, this includes physical absenteeism, long lunch breaks and mediocre work performance. It can also appear in tearful and morose episodes where the person's main concern is focused on their own world. Treatment The first thing you can do with people who are in depression is to be there with them, accepting them in all their misery. People who are depressed feel very much alone and you company, even though it may not seem that way, is likely to be welcome. The second thing to do is to keep them moving. It is easy to get stuck in depression, and the longer they stay there, the deeper into the mud they are likely to slide. So keep up a steady stream of support, showing them that there is light ahead and encouraging them to reach towards it. In the workplace, provision of professional coaching, counselling and other support can do a lot to help people recognize their depression and find a way to clamber out of the pit ACCEPTANCE Acceptance does not mean happiness. Instead

you accept and deal with the reality of the situation. Symptoms The final stage is back to one of stability, where the person is ready and actively involved in moving on to the next phase of their lives, no matter how short. The terminally ill person will be putting their life in order, sorting out wills and helping others to accept the inevitability that then now have countenanced and faced. In the workplace, people who havelost their jobs will be actively seeking new work, whilst others who have had their work changed will be tidying up and getting ready to move on. Acceptance is typically visible by people taking ownership both for themselves and their actions. They start to do things and take note of the results, and then changing their actions in response. They will appear increasingly happier and more content as they find their way forward. Treatment Help the person to establish themselves permanently in their new position. Fix them there, ensuring that there is no way back to the previous situation. Congratulate them on getting through the change. Celebrate the completion of their transition.