PHYSICAL

EDUCATION
AND HEALTH

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INTRODUCTION

Welcome to the University of San Agustin – Senior High School!

This is Physical Education and Health, a core subject of the K to 12 Senior High
School Curriculum. In this subject, you will demonstrate understanding of dance in
optimizing one’s health; as requisite for physical activity assessment performance, and as
a career opportunity. Here, you will be taught how to lead dance events with proficiency
and confidence resulting in independent pursuit and in influencing others positively.
This module is learner-friendly and allows you to learn at your own pace. It
contains the subject description, learning competencies, performance standards,
specific objectives, pre-assessment and post assessment tests. Moreover, the lessons
here ensure that you clearly understand the concept that fitness and exercise optimize
your health. Thus, each lesson includes the following parts:
Let’s Try This is a preliminary activity to introduce the lesson;
Let’s Apply This demonstrates the application of the concepts and
principles;
Let’s Do This tests your learning about the topics;
Let’s Remember highlights the important points to be
remembered about the lesson; and
Let’s See What You Have Learned allows you to reflect and write your
insights on what you have learned for the week.

SUBJECT DESCRIPTION

Physical Education and Health offers experiential learning for learners to adopt an
active lifestyle for fitness and lifelong health. The knowledge, skill, and understanding
which include physical and health literacy competencies support the students in the
following ways:
 accessing, synthesizing and evaluating information;
 making informed decisions;
 enhancing and advocating their own as well as others’ fitness
and health.
This course on dance includes rhythmical movement patterns; the promotion and
appreciation of Philippine folk dances, indigenous and traditional dances, as well as other
dance forms.

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 This subject is divided into twenty (8) hour lessons.
Lesson 1 focuses on optimizing energy through dance for safe and improved
performance.
Lesson 2 explains the role of physical activity in managing one’s stress.
Lesson 3 focuses on Philippine folk dances.
Lesson 4 focuses on modern and contemporary dance.
Lesson 5 focuses on cheer dance.

LEARNING COMPETENCIES
At the end of this module, the learners are expected to:
Lesson 1 (Week 1)
 define energy system;
 identify the different kinds of energy system;
 discuss the importance of energy system in dance;
 perform a dance where energy systems can be used;

Lesson 2 (Week 2 & Week 3)

 define dance;
 enumerate the benefits of dancing;
 discuss the importance of dancing in relieving stress;
 identify the elements of dance;
 perform a dance to relieve stress;

Lesson 3 (Week 4 & Week 5)

 define folk dance;
 discuss the nature of Philippine folk dance;
 perform basic folk dance steps;
 create their own dance using the basic folk dance steps;

Lesson 4 (Week 6 & Week 7)

 define modern and contemporary dance;
 appreciate the benefits of modern dance;
 identify basic modern dance movements;
 create a simple modern dance combination;

Lesson 5 (Week 8)
 define cheer dance;
 identify the basic positions in cheer dancing;
 execute basic positions in cheer dancing;
 create their own cheer motion.

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 TABLE OF CONTENTS

Title
Page

Introduction 2
Subject Description 2
Learning Competencies 3
Pre-Assessment Test 5
Lesson 1: Energy System 11
Lesson 2:Introduction to Dance 19
Lesson 3:Philippine Folk Dance 27
Lesson 4: Modern and Contemporary Dance
Lesson 5: Cheer Dance
References

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NAME: ________________________________ STRAND/YEAR/SECTION:
__________
DATE: _________________________________ SCORE:
_________________________

PRE-ASSESSMENT TEST

This preliminary examination determines your baseline knowledge about dance in

optimizing one’s health as a habit, as requisite for physical activity assessment
performance, and as a career opportunity. You are required to take this examination
before proceeding to the lessons contained in this module.

Test. 1. True or False. Read each statement carefully. In the space provided, write
True if the statement is correct, and False if the statement is incorrect.

No. Statement Answer

1. Energy is the ability or capacity to do work and is
measured in calories or joules.
2. Protein is used for growth and repair of muscles and body
tissues.
3. ATP stands for Adenosine Triphosphate.
4. Anaerobic system is also known as oxygen energy system.
5. The energy systems do not work independently and do
not function in isolation.
6. Dance differs from athletics or other daily activities
because it focuses primarily on an aesthetic or even
entertaining experience.
7. When the body feels good, the mind does, too.
8. Folk dance is created by a known choreographer or by
communal efforts.
9. Modern dance movements are based on basic
locomotor and non-locomotor skills.
10. Cheer dance routines require a mixture of dance music
and some cheer segment in order to kick off a routine.
11. Cheerleaders must master the different elements of cheer
dance including all the skills, transitions, and parts of a
routine that bring it together.
12. Philippine folk dance can be classified as modern dance.
13. All national and ethnic dances are folk dance, but not all
folk dances are considered national or ethnic dances.
14. Dancing is classified as anaerobic.
15. Glycolysis can occur in the presence or absence of
oxygen.
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Test 2. Multiple Choice. Read each statement carefully and encircle the letter of the
correct answer.

1. ________________ is the breakdown of glycogen into glucose.

a. Lactic acid c. Aerobic respiration b. Glycolysis d. Anaerobic respiration
2. Movements are varied by doing larger or smaller actions
called______________.
a. size c. level
b. direction d. focus
3. The movement that varies in tempo or speed is
called_________________.
a. space c. timing
b. beat d. direction
4. They are the power plants in our body cells.
a. neurotransmitters c. mitochondria
b. plasma d. endorphins
5. These are chemicals within the brain that help communicate messages
throughout the body.
a. neurotransmitters c. mitochondria
b. plasma d. endorphins
6. These are the body’s natural painkiller which reduce stress and
improve the mind’s perception of the world.
a. neurotransmitters c. mitochondria
b. plasma d. endorphins
7. She is the first National Artist for Dance and the Mother of Philippine Folk
Dance.
a. Francisca Reyes- c. Liza Macuja
Aquino d. Alice Reyes
b. Fracisca Rivera
8. Philippine folk dance should have the following characteristics except one. Which is
it?
a. It performs a function c. It was created by an
in the life of the unknown
people choreographer or by
b. It has an expressive communal efforts
behavior d. It is contemporary
9. It is a deviation from the principles of classical ballet developed by Isadora
Duncan.
a. ballet c. contemporary
b. hip-hop dance
d. modern dance

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10. This is a combination of ballet and modern dance. It uses varied mediums of other
dance forms like folk, ethnic, jazz and tribal dance.
a. ballet c. contemporary
b. hip-hop dance
d. modern dance
11. An even rhythm pattern in which an alternate transfer of weight occurs
from one foot to the other.
a. run c. dance walk
b. triplet d. waltz
12. An attempt to trick the eye and inner ear balance receptors into thinking one
has not turned at all.
a. turn c. leap
b. rolls d. spotting
13. An event that consists of cheers and organized routines for sports
team motivation, audience entertainment, or competition.
a. sportsfest c. cheers and yells b. cheerleading d. gymnastics

14. A concentrated fuel used during rest and prolonged submaximal exercise.
a. fat c. carbohydrates
b. protein d. vitamins
15. It is for growth and repair of muscles and body tissues.
a. fat c. carbohydrates
b. protein d. vitamins
16. This is our immediate energy system that provides quick energy but
does not last long.

a. ATP-PC system c. aerobic system b. lactic acid system d. glycolysis

17. It is also called the anaerobic glycolysis system which produces energy from muscle
glycogen -- the storage form of glucose.
a. ATP-PC system c. aerobic system b. lactic acid system d. glycolysis
18. It is also known as the oxygen energy system and it uses both
carbohydrates and fat in a slow energy burn.

a. ATP-PC system c. aerobic system b. lactic acid system d. glycolysis

19. Movements are explosive or in contrast with sustained movements.

a. sustained c. vibratory b. percussive d. swinging

20. Movements are done smoothly, continuously, and with flow and
control. It does not have a clear beginning and ending.
a. sustained c. vibratory b. percussive d. swinging
 21. Movements trace a curved line or an arc in space.
a. sustained c. vibratory b. percussive d. swinging

22. These dances are performed in primitive tribes and have retained their
close kinship with religious ritual and community custom.

a. national dances c. national dances b. lowland Christian d. ethnic dances

23. It is used to lead the crowd and emphasize words for crowd response.
a. cheer motions c. squad
b. yells d. dancers
24. A group of cheerleaders.
a. cheerers c. squad
b. yellers d. dancers
25. It is the first stage of jump.
a. execution c. approach
b. landing d. lift

Test 3. Matching Type. Match column A with column B. Write the letter
that corresponds to the correct answer in the
column provided.

No. Column A Column B Answer

1. a. T Motion

2. b. Bow and Arrow

3. c. Clap

4. d. L Motion

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 5. e. Muscle Man

Test 3. Matching Type. Match column A with column B. Write the letter
that corresponds to the correct answer in the
column provided.

No. Column A Column B Answer

6. a. Kneel

7. b. Checkmark

8. c. Toe Touch

9. d. Half T

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10. e. Overhead
clasp
 LESSON 1
(ENERGY SYSTEM)

TIMEFRAME: FIRST WEEK

Performance Standard:

The learners lead dance events with proficiency and confidence resulting in independent
pursuit and in influencing others positively.
Specific Objectives:
At the end of the period, learners are expected to:
1. define energy system;
2. identify the different kinds of energy system;
3. discuss the importance of energy system in dance; and
4. perform a dance that uses energy systems.

Did you know?

The average human, at rest, produces around 100 watts of power. Over periods of a
few minutes, humans can comfortably sustain
300-400 watts; and in the case of very short bursts of energy, such as sprinting,
some humans can output over 2,000 watts. The bulk of this energy is required for
important tasks, such as pumping your heart and flexing your muscles, but a lot
of it is wasted, primarily as heat. Almost all of this wasted energy could be
captured and turned into electricity. Furthermore, this process could then augment
or completely replace reliance on batteries.

Source:
LaBonta, Lo’eau, (2014). Human Energy Converted to Electricity. Retrieved July 7, 2020 from
http://large.stanford.edu/courses/2014/ph240/labonta1/#:~:text=The%20average%20human%2C%20at%2
0rest,can%20output%20over%202%2C000%20watts.

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 For most of us, energy is something we only talk about when we run out of it during a
game of tennis or touch footy. We do not know where it comes from; it is just there. But how
does it get there? How do we get the energy we need to move the human body? You will find
out the answers to these questions in this topic. But before that, let have an activity.

Activity 1.1: WORD SEARCH

Directions: Let us do a word search. Find and encircle ten words that are related to the Energy
System. These words are written vertically, horizontally, diagonally, or backwards.

HINTS:
P R D A N A E R O B I C
1. OUJSEL
R X Z G L U C O S E A J 2. YREGNE
3. TSFA
O X I D A T I V E L R O 4. CESULGO
5. OEIACLRS
T H E O V T F H O D T U 6. CBIAREO
7. CNBIARAEO
E I P O L M C R F H H L 8. OSSCILYGYL
9. PTEOIRN
I Q W R T Z I B Q W G E 10. EANIDESON

N L P R E E Q T F A T S

F P S I S Y L O C Y L G

A A F A D E N O S I N E

A E R O B I C R Y H J K

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 The words that you have searched are: joules, energy, fats, glucose, calories, aerobic,
anaerobic, glycolysis, protein, and adenosine. These words are related to our lesson for today.

INTRODUCTION

Energy is the ability or capacity to do work and is measured in calories or joules. It is

made up of carbohydrates, proteins and fats which are broken down during digestion to become
glucose, amino acids, and fatty acids respectively. These are then absorbed into the blood cells
where they become adenosine triphosphate (ATP), our body’s fuel.
Energy systems in our body includes the ATP-CP system, glycolysis, and oxidative. In
the previous grade level, these energy systems were discussed in the concept of exercise and
sports. In this module, you will learn how energy systems function in the concept of dance.

Food Fuels for Energy

 Carbohydrates (CHO) – preferred source of fuel during exercise

(glycogen)
 Fat – concentrated fuel used during rest and prolonged submaximal exercise
 Protein – used for growth and repair of muscles and body tissues

What is Energy System?

Energy systems refer to the specific mechanisms in which energy is produced and used
by your body. Like most mammals, you generate energy via three systems: phosphagen (ATP-
PC), glycolytic, and oxidative. All three energy systems are engaged during all forms of
physical activity. However, the extent to which each one is involved varies depending on the
duration and intensity of the activity. Let us review all the three energy systems.

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 3 Kinds of Energy System

1. PHOSPHAGEN (ATP-PC) SYSTEM- this is our immediate energy system that provides quick
energy but does not last long. It is also the unit of energy that fuels metabolism, or the
biochemical reactions that support and maintain life. For short and intense movement lasting less
than 10 seconds, the body mainly uses the ATP-PC, or creatine phosphate system. This system is
anaerobic, which means it does not use oxygen. The ATP-PC system utilizes the relatively small
amount of ATP already stored in the muscle for this immediate energy source. When the body's
supply of ATP is depleted, which occurs in a matter of seconds, additional ATP is formed from
the breakdown of phosphocreatine (PC) -- an energy compound found in muscle. (E.g.
punching a boxing bag as hard as you possibly can for 2 – 3 punches, a short sprint, lifting a
heavy resistance for three repetitions, and pitching a baseball.)

2. LACTIC ACID/GLYCOLYTIC SYSTEM- also called the anaerobic glycolysis system,

produces energy from muscle glycogen -- the storage form of glucose. Glycolysis, or the
breakdown of glycogen into glucose, can occur in the presence or absence of oxygen. When
inadequate oxygen is available, the series of reactions that transforms glucose into ATP
causes lactic acid to be produced -- in efforts to make more ATP. The lactic acid system fuels
relatively short periods -- a few minutes -- of high-intensity muscle activity, but the
accumulation of lactic acid can cause fatigue and a burning sensation in the muscles. (E.g.
sprinting and lifting weights)

3. AEROBIC/OXIDATIVE SYSTEM- also known as the oxygen energy system. It uses both
carbohydrates and fat in a slow energy burn. The aerobic energy system is the most complex
of the three using oxygen to create something called glycolysis and, ultimately, produce that
all-important ATP. The aerobic energy system also has a nifty way of generating energy in
our mitochondria (considered the power plants in our body’s cells). It is all very
complicated and heavily reliant on the flow of oxygen from our circulatory system. As a
result, the aerobic energy system is the slowest to act of the three. It is essential for providing
basic energy needs for general prolonged movement and endurance activities. It is incredibly
important for tissue repair, digestion, temperature control and hair growth as well. (E.g.
running, biking, swimming, and walking)

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 AEROBIC vs ANAEROBIC

To clearly understand the energy systems, let us relate to your daily activities.

Activity 2.1:

List down at least five of your daily activities that require the following energy systems:

PHOSPHAGEN GLYCOLYTIC OXIDATIVE

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Questions:

AEROBIC ANAEROBIC
 presence of oxygen  absence of oxygen
 moderate intensity  high intensity
 long duration  short duration
 develops stamina  develops force
 burns calories during the activity  burns calories even when at rest
1. How do you prepare your body in order to do the activities you have listed above?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What do you think will happen if you do not have energy?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Differentiate the activities you have performed in phosphagen, glycolytic and oxidative.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Great! You can differentiate the energy systems. Let us proceed to the next activity.

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Activity 3.1: AEROBIC OR ANAEROBIC?
Directions: Identify the following activities if it is aerobic or anaerobic. Write A if your answer
is aerobic and B if your answer is anaerobic. Write your answer in the space before each
number.

1. brisk walking 6. isometrics

2. sprints 7. running
3. weightlifting 8. swimming
4. jump rope 9. plyometrics
5. cycling 10. dancing
Activity 3.2: Fill in the blanks.

1. _________________ is also known as oxygen energy system.

2. _________________ is a nutrient that is essential for muscle growth and repair of
body tissue.
3. _________________ is the ability or capacity to do work.
4. The other term for anaerobic glycolysis system is _________________.
5. The most complex energy system is _________________.
6. Sprinting and weightlifting is an example of _________________.
7. ATP-PC stands for __________________________________________.
8. _________________ is the term for the breakdown of glycogen into glucose.
9. _________________ are the power plants of the cells.
10. Immediate energy system is also called as _________________.

Activity 3.3: Let’s dance!

Perform a 2 to 3-minute dance that shows the usage of the energy system. You
may do it solo or with a friend or any family members. You may improvise a costume
that is available at your home. Submit your video online (platform will be announced by
your teacher).

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To sum it up, here are the main points that we should remember:

 The body needs a continuous supply of ATP for energy -- whether the energy is
needed for lifting weights, walking, thinking, or even texting.
 ATP is anaerobic, which means it does not use oxygen. The ATP-PC system
utilizes the relatively small amount of ATP already stored in the muscle for this
immediate energy source.
 The lactic acid system, also called the anaerobic glycolysis system, produces
energy from muscle glycogen -- the storage form of glucose.
 Glycolysis, or the breakdown of glycogen into glucose, can occur in the presence
or absence of oxygen.
 The most complex energy system is the aerobic or oxygen energy system, which
provides most of the body's ATP.
 Energy systems do not work independently and do not function in isolation.
Rather, all systems operate at all times, but some may predominate based on the
body's activities, including the type, intensity, and duration of physical activity as
well as a person's fitness level.

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References:

Gialogo, Ryan C., Gialogo, Richardson C. (2016). FIT FOR LIFE, the K to 12
Physical Education and Health Textbook.
Villegas, Sunshine R. (2020). Health Optimizing Physical Education - Grade 12 Alternative
Delivery Mode 1st Semester Module 1 First Edition. Santos, Paulo James A. Et.al. (2020).
SHS HOPE-3
https://www.aipt.edu.au/articles/2019/05/3-energy-systems-body-0/ Australian
Institute of Personal Trainers
https://www.livestrong.com/article/131444-3-energy-systems-body/ (Thelma
Gomez)
https://www.aipt.edu.au/articles/2019/05/3-energy-systems-body-0
https://canada.humankinetics.com/blogs/excerpt/energy-systems/ Human
Kinetic

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 LESSON 2
(INTRODUCTION TO DANCE)

TIMEFRAME: Week 2 and Week 3

Performance Standard:
The learners lead dance events with proficiency and confidence resulting in independent
pursuit and in influencing others positively.

Specific Objectives:
At the end of the period, learners are expected to:
 define dance;
 enumerate the benefits of dancing;
 discuss the importance of dancing in relieving stress;
 identify the elements of dance;
 perform a dance to relieve stress.

"Dance is the hidden language of the soul." —Martha Graham

Dance is an activity which can take many forms and satisfy many different needs.
It can be recreation, entertainment, education, therapy, and religion. In its purest and most
basic form, dance is art, the art of body movements” (Barbara Mettler, 1980). Before we
learn more about dance, let us have an activity first.

Activity 1.1: DANCE MODE ON!

1. Watch and follow the dance routine on this link:

https://youtu.be/94mkftwxT7Y

2. Answer the following questions:

a. What did you feel while dancing?
_______________________________________________________________

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 b. Did you feel better after dancing? Why or why not?
______________________________________________________________

To know more about dance, read the following:

What is dance?

 Dance is an expression of an intensified sense of life, arising from an inner

perception that stimulates both mind and body.
 Dance differs from athletics or other daily activities because it focuses primarily
on “an aesthetic or even entertaining experience”
(Myers, 2005). It has provided a variety of functions throughout history due to its
multidimensionality. Although there have been immense comparative differences
in period and culture, people still dance mainly for four reasons: (a) to please to
gods; (b) to please others; (c) to please themselves or self-expression; and (d) to
build community within an ethnic group or social interaction (Myers, 2005)

Where did dance come from?

 Dance can be seen among all the people and civilizations of the world. Dances
have thrived at different periods of history and mostly have been a result of
intercultural exchange and contact (Alejandro and Santos-Gana, 2002). The
origins of dance are rooted in the prehistoric past. Various artistic, religious, and
social forces started out the incorporation and development of dance.
 Dance has been a major religious ritual and social expression with primitive
cultures. It was used as a way of expressing and reinforcing tribal unity and
strength, as an approach for courtship and mating, and as means of worship,
communication, and therapeutic experience.
 Dance was commonly used in education.

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 SPECIFIC BENEFITS OF DANCE

Physical
o develops cardiovascular and muscular endurance o improves
coordination, balance, flexibility, and body
composition
o lowers risk of cardiovascular diseases o
lowers body mass index
o lowers resting heart rate o
improves lipid metabolism
o enables joint mobility (hip motion and spine flexibility) o
helps improve and maintain bone density, thus helps
prevent osteoporosis
o helps recover coordination and neuromuscular skills after
injury
Mental/Emotional
o help keeps the brain sharp
o decreases incidents of dementia and Alzheimer’s disease
o decreases depressive symptoms
o increases self-esteem and improves body image o aids in
releasing emotional and physical tension.

o gives sense of togetherness within a group o

encourages positive social interaction and
interpersonal relationship in a group
o contributes to the individual’s potential for self-
actualization in society
Cultural
o promotes cultural values

3 WAYS DANCING RELIEVES STRESS

1. WHEN THE BODY FEELS GOOD, THE MIND DOES, TOO!

 Any type of physical activity releases neurotransmitters and endorphins which
serve to alleviate stress.
 Neurotransmitters are chemicals within the brain that help communicate
messages throughout the body.
 Endorphins are the body’s natural painkiller which reduce stress and improve
the mind’s perception of the world.

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2. DANCE OFFERS A CREATIVE OUTLET FOR PEOPLE TO EXPRESS
THEIR PERSONALITIES IN A SAFE ENVIRONMENT
 Dancing offers an outlet for people to express who they are–– through music,
movement, or even costumes!
 Dancing helps you connect to who you really are. Leave that suit or pencil
skirt at the office and trade it in for sparkles and spandex!

3. DANCING IMPROVES YOUR PHYSICAL HEALTH

 From weight loss, to increased flexibility, stronger bones and building muscle
tone, dancing is a total body workout.
 Dancing can be a way to stay fit for people of all ages, shapes, and sizes.
 It has a wide range of physical and mental benefits.

ELEMENTS OF DANCE

The human body is living in time and space, and it exhibits some effort. Thus, all
movements occur in time, through space (Schrader, 1996). Since dance entails a lot of
movements, it uses the very same elements, space, time, and energy. These elements are
beneficial to anyone interested in recognizing, analyzing, or creating movement.

SPACE

BODILY ELEMENTS TIMIN

G
SHAPES OF DANCE

DANCE
ENERGIES

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A. SPACE- this is the area the performers occupy and where they move. It can be
divided into four different aspects, also known as spatial elements.
a. Direction – dance movements can travel in any direction. The
performers can go forward, side, backward, diagonal, circular, and so
on. They may also face any direction while executing a single
movement or several phrases.
b. Size – movements can be varied by doing larger or smaller actions.
c. Level – movements can be done in a high, medium, or low level.
d. Focus – performers may change their focus by looking at different
directions.
B. TIMING- the movements in timing may be executed in varying tempo (speed).
Performers move with the tempo of an underlying sound, known as beat or pulse.
The timing can be varied by moving faster or slower than the normal beat. When
a sequence of a movement or a group of phrases is done in varying tempos, they
generate rhythmic patterns. The addition of silences or pauses also adds to
rhythmic patterns.

C. DANCE ENERGIES-the movements here propelled by energy or force. A force

can either initiate or stop an action. Dance uses different energies and a varied use
of these minimizes the monotony of the movements in a performance. There are
six qualities of dance energies presented below:

a. Sustained – movements are done smoothly, continuously, and with flow

and control. It does not have a clear beginning and ending.
b. Percussive – movements are explosive or in contrast with sustained
movements. They are accented with thrust of energy. They have a clear
beginning and ending.
c. Vibratory – movements consist of trembling or shaking. A faster
version of percussive movements that produces a jittery effect (Minton,
2007).
d. Swinging – movements trace a curved line or an arc in space. The
movements are relaxed and giving in to gravity on the downward part of
the motion, followed by an upward application of energy.
e. Suspended – movements are perched in space or hanging on air.
Holding a raised leg in any direction is an example of a suspended
movement.
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 f. Collapsing – movements are released in tension and gradually or
abruptly giving in to gravity, letting the body descend to the floor. A
slow collapse can be described as a melting or oozing action in a
downward direction (Minton, 2007)

D. BODILY SHAPES
a. Symmetrical – balanced shape; movements are practically identical or
similar on both sides.
b. Asymmetrical – unbalanced shaped; movements of two sides of the
body do not match or completely different from each other.

To clearly understand the benefits and elements of dance, let us have an activity.

Activity 2.1: BENEFITS OF DANCE

Search for any dance of your choice on the internet. Imagine that you were the dancer or
one of the dancers. Give at least two benefits of that dance in the following aspects:

Physical
1. _______________________________________________________________
2. _______________________________________________________________

Emotional/Mental
1. _______________________________________________________________
2. _______________________________________________________________

Social
1. _______________________________________________________________
2. _______________________________________________________________

Cultural
1. _______________________________________________________________
2. _______________________________________________________________

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Activity 3.1: Identification.
Directions: Identify the following. Write your answer in the space before the number.

1. It is an activity which can take many forms and satisfies many different needs.
2. These are chemicals within the brain that help communicate messages
throughout the body.
3. These are the body’s natural painkiller which reduce stress and improve the
mind’s perception of the world.
4. A balanced shape; movements are practically identical or similar on both sides.
5. This is the area the performers occupy and where they move.
6. The movements here are propelled by energy or force.
7. An underlying sound where performers move with the tempo.
8. An unbalanced shaped; movements of two sides of the body do not match or
completely different from each other.
9. Movements are released in tension and gradually or abruptly giving in to gravity,
letting the body descend to the floor.
10. Movements are done smoothly, continuously, and with flow and control.

To sum it up, here are the main points that we should remember:

 Dance can benefit us physically, emotionally, socially, and culturally.

 When the body feels good, the mind does, too!
 Dance offers a creative outlet for people to express their personalities in a safe
environment.
 Neurotransmitters are chemicals within the brain that help communicate messages
throughout the body.
 Endorphins are the body’s natural painkiller which reduce stress and improve the mind’s
perception of the world.
 The elements of dance (Space, Timing, Dance Energies, Bodily Shapes) are beneficial to
anyone interested in recognizing, analyzing, or creating movement.

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References:

https://www.arthurmurraydancenow.com/blog/3-ways-dancing-relieves-stress/ (Sarah Stanilla)

Aparato, Conrado R., et al. (2017). PHYSICAL EDUCATION AND HEALTH Volume II.

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 LESSON 3
(PHILIPPINE FOLK DANCE)

TIMEFRAME: FOURTH and FIFTH WEEKS

Performance Standard:
The learners lead dance events with proficiency and confidence resulting in independent
pursuit and in influencing others positively.

Specific Objectives:
At the end of the period, learners are expected to:
1. define folk dance;
2. discuss the nature of Philippine folk dance;
3. perform basic folk dance steps; and
4. create their own dance using the basic folk dance steps.

Did you know?

The first National Artist for Dance and the Mother of Philippine Folk Dance is
Francisca Reyes-Aquino.

Francisca Reyes-Aquino is acknowledged as the pioneer of folk dancing in the

Philippines. This Bulakeña began her research on folk dances in the 1920s, making
trips to remote barrios in Central and Northern Luzon. Her research on the
unrecorded forms of local celebration, ritual, and sport resulted in a 1926 thesis
entitled “Philippine Folk Dances and Games,” and arranged specifically for use by
teachers and playground instructors in public and private schools. In 1954, she
received the Republic Award of Merit given by the late Pres. Ramon Magsaysay
for her “outstanding contribution towards the advancement of Filipino culture,”
one among the many awards and recognition given to her. For her great efforts in
researching and popularizing Philippine folk dances, she received an honorary
Doctor of Science in Physical Education degree from Boston University in 1949; an
honorary Doctor of Humanities degree from Far Easter University; a certificate of
award from the UNESCO National Commission; and a presidential citation for
distinguished service to the 10th World Jamboree from the Boy Scouts of the
Philippines in 1959; the Rizal Pro Patria Award in 1961; and the Ramon Magsaysay
Award for Government Service in 1962.

Source:
Aparato, Conrado R., et al. (2017). PHYSICAL EDUCATION AND HEALTH Volume II. Retrieved July 7,
2020 from
https://ncca.gov.ph/about-culture-and-arts/culture-profile/national-artists-of-the-
phillipines/francisca-reyes-aquino/;
http://newsinfo.inquirer.net/652060/did-you-know-artist-for-dance-francisca-reyes-aquino;
http://www.gmanetwork.com/news/story/250459/lifestyle/artandculture/centennial-celebration-of-
natl-artist-fro-dance-francisca-aquino-starts-march-7

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Activity 1.1: FUNDAMENTAL POSITION OF ARMS AND FEET

1. Watch and follow the steps on this link:

https://youtu.be/seRAuHfuWII

2. Answer the following questions:

a. What have you realized after following the video demonstration?
_______________________________________________________________

b. Is it essential to learn the fundamental position of the arms and feet? Why
or why not?
_______________________________________________________________

After learning the fundamental position of the arms and the feet, let us know more
about folk dances.

INTRODUCTION

Rites and dances are still performed up to this day because they serve the beliefs
and social systems of the ethnic Filipinos. If life is deemed hard, these rites and dances
give expression and solace to their needs and sometimes give them courage and
determination. These rites and dances are revivified by action and movements, and by the
motives and spirits that inspire or require them.
Countries in the world have their own cultures made more colorful, beautiful, and
vibrant because of folk dances. These dances reflect who they are. in the West, the
Americans have their Square Dance. In the East, the Chinese have their symbolic Dragon
Dance; the Japanese have the ancestral dance Bon Odori. The Philippines, on the other
hand, boasts of a variety of Filipino folk dances.

What are Folk Dances?

An indigenous dance of any specific “folk” or the common people.

They are traditional, customary, or recreational dance forms of a given
country which have evolved naturally and have been handed down across
generations.
They related to everything of importance in our daily lives, such as customs,
rituals, and occupations of a specific group.

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 They are traditional mode of expression that employs bodily movements of
redundant patterns linked to definitive features of rhythmic beats or music.

Philippine folk dance, to be called such, should have the following

characteristics:

1. It is traditional.
2. It has an expressive behavior.
3. Simple, basic rhythm dominates the folk dance and establishes the pattern of
movement.
4. It was created by an unknown choreographer or by communal efforts.
5. It performs a function in the life of the (folk) people.

What are the differences between folk, national, and ethnic dances?

Folk dances are traditional dances found in a certain country.

National dances are also traditional folk dances but have a national scope. They
are popular and widely danced throughout a given country, often with a number
of regional variations.
- The Philippine dances Cariñosa, Curacha and Pandango are examples of
national folk dances because they are popular dances throughout the country.
Ethnic dances or ethnological dances are those performed in primitive tribes and
have retained their close kinship with religious ritual and community custom.
These dances may require a certain level of special performing skills that are
symbolic in meaning, making it harder for those outside of the group to
understand.
Few examples of the different types of ethnic dances:
a. Ritual dances depict ritual ceremonies—Dugso (Bukidnon) and
Pagdidiwata (Palawan)
b. Life-cycle dances relate to the cycle of human life such as birthing,
courtship, wedding, and funeral—Binasuan (Pangasinan) and Daling-
daling (Muslim courtship dance from Sulu)
c. Occupational dance exhibits the work and occupation of the dancers—
Mag-Asik (Cotabato) and Mananagat (Cebu)

All national and ethnic dances are folk dances, but not all folk dances are
considered national or ethnic dances.

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What are the different types of Philippine folk dances?

Three Major Regional Classifications of Philippine Folk Dances

1. Tribal dances from the Cordilleras include non-Christian dances from the
Cordilleras.
2. Lowland Christian dances come from places with Western influences such as
those of the Tagalogs, Ilokanos, Pampangueños, Pangasinense, Bisayans, and
Bicolanas. These dances are influenced by Hispanic and European cultures.
3. Muslim dance from the people of the southern islands of the Philippines such as
Mindanao and Sulu. These dances are influenced by Arabic and Indo-Malayan
cultures.

Most folk dances are based on several fundamental dance steps. Philippine folk
dances should have simple, basic rhythm that dominates the dance and establishes the
pattern of movement. The following are some of the dance terms and fundamental
steps that are useful in learning how to perform folk dances.

 Padyak- to stamp or tap with one foot and the weight of the body is on the
other foot
 Saludo- it means to bow
 Saludo Arms in Lateral Position- both arms are in one side at
shoulder level, either right or left
 Set- a dance formation of two or more couples
 Bend- to move the body or part of the body around wide axis
 Leap- to spring one foot and land on the other foot

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 Time No. of counts
Dance Step Step-By-Step Description
Signature or M per step
Slide (glide) 2/4 or 3/4 1M slide, close
Skip 2/4 or 6/8 1 ct. step and hop
Bleking 2/4 or 3/4 1, 2 or 3 cts. heel-place, close
Gallop 2/4 or 6/8 1 ct. step and cut
Mincing 2/4 or 3/4 as many as step, step, step and so on
required
Pivot Turn 2/4 2M or 4M step, ball and turn, step, ball
and turn and so on.
Touch Step 2/4 or 3/4 1, 2 or 3 cts. touch, close
Change Step 2/4 or 3/4 1M step close Step
Waltz turn 2/4 or 3/4 2M execute 2 waltz steps to make
a turn
Waltz step 2/4 or 3/4 2M step R; step L close to R in rear;
step R
Stamping 2/4 or 3/4 1M stamp(R) (L) and close to
supporting foot(L) (R)

In order for you to learn the dance terms and fundamentals steps, let us have these
activities.

Activity 2.1:

1. You will now perform the dance terms and fundamental steps mentioned
above. Your teacher will guide you on how to perform them.

2. Identify what dance term is defined. Write your answer in the space before each
number.
1. Both arms are in one side shoulder level, either right or left.
2. To stamp or tap with one foot and the weight of the body is on the other
foot.
3. To spring one foot and land on the other foot.
4. To move the body or part of the body around wide axis.
5. A dance formation of two or more couples.

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Activity 3.1: CREATE YOUR OWN DANCE

1. Create a short routine that shows the basic dance steps you have learned.
2. Choose a modern music (OPM or Tagalog music) that will
accompany your dance routine.
3. Create a 2-minute video of your performance (your teacher will announce
where to send it).

To sum it up, here are the main points that we should remember.

 Folk dances are traditional dances found in a certain country.

 National dances are also traditional folk dances but have a national scope. They
are popular and widely danced throughout a given country, often with a number
of regional variations.
 Ethnic dances or ethnological dances are those performed in primitive tribes and
have retained their close kinship with religious ritual and community custom.
 The three major regional classifications of Philippine folk dances are the tribal
dances from the Cordilleras, lowland Christian dances, and Muslim dances
 Most folk dances are based on several fundamental dance steps. Philippine folk
dances should have simple, basic rhythm that dominates the dance and establishes
the pattern of movement.

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 Prepared by

ELVY P. LUCES
TIHANY MAE SILLA

SY 2020-2021

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