COLLEGE OF THE HOLY SPIRIT MANILA

BASIC EDUCATION UNIT

GRADE 12
PHYSICAL EDUCATION AND HEALTH

Unit 1
Introduction to Dance

Ms. Shaira Marie A. Corsonado

INTRODUCTION

A Spirit-filled school year and welcome to Online Distance Learning in a new normal!

Faced with the uncertainties and challenges brought about by the global health pandemic and COVID-
19 related circumstances, this school year will be a challenging year for us. Though, with our
collective spirit as CHSians, we move forward with optimism and positivity as we start the school year
with a new way of learning – online distance learning (ODL) where teaching is undertaken remotely
and on digital platforms. GIFTS is the ODL approach of CHSM Basic Education. GIFTS stands for God-
centered, Innovative and Inclusive, Friendly and Flexible, Technology supported, and Structured and
Supportive.

There is a fixed daily schedule per grade level to help learners establish a learning rhythm and commit
to a routine. Likewise, each student will have access to CHSM’s in-house developed learning packages
designed for specific subject in every grade level. A learning package is a complete compilation of
learning guides, content, instruction for learning activities, and formative and summative
assessments. These learning packages are developed using the DepEd’s Most Essential Learning
Competencies of May 2020 as the minimum guide.

Students enrolled in ODL have dual roles – that of a learner and teacher. As a learner, he/she is
responsible for mastering the lessons and completing the learning activities and assignments. As a
teacher, he/she is responsible for checking his/her work carefully, noting areas in which he/she needs
to improve and to motivate himself/herself to succeed.

In ODL, the school and home partnership becomes more important than ever. Teachers and
parents/guardians play a very important role in the success of online learning. The subject teachers
provide students with proper guidance, effective instructional content, and appropriate
communication medium while the parents/guardians provide a home atmosphere that is safe,
secure, and conducive to the learning of the children.

For your reference, below are the general guidelines for virtual classroom management and
communication.

It is my ardent hope and prayer, that, with the help and guidance of the Holy Spirit, along with our
determination to adapt and to persevere despite the challenges, together, we can circumnavigate
these "uncharted waters called online learning in the new normal."

May the Holy Triune God continue to dwell in our hearts and in the hearts of all.

Sincerely yours,

SR. FLORENCIA DEL ROSARIO TUBAÑA, SSPS

BEU Principal
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 GENERAL GUIDELINES FOR CLASSROOM MANAGEMENT AND COMMUNICATIONS
Online Distance Learning

GUIDELINES FOR STUDENTS

General Rules and Guidelines for ODL

Dress appropriately and respectably. Wear T-shirt or blouse. Avoid halter tops, dress with
plunging necklines, sando/muscle tee, and sleepwear clothes.
Choose a quiet place or a learning space with minimal noise and distractions.
Eat healthy meal before the class. Eating during synchronous session is not allowed.
Have an appropriate user name and photo. Use real name for attendance purposes.
Do a video-audio test beforehand. Show up on time for your virtual classes 15 minutes before
the scheduled time.
When in class, listen attentively and avoid doing unnecessary things. Get rid of potential
distractions like gaming gadgets.
Create your own learning rhythm and commit to a routine.

Classroom Rules during Synchronous Sessions

Always have your earphones ready.

Make sure that your camera is always on.
Always put your microphone on MUTE.
NEVER put the video to STOP.
Questions will be entertained during the discussion.
NO use of foul language.
Hit the reaction button for questions and clarifications during the discussion. ONE AT A TIME
ONLY.
When talking, observe proper use of language; when listening, always show respect to the
one talking.

COMMUNICATING WITH TEACHERS (ASYNCHRONOUS SESSIONS)

Feel free to contact your subject teacher at his/her official e-mail address or the class Facebook
Messenger or Google Classroom or Hangouts for subject related matters. Teacher’s accounts on
other social media platforms are restricted.

SUBMITTING WORK

Inside the learning package, teachers have clearly indicated what work must be submitted, by what
time and through what means (e.g., email, Messenger, Google Classroom, Hangouts, etc.), and in
what format.
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Safety is of utmost priority so we are not asking for any physical submission of work. All work is
submitted using available online means. Children and youth below 20 years old and below will not
be admitted inside the campus.

GETTING LEARNING PACKAGES AND OTHER MATERIALS

Learning packages will be emailed to parents (Kinder to Grade 3) and students (from Grades 4 to
SHS) at least 2 days before the start of each unit. These will also be uploaded in GENYO.

However, hard copies may be ordered from school. These may be picked up and paid at the school’s
bookstore during office hours, at least 2 working days before the start of a unit. These are charged
at cost (depending on the number of pages). These need to be pre-ordered at least one week before
pick up. Please place your orders with the Administrative Assistant, Ms. Cristalyn Ancla at any one of
the following contact numbers:

• cellphone: 09451131211
• Landline: 8735 6021-22 loc. 301
• Email: chsmhsprin@yahoo.com

ZOOM class recording, PowerPoint presentations, and other materials can also be accessed through
the Google Classroom, e-mail or via Class Facebook Messenger.

GUIDELINES FOR PARENT COMMUNICATIONS OR CONSULTATIONS

In distance learning, communication is crucial. Learners (and parents, for younger children) will be
given frequent feedback in terms of the learners’ effort and conduct in the ODL lessons through the
official email address of teacher or class Facebook Messenger during consultation hours. Concerns
or clarifications sent after the consultation hours will be entertained the next day to show respect
for the privacy and personal time of each other. Please note also that the teacher’s accounts on any
other social media platforms are restricted; thus, if your message is not sent to the official email
address or Facebook account, it may not be addressed or resolved.

If further consultation beyond the teacher is needed, the parent/guardian could reach out to the
school through the proper channels, as follows:

• For Kinder to Grade 10: contact the Principal

• For SHS: contact the Assistant Principal, Dr. Ofelia Balubar

To arrange for a meeting or a phone call with the above administrators, call or leave a message with
the Office Assistant using the contact details above.

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 RUBRICS

Classroom Assessment is an integral or essential part of curriculum implementation. It allows the

teachers to track and measure learners’ progress and to adjust instruction accordingly. According to
research and experts in education, classroom assessment is of vital importance to student learning
in terms of the following: (1) it helps students perform well in relation to learning standards and (2)
it can be used to monitor student’s growth and progress. In relation to this, a rubric will be used to
help teachers assess the performance of our learners objectively specially in relation to the
tasks/activities in the learning packages.

A. For English and Other Subjects

Rating Descriptive Detailed Description of Explanation of the Features

Rating Performance

5 Exemplary Major declarative and The student shows understanding of the

procedural knowledge are
learned and modified to form
new and unique knowledge.
Application is extended to
examples that are beyond
the provided examples.
ideas and can perform the skills. The
student can also change aspects of the
ideas and skills into knowledge and skills
that are hugely different from the target
content. The student can provide own
examples that applies the knowledge and
skills.

4 Accomplished Major declarative and The student shows understanding of the

procedural knowledge are
learned to form new and
unique knowledge.
Application is extended to
examples that are beyond
the provided examples.
ideas and can perform the skills. The
student can form new knowledge that is
related to the content. The student can
provide own examples that applies the
knowledge and skills.

3 Acceptable Major declarative and The student shows understanding of the

procedural knowledge are
learned after instruction.
Application is limited to
examples that are like
provided examples.
ideas and can perform skills without
needing additional instruction. However,
the student can use and apply the
examples used by teacher. The student
cannot give own examples.

2 Minimally Major declarative and The student shows understanding of the

Acceptable procedural knowledge are
learned after additional
instruction. Unable to apply
or provide own examples.
ideas and can perform skills only after the
teacher teaches the lesson AGAIN.
However, the student can use and apply
the examples used by teacher. The student
cannot give own examples.

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 1 Emerging Only minor declarative and
procedural knowledge are
learned after additional
instruction. Unable to apply
to own example despite
additional instruction.
The student can only give or remember
isolated facts or terms but cannot
remember how they are related to form
clear ideas or demonstrate the skills.

0 Unacceptable Response to instruction is not This is when the learner demonstrates a

relevant to the content of behavior that is not at all related to the
instruction. lesson. This could a response that is said or
written.

B. For Filipino and AP Subjects

MARKA PAMANTAYAN
5 Napakahusay Ang mga mag-aaral ay lumampas sa inaasahang nakamit ang
lahat ng layunin ibinigay at kinakailangan sa asignaturang
Filipino nang mag-isa at naisabuhay ang mga sitwasyon at
values ng paaralan.

4 Mahusay Ang mga mag-aaral ay nakamit ang lahat ng layunin ibinigay at

kinakailangan sa asignaturang Filipino nang mag-isa at
naisabuhay ang mga sitwasyon at values ng paaralan.

3 Nalilinang Ang mga mag-aaral ay nakamit ang layuning ibinigay at

kinakailangan sa asignaturang Filipino nang mag-isa at
naisabuhay ang mga sitwasyon at values ng paaralan.

2 Nagsisimula Ang mga mag-aaral ay nakamit ang ilang mga layuning ibinigay
at kinakailangan sa asignaturang Filipino nang mag-isa at
naisabuhay ang mga sitwasyon at values ng paaralan.

1 Umuusbong na Ang mga mag-aaral ay nakamit ang kaunting mga layuning

Kakayahan ibinigay at kinakailangan sa asignaturang Filipino nang mag-isa
at naisabuhay ang mga sitwasyon at values ng paaralan.

0 Di-Katanggap- Ang mga mag-aaral ay hindi nakamit ang mga layuning ibinigay
tanggap at kinakailangan sa asignaturang Filipino nang mag-isa at
naisabuhay ang mga sitwasyon at values ng paaralan.

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 C. For Mathematics and Business-related Subjects

Rating Descriptive Rating Detailed Description of Performance

5 Exemplary Shows exceptional ability of numerical and logical concepts
including problem-solving skills in performing given tasks & in
solving real-life problems. No errors noted.

4 Accomplished Shows satisfactory ability of numerical and logical concepts

including problem-solving skills in performing given tasks & in
solving real-life problems. One to two errors noted.

3 Acceptable Shows fair ability of numerical and logical concepts including

problem-solving skills in performing given tasks & in solving
real-life problems. Three to four errors noted.

2 Minimal Acceptable Shows minimum ability of numerical and logical concepts

including problem-solving skills in performing given tasks & in
solving real-life problems. Five to six errors noted. (with
teacher assistance)

1 Emerging Shows little understanding of the numerical and logical

concepts including problem-solving skills in performing given
tasks & in solving real-life problems. Seven to eight errors
noted. (with teacher assistance)

0 Unacceptable Shows no understanding of the numerical and logical concepts

including problem-solving skills and fails to perform given tasks
& in solving real-life problems. Nine or more errors noted.

50 is originally 72 in the original transmutation table but will be adjusted to 73

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Learning Package for Grade 12 PE and Health Unit 1

SESSION 1

Letter to the Learner

Dear Students,

Good day! Please be reminded of the following house rules during our sessions. We
will apply these rules until we finish our course.

 Always have your earphones ready.

 Make sure that your camera is ALWAYS ON.
 Always put your microphone on mute every time you log in to our sessions.
 Never put your video to STOP.

I hope that you will keep yourself reminded of the house rules. We will
strictly follow the rules so that we will be able to maintain proper decorum
during class hours.

You can email me your concern and for consultation that can be done during
our consultation hours only. You may reach me at corsonadoshaira@gmail.com.

Thank you!

Sincerely,

Ms. Shaira Corsonado

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Learning Package for Grade 12 PE and Health Unit 1

Letter to the Parents

Dear Parents or Guardian,

Good day! I hope that you are having a good week. This course will help
your child to develop an active lifestyle and improve physical fitness. Expect that
they will be completing activities and tasks that will help them to deepen their
understanding about our lesson. Nothing much is expected from you since your
child is capable enough to comply with the requirements needed to complete this
course. As we go along with our sessions, they will strictly follow house rules to
maintain proper classroom decorum.

Please review our learning package for your reference if you wish to
monitor your child’s progress in our lesson. Thank you!

Sincerely,

Ms.Shaira Corsonado

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Learning Package for Grade 12 PE and Health Unit 1

Getting Ready Activity

Let us check your initial understanding about “Dance”. It is known as way of self-expression and
entertainment, but did you know that we have different forms of dance? Complete the diagram
below according to the heading in each block.

Definition: Characteristics:

Examples:
DANCE Non- Examples:

Guide Questions: (Complete and answer the guide questions on a separate sheet of paper and
attach it on your learning package for checking)

What did you find interesting about “dance”?

What else do you want to know about our topic?
What are the benefits you can get in participating in dance activities?

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Learning Package for Grade 12 PE and Health Unit 1

Input Activity

We all aim to be fit and we have a lot of ways to do it now. Dance is also considered as one way of
maintaining desired fitness level and to become physically active. In this unit, we will examine the
brief history and nature of dance, how dance came about, and where it all began. We will also
discuss the elements and characteristics of dance to better understand the components of dance
performance. Moreover, we will also discuss the benefits of dancing and learn how to appreciate it.
Can you name different forms of dance? Complete the chart below.

Forms of Dance

BRIEF HISTORY AND NATURE OF DANCE

What is Dance?

Dance differs from athletics or other daily activities because it focuses primarily on “an aesthetic or
even entertaining experience” (Myers, 2005). It provided variety of functions throughout history due
to its multidimensionality.

Reasons why people dance:

(a.) to please the gods

(b.) to please other

(c.) to please themselves or self-expression

(d.) to build community within an ethnic group or social interaction

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Learning Package for Grade 12 PE and Health Unit 1

The illustration below will tell you the development and purpose of dance as time goes by. It was
known for different periods and served as part of their daily activities.

•Dance has been a major form of religious ritual and social expression
within 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
Pre-historic experience. It was said that the first use of dance was as a gesture to
communicate. As Kraus and Gaufman (1981) said "man danced
originally to supplicate the gods on all important occasions of life"
Era

•Dance became full blown and was richly recorded in ancinet Egypt. It
was reflected in their wall paintings, reliefs, and in the literacy record in
hieroglyphs. Most of the dances during this era were chiefly a medium
of religious expression.
Ancient Egypt

•Ancient Greeks thought highly of dance. For them, it was closely linked with
other kinds of experiences. Dancing was taught as an aid to military education
among the boys in Athens and Sparta. it was not just for religious and military
training but also a form of entertainment and display.
•Dance was also used in education. Greek philosophers such as Plato, Aristotle,
and Socrates strongly supported this art as an integration of the body and soul.
Ancient Greeks •Two kinds of dance and music: the noble (fine and honorable) and the ignoble
(imitating what is mean or ugly)

•During the period of ancient Rome, the importance of dance became

less. It stopped valuing such qualities in arts as the nation grew wealthy
and powerful. the Romans ceased to create and perform within the arts
themselves. Dance became brutal and sensationalized as their
entertainers were slaves and captives from many nationalities and it
Ancient Rome was used more often for gruesome purposes (Kraus, 1981)

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Learning Package for Grade 12 PE and Health Unit 1

BENEFITS OF DANCE AND CREATIVE MOVEMENT

Dancing is one of the oldest and most popular forms of exercise. Several forms of dancing are
considered aerobic since they entail about an hour of “continuous exercises, choreographed to
music” (Fine, 1981) and active participation to it will not only develop your physical health, but the
other aspects of your health too.

SPECIFIC BENEFITS OF DANCE

Physical
Dancing is a good way to develop
cardiovascular and muscular endurance, body e. Improves lipid metabolism
composition, as well as balance and
flexibility.
a. Develops cardiovascular and muscular
endurance
b. Improves coordination, balance, flexibility,
and body composition
c. Lowers risk of cardiovascular diseases
d. Lowers resting heart rate
f. Enables joint mobility
g. Helps improve and maintain bone density,
thus helps prevent osteoporosis
h. Helps recover coordination and
neuromuscular skills after injury

a. Helps keep the brain sharp

Mental/Emotional
Dance can be used as intervention in mental
health nursing. It was revealed that dance
can offer “an acceptable way to release
emotional and physical pressure”.
b. Decreases incidence of dementia and
Alzheimer’s disease
c. Decreases depressive symptoms
d. Increases self-esteem and improves body
image
e. Aids in releasing emotional and physical
tension

Social a. Gives sense of togetherness within a group

Dance provides a unique opportunity for
meaningful group involvement as it
encourages intense, positive social
interaction and interpersonal relationships in
a working group.
b. Encourages positive social interaction and
interpersonal relationship in a group
c. Contributes to the individual’s potential for
self-actualization in society

Cultural a. Promotes cultural values

Dance promotes a piece of a country’s rich
culture through showcasing the different
cultural dances.

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Learning Package for Grade 12 PE and Health Unit 1

Practice Activities or Extension Activities

Activity 1: Dances Around the World

Different forms of dances were developed from the adaptation of many places. Dance was used
widely for different purposes. Now, you will create a collage of dances from the different countries
around the world, you may cut out pictures from magazines or newspaper to show your chosen
dance form.

Include the following for the content of your collage:

1. Illustration
2. Name/Form of dance
3. Origin
4. Brief Description
5. Purpose of dance

Activity 2: Dance Benefits

Cut and paste an article about “Dance” on the space provided below. Read and analyze the article,
then complete the diagram given below. Name at least 2 benefits of dance according to the
following:

Physical
1.
2.

Emotional
1.
2.

Mental
1.
2. Paste or copy your article here

Social
1.
2.

Cultural
1.
2.

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Learning Package for Grade 12 PE and Health Unit 1

Evaluation Activity

Formative Assessment:
Activity 1: Think and Reflect
Read and analyze the quotation below, answer the guide questions that follow to reflect on your
understanding about the topic.

Guide Questions:

1. What does the quotation want to convey?

__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________

2. How will you encourage other people to participate in dancing?

__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________

Summative Assessment:

Refer to your Genyo account for the activity.

All your submitted outputs shall be graded based on the rubric in the primer.

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Learning Package for Grade 12 PE and Health Unit 1

SESSION 2

Letter to the Learner

Dear Students,

Good day! Please be reminded of the following house rules during our sessions. We
will apply this rule until we finish our course.

 Always have your earphones ready

 Make sure that your camera is ALWAYS ON
 Always put your microphone on mute every time you log in to our sessions
 Never put your video to STOP

I hope that you will keep yourself reminded of the house rules. We will strictly
follow the rules so that we will be able to maintain proper decorum during class hours.

You can email me your concern and for consultation that can be done during our
consultation hours only. Email- corsonadoshaira@gmail.com

Thank you!

Sincerely,

Ms. Shaira Corsonado

9|Page
Learning Package for Grade 12 PE and Health Unit 1

Letter to the Parents

Dear Parents or Guardian,

Good day! I hope that you are having a good week. This course will help your
student to develop active lifestyle and improve physical fitness. Expect that they will be
completing activities and tasks that will help them to deepen their understanding about
our lesson. Nothing much is expected from you since your child is capable enough to comply
with the requirements needed to complete this course. As we go along with our sessions,
they will strictly follow house rules to maintain proper classroom decorum.

Please review our learning package for your reference if you wish to monitor your
child’s progress in our lesson. Thank you!

Sincerely,

Ms.Shaira Corsonado

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Learning Package for Grade 12 PE and Health Unit 1

Getting Ready Activity

Let us gather your initial understanding about “Elements of Dance”. These elements serve as the
basis of a specific concept to make it more effective and at the same make it more easily
understood.

Now, look at the jumbled letters below, arrange them according to the descriptions given. Write
your answers on the space provided.

Description Jumbled Letters Answer

1. The area that the performers

occupy and where they A S C P E
move.

2. It refers to how the entire O B D L Y I

body is molded in space or
the configuration of body S P A H E S
parts.

D N E C A
3. The movements here
propelled by energy or force. E R N E I E S G

4. Performers move with the

tempo of an underlying M I T N G I
sound, known as beat or
pulse.

5. Arrangement of the body R O P U G

done in groups by the
performers. S P A H E S

Processing Questions:

1. What do you think is the relationship of each word to each other?

2. How do these elements contribute in creating a good dance or performance?

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Learning Package for Grade 12 PE and Health Unit 1

Input Activity

Dance is way of knowing and communicating and people use dance to communicate on both
personal and cultural levels to meet physical and spiritual needs. Dance, as with all arts, has its own
language. We need to learn this language to fully understand and appreciate it. (Source: Chris0try)

ELEMENTS OF DANCE

SPACE
This is the area the performers occupy and where they move. It can be divided into four aspects,
also known as spatial elements.

Direction Size Level Focus

Dance movements can Movements can be Movements can be Performers may
travel in any direction: varied by doing larger done in a high, change their focus by
forward, backward, or smaller actions. medium, or low level. looking at different
diagonal, circular, and directions.
so on. Dancers may
also change direction
while executing a
single movement or
several phrases.

TIMING
The movements in timing may be executed in varying tempo (speed). Performers move with the
tempo of an underlying sound, also known as beat or pulse. The timing can be varied by moving
faster or slower than the normal beat. When the movement or group of phrases is done in varying
tempos, they generate rhythmic patterns.

Time may also be organized in other ways including:

 Clock time: The dance is based on units of seconds, minutes, and/or hours. For example, a
certain section of a dance may be assigned a time such as 30 seconds into which all the
choreographed movement must fit. A performance in a public setting may be set up to repeat
continuously between 12:00 PM and 1:00 PM.

 Sensed time: Dancers pick up on each other's timing such as gradually increasing from a walking
tempo to a running tempo by cueing off each other rather than a music score. Another example
happens when dancers hold a group shape then spontaneously move out of it based on the
group's organic impulse.

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Learning Package for Grade 12 PE and Health Unit 1

 Event-sequence: An internal or external event signals a change such as repeating a traveling

phrase over and over until everyone arrives at a corner of the stage. You also see this at sports
events when a touchdown triggers a dance cheer.

Dance Energies
The movements are propelled by energy or force. A force can either initiate or stop an action.
Energy is about how the movement happens. Choices about energy include variations in movement
flow and the use of force, tension, and weight. 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 or ending.
b. Percussive – movements are explosive or sharp 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.
e. Suspended – movements are perched in space or hanging on air.
f. Collapsing – movements are released in tension and gradually or abruptly giving in to gravity,
letting the body descends to the floor.

BODILY SHAPES
It refers to how the entire body is molded in space or the configuration of body parts. The body can
be rounded, angular, or a combination of two. Other body shapes can be from wide to narrow and
from high to low.

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

GROUP SHAPES
In this element, a group of dancers perform movements in different group shapes. They are
arranged in ways that are wide, narrow, rounded, angular, symmetrical, or asymmetrical and are
viewed together as a total picture or arrangement within a picture frame (Minton, 2007)

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Learning Package for Grade 12 PE and Health Unit 1

Practice Activities or Extension Activities

Activity 1: Dance Elements

This activity will deepen your understanding about our topic. You will watch a video clip. Observe
and identify the elements used. Answer the following questions by completing a graphic organizer
to organize your thoughts.

Video Link: “Dance Creative Stage” https://www.youtube.com/watch?v=Pl5LS6HMQGI

SPACE

TIMING DANCE ENERGIES

"Dance
Creative
Stage"
BODILY SHAPES GROUP SHAPES

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Learning Package for Grade 12 PE and Health Unit 1

Activity 2: Detail Writing

In this activity, you will gather your ideas and opinion about “Importance of Elements of Dance”.
Complete the diagram below to express your answers.

"Importance of Elements of Dance"

Detail #1: Detail #2: Detail #3:

Conclusion: Detail #4:

Processing Questions:

1. Why is it important to create a good performance with the help of applying the different
elements of dance?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Learning Package for Grade 12 PE and Health Unit 1

2. How will these elements of dance help you to become a good dancer/performer?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 3: A Letter to Your Idol

In this activity you will be seeking help from a professional performer or dancer that is known in this
field. You will be given a chance to write a letter for your idol and ask questions or advice that might
help you become one like them.

Write your letter in a clean sheet of bond paper, you may add design to make it more presentable.
You may scan or take a picture of your written letter and submit to me at
corsonadoshaira@gmail.com.

Evaluation Activity

Formative Assessment:
You have learned that the “Elements of Dance” play a role in creating good performances and in
becoming a more effective dancer. These elements help you convey the message you want to
express to your audience.

Let us check your understanding about our topic, using the acronym below create a poem that starts
with the letters from “Elements of Dance”

E
L
E
M
E
N
T
S
O
F

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Learning Package for Grade 12 PE and Health Unit 1

D
A
N
C
E

Summative Assessment:

Activity 1: *Refer to your Genyo account for a quiz

Activity 2: Motion Pictures

In this activity, you will experience applying the elements of dance we have learned using
illustrations. You will create your own flip book animation. A flip book or flick book is a booklet with
a series of images that very gradually change from one page to the next, so that when the pages are
viewed in quick succession, the images appear to animate by simulating motion or some other
change. Express the use of element of dance through the images from your flip book.

You may refer to this video link for reference: https://www.youtube.com/watch?v=Un-BdBSOGKY

Materials: Binder clip, Cards/ Index cards or Sticky notes, Pencil, and Coloring Materials

Procedure: (Source: wikihow.com/Make-a-Flipbook)

1. Get a small, thick stack of paper to make your flipbook with. You can use a notebook or pad of
sticky notes, or bind your own stack of paper using glue, staples, or a paper clip.
2. Use a pencil to draw an image on the bottom sheet of paper in the stack. This image will be the
first sequence of your flipbook animation, so draw whatever you want to be the starting point.
Draw the image toward the bottom right corner of the sheet of paper so it is visible when you’re
flipping through the book later on.
3. Draw the same image on the next sheet of paper, varying it slightly. Draw the image around the
same spot on the page as the first image you drew. This image will be the second sequence in
your animation, so it should display a minor shift from the first image.
4. Continue drawing slightly varied images on each subsequent sheet of paper. Always draw the
next image or sequence of animation on the page that on top of the previous image you drew.
These slightly varied images will create the animation when you flip through your book
5. Use color to make your flipbook animation more interesting.

Please be reminded that your submitted outputs will be graded based on the rubric in the primer.

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SESSION 3

Letter to the Learner

Dear Students,

Good day! Please be reminded of the following house rules during our sessions. We
will apply this rule until we finish our course.

 Always have your earphones ready

 Make sure that your camera is ALWAYS ON
 Always put your microphone on mute every time you log in to our sessions
 Never put your video to STOP

I hope that you will keep yourself reminded with the house rules. We will strictly
follow the rules so that we will be able to maintain proper decorum during class hours.

You can email me your concern and for consultation that can be done during our
consultation hours only. Email- corsonadoshaira@gmail.com.

Thank you!

Sincerely,

Ms. Shaira Corsonado

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Learning Package for Grade 12 PE and Health Unit 1

Letter to the Parents

Dear Parents or Guardian,

Good day! I hope that you are having a good week. This course will help your
student to develop active lifestyle and improve physical fitness. Expect that they will be
completing activities and task that will help them to deepen their understanding about
our topic. Nothing much is expected from you since your ward is capable enough to comply
with the requirements needed to complete this course. As we go along with our sessions,
they will strictly follow house rules to maintain proper classroom decorum.

Please review our learning package for your reference if you wish to monitor your
child’s progress in our lesson. Thank you!

Sincerely,

Ms.Shaira Corsonado

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Learning Package for Grade 12 PE and Health Unit 1

Getting Ready Activity

All forms of art have different purposes, and we tend to become inclined to one of it. This is because
of the appreciation we feel or find in a specific form. Some may find one art form more interesting
and understand it easily if they are able to acquire the message that a certain art form wants to
convey.

Let us check your initial knowledge when it comes to this aspect. Look at the illustrations below and
analyze them. Complete the diagram below.

Figure 1: Oil painting on canvas Figure 2: Wings: Philippines Dance by Jun

by Leonid Afremov Studio Martinez

Compare and contrast the two illustrations. List down their similarities and differences.

Figure 1 Figure 2

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Input Activity

When a certain dance performance has a poor choreography, it is difficult for it to be understood
and appreciated. When a dance fails to communicate its intended meaning or if it does not have a
meaning or significance at all, it is hard for the audience to grasp the content of the performance.

Let’s Reflect:
1. Have you ever tried watching a dance routine without understanding what is happening in the
performance? Share your experience.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Have you completed a whole dance show and could not even remember a thing or two about it?
Share your experience.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How does a good dance become a good dance?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Dance Appreciation and Composition

We will now discuss the different components of a good dance; these components contribute to
each other to come out with a unique and remarkable performance. It is important for us to also
know about this aspect not only as a performer but also to be able to evaluate and understand
performances that we watch.

What makes a Good Dance?

A good dance displays a significant meaning or conveys a message. Sometimes, it also portrays life
experiences. Dance may be presented abstractly and symbolically but still convey emotion and
meaning. A good dance lifts and transports the audience from their seats during the performance. It
has a beginning, middle, and end/conclusion. The beginning of a dance may come in a form of shape,
a pose, or an entrance. The middle consists of a development or the exploration of the main idea.
The ending/conclusion should be clear and may be in a form of a shape, a pose, or an exit.

What is a Form?
A form is the instrument by which ideas and elements are arranged or combined into a logical
sequence which results in unity and consistency, and by means of which the content or idea can be
expressed and communicated.

What is a Phrase?
When you combine one movement with several others, they form a unit. When units are pieced
together, they make up a section in the choreography and the sections together form a whole
dance. Therefore, “a phrase is the smallest unit of form in the whole dance”

What is a Motif?
A good dance contains a theme or a motif to be able to convey its meaning or intention to the
audience. A dance without meaning makes it harder for the audience to understand; thus, making it
superficial and easy to forget. One good example a dance with motif is the Itik-Itik Philippine
folkdance. It is easy to identify the motif of this dance as it simply portrays the movements of an itik
(duckling)

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Characteristics of a Good Dance

Like any superb tasting dish, dance can only be considered good if it has the high ingredients.
Whether it has a meaning or may be presented abstractly, it must contain certain qualities that
make the choreography effective. These characteristics include the following:

1. Unity. The interconnected phrases of the dance are coherent and flow smoothly together. The
movements fit together and each plays an important role that contributes to the entirety of a
dance.
2. Continuity and Development. The phrases of the dance that are organized progressively,
making each movement phrase move naturally into the next. There is a continuous
development of the movement phrase and the audience is swept along to the end.
3. Variety and Contrast. Making one or several variations that highlight the facet of the motif. This
provides variety within the development of a dance. It introduces new material, which is
noticeably different from anything so far seen in the dance. Variety and contrast in movement
phrases add excitement and flavor in the dance.
4. Transition. This is the link between movements, phrases, and sections of the dance. It makes
the logical progression of the dance flow smoothly.
5. Repetition. It emphasizes movements and phrases that are important to the dance and gives a
feeling of closure to a work.
6. Climax. This is where the apex of energy in the dance is reached (Schrader, 1996). It is similar to
a climax in a story where a series of events culminate.

Choreographic Forms in Dance

Sequential Forms
These forms contain themes/motif which progress in a specific order. They are arranged accordingly.
a. AB (two-part) form – the simplest of the sequential forms and is similar to a verse and a chorus
of a song.
b. ABA (three-part) form – composed of introductory theme (A), a contrasting theme (B), and a
restatement of the original theme (A).
c. Rondo form (ABACA) – in this form, the unifying theme (A) returns after each contrasting
theme.
d. Theme and Variations form – the motif is a series of movements to which variations are added
throughout the development of the entire choreography.

Contrapuntal Forms
The main theme is seen against itself or against one or more other themes.
a. Ground Bass – single theme starts the dance and is repeated all the way through the dance
while other contrasting themes are simultaneously performed with it.
b. Round or Canon – consists of two or more movement phrases or theme in which the main
movement phrases is imitated exactly and completely by the successive movements, but done
in staggered manner.

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c. Fugue or Accumulation – a choreographic form that is constructed by adding on different

movement or dance phrases in every repetition of the main movement theme.
d. Sulte – every section of the dance use different tempos and qualities.

Episodic Form
Episodic forms are not musical forms, instead they are found in literature. They tell a story through
connected and progressive sections called episodes. Narrative form is an episodic form that tells
story or conveys an idea and the sequences of the story determines the structure of the dance.

Other Compositional Forms

a. Natural Structures – mostly come from natural structures such as the seasons, life cycles, and
everyday life experiences.
b. Collage – consists of “a series of movement phrases that are often unrelated but have been
brought together to create a single dance with a beginning, a middle, and an end”
c. Tableau – different movement phrases are performed by different dancers simultaneously in
the same space.
d. Chance – the movement phrases are performed in random order and spatial placing.

Practice Activities or Extension Activities

Activity 1: Find the Motif

Let us deepen your understanding by analyzing a dance performance and evaluating it according to
its compositions. Watch a video of the Tinikling dance. Observe and identify the motif by describing
the movements used. Express your answer using a graphic organizer.

Place it in a clean sheet of bond paper, you may take a picture of your work or send a soft copy via
email (Email: corsonadoshaira@gmail.com )
Youtube link: https://www.youtube.com/watch?v=_WLfqDMwA_o

Activity 2: Observing a Piece of Choreography

1. Compare and contrast at least 2 performances. Watch a video online or from your television of
any piece of choreography and assess if the work has a sense of unity and continuity. Justify
your assessment by pointing out specific techniques employed by the choreographer to achieve
unity and continuity.
2. Using the same video, assess if the work contains enough variety and describe the actions that
provided variety in the choreography.
3. Notice how the choreographer connects the separate sections of the dance. Does one phrase
lead appropriately into the next? Do the movements fit and bring a sense of wholeness?
4. At what point did the choreography reach its climax?
5. Discuss your observation by creating/ completing a graphic organizer to organize your thoughts.

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Evaluation Activity

Formative Assessment:

Activity 1: Completing a Learning Log

This self-assessment activity will give you the opportunity to reflect on your own learning about
Dance Appreciation and Composition.

3 things I learned today about Dance Appreciation and Composition

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________

2 questions I have about Dance Appreciation and Composition

1. ____________________________________________________________________
2. ____________________________________________________________________

1 thing that is interesting about Dance Appreciation and Composition

1. ____________________________________________________________________

Activity 2: Writing Conclusions

Summarize your understanding by writing your conclusion about “Dance Appreciation and
Composition” Write your answer in your notebook.

Reflect on the following questions:

1. Why is it important to study dance appreciation and composition?
2. How does dance appreciation and composition affect you as a performer or as an audience?
3. How will dance appreciation and composition contribute in improving your skills in performing a
dance presentation?

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Summative Assessment:

Activity 1: Long Test

*Refer to your Genyo account for the activity

Activity 2: Pop-up Diorama

Watch the Tinikling dance again and analyze it by applying the different concepts in dance
appreciation and composition. Pin the most memorable/remarkable part of the dance by creating a
Pop-up Diorama, a sample illustration is given below.

Materials: Used folder/ cardboard, Pencil, Scissors, Glue, Ruler, Coloring materials

Please be reminded that your submitted outputs will be graded based on the rubric in the primer.

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References

 Callo, L. F., Dajime, P. F., Aparato, C. & Brebante, Z. R. T. (2016). Physical Education and
Health Volume 2. Philippines: Rex Book Store Inc.

 Genyo e-Learning

 https://www.youtube.com/watch?v=Pl5LS6HMQGI

 https://www.youtube.com/watch?v=Un-BdBSOGKY

 https://www.youtube.com/watch?v=_WLfqDMwA_o

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