LESSON 1

INTRODUCTION
A. Activity 1: WORD ASSOCIATION
Think of a word/s you could best describe about each word presented:
 TikTok -
 Dance Challenge -
 Ballet -
 Hip hop -
 Zumba -
 Folk Dance -
 Dance Trend -
 K-Pop -

Process Questions:
 In this present time, what benifit do we get in engaging such
activities?
( Please answer this in a separate clean long bond paper )

FIRM-UP
A. DISCUSSION
Activity 2: Please Read…
I. BRIEF HISTORY OF DANCES
 People from the pre historic era performed ways they hoped would
appease the forces of nature or give them new powers of their own.
 It was only during the pre-Christian era that the real knowledge of
dance came about within the great Mediterranean and Middle
Eastern civilizations.
 Dance became full-blown and was richly recorded in ancient Egypt as
reflected in their wall paintings, reliefs, and in the literary record in
the hieroglyphs.
 For ancient Greeks, who thought highly of dance, it was closely linked
with other kinds of experiences such as an aid to military education
among boys in Athens and Sparta, as well as a form of entertainment
and display.
 The Greek also used dance to aid education in general as philosophers
such as Plato, Aristotle, and Socrates strongly supported this art as an
integration of the body and soul.
 The ancient Rome gave less importance to dancing as the nation grew
wealthy and powerful.
 It became brutal and sensationalized as their entertainers
were slaves and captives from many nationalities.
 It was used more often for gruesome purposes.
 It eventually became an integral part of the corruption in the
latter days of the Roman Empire, resulting in the
condemnation of dance by the early Christians.
  After the fall of Rome, the history of dance transformed following the
development of the Catholic Church, which was by then sole
custodian of learning and education as well as the source of morals.
During this time, theatrical entertainment, was prohibited and dance
was performed only during worships, church services, and religious
ceremonies.
 Although the church had condemned dance as entertainment, some
singers, dancers, poets, actors, musicians, and jugglers continued to
wander in village squares to perform during the Dark and Early Middle
Ages.
 These Performers were eventually welcomed in the castles
and chateaus of feudal lords.
 The common people also amused themselves by doing dances
that were social in character, marking the beginning of social
dancing.
 Nobility soon followed the peasants’ lead in dancing but in a more
refined and courtly form as court dances emerged as part of the
chivalric way of life.
 During the Renaissance, dance, and art in general, was wholly
accepted and gained impetus.
 The old restraints were loosened and clerical ideas and
purposes no longer dominate all creative expressions of the
human spirit.
 The entertainers now become valuable appendage to the
court of Italy and France.
 In the 15th and 16th centuries, new court dances in Europe performed
by the nobility came about at about the same time as the rise of the
art of ballet in Italy and France. From then on, several dance forms
continued to sprout and spread across several countries.
 After the pinnacle of ballet prominence, contemporary dances that
were stylistic variations of ballet emerged and evolved in Europe.
Other dance forms also came to light and have been widely
recognized worldwide.

II. ELEMENTS OF DANCE

1. SPACE
2. TIME
3. ENERGY
4. BODILY SHAPE
5. GROUP SHAPE
 THE SPATIAL ELEMENTS / SPACE
1. DIRECTION
Dance movements can travel in any directions. The performers can go
forward, side, backward, diagonal, circular, and so on. They may also
face any directions while executing a single movement or several
phrases.
2. SIZE
Movements can be varied by doing larger or smaller actions.
3. LEVEL
Movements can be done in a high, medium, or low level.
4. FOCUS
Performers may change their focus by looking at different locations.
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 group of phrases is done in varying
tempos, they generate rhythmic patterns.
 The addition of silences or pauses also adds to rhythmic patterns
SIX QUALITIES OF DANCE ENERGIES.
1. SUSTAINED
Movements are done smoothly, continuously, and with flow and
control. It does not have a clear beginning and ending.
2. PERCUSSIVE
Movements are explosive or sharp in contrast with sustained
movements. They are accented with thrust of energy. They have clear
beginning and ending.
3. VIBRATORY
 Movements consist of trembling or shaking-faster version of
percussive movements that procedures a jittery effect.
4. 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.
5. SUSPENDED
Movements are perched in space or hanging on air. Holding a raised
leg in any direction is an example of a suspended movement.
6. 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.

BODILY SHAPE
 Bodily Shape 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 bodily shapes can be from wide to narrow and from high to
low.
 Bodily shapes can also either be symmetrical or asymmetrical.

GROUP SHAPE
 In this element, a group of dancers performs movements in different
group shapes.
 Members of the group 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.

Process Questions:
 Why do people dance?
 How can we create a good dance?

DEEPEN

B. DEEPEN/INTEGRATION
Activity 6: Schematic Diagramming
Share your thoughts!
Complete the diagram by giving necessary information about the
history and
basic concept of dance.
 Process Questions:
 What is dance?
 What are the elements of dance?