PHYSICAL EDUCATION AND HEALTH 13 C 1

Saint Columban College

SENIOR HIGH SCHOOL DEPARTMENT
7016 Pagadian City

S T U D E N T ’ S L E A R N I N G M O D U L E

Student’s Name: ___________________________ Date: ____________________

Grade & Section: ______________ Subject: _________________

Content Standard:
Demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity
assessment performance, and as a career opportunity.

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

Learning Competencies:
The Learner:
✓ Demonstrate understanding of dance in optimizing one’s health; as requisite for physical activity
assessment performance, and as a career opportunity.
✓ Leads dance events with proficiency and confidence resulting in independent pursuit and in
influencing others positively.

Learning Contents:
Lesson 1 Philippine Traditions on Dance
Lesson 2 Folk Dance Programs in the Philippines

Learning Resources:
✓ PHYSICAL EDUCATION AND HEALTH 2 (Second Edition)
Reference: Enguero, E. (2021). DIWA Senior High School Series: Physical Education and Health 2
(Second Edition) Module. DIWA LEARNING SYSTEM INC

Core Values:
✓ Philippine folk dance helps keep the people connected to their ancestry and their traditions. Folk
dance helps to preserve the cultural unity of the people

Module No. 2.2 PHILIPPINE TRADITIONS ON DANCE Time Frame: 1 Hour

Learning Targets: At the end of the lesson, I can;

a) Define traditional dance.
b) Give examples of traditional dance.
c) Discuss the nature of traditional dance.
 PHYSICAL EDUCATION AND HEALTH 13 C 2

I. INTRODUCTION:
Dear Student,

Panagdait sa Tanang Kabuhatan!

The success of this module lies in your hands. This was prepared for you
to learn diligently, intelligently, and independently. This will be a great opportunity
for you to equip yourself not only with academic content but as well as some
invaluable skills which you will be very proud of as a responsible learner.

If you have questions or concerns, please contact me in my Facebook

account (Kristal Jean A. Parrilla). Please follow the consultation schedule weekdays
from 9am to 5pm only.

A. Motivation
Instructions: In the box below, paste or put a picture of yourself that you are dancing.

Describe your picture.

What dance are you dancing?
What are the benefits of doing such activities?

B. Transition/ Linking Statements:

Dance has been an important part of Filipino culture as it depicts many of our customs and
traditions.
This lesson will help you understand the different kinds of Philippine dances.
 PHYSICAL EDUCATION AND HEALTH 13 C 3

REVIEW
The FITT Principle (or formula) is a great way of monitoring your exercise program. The key
components or training guidelines for an effective exercise program is spelled out with the acronym FITT

F – frequency – refers to the repetition of exercise undertaken or how often you exercise
I – intensity – refers to the amount of energy the exercise required or how hard you exercise
T – time – refers to the number of minutes or hours you spend exercising or how long you exercise
T – type – refers to the type of exercise undertaken or what kind of exercise you do

BRIEF INTRODUCTION

PHILIPPINE TRADITIONS ON DANCE

Dance has been a part of Filipino life since time immemorial. Since the ancient times, early Filipinos
have used rhythmic movements to express their emotions, beliefs, and faith. Most of these movements are
imitations of what they see in their environment such as the swaying of trees and the movements of animals.
As time passed, these rhythmic movements developed into dances that have become part of peoples’
traditions.

Tradition is “a way of thinking, behaving, or doing something that has been used by the people in a
particular group for a long time” (merriam-webster.com). Traditional dances, or commonly known as folk
dances, are dance practices that have been passed on or handed down from one generation to another.
These dances have evolved naturally over time.

Many of the dances in the past were performed as rituals to express gratitude or to make sacrifices
to gods and goddesses. Some dances were performed to celebrate life occasions and war victories. Today,
these dances are performed to relive the traditions of early Filipinos.

PRECOLONIAL DANCES

In the Philippines, many of the precolonial or indigenous dances are basically Malay in origin until
Western colonizers came and influenced the native dance traditions, Nevertheless, precolonial dances can
be classified, according to Villaruz (2006), as religious, imitative of life activities and of movements in the
environment, and for socialization.

Religious dances, which often involve communicating with the gods, include dance rituals on death, afterlife,
recovery from illness, and veneration of gods through the babaylan or catalonan, a female spiritual leader
who was regarded as an expert in communicating with the divine. In such dances, dancers normally make
offerings to the spirits.

Occupational dances, which are dance rituals that mimic work-related activities such as hunting, planting,
and harvesting. Occupational dances are often lengthy since they mimic the actions performed before,
during, and after a specific activity.

Mimicry is actually common in many traditional dances. For instance, dancers imitate movements that
they observe in nature. Examples are tinikling, which mimics the movements of the tikling (a kind of bird),
and the itik-itik, which imitates the movements of the itik (duck).

There are also indigenous dances that celebrate life events such as courtship and marriage. Such
dances usually focus on romance and the exchange of presents or dowries.

COLONIZATION-INFLUENCED DANCES
 PHYSICAL EDUCATION AND HEALTH 13 C 4

During the Spanish occupation, the lives of the early Filipinos were restructured in terms of politics,
economics, religion, and culture. The same thing happened in dance, as the Spanish colonizers brought in
their own dances. The most popular among these Spanish dances are the jota, polka, waltz, and fandango.
Other Spanish dances include the paseo and pateado as well as the surtido and the habanera, which both
came from Cuba, another Spanish colony. Today, these dances have numerous variations that took the form
of Filipino dances. Similarly, brought by the Spaniards. For example, the tinikling and itik-itik acquired the
tempo of the jota and the polka (Villaruz 2015).

Bate is a waltz dance performed during Easter.

Pastores is performed during Christmas time.

Sayaw sa Obando is a festive dance.

Zarzuela is a Spanish-era dances were popularized by the Spanish music theater.

Great job! After studying the concept notes, let’s try to answer these
activities! Keep in mind that, a person who is physically fit exhibits
maximum strength, endurance, and flexibility when doing physical
activities.

II. INTERACTION:
A. Learning Activities:
Cultural Costumes
1. Draw / Download at least (3) Traditional Philippine costumes for men and women and describe the
function of the costume or materials you chose.

Great job! Now that you are done answering the activitiy, you are now ready to answer the test. Good luck!
 PHYSICAL EDUCATION AND HEALTH 13 C 5

Assessment Technique:
Answer the following questions:
1. What is traditional dance?
2. How are Philippine precolonial dances classified?
3. Why is mimicry common in traditional dances in the Philippines?

III. INTEGRATION
A. Transfer of Learning
Instructions: Provide the necessary information’s asked below.

3 Things I learned

1.

2.

3.

2 Things I want to know

1.
2.

1 Thing that was not clear to me

1.

B. Reflection:

Instructions: Read the question carefully and use your own words in answering. Please be honest in
answering. A minimum of 5 sentences.

1. How does physical activity make me feel?

C. Closure & Synthesis:

Directions: Complete the S.T.O.P Summary
We Started the lesson__________________________________________________________

the Topic was________________________________________________________________

Our Opportunities for practice were_______________________________________________

the Purpose of the lesson was____________________________________________________

 PHYSICAL EDUCATION AND HEALTH 13 C 6

Module No. 2.2 FOLK DANCE PROGRAMS IN THE PHILIPPINES Time Frame: 1 hour

Learning Targets: At the end of the lesson, I can:

✓ Observe personal safety protocols.
✓ Perform a traditional dance in class.
✓ Participate in an organized event that addresses health/dance issues and concerns.
✓ Explain the value of optimizing one’s health through participating in physical activity assessment.

II. INTRODUCTION:

Dear Student,

Panagdait sa Tanang Kabuhatan!

The success of this module lies in your hands. This was prepared for you
to learn diligently, intelligently, and independently. This will be a great opportunity
for you to equip yourself not only with academic content but as well as some
invaluable skills which you will be very proud of as a responsible learner.

If you have questions or concerns, please contact me in my Facebook

account (Kristal Jean A. Parrilla). Please follow the consultation schedule weekdays
from 9am to 5pm only.

A. Motivation
Instruction:
Identify the best description of each dance by writing on the blanks provided before each number.
1. ______________________ 3. ______________________

2. ____________________ 4. ________________________
 PHYSICAL EDUCATION AND HEALTH 13 C 7

B. Transition/ Linking Statements:

Precolonial Filipino dances depict religious rituals, work-related activities, and movements
observed in nature.

This lesson will help you understand the Philippine traditions of dance and the different dance
steps in Folk Dance.

REVIEW
PHILIPPINE TRADITIONS ON DANCE

Dance has been a part of Filipino life since time immemorial. Since the ancient times, early Filipinos
have used rhythmic movements to express their emotions, beliefs, and faith. Most of these movements are
imitations of what they see in their environment such as the swaying of trees and the movements of animals.
As time passed, these rhythmic movements developed into dances that have become part of peoples’
traditions.

PRECOLONIAL DANCES

In the Philippines, many of the precolonial or indigenous dances are basically Malay in origin until
Western colonizers came and influenced the native dance traditions, Nevertheless, precolonial dances can
be classified, according to Villaruz (2006), as religious, imitative of life activities and of movements in the
environment, and for socialization.

COLONIZATION-INFLUENCED DANCES

During the Spanish occupation, the lives of the early Filipinos were restructured in terms of politics,
economics, religion, and culture. The same thing happened in dance, as the Spanish colonizers brought in
their own dances. The most popular among these Spanish dances are the jota, polka, waltz, and fandango.
Other Spanish dances include the paseo and pateado as well as the surtido and the habanera, which both
came from Cuba, another Spanish colony.

SHORT DISCUSSION

FOLK DANCE PROGRAMS IN THE PHILIPPINES

Philippine folk dances can be categorized as lowland Christian (or rural) and non-Christian ethnic dances of
cultural minority groups. Ethnic dances originated from Philippine cultural minority groups such as the ethnic
groups in the Cordillera in northern Luzon, the Muslims in Sulu and Mindanao, and the Lumads (non-Muslim
folks) of Mindanao, Mindoro, and Palawan. These dances have been around since precolonial times and
were performed even during and after foreign invasions.

The standard program of Philippine folk dance performance is composed of five suites- the Cordillera suite,
the Spanish-influenced suite, the Mindanao Muslim suite, the Lumad suite, and the Rural suite.

The Cordillera suite refers to the set of dances from the mountains region of the Cordillera
Administrative Region (CAR). One of the dances under this suite is the ragragsakan (an Ilocano word which
means “merriment”).

The Spanish-influenced suite, also called the “Maria Clara” suite, features dances with European
influence. Mostly, these dances portray cultures of courtship, love, and flirtation. One of the dances under
 PHYSICAL EDUCATION AND HEALTH 13 C 8

this suite is the famous carinosa, a courtship dance from Panay popularized in Rapu-Rapu, Albay. It
demonstrates how a man courts a woman bearing in mind the restrictions of touching her.

The Muslim suite is a set of exotic dances from the Muslims of Mindanao. One of the dances in this
suite is kinakulangan, a Maranao dance that showcases the graceful walk of women and snobbish stance
of men for the wedding procession. One of the highlights of this dance is the showing oof of beautifully beaded
umbrellas of the Maranao women.

The Lumad suites are dances of the indigenous peoples of Mindanao such as the Bagobo, T’Boli,
Manobo, Subanon, and Bilaan. Just like the Cordillerans, these indigenous peoples were untouched by
colonization. One type of dance under this suite is binaylan, a Higaononand Agusanon Manobo tribal dance
that depicts the movement of a hawk, a hen, and her banog or baby chicks.

The Rural suite dances are usually performed during celebrations such as town fiestas. One of the
dances under this suite is sayaw sa bangko, which requires skilled dancers to perform dance exhibitions on
a narrow bench.

COMMON DANCE STEPS IN FOLK DANCING

There are dance steps and positions common in many folk dances. Francisca Reyes Aquino, national artist
for dance, listed these common dance steps and positions in her book Fundamental dance Steps and Music
(1997 edition). Below are some of the dance steps.
 PHYSICAL EDUCATION AND HEALTH 13 C 9

FIVE FUNDAMENTAL POSITIONS OF THE ARMS AND FEET

 PHYSICAL EDUCATION AND HEALTH 13 C 10

Great job! After studying the concept notes, let’s try to answer
these activities! Keep in mind that, in doing physical activity,
remember to monitor your heart rate. Your target heart rate can
help you determine whether you are more effort in order to achieve
your physical fitness goal.

II. INTERACTION:
B. Learning Activities:
Instruction: Paste your pictures showing the basic position of arms and feet.

BASIC POSITION OF ARMS

 PHYSICAL EDUCATION AND HEALTH 13 C 11

BASIC POSITIONS OF FEET

III. INTEGRATION
B. Transfer of Learning
Instructions: Provide the necessary information’s asked below.

3 Things I learned

1.

2.

3.

2 Things I want to know

1.

2.

1 Thing that was not clear to me

1.

B. Reflection:

Instructions: Read the question carefully and use your own words in answering. Please be honest in
answering. A minimum of 5 sentences.

1. How was the experience of performing your work for yourself?

 PHYSICAL EDUCATION AND HEALTH 13 C 12

C. Closure & Synthesis:

Directions: Complete the S.T.O.P Summary
We Started the lesson__________________________________________________________

the Topic was________________________________________________________________

Our Opportunities for practice were_______________________________________________

the Purpose of the lesson was____________________________________________________

Great job! We are finally done with the module! I hope you
enjoyed learning the topic! See you in our next journey!

Prepared by:

Mrs. Kristal Jean A. Parrilla

Mr. Gerald N. Cabading