TEAM SPORTS AND RHYTHMIC ACTIVITIES

WHAT IS DANCE?
 Dance is a series of movements that follow the rhythm of the music accompaniment.
 It is a creative form that allows people to freely express themselves.
 Dance was one of the primary methods of passing these stories down from one generation to another.
 It describes methods of non-verbal communication between human or animals, motion in inanimate
objects (the leaves danced in the winds) and certain musical forms or genres.

ROLE AND FUNCTION OF DANCE

 According to Guha (2012) Dance is an expression of self and emotion. It involves physicality of movement
both bodily and facial. 
 Smith (2010) Emphasizes that dance is a fundamental element of human behavior and has evolved over
the years from primitive movement of the earliest civilization to traditional ethnic or folk style, to the
classical ballet and modern genres popular today. 
 No dance form is permanent, definitive, or ultimate. 
 Changes occur but the basic element of dance endures. 

"Dance is for all people" 

 The derive from participating in dance of any genre and then physical activity required provides the
opportunity for the pursuit of a healthy lifestyle in today's world. 
 Moreso, dance complements the acquisition of motor skills in performing a function by teaching or
expression and communication. 

 Participation in dance promotes motor skill development and self-discovery, builds self-esteem, engages
individuals in a positive opportunity to interact socially and increases cultural understanding. 
 As a form of recreation, dancing has been long provided fun, relaxation, and companionship. 

 Today, dancing either at a party or other gatherings continues to be a very popular way for people to enjoy
themselves and to make friends. 
 Most people dance simply to have fun or to entertain others but dancing also serves many purposes. 
 For many people, dancing provides one of the most personal and effective means of communication. 
 A dancer expresses such feelings of joy, anger, or helplessness without saying a word. 

VALUES OF DANCE
Engaging in dance activities benefits a person in so many ways. These endeavors promote total development of
each individual. The following are important values of dance;
1. Dance is a highly educational activity which provides the knowledge and information of other people’s
folklores, superstitions, legends, rituals, customs, celebrations and festivals. It also provides us with the
clues to the temperaments, point of views and philosophy of other people.
2. Dance is a part of our culture and its inclusion in the Physical Education Program will help preserve social
customs and traditions by passing them along from one generation to another. 
3. Dance is a splendid medium for the development of muscular endurance, strength, flexibility and organic
vigor.
4. Important attitudes and social learning can be promoted through a well-conducted program of dance
activities. To be at ease with the opposite sex, to learn social graces and to make common elements of
courtesy a practice is important goal of a dance.  
5. Dance activities offer good opportunities for incidental and direct teaching in posture which can result in
the development of grace and poise.

DANCES AROUND THE WORLD

It’s no secret that people everywhere, of all different walks of life and cultures, love to dance. Whether it be to
express emotion, to celebrate, or for ritual purposes, the art of dance is not limited to one place: it is everywhere.
Let’s explore dance around the world.

SWING DANCES LATIN DANCES HISTORICAL DANCES

1. Lindy Hop 1. Paso Doble 1. Ballet-Danse Classique
2. Blues 2. Rumba 2. Waltz-Valse
3. Boogie Woogie 3. Salsa
4. Charleston 4. Samba
5. Rock 5. Milonga
6. Shag 6. Merengue
7. Foxtrot 7. Tango
8. Quickstep 8. Bachata
9. Jive 9. Mambo
10. Zouk
11. Chacha

STREET DANCES AFRICAN DANCES ASIAN DANCES

1. Locking 1. Sabar 1. Bollywood
2. Popping 2. Kupe Dekale 2. Bhangra (India)
3. House 3. Zulu 3. Khon (Thailand)
4. Krump 4. Maasai Jumping 4. Tinikling (Philippines)
5. Voguing 5. Tswana 5. Kabuki (Japan)
6. Waacking 6. Zaouli 6. Red Lanterns Dance
7. Bboy-Break Dance (China)
7. Dragon Dance (China)

EUROPEAN DANCES ORIENTAL DANCES AMERICAN DANCES

1. Flamenco (Spain) 1. Persian Dance 1. Chacarera (Argentina)
2. La Bouree (France) 2. Debka (Middle East) 2. Bambuco (Colombia)
3. La Ridee (France) 3. Dhikr 3. Capoeira (Brazil)
4. Gavotte (France) 4. Oriental Dance 4. Jarabe Tapatio (Mexico)
5. La Java (France) 5. Madison (USA)
6. Polka (Czech Republic)
7. Irish Dance (Ireland)
8. Sirtaki (Greece)
9. Kazachok (Ukraine)

OCEANIA DANCES VARIOUS DANCES

1. Arboriginal Dance 1. Shuffle Dance
(Australia) 2. Tecktonik
2. Haka (New Zealand) 3. Modern Jazz

ELEMENTS OF DANCE
The elements of dance are the ingredients of dance. Often one or two elements predominate in dance but all
elements are present. The different ways of combing and using the elements determine the expression of the
dance.
 
1. ACTIONS are what the body is doing. Movement is a change of position in space that is governed by
mechanical principles that limit the ability of an individual to move effectively and efficiently.

Cone (2012) reiterates that dance contributes to one’s development of movement abilities in the following ways;   

1. Increasing the ability to perform locomotor and nonlocomotor movements and patterns or
sequences of movements while applying the dance elements of space, time, force, flow and
relationship in a variety of ways;
2. Developing strength, flexibility, cardio-respiratory endurance. coordination, speed, and balance;
3. Adding to the number of experiences that promote learning about the infinite ways the body is
capable of moving;
4. Enhancing motor learning through repetition and practice of dance movements;
5. Learning to safely move as one expresses and communicates ideas, feelings, and
understanding.

Edwards (2013) emphasizes that the language of movement is revealed through the dancers who choose not to
be restrained by convention as they present their understanding of space, time, and form in ways that are
personally satisfying and pleasing. The following are factors that govern or affect movement;
 
 Psychological Factors: Fear anxiety and other mental phenomena affect 
 
movement either positively or negatively which may affect the performance of an individual.
 
 Physiological Factors.  Physical fitness and body built are the two main 
 
concerns that affect human movement. Poor muscle development and low fitness level will surely affect
movement.
 
 Sociological Factors. These refer to the relationship of the performer with a 
 
particular group and his to social conformity and norms. 
      
2. THE BODY is the instrument of dance. Awareness of the body is encouraged on 
the dance program as students learn about the following body concepts: 

1. Body parts –head, arms, hands, legs, feet, torso, elbows, wrists, shoulders hips, knees, and
ankles.
2. Body zones – body areas of the front, back, left side, right side, upper half, and lower half.
3. Body bases- whatever supports the rest of the body, for example when standing—the feet; when
kneeling, the knees.
 
3. RELATIONSHIP refers to the correspondence or connection between things, be they the dancers to each
other, dancers to objects, or a dancer’s body part to each other. Students will continue to explore the
relationships of connecting, leading, following, meeting, parting, near, far passing by, and surrounding.

4. DYNAMICS describe how the body moves. It is an umbrella term and includes the factors which give
movements various qualities. Therefore, dynamics is the element that gives the dance its expressiveness.
Knowledge of dynamics is encouraged in the dance strand by learning about the following concepts;
 
a) Duration - the length of time needed to do a movement, duration is on a 
continuum of very short to very long.
b) Energy - the muscular tension used to move, energy is on a continuum of a
 little to a  lot.
c) Even - movements of equal duration; for example, walks rhythm
d) Uneven - movements of unequal duration; for example skips rhythm
e) Quality - characteristics of a movement; for example strong or light.
                       Examples are swinging, percussive, sustained, vibratory, collapsing, and
suspension.
f)  Speed - velocity of movements; speed is on the continuum of very slow to very fast.
g) Time –  refers to tempo or rhythm. It can be slow or fast and a succession of muscular relaxation
and rest(rhythm).

5. SPACE is where the body moves. It is the medium of dance. As dancers move through space, their bodies
create patterns on the floor and in the air. Edwards (2013) mentions that the perception of space is viewed
in relation to the body, the space of others, and the unoccupied place or general place.  Awareness of
space is encouraged in the dance strand by learning about the following space concepts;

1. General -   the dance area.

2. Personal -  the space reached while stationary.
3. Directions  - forward, backward, sideways, upwards, or downward
4. Focus -   where the eyes or the intention of the movement is directed.
5. Levels - high, middle, low, or deep.
6. Pathways - the patterns or design made in the air or on the floor by the person’s movements,
pathways appear as straight lines, curved lines, or combinations of straight and curved lines.
7. Shape - the design of the body’s position.
8.  Size - the magnitude of the body shape or movement, size is on a continuum of small to large.

DANCE FORMS
1. Classical Dance: Dances with standardized rules and restrictions. It can be a religious-related dance or
for court and royal entertainment. 
 2. Classical Ballet: Dance of supreme standards learned from academe. Ballet used to be a court dance
that developed into the highly stylized theatre art that it is today. It had its beginning in Italy, developed and
nurtured in France, and perfected in Russia. 

3. Modern Dance: A deviation from the principles of classical ballet developed by Isadora Duncan. It was
developed in Germany and USA. It is characterized by the natural and true expression of the human body
and soul. This dance attempts to express an idea without setting rules as to how the idea is to be
conveyed.

4. Contemporary Dance: A combination of ballet and modern dance. 

5. Ethnic and Tribal dance: A dance particularly found in a group of people living together in a locality with
common beliefs and customs.

6. Recreational Dance: Includes dance mixers, square dancing, and round and a couple of dances.

7. Social and Ballroom dance- includes all dance forms which bring individual together in dances designed
for group participation and enjoyment. A dance set in a social gathering with a more formal atmosphere
than the simple and informal parties in which the recreational dances are the usual forms. This is usually
held in the evenings and participants are usually in formal attire for the purpose of recreation and
entertainment. It is usually accompanied by popular music. 

8. Popular Dance: Highly recognized as a dance form in television and other dance centers like disco
houses and social gatherings. 

9. Dance sports: An international ballroom competition consisting of two categories namely the       

Modern Standard (Tango, Foxtrot, Waltz, Viennese Waltz, and Quickstep)  and Latin American
dances( Chachacha, Rumba, Paso Doble, Jive, and Samba).

10. Folkdances are traditional dances of a specific folk handed from generation to generation to generation in
the manner of all traditions. These dances are usually native to one group of people who developed them
based on their daily activities. These are social expressions of the mores, thoughts, lifestyles, practices,
and feelings of people through bodily movements. These are the outbursts of people’s feelings. A folk
dance is the heartbeat of the people.

11. Creative Dance: It is a form of dance in which you create the dance steps or movements according to
your experiences, thoughts, and feelings. You create your own dance movements according to how you
interpret your ideas, feelings, and sensory impressions and express them symbolically using your body.
( Battad et al, 2016). According to Gilbert(2015), creative dance is best taught through concept. Dances
should have the knowledge and time to create their own steps and choreography, developing personal
voices that will surely enrich the world of dance. The following are a benefit of a conceptual dance
approach; 

DANCE OUTCOMES
 I. Cognitive Outcomes 
o Dancers increase knowledge and vocabulary  through an understanding of the concept and
principles of dance,
o Dancers solve movement problems that are both simple and complex, honing problem-solving
skills,
o Dancers gain an understanding of the global community through the study of dance history and
culture,
o Dancers develop auditory, visual, literacy, and verbal skills through observation and multimodal
forms of reflection,
o Dancers increase knowledge of other subjects as dance is integrated into the school curriculum,
o Dancers expand creative skills through choreography and improvisation, and 
o Dancers improve memory through the recollection of concepts, steps, patterns, and phrases.
 
II. Affective Outcomes
o Dancers express feelings through movements, becoming more attuned to the inner self,
o Dancers experience contrasting movements that help them define feelings,
o Dancers express feelings and thoughts about their own and other people’s dances, helping them to
put feelings and thoughts into words,
o Dancers increase self-esteem through self-expression and the mastery of movement concepts
while being engaged in a positive, non-competitive dance form,
o Dancers develop self-discipline as they develop skills and create dance,
o Dancers learn to take risks by mastering movement challenges. They learn to trust, through
activities that involve weight sharing, partnering, and group cooperation,
 o Dancers gain an appreciation for other culture and movement styles,
o Dancers respect the role of dance has in lifelong well-being.
 
III. Physical outcomes
o Dancers develop healthy habits through movements and exercise,
o Dancers apply the concepts and principles of dance as they develop dance skills,
o Dancers develop body awareness. control, balance, and coordination,
o Dancers gain physical strength, flexibility, stamina, and agility, 
o Dancers release stress through positive physical activity,
o Dancers expand their personal movement vocabulary as they work with
o other dancers and learn from other cultures, and
o Dancers develop sensorimotor skills.
 
IV. Social Outcomes 
o Dancers learn to collaborate with others through partner and group work, 
o Dancers bond with one another through positive physical contact and verbal reflection,
o Dancers develop poise through informal showings or formal performances,
o Dancers develop leadership skills by taking the lead in a partner and group work,
o Dancers learn the appropriate way of touching others through gentle physical contact and weight
sharing,
o Dancers discover the value of individual differences through creative exploration, problem-solving,
and the study of other dance forms and cultures
o Dancers attend and support a variety of dance functions and events.

BALLROOM DANCE
Ballroom Dance is a world-class, tradition, and passion.  There is a great history behind ballroom dancing, both
competitively and recreational speaking.  “Ball” is derived from the Latin word “ballare” which means “to dance”.
Modern ballroom dancing comprises five dance styles and they are slow foxtrot, Viennese waltz, modern waltz,
tango, and quickstep.  These dances are famous all over the world, and they are not only performed in social
gatherings but in competitions as well.
 
Hip hop dance is thought to have officially begun in New York City during the late 1960s and early ’70s.  During
this time, individuals without professional dance training but with a natural instinct for movement brought dancing
to the streets.  A dance form meant to be popular in the original sense of the word, meaning that it was for the
people and not for the academy, hip-hop moves were inspired by the complex rhythms and the down-to-earth
movement style of African dancing.  Music vestiges of modern, tap, swing, and African dancing can all is found in
hip hop, this dance style is really in a class of its own when it comes to improvisation and an edge of competition.
 
The word “hip” was used in African American Vernacular English (AAVE) as early as 1904.  The colloquial
language meant “informed” or “current”, and was likely derived from the earlier form hep.  Hip hop dance refers to
street dance styles primarily performed to hip hop music or that have evolved as part of hip hop culture.  It
includes a wide range of styles primarily breaking, locking, and popping which were created in the 1970s and
made popular by dance crews in the United States.
 
Main styles of hip hop:
1. Breaking/B-boying
 2. Locking
 3. Popping