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SPA-Dance
Folkdance & Ballet Strand
Quarter 3 MELC 1 Week 1
Elements of Dance

REGION VI – WESTERN VISAYAS

SPA DANCE – Grade 7
Alternative Delivery Mode
Quarter 3 – Module 1: Elements of dance movement

Republic Act 8293, section 176 states that: No copyright shall subsist in
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the government agency or office wherein the work is created shall be
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among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones Undersecretary:
Diosdado M. San Antonio

Development Team of the Module

Writer/s: Albino A. Berioso

Reviewers: Eva G. Trabado, Ally J. Paceño
Illustrator: Ednan Jamandre
Layout Artist: Jan Argie Lumawag
Management Team: Dr. Ramir B. Uytico, CESO IV
Gladys Amylaine Sales, CESO VI
Elena P. Gonzaga, EdD
Federico P. Pillon, Jr.
Eva G. Trabado
Carmel Joy P. Aujero

Printed in the Philippines by Department of Education

Department of Education – Region VI-Western Visayas
Office Address: Duran Street, Iloilo City
Telefax: (033) 336-2816 (033) 509-7653
E-mail Address: region6@deped.gov.ph

SPA-Dance
Folkdance & Ballet Strand
Quarter 3- MELC 1- Week 1
Elements of Dance
Introductory Message
For the facilitator:

Welcome to the Grade 7 SPA-DANCE Alternative Delivery Mode (ADM)

Module on Folk Dance and Ballet Strand.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teache r

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

For the learner:

Welcome to the SPA Grade 7 Alternative Delivery Mode (ADM) Module on
Folk Dance & Ballet Strand

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies
that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!

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 What I Need to Know

This module was designed and written to help you understand the importance
of the basic elements of dance. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed
to correspond with the textbook/learning materials you are now using.
At the end of this module you are expected to:
1. Describe the elements of dance (SPA_D-PED7-llla-1)

Specific Objectives:

• List down the different elements of dance

• Identify the elements of dance

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 What I Know

Multiple Choice.

Directions: Read the questions carefully and choose the BEST answer. Write
the letter of the correct answer on your answer sheet.

1. What’s an example of TIME in the elements of dance?

A. High and Low C. Sharp and Fluid
B. Slow and Fast D. none of these

2. What are the examples of SPACE in the elements of dance?

A. High and Low C. Slow and Fast
B. Sharp and Fluid D. none of these

3. What is not an element of dance?

A. Time C. Food
B. Space D. Energy

4. If you were describing the direction that a dance moves across the floor,
which compositional element would you be MOST engaged with?
A. Space C. Force
B. Time D. Shape

5. Which of these is an analysis of force in a dance?

A. The first dancer was energetic and lively, while the second was
languid; an interesting contrast in dynamics.
B. The two dancers paralleled each other’s movements in every way,
forming visual symmetry on stage.
C. The rhythm was upbeat and the dancers moved quickly, stepping to
the beat.
D. The entire dance crew advanced forward, then separated from the
stage with a high leap.

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 What’s In

In our past lesson, you learned about the

Locomotor movements and Non-locomotor
movements.

Let’s make a review before we

proceed to the next lesson. Do the activity
below.

Directions: Identify the images below if an image is a

Locomotor Movement or Non-locomotor movement.
Write your answers in a separate paper.

1 2
This Photo by Unknown Author is
licensed under CC BY-NC

3 4

5 6 7

8 9 10

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 What’s New

The Elements of Dance are the foundational concepts and vocabulary that
develop movement skills and understand dance as an artistic practice.

The acronym BASTE helps remember the elements:

This framework is a way to discuss any kind of movement. While different

dance styles call for specialized skills and stylization choices, the underlying
elements of dance are visible in all dance experiences.

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 What is It

In dance, the body is the

mobile figure or shape, felt by the
dancer, seen by others. The body
is sometimes relatively still and
sometimes changing as the dancer
moves in place or travels through
the dance area. Dancers may
emphasize specific parts of their
body in a dance phrase or use
their whole body all at once.

When we look at a dancer's whole body we might consider the overall shape
design; is it symmetrical? twisted? What part of the body initiates
movement?
Another way to describe the body in dance is to consider the body systems—
muscles, bones, organs, breath, balance, reflexes. We could describe how the
skeletal system or breath is used, for example.

The body is the conduit between the inner realm of

Intentions, ideas, emotions and identity and the outer
realm of expression and communication. Whether watching
dance or dancing ourselves, we shift back and forth
between the inner/outer sense of the body.

Action is any human movement

included in the act of dancing— it can
include dance steps, facial movements,
partner lifts, gestures, and even everyday
movements such as walking. Dance is
made up of streams of movement and
pauses, so action refers not only to steps
and sequences, but also to pauses and
moments of relative stillness.

Dancers may use movements that have been choreographed or traditional

dances taught by others who know the dances. Depending on the dance style
or the choreographer's decision, dancers may also revise or embellish
movements they have learned from others.

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 Movement can also be improvised,
meaning that the dancers make it up "on
the spot" as they spontaneously dance.
Movement that travels through space is
broadly called locomotor movement in
contrast to axial movement, which
occurs in one spot.

Dancers interact with space in

myriad ways. They may stay in one place
or they may travel from one place to
another. They may alter the direction,
level, size, and pathways of their
movements.

The relationships of the dancers to

each other may be based on geometric
designs or rapidly change as they move
close together, then apart. Even when a
dancer is dancing alone in a solo, the
dancer is dynamically involved in the
space of the performing area so that
space might almost be considered a
partner in the dance.

Dancers may focus their movement

and attention outwardly to the space
or inwardly, into themselves. The line
of travel may be quite direct towards
one or more points in space or
indefinite and meandering.

Dancers may also orient their

movement towards objects or in
relation to natural settings. Sometimes
dances are created for specific locations
such as an elevator or on a raft in a lake
for site-based performances.

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Spatial relationships between dancers or between dancers and objects are the
basis for design concepts such as beside, in front of, over, through, around,
near or far.
The keyword for the element of time is When?
Human movement is naturally rhythmic in the
broad sense that we alternate activity and rest.
Breath and waves are examples of rhythms in
nature that repeat, but not as consistently as
in a metered rhythm.

Spoken word and conversation also have

rhythm and dynamics, but these timing
patterns are characteristically more
inconsistent and unpredictable.

Rhythmic patterns may be metered or free rhythm. Much of western music

uses repeating patterns (2/4 or 3/4 for example), but concepts of time and
meter are used very differently throughout the world. Dance movements may
also show different timing relationships such as simultaneous or sequential
timing, brief to long duration, fast to slow speed, or accents in predictable or
unpredictable intervals.

Dancers may take sight cues from each

other to start the next phrase or listen for
music cues. They may even take cues from an
event such as a train whistle during an
outdoor dance performance. The inherent
rhythms in our movement and our aural
landscape are a rich source of variation in
dance.

Energy is about how the

movement happens. Choices about
energy include variations in movement
flow and the use of force, tension, and
weight. An arm gesture might be free
flowing or easily stopped, and it may be
powerful or gentle, tight or loose, heavy
or light. A dancer may step into an
arabesque position with a sharp,
percussive attack or with light, flowing
ease. Energy may change in an instant,
and several types of energy may be
concurrently in play.

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 Saying that a dance "has a lot of energy" is misleading. ALL dances use the
element of energy, though in some instances it may be slow, supple, indirect
energy - not the punchy, high speed energy of a fast tempo dance.
Energy choices may also reveal emotional states. For example, a powerful
push might be aggressive or playfully boisterous depending on the intent and
situation.

Some types of energy can be easily

expressed in words, others spring from
the movement itself and are difficult to
label with language. Sometimes
differences in the use of energy are easy
to perceive; other times these differences
can be quite subtle and ambiguous.
Perhaps more so than the other
elements, energy taps into the nonverbal
yet deeply communicative realm of
dance.

What’s More

Video Dance Analysis

Procedure:
1. Watch the five (5) videos of the elements of dance from the link
hereunder.
2. Answer its reflective question.
3. Write your answers in a separate sheet of paper.
Reflective Questions
Could you see yourself doing How space is used in the
this movement? Why or why dance?
not?

How do we see and hear

How the movement choices
changes in timing?
suggest characters and the
mood of this scene?
This Photo by Unknown
how energy convey meaning
Author is licensed under
https://drive.google.com/file/d/1HOwsD9CLsItezKrRGB1i8n_4izy7-
CC BY-NC in the dance?
boF/view?usp=sharing
https://drive.google.com/file/d/
1QLW3I6LaES6fwoN1ZE9NdxuGXXut5Qzv/view?usp=sharing
https://drive.google.com/file/d/ 12
1oEBLDHdnwfJD5Eoy7eeXKZK3k2gpAYIc/view?usp=sharing
https://drive.google.com/file/d/
1NZGXp1fy81_rT4DkEvgcF6yXso7P2gpw/view?usp=sharing
 What I Have Learned
Dancers use their bodies to take internal ideas,
emotions, and intentions and express them in an
outward manner, sharing them with others. Dance
can communicate this internal world, or it can be
abstract, focusing on shapes and patterns.

Action includes small movements like facial

expressions or gestures, as well as larger
movements like lifts, carries, or catches done with
a partner or in a group. “Action” is also
considered the movement executed as the pauses
or stillness between movements.

The concept of space is explored in a variety of ways

as the dancers constantly change direction and
orientation. Their relationship to one another also
keeps shifting. At times they form two lines, passing
through one another. At other moments, they move in
unison.

We can think of time in the following ways:

Clock Time: We use clock time to think about the length of a
dance or parts of a dance measured in seconds, minutes, or hours.
Timing Relationships: When dancers move in relation to each other
(before, after, together, sooner than, faster than).
Metered Time: A repeated rhythmic pattern often used in music
(like 2/4 time or 4/4 time). If dances are done to music, the
movement can respond to the beat of the music or can move
against it. The speed of the rhythmic pattern is called its tempo. \
Free Rhythm: A rhythmic pattern is less predictable than metered
time. Dancers may perform movement without using music,
relying on cues from one another.

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Energy helps us to identify how the dancers move. What effort
are they using? Perhaps their movements are sharp and strong,
 What I Can Do

SELF- DANCE-VIDEO PRESENTATION

Directions:

1. Create a 2-3 -minute self-dance-video

presentation applying the different
elements of dance.

2. Submit your work to your dance teacher

through messenger, google classroom,
FB classroom, etc.

RUBRICS
CRITERIA 4 3 2 by Unknown Author is 1
This Photo
licensed under CC BY-NC
Took risks in Took risks in Took very little risks Took no risks in
exploration of the exploration of the in exploration of the exploration of the
isdifferent
licensedelements
under CCofBY-NC
different elements of different elements of different elements of
the dance the dance the dance the dance. No
Creativity demonstrating demonstrating demonstrating efforts have been
challenging and unique patterns and simple patterns and made in the variety
unique patterns and a variety of creative creativity. of pattern and
a variety of creative options. creativity.
options.
The choreography The choreography The choreography The choreography is
demonstrates a demonstrates some demonstrates very not varied and not
development variation of little variation of developed
Combination of variation of the elements of dance. elements of dance. combination of the
the Elements of elements of dance. This variation is This variation is elements of dance.
Dance This variation is original and very slightly original and Movements have
highly original, not little has been most choreography been borrowed from
borrowed from the borrowed from the borrowed from the the media/peers.
media/peers. media/peers. media/peers.
The video played The video played for The video played 5 The video played
Time Frame between 2-3 4 minutes. minutes. less than 2 minutes.
minutes.
Performance Performed all Performed most of Forgot the The performance
suggested elements the suggested choreography often. shows a very little
of dance correctly elements of dance The combination of combination of the
with enthusiasm. correctly with the elements of elements of dance.
enthusiasm. dance demonstrates Face is blank slate
very little without character.

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 enthusiasm.
The elements of The elements of The elements of The elements of
dance are performed dance are most dance are most dance are not
with control, skill often memorized often memorized memorized and
Skill and precision. and performed with and performed with performed without
some control and little control and control and skill.
skill. skill.

Assessment

Directions: Read the statement carefully. Write the word TRUE if the
statement is correct and write FALSE if it incorrect. Write your answers in
separate sheet of paper.

1. To achieve superior balance, strength, and agility you have to work hard
to train your body
2. When working through a dance phrase, or series of movements, dancers
use their breath and pay extra attention.
3. “Space” is also considered the movement executed as the pauses or
stillness between movements.
4. Dancers work together with a choreographer to practice and refine the
energy of the dance.
5. Level, Direction, Place are some ways a choreographer or dancer thinks
about space.
6. Time can be both indoors and outdoors, and some dances are created
with specific spaces in mind.
7. The element of time is easily noticed through the action of the hands
slapping and feet stomping that creates the complex rhythm.
8. Space also represents the quality of the movement—its power and
richness.
9. Energy is crucial in bringing the inner expression of emotion out to the
stage performance.
10.We can think of time in the following ways: Clock time, Timing
Relationships, Metered Time and Free Rhythm.

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 Additional Activities

LET’S DO IT!

Directions: Do the following activity. Write your answers/responses in a

separate sheet of paper.

1.

Research one of the dance forms: Irish, Step Dancing, American Hambone.
2. Clogging, Kathak, Odissi, Flamenco. Tell us the cultural and historical contexts of
the dance.
Directions: Click the link below to watch the video before answering the Diagram.
Title of Dance: Dance with Two Army Blankets
Choreography: Danny Shapiro & Joanie Smith
Music:
3.
Performers: Lauren Baker, Kevin Iverson, Andrew Lester, Megan McClellan and Scott Mettille
(Shapiro & Smith Dance)
Videographer: V. Paul Virtuccio
Videolink: https://drive.google.com/file/d/1CPkxOeWYJkQdNJqZiujzQi30eqw4K2tE/view?
usp=sharing

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 Directions: Click the link below and watch the video. Answer the reflective
questions below. Write your answers in separate sheet of paper.
Title of Dance: Seeds of Wind (excerpt)
Choreography: Wynn Fricke in collaboration with the dancers
Music: Composed and performed by Peter O'Gorman
4. Dancers: Zenon Dance Company including
Mary Ann Bradley, Bryan Godbout, Greg Waletski, Amy Behm-Thompson
Hanging Chimes: Dean Hawthorne
Videography: Jim Peitzman
Video Link:
https://drive.google.com/file/d/1JggpFbDg-CiFxZdtQ7JOKy3YPD1DUY9O/view?
usp=sharing

Reflective Questions:
1. In the element of Time, when do things happen based on the video?
2. How do we see and hear changes in timing?
3. What cues the dancers?

Directions: Click the link below and watch the video. Answer the reflective
question below. Write your answers in separate sheet of paper.
Title of Dance: Kshoy!/Decay!
Choreography & Direction: Ananya Chatterjea
5. Collaborators: Laurie Carlos (director/music/performer), Greg Schutte
(composer), Mankwe Ndosi (performer/music), Pooja Goswami (music),
Annie Katsura Rollins (costume and set design)
Performers: Ananya Dance Theater
Video Link:
https://drive.google.com/file/d/14NdHv3nFq9wJtKulvvYHYT-7ydovlQzs/view?usp=sharing

Reflective Question:
1. What are other words that describe the energy in this dance?
_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________ .

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 Answer Key

What I Know What’s More

1. B Answers may vary

2. A
3. C Assessment
4. A
5. C. 1. True
2. True
What’s In 3. False
4. False
1. Non-locomotor 5. True
2. Locomotor 6. False
3. Locomotor 7. True
4. Locomotor 8. False
9. True
5. Locomotor
10. True
6. Locomotor
7. Non-locomotor Additional Activity
8. Locomotor
9. Non-locomotor Answers may vary
10. Locomotor

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References

Unpublished Compilation book from NCCA,

SANAYGURO 2014 NATIONAL Training for SPA Teachers
Images taken from the google website were under User Rights
Creative Commons Licenses
https://www.elementsofdance.org/

https://study.com

https://www.elementsofdance.org

https://www.kennedy-center.org/education/resources-for-educators/
classroom-resources/media-and-interactives/media/dance/do-you-wanna-
dance

Images:
https://drive.google.com/file/d/1HOwsD9CLsItezKrRGB1i8n_4izy7-boF/
view?usp=sharing
https://drive.google.com/file/d/1QLW3I6LaES6fwoN1ZE9NdxuGXXut5Qzv/
view?usp=sharing
https://drive.google.com/file/d/1oEBLDHdnwfJD5Eoy7eeXKZK3k2gpAYIc/
view?usp=sharing
https://drive.google.com/file/d/1NZGXp1fy81_rT4DkEvgcF6yXso7P2gpw/
view?usp=sharing
https://drive.google.com/file/d/1OR-dNZUH_25-Qbpv6BXihFbYDIS-lsX1/
view?usp=sharing

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