12

PHYSICAL EDUCATION AND HEALTH

Quarter 1 - Module 3:
Health-Optimizing Physical Education: Dance
Appreciation and Composition
Physical Education and Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Health-Optimizing Physical Education: Dance
Appreciation and Composition
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, 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

Writers: Julius B. Campos
Editors: Lucille C. Abunales, Irene G. Ajoc
Reviewers: Lucille C. Abunales, Irene G. Ajoc
Illustrator: Julius B. Compos
Layout Evaluators: Celeste Faith R. Almanon, Jay S. Ayap
Management Team: Gregoria T. Su
Marvilyn C. Francia
Jay S. Ayap
Irene G. Ajoc
Lucille C. Abunales

Printed in the Philippines by ________________________

Department of Education – Caraga Region – Bislig City Division

Office Address: H. Basañez Blvd., Poblacion, Bislig City 8311

Telefax: (086) 853 – 7403 ext. 1000 - 1029
E-mail Address: bislig.city@deped.gov.ph
 12

Physical Education
and Health
Quarter 1 – Module 3:
Health-Optimizing Physical
Education: Dance Appreciation
and Composition
Introductory Message
For the facilitator:
Welcome to the Physical Education and Health 1 Alternative Delivery Mode
(ADM) Module on Exercise for Fitness!
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 21 st 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 Teacher

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.

ii
For the learner:
Welcome to the Physical Education and Health 1 Alternative Delivery
Mode (ADM) Module on Exercise for Fitness!
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!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
In this portion, the new lesson will be introduced
What’s New
to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers to
the exercises using the Answer Key at the end of
the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will help
What I Can Do
you transfer your new knowledge or skill into
real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
optimize your health through Physical Education. The scope of this module permits
it to be used in many different learning situations. 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 you are now using.

The module is divided into 8 lessons, namely:

 Lesson 3 – Dance Appreciation and Composition

After going through this module, you are expected to:

1. Discuss and explain how dance appreciation and composition is created in a

dance form
2. Perform simple dance activity with observance to safety precaution; and
3. Recognize ones’ potential in analyzing and creating simple dance choreography.

1
 What I Know

Direction: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. A person who designs dance for the stage.

A. Choreographer
B. Choreography
C. Chorus
D. Dance

2. What element of street style is consistent throughout/ consider their

foundation?
A. Footwork
B. Groove
C. Fresco
D. Energy

3. This is the link between movement, phases and sections of the dance.
A. Variety
B. Climax
C. Continuity
D. Transition

4. It emphasizes movements and phases that are important to the dance

and gives a feeling of closure to a work.
A. Repetition
B. Transition
C. Sequential Form
D. Development

5. Consists of two or more movement phrases or theme in which the main

movement phrases is imitated exactly and completely by the successive
movement.
A. Ground Bass
B. Rondo Form
C. Theme and Variation Form
D. Round or Canon

2
 Lesson
Dance Appreciation and
3 Composition

INTRODUCTION

A good dance displays a significant meaning or convey a message. Sometimes, it

also portrays life experiences. Dance may be presented abstractly and symbolically
but still convey emotion and meaning (McGreevy- Nichols et al. 2005). A good
dance lifts a transport the audience from their seats during the performance.

It has a beginning, middle and end/conclusion. The beginning of the 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.

All works, whether it is sports, music or dance, must have a form brought to their
element by means of orderly arrangement, meaning and purpose (Lockhart, 1982).
There must be a sense of direction. A good dance therefore, must have shape or
form for its choreography to be effective.

What’s In

ACTIVITY 1.1: Try This!

Let’s Challenge what you know! Write T if the statement is True and write F if the
statement is False.

_____ 1. Cooling down is not as important as warm-up, and must be done after
dancing.
_____ 2. Dancing increasing hormones, adrenaline and endorphins in circulation
which can lead to restlessness and sleep.
_____ 3. Exhale means to expel air.
_____ 4. The hip flexors are several muscles that brings your legs and trunk
together in a flexion movement. They allow you to move your leg and knee
up towards your torso, as well as to bend your torso forward at the hip.
_____ 5. Turnout is the ability of a dancer to turn his or her feet and legs out from
the joints.

3
 What’s New

Did you know?

Recreational dance is a social activity in which people of all ages can

participate. Recreational dance come from all over the world and include folk,
cultural, historical dances and social dances from the past and present. These
types of dances use a variety of steps, figures and formations. The styles,
performance and music are related to the cultural roots, historical eras and
geographic areas form which the dance originates.

Do This! Performance 1

Construct a dance Phrase that includes only movement that you consider
pleasing or beautiful. Choose at least 5 movements and combine them into one
phrase. You may choose how long or short your phrase is. Compare your dance
phrase with a classmate’s phrase.

This phrase will be grade based on the following:

 Phrase Combination – 40 pts

 Timing and Coordination – 30 pts
 Connection to the lesson and Overall performance – 30 pts

Total: 100 pts

Explore!
This time let us explore how body as a medium in dance was used to create a work
of art in choreography. Answer the following questions below. Write your answers
on your notebook.

1. How do the body parts use the choreography in this picture?

A.

https://www.google.com/search?q=dance+choreography&source

4
 2. Tell something about the use of directions and level of space (high, medium
or low) in the following dances.

A.

https://www.google.com/search?q=dance+choreography&source=lnms&tbm=isch&sa

What is It

What is a Form?

A form is the instrument by which ideas and elements are arranged or

combined into a logical sequence which result in unity and consistency, and by
means of which the content or idea can be expressed and communicated. It is the
organizing factor of any work or dance composition (Lockhart, 1982)

What is a Phrase?

When you combine one movement with several others, they form a unity.
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 (Blom and Chaplin, 1988). It can be related to a
sentence in writing compositions. Choreographers and dancers use movement
phrasing when working on dances.

Although Minton (1997) suggests that movement phrases should vary in

length and shape, and most of the dance these days use equal length phrases.
Commonly, a single phase consists of eight counts. It is easier for building routines
and choreographic combination with in 8-count phrase.

5
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.

A single movement or a short phrase or movement that embodies the style

and intention of the dance is called a motif. A good dance uses a motif in which the
movement are repeated, varied and developed by manipulating the movement
components or elements.

One good example of 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 movement of
an itik (duckling).

https://www.google.com/search?q=itik+itik+dance&source=lnms&tbm=isch&sa

CHARACTERISTICS OF A GOOD DANCE

What are the characteristics of a good dance?

Like any superb tasting dish, dance can be considered good if it has the right
ingredients. Whether it has a meaning or may be presented abstractly, it must
contain certain qualities that makes the choreography effective. These
characteristics include Unity, Continuity and Development, Variety and Contrast,
Transition, Repetition and Climax.

1. Unity – the interconnected phrase of the dance is coherent and flow smoothly
together. The movement fit together and each plays an important role that
contributes to the entirely of the dance it is crucial for a dance to have unity to
effectively make the audience understand the choreography as a whole. It also
attracts and holds the audience’s attention (Minton, 2007).

6
 https://www.google.com/search?q=unity+in+dance&tbm=isch&ved

2. Continuity and Development – the phrase 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. Some dances develop organically in much the same way
a play or a novel grows from a process of natural unfolding of an idea, or
sometimes it is built upon a structure ordinarily associated with poetry
(Lockhart, 1988).

https://www.google.com/search?q=unity%20in%20dance&tbm=isch&tbs=rimg

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 noticeable different from anything so far seen
in the dance (Rickett Young, 1996). Variety and contrast in movement phrases
add excitement and flavor in the dance. Changing the direction, use of energy,
timing of a movement phrase and avoiding repeating them in the exact way are
ways to add variety to the dance. Examples of contrasting movement are slow to
fast, short to long and minimal to large movement phrase.

https://www.google.com/search?q=unity%20in%20dance&tbm=isch&tbs

7
4. Transition – This is the link between movement, phrase and sections of the
dance. It makes the logical progression of the dance flow smoothly. Also, it is
vital because it keeps the unity and continuity of the dance. Transition may
vary from length and complexity. They may be long or short, gradual or abrupt.
They may also be simple or involving an entire phrase of movement.

https://www.google.com/search?q=transition+in+dance&tbm=isch&ved

5. Repetition – It emphasizes movement and phrase that are important to the

dance and gives a feeling of closure to a work (Milton, 2007). Some phrases
need to be repeated in choreography so that the audience can see those
movements again and identify its significance. Usually when a certain phrase or
a section of choreography is repeated, it is the main message of the dance. This
function to make clearer the meaning or intention of the dance (Rickett-Young,
1996). Also, if the audience gets familiar with the movement, it gives them a
feeling of comfort (Schrader, 2005).

https://www.google.com/search?q=repetition+in+dance&tbm=isch&ved

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 culminates.
The climax may be a fast and enraged blast of energy and action, or it could
fade away to a gentle and quite exit that marks the end of a particular story
(Rickett-Young, 1996). The music will often assist both the choreographer and
the audience when determining this point of development (Schrader, 1996).

8
All these characteristics are organized to contribute to the development of a
meaningful dance. It is easier to recognize a good dance when all these
characteristics have been applied in the choreography. As the author in dance
choreography, Sara Cerny Minton (2007) has pointed out, “all phrases in a work
should be designed to form the integrated sections of your dance, and all the
sections of the dance should be placed in a sequence that moves toward an
appropriate conclusion.

What’s more

Performance 2: Starting with a movement in one part of your body, create a 16

counts phrase. Build a second phrase using different part of your body. Add two
more phrase using other parts of your body. Try to link these four phrases.

This phrase will be grade based on the following:

 Phrase Combination – 40 pts
 Timing and Coordination - 30 pts
 Connection to the lesson and Overall performance – 30 pts

Total: 100 pts

What I Can Do

Assess What You Have Learned

Observing a Piece of Choreography

1. Watch a video of the Tinikling dance from the internet or from any media source
and assess if the work has a sense of unity and continuity. Justify your
assessment by pointing out specific techniques employed by the choreographer
in order 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 choreography connects the separate sections of the dance. Does
one phrase lead appropriately into the next? Do the movement fit and bring a
sense of wholeness?
4. At what point did the choreography reach its climax?
5. Discuss your observation with a classmate. Write your observation in your
notebook.

9
 Generalization

Assessment

1. The instrument by which ideas and elements are arranged or combined into a
logical sequence which result in unity and consistency.
A. Motif
B. Phrase
C. Form
D. Composition

2. A single movement or a short phrase of movement that embodies the style and
intention of the dance.
A. Composition
B. Motif
C. Form
D. Phrase

3. It is a movement phrases that add excitement and flavor in the dance.

A. Transition
B. Repetition
C. Climax
D. Variety and contrast

10
4. This is where the apex of energy in the dance is reached.
A. Continuity
B. Development
C. Climax
D. transition

5. The phrases of the dance that are organized progressively, making each
movement phrase move naturally into the next.
A. Good dance
B. Form
C. Phrases
D. Continuity and Development

Additional Activities

Direction: Watch any dance trends of your choice. Give at least two benefits of
dance based on the following and write your answer in your notebook

11
Answer Key

12
References
Dinoso, C. 1990. Gymnastics Book. Rex Bookstore.
elementsofdance.org. 2018. Elements of Dance. Retrieved from:
https://www.elementsofdance.org/

Download Asset. n.d. The Elements of Dance: Dance Concepts. Retrieved from:
https://www.kpbsd.k12.ak.us/Workarea/DownloadAsset.aspx?id=36260
12

Photo References

https://www.flickr.com/photos/90412460@N00/30290794315

https://www.needpix.com/photo/1790558/dance-man-ballet-dancer

https://c1.wallpaperflare.com/preview/928/629/199/ballet-dance-portrait-
woman.jpg

https://www.pikrepo.com/nnlow/woman-in-black-sleeveless-dress-raising-her-
hands

https://www.holloman.af.mil/Art/igphoto/2000043617/

https://commons.wikimedia.org/wiki/File:Tutting_pose_by_Osman_Osman.jpg

https://www.needpix.com/photo/1012937/man-dance-jump-power-energy-
looking-up

https://www.pxfuel.com/en/free-photo-oowyc

https://commons.wikimedia.org/wiki/File:Bend_and_Snap,_contemporary_dance_
performance_at_Nazareth_College_Arts_Center,_Rochester,_New_York_-
_20090925.jpg

https://commons.wikimedia.org/wiki/File:Zumba_at_People%27s_Park_Davao_Cit
y_(aerobics_training).jpg

https://www.flickr.com/photos/7289702@N07/5961594268

https://commons.wikimedia.org/wiki/File:NWFusionPaquitaPasLift.jpg

https://www.peakpx.com/562130/woman-doing-pole-dancing

https://www.flickr.com/photos/bigberto/5374657701

13
For inquiries or feedback, please write or call:

Department of Education – Caraga Region – Bislig City Division

Office Address: H. Basañez Blvd., Poblacion, Bislig City 8311

Telefax: (086) 853 – 7403 ext. 1000 - 1029
E-mail Address: bislig.city@deped.gov.ph

LRMDC Hotline: 0912-255-8499

14