Lesson PHILIPPINES FOLKDANCES WITH

1
ASIAN INFLUENCE

What I Need to Know

Learning Goal: Describe and discuss the nature and characteristics of the dances.

In this part of the lesson, you will learn about four Philippines folkdances that are
influence from Asian countries.

Philippine folkdances speak so much about the heartbeat of our people for they tell
about our customs, ideas, beliefs, superstitions, and events of daily living in a certain
community through gongs, kulintangs and the incorporation of pentatonic scale to our
musical compositions are just concrete proofs of acculturation in the country. These are the
reasons why Philippine folkdances contribute to the very rich culture of the country not only
here but also in abroad.

Just by looking at the costumes, props, and implements of a certain group or tribe
would tell you of the origin of the dance. The kind of music being used readily also tell about
the influences brought about by trade and settlement of our neighbouring countries such as
China, Malaysia, Indonesia, Burma, Cambodia, Thailand and Japan to name a few.

What’s New

After finishing the test, you are

now ready to face the Learning
Goals and Targets of this module.
As a grade 8 learner, what are
your expectations? Write in your
activity sheet your own learning
goals in relation to this subject.
One example of learning goal is
basis in making your own.

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Activity 1: Review and Assess
Direction: Identify the “Health-Related Components” and “Skills Related
Components” of your family that were develop from the start of the class until today.
Put check ___ if develop, and ___ if less developed.

Health-Related Components Skill-Related Components

Body composition Agility
Muscular Strength Balance
Muscular Endurance Coordination
Flexibility Power
Cardiovascular Reaction Time
Endurance
Speed

Activity 2:
(Example: I expect that at the end of this lesson, I will be able to dance Philippine folkdance.)

 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________

Now that you have answer the

review and assess, and written
your personal goals and targets,
you may now proceed to the next
level which is a gateway for you
to get acquainted with the basics
in folk dancing. So enjoy!. Your
journey starts now!!! Goodluck 

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Activity 3: Arrange me

Below are jumbled letters which when arranged correspond to regional and national
dances. Can you identify each? On a page in your activity notebook put numbers from 1 to
4. Write each formed word on the space provided before each number and try to share
your knowledge about it.

_______________1. PANAGNLAY

_______________2. ASU UK ASU

_______________3. TISLOK

_______________4. SAKGUNTI

What Is It

The following historical backgrounds and context of the dance literatures of Sua-ku-
Sua, Pangalay, Tiklos, and Sakuting would give you a clear picture of the nature and
background of these regional. This will help you understand its significance and cultural
value, including the beauty and complexity of the people’s lives living in those places.

Study these dances carefully and imbibe in you their importance to the development
of cultural value.

A. SUA-KU-SUA

Dance Researcher : Ramon A. Obusan

Meaning : My Pomelo Tree
Dance Culture : Lowland Muslim (Coastal)
Place of Origin : Jolo, Sulu
Country of Influence : China, Malaysia and Indonesia
Ethno-linguistic Group : Tausug
Classification : Courtship Dance

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 Source: www.kalilayan.com

Background/Context:

The Tausug of Sulu, Southern Philippines, though known as fearsome

warriors are also better known as sturdy seafarers and hardy farmers. Extensive
orchards are planted with coconuts and pomelos and fields with staples like rice and
root crops.

At harvest time, pomelo fruits are gathered in big baskets before they are sent
away. The Tausugs depend strongly on the income the pomelo bring them and this
relationship is romanticized by comparing the sua’s gentle leaves, slender branches,
attractive fruits and fragrant flowers to the virtues of a lady. Put to music, it is this
song that is sang by couples while flapping two white fans each resembling leaves
rustling in the wind in the Sua-Ku-Sua Dance.

Sua-ku-sua performers, some men but especially women come to the

festivities with face thickly covered with finely ground rice powder and their eyebrows
and sideburns enhanced with soot- all for beauty’s sake.

Movements/Steps Particular to Dance:

Creative imagery: Fans transform into tiny sails, face mirrors, butterflies, shields
and leaves. Tausug traditional steps with Chinese influence.

Dance Properties: Costume

Female:
Top (Barawasi) : Traditional loose blouse, long sleeves wit deep,
plunging key-hole neckline. Extra panels attached to
the right and left chest decorated with many tiny
brass buttons.
Material : Cheap printed or plain Chinese silk or cotton.

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 Pants (Sawal) : Loose Chinese pants with a 10-inch soft white band
(coco curdo) attached to a wide waist. To tuck the
pants in, the white band is overlapped in front, one
side on top of the other and rolled out to form a tight
belt.

Material : Cheap Chinese silk or any silky material preferably in

Navy blue, sunshine yellow, grass green, red or
orange colors.

Shoulder band : A separate wrap-around malong of rich material

strung
over the right shoulder crossing the chest and
hanging
on the left side.

Headpiece: There are three choices:

1. Gold or brass filigree called tusuk;
2. Paper bills pasted on slender sticks; and
3. Pasteboard cut-out, the front tip 8 to 10 inches high,
similar to Chinese crowns covered with gold foil.

Accessories : Gold or imitation gold earrings, necklace, bracelets

and brooches.
Footwear : Dancers are in barefoot.

Male:

Top (Bajo) : Short-waist collarless shirt. Open at the front with

the right panel overlapping the left, studded with
many tiny brass buttons and is not intended to close
the front but used as an additional shirt decoration. It
is allowed to drop on the right side.
Material : cheap printed or plain Chinese silk or cotton.
Pants (Sawal) : Similar to the female pants but in darker colors and
bolder designs.
Accessories : Money-belt, Sarok hat, pis siyabit (rectangular hand-
woven scarf tied on the head or hung loosely over

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 one shoulder); Kris (wavy knife) or Barong (leaf-
knife).

Footwear : dancers are in barefoot

Music : 2/4 and 4/4; composed of three parts: A, B and C. Gabbang- bamboo
xylophone shaped like a small boat. Bamboo slats thinned and cut to
graduated sizes to produce three octaves of pentatonic scale

Count : 1, 2 to a measure in 2/4 time signature 1, 2, 3, 4 to a measure in 4/4/

time signature

B. PANGALAY

Dance Researcher : Francisca Reyes-Aquino

Meaning : Finger nail
Dance Culture : Lowland Muslim (Coastal)
Place of Origin : Sulu
Country of Influence : Thailand, Malaysia, Burma, Cambodia
Ethno-linguistic Group : Tausug
Classification : Social Dance

http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909
Qah8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-521-s&ei=utf-
8&n=30&x=wrt&fr2=sg-gac&sado=1

Background/Context:

6
 Pangalay (also known as Daling-Daling or Mengalai in Sabah is the
traditional “fingernail” dance of the Tausūg people of the Sulu Archipelago and
Sabah.[1] This dance is the most distinctively Asian of all the Southern Philippine
dances because dancers must have dexterity and flexibility of the shoulders,
elbows, and wrists[2] – movements that strongly resemble those of “kontaw silat,”
a martial art common in the Malay Archipelago. The Pangalay is performed
mainly during weddings or other festive events [1]
. The male equivalent of
the Pangalay is the Pangasik and features more martial movements, while a
pangalay that features both a male and female dancer is called Pangiluk.

The original concept of the Pangalay is based on the pre-

Islamic Buddhist concept of male and female celestial angels
(Sanskrit: Vidhyadhari, Bahasa Sūg: Biddadari) common as characters in other
Southeast Asian dances.

Dance Properties:

Costume : Dancer wears a typical Joloana costume

Accessories : Expert and professional dancers use janggay,
extended metal finger nails in each finger. The rich
people have janggay made of solid gold or silver.

Suggested Footwear : dancers are in barefoot.

Music : Played as many times as necessary. Count one,
two or one, and, two and to a measure.

Movements/Steps Particular to Dance:

There are no definite directions, sequence of figures, number and kinds of

steps, hand movements and positions used when performed by the natives. For
teaching purposes the figures of this dance may be created and dancers may
form their own combinations.

C. TIKLOS

Dance Researcher : Francisca Reyes- Aquino

Meaning : Refers to a group of peasants
Place of Origin : Panay and Leyte

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Country of Influence : China, Burma and Cambodia
Classification : Recreational Dance

www.folkdance.tk

Background/Context:

For centuries, Tiklos has been a very important factor in the social life of the
peasants of Leyte. Tiklos refers to a group of peasants who agree to work for
each other one day each week to clear the forest, prepare the soil for planting, or
do any odd job in the farm, including the building of a house. At noontime, the
people gather to eat their lunch together and to rest. During this period, Tiklos
music is played with a flute accompanied by a guitar and the guimbal or the
tambora (kind of drum).

The music use is also played to gather the peasants before they start to work.

Dance Properties:

Costume : Dancers are dressed in working costumes.

Music : Divided into two parts. A and B.
Count : one, two or one, ah, two, ah or one, and, two to a measure.

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 Formation : Partners stand opposite each other about six feet apart.
When facing audience, the girl stands at partner’s right side.
One to any number of pairs may take part in this dance.

D. SAKUTING

Dance Researcher : Francisca Reyes Aquino

Meaning : Refers to rhythmic sticks producing the
accompaniment for the dance.
Place of Origin : Abra and Ilocos Norte
Country of Influence : China
Classification : Recreatinal and Social Dance

flickr.com

Background/Context:

This is a dance of the ethnic people living in the western side of the
Cordilleras way back before the coming of the Americans to our country. During the
Christmas, young boys and girls accompanied by their elders would go to the
lowlands, especially in Abra and Ilocos Norte to dance in front of the houses and ask
for gifts. These young children hold sticks, one on each hand and strike them
together to make their dance more lively. The homes would give them money,
homemade delicacies and other things.

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 These dancing groups later reached as far as the coastal towns of Ilocos
region as years went by. The rhythmic sounds produced by the stick attracted other
children and also adults and they also learned the dance.

“Sakuting“ is an ethnic term which refer to the rhythmic sticks producing the
accompaniment for the dance.

Dance Properties:

Costume : Girl – Native Ilocano kimono style with sleeves of elbow length;
skirt of bright-colored plaids shirred at the waist of ankle-length.
Boy – Camisa de chino and red trousers, and a native hat.
Music : 2/4 and ¾ rhythms and composed of 9 parts: A, B, C, D, E, F, G, H
and

Formation : Audience
X O

O X

X O

O X

One set of dancers

What’s More

Activity 3: Supply the table.

Direction: Complete the information by filling out the information needed.

Literal Influenced by
Name of Meaning Of Place of Dance What Asian
Dance The Name Of Origin Classification Country?
The Dance
China
Sua-ku-Sua Malaysia and
Indonesia

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 Refers to a
group of
peasants
Sakuting
Pangalay
Activity 4: Kulay Pinoy
Direction: Color the shirt of Bibo according to the dance assigned color from
which the information belong below.
Blue = Sua-Ku-Sua Red = Pangalay
The Tausugs depend
strongly on the income the
pomelo bring them and this
relationship is romanticized
by comparing the sua’s
gentle leaves, slender
branches, attractive fruits
and fragrant flowers to the
virtues of a lady
2/4 and ¾ rhythms and
composed of 9 parts: A, B,
C, D, E, F, G, H and
Panay and
Leyte
Abra and
Ilocos Norte
Wedding/Festival
dance
Yellow = Sakuting white = Tiklos
Dance Background
This dance has been a This is a dance of the
very important factor in the ethnic people living in the
social life of the peasants western side of the
of Leyte. This refers to a Cordilleras way back
group of peasants who before the coming of the
agree to work for each Americans to our country.
other one day each week During the Christmas,
to clear the forest, prepare young boys and girls
the soil for planting, accompanied by their
elders would go to the
lowlands
Music/ Time Signature
Played as many times as 2/4 and 4/4; composed of
necessary. Count one, three parts: A, B and C.
two or one, and, two and
to a measure.
Costume
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 Open at the front with the
right panel overlapping the
left, studded with many tiny
brass buttons and is not
intended to close the front
but used as an additional
shirt decoration.
Girl – Native Ilocano Dancer wears a typical
kimono style with sleeves Joloana costume
of elbow length; skirt of
bright-colored plaids
shirred at the waist of
ankle-length.

Were you able to

successfully answer the
Activity 3 & 4? If so, try
to apply your learning on
the next activity.

What Is It

Basic Steps in Folk Dancing

In this lesson, you will be made familiar with the basic steps and arm
movements of the dances: “Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and
Tiklos”. This will give you a clear understanding of the nature of these folk dances.

If you study the literatures of these dances found at the end of this module,
you will notice distinct steps and movements that are inherent in each dance.

The following dance terms and dance steps are basically used in Binislakan,
Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You are to master all these dance
steps which will be used later in your performance test. Study them carefully and
demonstrate the dance steps with the help of your teacher.

Padyak - to stamp or tap with one foot and the weight of the
body is on the other foot

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Saludo - it means to bow
Arms in Lateral Position - both arms are in one side at shoulder level, either
right or left
Set - a dance formation of two or more couples
Bend - to move the body or part of the body around wide
axis
Leap - to spring one foot and land on the other foot

Study and analyze the

following table. The
information given will
be needed in your
dance performance.
Stay focus! 

No. of counts or
Dance Step Music Used M per step Step Pattern
Slide (glide) 2/4 or 3/4 1M slide, close
Skip 2/4 or 6/8 1 ct. step and hop
Bleking 2/4 or 3/4 1, 2 or 3 ct. heel-place, close
Gallop 2/4 or 6/8 1 ct. step and cut
as many as step, step, step and so
Mincing 2/4 or 3/4
required on
as many as
Parallel Tortillier 2/4, 3/4 or 4/4 pivot and turn heels, pivot
required
and turn toes
Step, ball and turn, step,
Pivot Turn 2/4, 2M or 4M
ball and turn and so on.

Touch Step 2/4 or 3/4 1, 2 or 3 ct. Touch , close

Change Step 2/4 or 3/4 1M Step close Step
Execute 2 waltz steps to
Waltz turn 2/4 or 3/4 2M
make a turn
Step R; step L close to R
Waltz step 2/4 or 3/4 2M
in rear; step R
Stamp(R) (L) and close
Stamping 2/4 or 3/4 1M
to supporting foot(L) (R)

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 M = Measure
F = Forward
B = Backward
R = Right
L = Left

What’s More

Activity 5: Step on me (5 item)

Direction: Choose your answer from row 1 and row 2. Encircle the picture of
your correct answer.

Steps Row 1 Row 2

R foot

L foot in
rear

Bleking
step

Change
step

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 Slide
(glide)
step

Congratulations for
having gone this far!
Reaching this part is a
clear indication of
your willingness to
learn more.

What I Have Learned

Activity 5: DRESS ME UP!

This activity will activate your knowledge on the location and origin of folk
dances based on the costumes worn by the dancers. Study the procedures given
and do what is asked of you to perform.

 Choose from four dances you’ve liked most and dress up the miniature
dancers according to their costumes.

 Draw a boy or girl dancer and cut and paste it on the board. Create
costumes made of any materials you like. (show your creativity)

 In tracing where the costumes are usually worn, consider the geographic
location or terrain where the costumes are suited and the respective props
used by the dancers and even their facial expressions.

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 Be ready to share your knowledge about the origin and background of the
folk dances considering their costumes, expression and implements used.
Justify your answers.

16
Dance Tittle
Dance Researcher
Meaning
Place of Origin
Country of Influence
Ethno-linguistic Group
Classification
Why you Choose this dance? ( at least 5 sentences)

17
 What I Can Do

Activity 6: Tell Me All About

Direction: Openly write your concepts about this lesson using the graphic
organizer below as your guide.

3-2-1
Three Facts I Learned

Two Question I Still Have

One Opinion I Now Have

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 Lesson
Folk Dances For Healthier Family
2

What’s In

CONGRATULATION! You tackle lesson 1 for this module. The past lesson let
you learned about Philippines folkdances that are influence from Asian countries. Describe
and discuss the nature and characteristics of the dances. Here in Lesson 2 you well learn
more, please continue to stay focused. In this lesson will aims you to interpret dance
literature, you and your family or some member of your family show your dance skills, it’s
become more meaningful when performed and participated by the whole family while
spending leisure hours together. Furthermore, these lesson promote lifelong fitness and
wellness for they are potent source of exercise that can develop grace and poise and even
help maintaining good health for you and your family members.

What I Need to Know

Interpret dance literature of Tiklos.

It is very enriching to be able to interpret a dance literature. Since folk dances

are documented, it is always an edge to correctly interpret the text of a dance
literature. Herewith are the dance figures of the four dances. It is hoped that through
these dances, your ability to interpret dance literatures will lead for you to appreciate
other folk dances.

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 What’s New

Activity 7: #Approved (five items)

Direction: Read and understand the statement below. Encircle your correct answer
(1min. only)
In Philippine folkdance the first step will always start with
right left
the _____ foot if it is not indicated in the literature.
Before the dance will start the dancers will have there
____. bow Intro
The Girl is at the ______ side of the Boy or partner right left
Partner must be in _____ feet apart. six seven
Our national dance in the Philippine? Carinosa Tinikling

What Is It

Congratulations! You’re smart to

be in this level. Check the next
activity. Try as much as you can
to study and analyse the step-
procedures of the dance
literature. This part requires
Were you ableand tounderstanding
understand the
patience for
dance literature? Can you interpret
you to interpret perfectly the
eachdance.
step-procedure correctly? If so,
Have patience Good luck!
congratulations! Now, let us check
your understanding about the dance
literature that you have just studied.20
 Interpret dance literature of Tiklos

It is very enriching to be able to interpret a dance literature. Since folk dances

are documented, it is always an edge to correctly interpret the text of a dance
literature. Herewith is the dance literature of Tiklos. It is hoped that through these
dances, your ability to interpret dance literatures will lead for you to appreciate other
folk dances.

Note to the learner: Have at least 2 couple from your family. Have a video of your
performance you’ll be graded according to the rubric below

TIKLOS
Formation

Partner stand opposite to each other about six feet apart. When facing the audience the
girl stands at the partner right side. Any number of pairs may take part in this dance.

Figure I
Music A.

Partner face front. Throughout this figure, the girl holds her skirt and the boy places his
hands on waist

a. Starting with the right foot, take two heel and toe change step forward 4M
b. Execute change step sideward right and left 2M

c. Starting with the right foot, take four step backward to proper places 2M

d. Repeat all (a-d) 8M

Figure II
Music B

Partner face front. He same hand position as in Figure I.

21
 a. Cut left backward (count 1), cut right forward (count 2). Repeat all (count
2M
1,2)

b. Take 3 gallop steps sideward right (1, ah, 2, ah, 1, ah) step right foot
2M
sideward (count 2)

c. Repeat (a), starting with right cut backward. 2M

d. Repeat (b), going sideward left. 2M

e. Repeat all (a-d). 8M

Figure III
Music A

Partner face each other. Throughout this figure, clap hands in front of the chest in this
manner.
Clap three times (count 1, and 2), and clap twice (count 1, 2. Do this for 16 measures.

a. Execute change step sideward, starting with right foot (count 1, and 2) 2M
Hop on right and rise left knee in front swinging left foot obliquely right
backward across right knee in front (count 1,) hop on right and swing left
foot left forward obliquely forward (count 2.

b. Repeat (a) starting with the left foot. 2M

c. Execute a three-step turn right in place (count1, and 2). Point left foot in 2M
front (count 1) point the same foot beside the right (count 2).

d. Repeat ©, starting with the left foot and turning left. 2M

e. Repeat (a-d). 8M

Figure VI
Music B
Partner face each other. The same position of the hand as in figure as in A figure I
a. Take two touch step in front (right and left) 2M
b. Jump to cross right foot in front of left foot (count 1), Jump to cross right
foot in front of right foot (count 2). Jump to cross the right foot in front of 2M
the left foot (count 1), jump to close right foot to the left foot.
c. Repeat (a) and (b), starting with the left foot. 4M
d. Repeat all (a-c). 8M

22
For your reference
https://www.youtube.com/watch?v=aKyDtqVaj4Q

What’s More

Were you able to understand the

dance literature? Can you
interpret each step-procedure
correctly? If so, congratulations!
Now, let us check your
understanding about the dance
literature that you have just
studied. Let us see if you can
apply the knowledge you learned
through the next activity.

Activity 8: Fill-Me-In

In your activity notebook. This activity aims to assess your mastery of the
basic steps in folk dancing, its step pattern and counting.

Direction: Complete the following table by filling in the correct step pattern and
counting of the given basic steps:

Dance Step Step Pattern and count Measure Music

1. Waltz step 2M
Step, cut, step, cut
2. 1M
1 ah 2 ah
2
3. Bleking
4
Heel-place, toe-point, | step, close, step
4. 2M
1 2 1 and 2
5. Gallop 2
4

Activity 9: OPEN-ENDED STATEMENTS

23
 In your activity notebook. This activity aims to assess your mastery of the
essential understanding by completing these unfinished statements.

1. I learned that_____________________________________________________.
2. Folk dance costumes tell about the ___________________________________.
3. Folk dances differ in _______________ because ________________________.
4. ______________ can be a way to enhance an individual’s_________________.
5. I feel I am __________________________________ in performing folk dances.
6. Folk dances are beneficial to one’s health because ______________________.

Activity 10: Self- Check:

In your activity notebook. Draw a checkmark in the appropriate line that

corresponds to your answer.

To what extent did you…….

1. learn the dance steps?

___________to a great extent
___________to a moderate extent
___________to a lesser extent

2. execute correctly the dance step combinations?

____________to a great extent
____________to a moderate extent
____________to a lesser extent

3. memorize the dance?

____________to a great extent
____________to a moderate extent
____________to a lesser extent
4. express your emotions and feelings on the dance?
____________to a great extent
____________to a moderate extent
____________to lesser extent

What I Have Learn

Activity 12: CULTURAL SHOWCASE

24
 In this phase, you will perform your folk dance together with your family or some
member of your family and it will be rated according to these criteria: (Choreography and
artistic presentation, execution and mastery of steps, characterization and behaviour during
performance.)

1. Go to a place in a manner that can provide enough space for your performances.
2. Present your folk dance. (costume, props, accessories, and make-up are highly
encouraged).
3. Assign somebody from your family to take charge of documenting your performance
using video camera or any similar equipment or manner you preference..

 The following rubric will be used to evaluate your performance.

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE IN

FOLK DANCE
Weight Choreography and Execution and Characterization and
Artistic Presentation Mastery of Steps During Performance
40% 30% 30%
OUTSTANDING: Performs SKILLFUL: Demonstrates
5 steps with high level of precise and skillful
mastery and have several execution of the steps
dance formations. with high level of
confidence
DYNAMIC: COMPETENT:
4 Performs steps with Demonstrates the steps
mastery while creating competently and with
sufficient formations confidence
CREATIVE: Performs PRACTITIONER:
steps with mastery but Demonstrates general
3 limited ability to execute level of coordination and
and less formations competence
FAIR: Performs steps with APPRENTICE:
2 general mastery but could Demonstrates limited
hardly adapt to varying coordination and
formations in the dance competence in the
floor execution of steps
STATIC: NOVICE:
1 Performs steps with low or Has very low or no
no mastery and is not coordination in
capable of creating demonstrating steps; has
formations no confidence
SOPHISTICATED:
Demonstrates classy
characterization and
appropriate behavior
towards the dance
EXPRESSIVE:
Demonstrates an weird
level of characterization
and appropriate behavior
REALISTIC: Demonstrates
acceptable characterization
and proper behavior
IMPROVING: Displays
inconsistent
characterization and
demonstrates acceptable
behavior
MECHANICAL:
Has little or no
characterization and
behaves inappropriately

In your performance, what grade

did you receive? Are you satisfied
with it? If your grade is low, would
you want to improve your
performance if given another chance
by your teacher? If you got a high
grade in your performance, wouldn’t
you want to share your expertise?25
 What I Can Do

Activity 12:
P.E. Journal
I. Description Activity:
(Tittle)
II. Learning Thoughts About
the Topic:

a. Feeling

b. Thoughts

III. Evaluation Activities:

a. What was
good/What is liked

b. What was bad/

What I did not liked

IV. Conclusions:

V. Action Plan

26
SUMMARY/SYNTHESIS/GENERALIZATION:

Now that you are done reading this learning material, I’m pretty sure that you are
ready to face the challenges folk dancing brings in terms of its origin, historical background,
dance steps and step patterns, dance interpretations and performance. You discovered that
just like any other sports or a game, dancing is also a physical activity that can promote
lifelong fitness and wellness. It is a good source of exercise that could help develop grace
and poise. It can even help in maintaining good health as it highlights health-related skills
such as cardio-vascular endurance, flexibility and strength. Surely, this module has enriched
your mind to explore the wonders of folk dancing.

In lesson 1, you have learned the significance of the origins and locations of folk dances
by identifying the performers’ costumes and music. Here, you realized that just by merely
looking at the costumes and props and listening to the music would tell you right away about
the point of origin of a particular dance. You also learned the effects of acculturation brought
about by the trade and settlement from our neighboring countries like China, Malaysia,
Indonesia, Burma, Cambodia, Thailand and Japan.

Also Lesson 2 has provided you activities that inspired you to demonstrate and master
the basic steps of Tiklos. It enabled you to enhance your dancing skill and motivated you to
show and share the steps you’ve learned with your family. Thus, you realized that mastering
the basic dance steps could be used in the interpretation of the dance literature to a large
extent.

Finally, gave you a better perspective on the importance of folk dancing in relation to
your family and community as it gave you opportunities to perform the given dances with
your family members during town fiestas and school foundation days. It also gave you time
to bond with your family members by watching culminating activities/cultural shows which
gave you a chance to develop family solidarity as well as family wellness.

We hope that through this module, you have become more acquainted with the
significance of folk dances, and somehow you could use the knowledge you learned from
this module not only during dance performances but also in maintaining a well and fit body
and a sustainable life.

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GLOSSARY OF TERMS

Accent - emphasis on a beat, usually but not always, the first beat of the
measure
Acculturation - a process in which members of one cultural group adopt the beliefs
and behaviors of another group
Culture - the totality of socially transmitted behavior patterns, arts, beliefs,
institutions, and all other products of human work and thought
Dynamics - an interactive system or process, especially one involving competing
or conflicting forces
Folk dance - a form of dance developed by a group of people that reflects the
traditional life of the people of a certain country or region
Folk dancing - a great exercise and a fun recreational activity for people of all ages
Implements - a device used in the performance of a task
Improvisation - created extemporaneously, without planning.
Intensity - in music, the loudness and softness of an accompaniment; in fitness,
the degree of vigor or the amount of effort expended during an
activity
Lifelong Fitness - the condition of being fit and healthy throughout life.
Tempo - the rate of speed from fast to slow
Traditions - a mode of thought or behavior followed by a group people
continuously from generation to generation; a custom or usage
Wellness - a way of life purposely designed to enjoy the highest level of health
and well-being possible, including nutrition, weight control, avoiding
substance abuse, being physically fit and leading an active life,
controlling stress, developing good with others, living with high
values and ethics, and attending to spirituality

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 Assessment: (Post-Test)

29
 Key to Answers

Pre-Test

A. Picture Parade: (10 items) B. Multiple Choice: (5 items)

1. 6. 1.
2. 7. 2.
3. 8. 3.
4. 9. 4.
5. 10. 5.

MODULE 1

Activity 1: Review and Assess

Health-Related Components Skill-Related Components

Body composition Agility
Muscular Strength Balance
Muscular Endurance Coordination
Flexibility Power
Cardiovascular Reaction Time
Endurance
Speed

Activity 2:

(Example: I expect that at the end of this lesson, I will be able to dance Philippine folkdance.)

 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________

Activity 3: Arrange me

_______________1. PANAGNLAY
_______________2. ASU UK ASU
_______________3. TISLOK

30
 _______________4. SAKGUNTI

Activity 5: Step on me (5 item)

Steps Row 1 Row 2

R foot

L foot
in rear

Bleking
step

Chang
e step

Slide
(glide)
step

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Activity 5: DRESS ME UP!

Dance Tittle
Dance Researcher
Meaning
Place of Origin
Country of Influence
Ethno-linguistic Group
Classification

32
Why you choose this dance? (at least 5 sentences)

Activity 6: Tell Me All About

3-2-1
Three Facts I Learned

Two Question I Still Have

One Opinion I Now Have

33
MODULE 2

Activity 7: #Approved (five items)

In Philippine folkdance the first step will always start with

right left
the _____ foot if it is not indicated in the literature.

Before the dance will start the dancers will have there __. bow Intro

right left
The Girl is at the ______ side of the Boy or partner

Partner must be in _____ feet apart. six seven

Our national dance in the Philippine? Carinosa Tinikling

Activity 8: Fill-Me-In

Dance Step Step Pattern and count Measure Music

6. Waltz step 2M
Step, cut, step, cut
7. 1M
1 ah 2 ah
2
8. Bleking
4
Heel-place, toe-point, | step, close, step
9. 2M
1 2 1 and 2
10. Gallop 2
4

Activity 9: OPEN-ENDED STATEMENTS

1. I learned that_____________________________________________________.
2. Folk dance costumes tell about the ___________________________________.
3. Folk dances differ in _______________ because ________________________.
4. ______________ can be a way to enhance an individual’s_________________.
5. I feel I am __________________________________ in performing folk dances.
6. Folk dances are beneficial to one’s health because ______________________.

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Activity 10: Self- Check:

To what extent did you…….

7. learn the dance steps?
___________to a great extent
___________to a moderate extent
___________to a lesser extent

8. execute correctly the dance step combinations?

____________to a great extent
____________to a moderate extent
____________to a lesser extent

9. memorize the dance?

____________to a great extent
____________to a moderate extent
____________to a lesser extent
10. express your emotions and feelings on the dance?
____________to a great extent
____________to a moderate extent
____________to lesser extent

Activity 12:
P.E. Journal

VI. Description Activity: (Tittle)

VII. Learning Thoughts About

the Topic:

c. Feeling

d. Thoughts

VIII. Evaluation Activities:

35
 c. What was
good/What is liked

d. What was bad/

What I did not liked

IX. Conclusions:

X. Action Plan

Post-Test

1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.

36
References

 Included all third party materials or sources in developing the material

 Follows the Chicago Manual of Style 17th edition

For your guide,

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/
cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html

you can also use citation machine generators: citethisforme.com and citefast.com

BOOKS:
 Hiyas Philippine Folk Dance Company: Barrio Fiesta Suite
 Filipino Songs Atbp.: Philippine Folk Dance History
 Campers Point: Philippine Dance
 Philippine Folk Dances Volume 1 by Francisca Reyes Aquino
 Philippine Folk Dances Volume 2 by Francisca Reyes Aquino
 Philippine Folk Dances Volume 3 by Francisca Reyes Aquino
 Philippine Folk Dances Volume 4 by Francisca Reyes Aquino
 Philippine Folk Dances Volume 5 by Francisca Reyes Aquino
 MAPEH for a Better You by Jocelyn V. Bautista, Ma. Rosario C. Franco,
Josefino N. Carlos, Danilo S. Duyan, Emilio S. Jacinto, Jr. Rosanna A Diana,
Alvenia P. Palu-ay, Hazel P. Copiaco and Gloria M. Gacoscosim.
 MAPEH II by Vilma V. Perez, Lilian N. Luna and Crisanto E. Tomas
 A Classical Collection of Philippine Golk Dances, Series 4,
 Ramon Obusan for the Sua-Ku-Sua Dance Literature
 Sayaw Dances of Philippine Islands-Philippine Folk Dance Society Vol. 1,2
and 4.
 2010 New Secondary Education Curriculum Teaching Guide

ON-LINE SOURCES
 The History of Filipino Folk Dance |
How.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RKkEfja November 28, 2012

37
 The History of Filipino Folk Dance |
eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RK6wqx1 November 28, 2012
 The History of Filipino Folk Dance |
eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RKzSk8d November 28, 2012
 http://wiki.answers.com/Q/What_is_sua_sua_folk_dance#ixzz27XedpW18
November 28, 2012
 http://www.bangkokcompanies.com/Dance/philipinnesdance1.jpg
 .bp.blogspot.com/_LgNn7UyFJLc/SvPQXKIpG4I/AAAAAAAAB3A/
djYNO26rbPk/s400/leyte+dance+Theatre.jpg November 28, 2012
 http://1.bp.blogspot.com/-tcDLOUN0BlI/TbYivw6NsAI/AAAAAAAAACE/
MFbsNavnvNo/s1600/singkil.jpg November 28, 2012
 http://home.allgameshome.com/results.php?
s=philippine+folk+dance&category=images&start=1 November 28, 2012
 http://www.youtube.com/watch?v=8QApCK1lTrU November 28, 2012
 www.kalilayan.com November 28, 2012
 http://images.search.yahoo.com/search/
images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-
521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1 November 28, 2012
 asukacaramel.deviantart.com November 28, 2012
 www.pinoyexchange.com November 28, 2012
 http://www.flickr.com/photos/14280206@N03/ November 28, 2012
 www.fiestafilipina.org November 28, 2012
 www.panoramio.com November 28, 2012
 www.playle.com November 28, 2012
 archives.pia.gov.ph November 28, 2012
 Pangalaydance.com/the-pangalay-dance-style-of-the-philippine-an-intangible-
cultural-heritage November 28, 2012

38
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph

39