MAPEH

MUSIC • ARTS • PHYSICAL EDUCATION • HEALTH

7
Physical Education
Quarter 3-Module 3
Rhythmic Dance: Tinikling Literature
(Skills Involved in the Dance)
Physical Education 7
Quarter 3 – Module 3: Executes the skills involved in the dance (Tinikling)
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Mary Rose B. Borromeo, Redempto C. Esmeralda
Editor: Teresita I. Dacumos
Reviewers: Romnick N. Oriat (Language); Teresita I. Dacumos (Content)
Illustrator: Name
Layout Artist: Name
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Physical Education
7
Quarter 3
Self-Learning Module 3
Rhythmic Dance: Tinikling
Literature
(Skills Involved in the Dance)
Writers: Redempto C. Esmeralda
Mary Rose Borromeo
Editors/Validators: Teresita I. Dacumos (Content)
Romnick N. Oriat (Language)
Introductory Message

For the Facilitator:

Welcome to the Physical Education 7 Self-Learning Module on Rhythmic
Dance (Tinikling Literature -Skills Involved in the dance)!
This Self-Learning Module was collaboratively designed, developed and
reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.
This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:
Welcome to the Physical Education 7 Self-Learning Module on Rhythmic
Dance (Tinikling Literature- Skills Involved in the Dance)!
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 material while being an active
learner.
This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS
After going through this module, you are expected to:
• perform with mastery the skills involved in the tinikling dance and;
• observe safety in doing the dance.

PRE–TEST
Look for the words that is being described by the sentences
below. Write the correct term on the line before each number.

I M N O I T A M R O F N I

W S S A A G H L K L I F T

D P F P A T A D Y O N G H

R E A C A I L O B M B H O

M E S V J K E S T Y E Y P

D D T A T L O B N M T U I

G S I S H I R T Y U Y I N

S C N E N N T Y J O E O G

B A R O N G T A G A L O G

__________________________1. The girls wear this costume in tinikling dance.

__________________________2. Tinikling came from the word____________, a bird with
long neck and long legs.
__________________________3. Dancers stand at the left side of the bamboo poles with
the girl in front facing the audience.
__________________________4. The boys wear this costume in tinikling dance.
__________________________5. This dance is a favorite in the Visayan Islands especially
in the province of _______________.
 RECAP

Write the correct meaning of the following abbreviations used in the tinikling dance.
1. L - ____________________________________________________________________
2. Ct - ____________________________________________________________________
3. X - ____________________________________________________________________
4. M - ____________________________________________________________________
5. O- ____________________________________________________________________

Good job!
As a dancer, among the different dances, tinikling is a favorite dance in the Visayan Islands
especially in the province of Leyte.

LESSON

Tinikling Dance- Literature

Procedure:
Two bamboo players sit on the ground opposite each other holding the ends of the bamboo
poles (sometimes long pestles). Two pieces of the board or bamboo, about thirty inches long
and two inches thick, are placed under the poles, about one foot from ends (see the diagram
below).

Diagram 1
COSTUME: Girls wear “balintawak” or “patadyong”. Boys wear “barong Tagalog “and long red
trousers with one leg rolled up. They dance barefoot.
MUSIC: is divided into two parts; A and B. count one, two. Three to a measure. (Bamboo
Rhythm abbreviation is B.R.)
COUNT: one, two, three to a measure.
FORMATION: Dancers stand at the left side of the bamboo poles, girls in front facing the
audience. (see diagram 1.)

BAMBOO RHYTHYMS (BR)

BR I. Strike bamboo poles together once by sliding them against the board or lifting
them an inch or so (ct.1), open the bamboos about a foot apart and strike them
twice against the boards (cts. 2, 3). This is repeated as many times as necessary
in regular rhythm.

BR II. Strike bamboos once as above (ct.1), open bamboos a foot apart and strike
them three times against the boards (cts. 2 and 3) with R, L, R hands of bamboo
player number 1 and with L, R, L hands of number 2.

INTRODUCTION
Music Introduction:
a. Starting with the R foot, dancers take four waltz steps forward going to proper
places (see diagram 1), the girl holding the skirt, the boy’s hands on
waist………………...4m
Bamboo Rhythm – Silent for 1m
Strike bamboo poles together once at every first beat at the second, third and
fourth measures (2-4m)
…………………………………………………………………………...4m
b. Dancers stand at the left side of the poles on the L foot. Tap with R foot twice
between the poles on counts 2 and 3 of measure 5
c. Repeat (b) three times more (6-8m)
…………………………………………………….4m
BR I- Play four times (4m) ...………………………………………………………………4m
 I
TINIKLING STEP
Music A (BR I)
a. Take seven “tinikling” steps R and L alternately. Hand position as described
above. The first hop on the count one of measure one may be omitted
…………………….7m
b. Step R foot outside pole No. 2 (ct,1) hop twice on the L foot between turning
right about (cts. 2,3); Girl hold skirt, boy hands on waist
…………………………………...1m

c. Take seven “tinikling” steps L and R alternately. Hands as above

……………...…...7m
d. Girl hops on L foot outside pole No.1 (ct.1), hops on R twice between the poles,
going backward near bamboo player No. 1 (cts. 2,3. Hands as above in 8m
Boys hops on L foot outside pole No.1 (ct.1), turns right about by hopping twice on the
R foot between the poles going near bamboo player No.2 (cts. 2 and 3).
Hands as in 8m ……………………………………………………………………………1m

II
CLOCKWISE AND COUNTERCLOCKWISE
Music A (BR I)
a. Girl stands at the left side of the pole No. 2 and boy at the left side of pole No.
1 (see diagram 2). Starting with the L foot, take four steps forward outside the
poles (cts. 1,2,3,4); turn right about and hop on L (ct.5) and R foot (ct.6)
between the poles, Girl holds skirt, boy’s hands on waist
………………………………………………………...2M
b. Repeat (a) three times more, going clockwise. On the eight measure hop on L
twice between the poles (cts.5,6)
……………………………………………………………...6M
c. Repeat all (a,b) starting with the R foot on the other side of the poles (boy at
the right side of the pole No.2, and the girl of pole No.1). Reverse direction
………………...7M
NOTE: This time the figure is started by hopping on the R (ct.1) and L foot (ct.2) between the
poles.
d. Girl takes three steps forward about two feet away from pole No.2
………………...1M
Boy takes three steps forward about two feet away from pole No.1.
Finish facing each other …………………………………………………………...1M
 III
KURADANG STEP

Music B (BR II)

a. Take eight “kuradang” steps R and L alternately. Arms in fourth position, R and
L high alternately
………………………………………………………………………………...16M
At the last measure the boy jumps over to the left side of his partner facing the same
direction.

IV
TINIKLING STEPS SIDEWAYS
Music B (BR I)
a. Open the poles wider to accommodate the feet of the dancers. Partners join
inside hands. Free hand of the girl holding skirt and boy’s free hand on waist.
b. Hop on L foot outside the poles (ct.1), hop on R (ct.2) and on L between the
poles (ct.3)
………………………………………………………………………………………...1
M
 c. Hop forward on R foot outside across pole No.1 (ct.1), hop on L (ct.2), and R
foot between the poles (ct.3)
…………………………………………………………………...1M
d. Repeat (a) and (b) five times alternately
………………………………………………...5M
e. Hop on R twice, outside pole No. 1, turning right about. Release the hold of the
inside hands (cts. 1,2). Hop on L Close R foot in place (ct.3)
…………………………………1M
f. Join inside hands. Repeat (a, b, and c)
…………………………………………………7M
g. Hop on R foot outside pole no. 2. Release the hold of inside hands (ct.1) pause

(cts. 2,3) ……………………………………………………………………………………1M

V
FEET APART

Music A (BR I)
• Girl turns right and boy left (facing each other), jump with both feet apart outside
the poles (No1 and No.2), join both hands and swing them sideways (ct.1), jump
twice with feet together between poles, swing hands down in front between
them (cts 2,3) ….1M
• Repeat (a) twice
……………………………………………………………………………2M
• Jump with feet apart outside the poles (ct.1), release hands and jump twice
between the poles turning right about (cts.2,3). Partners are in back- to- back
position …….1M
• Repeat (a), (b) and (c) except hands movements. Girl holding skirt, boy’s hands
on waist
………………………………………………………………………………………...4
M
• Repeat all (a, b, c, and d) except on the sixteenth measure, the girl does not
turn. The boy turns right about facing the audience
………………………………8M

VI
CROSS- STEP
a. Hop on L foot across the pole No.2 and raise R foot in rear (ct.1), hop on R
twice between the poles (ct.2,3). Girl’s right hand on waist and L holding skirt,
boy’s hands on waist
……………………………………………………………………………………..1M
b. Hop on L outside pole No. 1 and raise R foot in rear (ct.1), hop on R twice
between the poles (cts.2,3). Hands as above
………………………………………………………….1M
c. Repeat (a) and (b) three times more. On the last two counts of the eight
measure, hop on R foot twice turning right about
……………………………………………………….6M
d. Repeat seven times (a) and (b) alternately
……………………………………………..7M
e. Girl hops on L outside pole No.2 (ct.1), hops on R twice between poles moving
backward near bamboo player No. 2 (ct. 2), hop on R again and face right about
(ct 3)…1M

VII
DIAGONAL

Music B (BR I)
a. Hop on L foot outside the poles (girl outside pole No. 2, boy pole No. 1) 9ct.
1), hop on R diagonally forward to the center of the poles (ct. 2). Hop on L on
the same spot (ct. 3). Join R hands on counts 2,3
……………………………………………………...1M

b. Hop on R foot diagonally backward across the other pole (girl across pole No.
1, boy No. 2). Release the hold of R hands (ct. 1), hop on L (ct. 2) and R (ct.
3) between the pole as above. Join R hands on counts 2,3
……………………………………………1M
c. Repeat five times (a) and (b) alternately
……………………………………………….5M
d. Leap to exchange places
...………………………………………………………………1M
e. Repeat (a), (b) and (c)
……………………………………………………………………7M
 f. Boy leaps to the left side of the pole No. 1 and girl at the right side of pole no.
2 near bamboo player No. 2
……………………………………………………………………...1M

VIII
WALTZ STEPS
Music B (BR II)- 8M
a. Starting with the R foot, take four waltz steps forward. Arms in lateral position
moving sideward R and L alternately or inside hands joined
……………………………………4M
b. Repeat (a) moving backward
…………………………………………………………….4M
(BR I)- 8M
Girl dances in front of her partner.
c. Hop on the outside foot once outside the poles (girl outside pole No. 2, boy pole
No. 1) (ct. 1), hop on the inside foot twice between the poles (cts. 2,3). Girl
holds her skirt, boy’s hands on waist
………………………………………………………………..1M
d. Repeat (c) five times more moving forward little by little
………………………………5M
e. Boy jumps over to the left side of the girl and they join R hands. Girl makes a
three- step turn left in place passing under the arch of arms (1M), and both bow
to the
audience (1M)
……………………………………………………………………………...2M

ACTIVITIES
Perform enjoyably the Tinikling dance by using the following steps written in the dance
literature from Figure I to VIII and allow any members of your family as your partner. Used
any available resources at home as an alternative for bamboo poles. ( example: garter, yarn,
sticks, etc). Let us execute the movement from Activity 1-A to Activity 1-C and follow the
rubrics below as your guide.
 Activity 1-A Activity 1-B Activity 1-C Rubrics
Interpret the Interpret the Perform the Choreography…………35
steps in figures steps in figures steps from Timing………………….15
1-4 5-8 figures 1-8 Stage presence……….10
Proper execution………40
________
100%

WRAP–UP
To summarize what you have learned, do the activity in a 1 whole sheet
of paper. Answer the following questions below.
1. Why is it important for us to study the different steps or note patterns and counting in tinikling
before performing it?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What does the tinikling dance represent?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

VALUING
Tinikling dance provides us a sense of nationalism and rhythm. It uses body
movements to express a theme or idea. Dances have different steps or note patterns and
counting. They develop coordination and eventually produce graceful movements. Dance also
includes the customs and traditional practices common among town folks.
As the world advances on every front, folk dances, folk music, folk art, folk stories, are
all important, even vital, toward keeping various cultures alive. We need to have a way for
each generation of young persons to get in touch with their own roots as well as to learn about
the roots of others. This is part of what advances understanding and acceptance between
races, creeds, and cultures and helps us to advance the human race into a place of greater
exchange of love, acceptance and peace.

POST TEST
With the help of your family members, create a simple tinikling dance. Follow the
figures 1-8. The criteria are given below.
Criteria
Choreography 30
Proper execution 40
Stage presence 15
Costume 10
Audience Impact 5
__________
100%

KEY TO CORRECTION
 REFERENCES
Pre-test
1. Patadyong
2. Tikling
3. Formation
4. Barong tagalog
5. Leyte
I M N O I T A M R O F N I
W S S A A G H L K L I F T
D P F P A T A D Y O N G H
R E A C A I L O B M B H O
M E S V J K E S T Y E H P
D D T A T L O B N M T Y I
G S I S H I R T Y U Y U N
S C N E N N T Y J O E I G
B A R O N G T A G A L O G
Recap
1. Left
2. Counts
3. Referring to a boy/ male
4. Measure
5. Referring to a girl/ female
Activity 1-A to 1-C Answers may vary
Wrap up – answers may vary
Post-test- answers may vary
Online / Electronic Sources

• MAPEH on the GO7- K to 12 edition- pp.287-298

• Book
Local:
Fernando- Callo, Lualhati et al. 2013. The 21st Century MAPEH in Action (K to 12).
Quezon City: Rex Book Store Inc.
Physical Education and Health- Grade 7. 2017. Teacher’s Guide. Philippines:
Department of Education