SELF-LEARNING MODULE

GRADE 8
QUARTER 4

WEEK 7
P.E.
MOST A. Undertakes physical activity and physical fitness assessments (PE8PF - IVa - h -23) (This
competency is already embedded in other LCs.)
ESSENTIAL
B. Reviews goals based on assessment results (PE8PF - IVa -34) (Week 1)
LEARNING
C. Describes the nature and background of the dance (PE8RD - IVc – 1) (Week 2)
COMPETENCIES
D. Executes the skills involved in the dance (PE8RD-IVd-h-4) (Week 3-8); (Exerts best effort
to achieve positive feeling about self and others (PE8PF-IVd-h-38) (This competency is
already embedded in other LCs.)

TOPICS 1. Sua-Ku-Sua (1st and 2nd Part)

2. Regional and National Dances with Asian Influence (Sua-ku-sua)
3. Sakuting Dance Presentation
4. “SUA KA SUA” Dance Tutorial

EXPECTATION

At the end of this module, you are expected to:

a. undertake physical activity and physical fitness assessments;

b. exert best effort to achieve positive feeling about self and others; and,

c. execute the skills involved in the dance.

BRIEF INTRODUCTION

“SUA-KU-SUA” (1ST PART)

Aside from being known as fierce warriors, the Tausug of Jolo, Sulu are also
remarkable as seafarers and farmers. In Sulu, extensive orchards are planted with
coconuts and pomelos and the fields with staples like rice and root crops. Pomelo
fruits serve as an important source of income of the people of Sulu. Their
dependence on pomelo fruits for their livelihood inspired them to create Sua-ku-
sua dance. The movements of the dance compare sua’s gentle leaves, slender
branches, attractive fruits, and fragrant flowers to a lady. During the
 performance, the couples sing while flapping two white fans which represent the
leaves rustling in the wind. The performers, especially women, dance with faces
thickly covered with finely ground rice powder. Their eyebrows and sideburns are
enhanced with soot for aesthetic purposes.

Regional and National Dances with Asian Influence (Sua-ku-sua)

The dependence of the Tausug on the POMELO TREE and its fruits have
created a bond between the two which prompted the Tausug of Jolo Sulu to
make a dance honoring the latter, The Sua-Ku-Sua or my Pomelo tree is a dance
that likens the sua’s gentle leaves, attractive fruits. Its fragrance and slender body
to that of a lady. Performed by couples, the Sua-Ku-Sua dancers make use of two
white fans that are swayed, as if to signify the swaying of the leaves of the sua
tree while singing along with the music in their rice powder-covered faces. Their
eyebrows and sedeburns are enhanced with soot for aesthetic purposes.

Sakuting Dance Presentation

The Sakuting dance rhythmic sounds produced by the stick attracted other
children and also adults and they also learned the dance. Sakuting is an ethnic
term which refers to the rhythmic sticks producing the accompaniment for the
dance.

“SUA KA SUA” Dance Tutorial

Watch and follow the 13 figures of SUA-KA-SUA performance from the link below.
https://www.youtube.com/watch?v=sQCKYPSluVU

1) Intro or Saludo, w/4 countings 2) Figure 1, 16counts-2reps 3) Figure 2, 16counts-2reps 4) Figure 3, 8counts-2reps
(SUA-KA-SUA steps) (heel-place and SUA-KA-SUA (SUA-KA-SUA steps, with
hands
steps) sway L&R)
“SUA KA SUA” Dance Tutorial

Watch and follow the 13 figures of SUA-KA-SUA performance from the link below.
https://www.youtube.com/watch?v=sQCKYPSluVU
 5) Fanning L&R hands, and 6) Moving 4 steps forward and 7) Sua-Ka-Sua steps in place, 8) Sua-Ka-Sua cross-steps to
moving clockwise and 4 steps backward with 8 8 counts with 2 reps and your left 8 counts and
counterclockwise directions counting by 2 reps cross-steps to your right Sua-Ka-Sua cross-steps to
with 16 counts by 2reps side into the last two counting your right 8 counts (2 reps)

9) Extend your left arm 10) Left foot hop-step forward, 11) Sua-Ka-Sua moving 12) Right foot stumping 3 times
upward, right hand in front cross arms downward and forward (4 countings) then then flap your left and right
and then move clockwise with upward then turn and point to your left and right hand to your waist and then
turn
16 counts and then right foot hop-step forward with your left hand, and then clockwise… do it again with
your
counterclockwise for another and do the same hand reverse with your right hand left foot and turn in
16 counts movements with 16 counts with 16 countings and 2 reps counterclockwise direction
with
and 2 repetitions 8 countings and 2
repetitions

13) Sua-Ka-Sua moving 14) Sua-Ka-Sua in place with

forward (4 countings) then 8 countings and then turn in
bend your body to the left counterclockwise direction
and right. Do it with 8 then pose while extending
countings and 2 repetitions your arms and shaking your fan.

SUA-KA-SUA performance,
https://www.youtube.com/watch?v=zeRfiWsPVho

The commonly used material in SUA-KA-SUA dances is FANS - aside from its
usual purpose of relieving oneself when it is hot, are used for covering one’s face
when it is performed for courtship dances. They are also used for flirtation in some
instances. The movement of fans simulates the flow of nature’s elements like
water, air, fire and sometimes seashells, leaves, and flowers
 ACTIVITY 1

ACTIVITY A

Direction: Watch the video of Sua-ku-sua folkdance. You can search it on

YouTube using the link below.
https://www.youtube.com/watch?v=Mhe_sEcgX40

ACTIVITY B

Direction: Execute Figure1 of the Sua-ku-sua dance, record a video of your

performance and submit to your teacher.

Partners face audience.

Throughout this figure, the knees are slightly bent and turned outward.

Arms are extended sideward, with a fan in each hand.

Take 32 walking steps forward, turning the hand from the wrist down and
up alternately on every count (figure of eight)
Bend the head sideward to the right and to the left alternately in time with
the hand movement ……………………………………………………8M

Guide Questions:

While performing the activity, what did you think about?

_____________________________________________________________________________
_____________________________________________________________________________
What did you feel?
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 ACTIVITY 2
Activity A: “Keep moving”

SUA-KU-SUA (2ND PART)

Interpret the dance steps correctly. Make a video record of your performance
and send it to the messenger of your teacher.

Music A:

Partners face each other

Arm Position: Place both arms in front at waist level, Wrist or hand is up, Finger
tips pointing downward, while the L hand in reverse position. R hand is in front of
L.

Arm Movement: With Wrist leading, raise R hand up and pull L hand down,
palms in (ct.1), flip hands to reverse position and movement(ct.2) Repeat same
(ct. 2)

a) Step R across L in front(ct1), step L sideward (ct2). Repeat the same steps
(3, 4)……………………………………………………… 1M
b) Repeat (a) Three times more moving in a circle clockwise and always
facing partner. Boy finishes by facing the audience, while girl finishes
behind the boy……………………………………………………3M
c) Girl repeat(a) and (b) moving clockwise, while facing the line of the
direction, Boy: repeat (a) and (b) in place………………… 4M
V

Music C:

Partners face each other.

a) Take three walking steps obliquely forward left (cts1,2,3), turn right about
pivoting on the ball of R foot and raising L foot across the R knee in rear
(ct4). From the 2nd position, move the arms downward forward (as if
scooping). Finish with the palms up) (cts.1,2) turn both hands inward
toward the chest. Continue the turn and end with arms forward and
palms facing front, finger tips in (ct. 3), pull hands outward away from
each other (ct.4))……………………………………………………1M
b) Repeat (a) starting with L foot turning left about……………1M
c) Repeat (a) and (b)two times more……………………………….4M
Boy: take seven walking steps obliquely forward left, arms and hands as
shown in Figure 1(cts. 1,2,3,4,1.2.3.), point L point sideward (ct.4) Girl:

take 4 steps turning right about in place (ct. 12,3,4) and three steps in
place(cts.1,2,3), point L foot sideward(ct4). Hand movement is the same
as that of the boy…………………………………………………….2M
 Note: Partners are now in one line facing front, Girl at partner’s right side. For
further studies: (529) Sua Ku Sua - CEU Folk Dance Troupe - YouTube

Performance Rubric
Excellent Demonstrates precise and skillful
execution of the steps with high level
4
of confidence.

Good Demonstrates the steps competently

and with confidence.
3

Fair Demonstrates general level of

coordination and competence in the
execution of steps with limited but
growing confidence. 2

Needs Demonstrates limited coordination

Improvement and competence in the execution of
1
steps with low level of confidence.

ACTIVITY 3

SAKUTING DANCE PRESENTATION

Dance n’ Sticks
This activity will allow you to experience the joy of understanding folk
dance by interpreting and performing the dance literature of Sakuting. 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 Behavior During
Performance
40% 30%
30%

5
OUTSTANDING: SKILLFUL: Demonstrates SOPHISTICATED:
Performs steps with precise and skillful Demonstrates
high level of execution of the steps sophisticated
 mastery, while with high level of characterization and
creating several confidence appropriate behavior
formations in the toward the dance
dance floor

4
DYNAMIC: Performs COMPETENT: EXPRESSIVE:
steps with mastery Demonstrates the steps Demonstrates
while creating competently and with A typical level of
sufficient formations confidence characterization and
in the dance floor appropriate behavior
toward the dance

3
CREATIVE: Performs PRACTITIONER: REALISTIC: Demonstrates
steps with mastery Demonstrates general generally acceptable
but with limited yet level of coordination characterization and
growing ability to and competence in proper behavior toward
execute them while the execution of steps the dance
creating formations with limited but
in the dance floor growing confidence

2
FAIR: Performs steps APPRENTICE: IMPROVING: Displays
with general Demonstrates limited inconsistent
mastery but could coordination and characterization and
hardly adapt to competence in the demonstrates generally
varying formations in execution of steps with acceptable behavior
the dance floor low level of toward the dance
confidence
1
STATIC: Performs NOVICE: Has very low MECHANICAL: Has little
steps with low or no or no coordination in or no characterization
mastery and is not demonstrating steps; and behaves
capable of creating has very low level or no inappropriately toward
formations in the confidence at all the dance.
dance floor

Source: 2010 New Secondary Education Curriculum Teaching Guide

 ACTIVITY 4

MY “SUA-KA-SUA” SHOW
DIRECTION: Make a video presentation of SUA-KA-SUA dance. In your
performance it is necessary to show your proper gestures and expressions in folk
dancing because they play a very important role on the performance for they
give life and meaning to the dance.

PERFORMANCE OUTPUT RUBRIC

WEIGHT Choreography and Artistic Execution and Characterization and

Presentation Mastery of Steps Behavior during
Performance
40% 30% 30%
5 MASTERFUL: Performs SKILLFUL: SOPHISTICATED:
rhythmic composition with Demonstrates Demonstrates
high level of musicality precise and skillful sophisticated
while observing proper execution of the characterization and
timing, dynamics, and steps with high level appropriate behavior
mastery of confidence towards the dance

4 STRATEGIC: Performs COMPETENT: EXPRESSIVE:

rhythmic composition with Demonstrates Demonstrates an
a certain level of competently the atypical level of
musicality while observing steps with characterization and
proper timing, and confidence appropriate behavior
mastery but with limited towards the dance
ability to perform with
dynamics

3 ABLE: Performs rhythmic PRACTITIONER: REALISTIC:

compositions with mastery Demonstrates Demonstrates
but with limited yet general level of generally
growing ability to perform coordination and acceptable
with timing and dynamics competence in the characterization and
execution of steps proper behavior
with limited but towards the dance
growing confidence

2 APPRENTICE: Performs APPRENTICE: IMPROVING: Displays

rhythmic compositions Demonstrates inconsistent
with general mastery but limited coordination characterization and
could hardly adapt to and competence in demonstrates
varying dynamics and the execution of generally
timing steps with low level acceptable behavior
of confidence towards the dance
 1 NOVICE: Performs NOVICE: Has very ROUTINE: Has little or
rhythmic patterns with low low or no no characterization
or no mastery, timing, and coordination in and behaves
dynamics demonstrating inappropriately
steps; has very low towards the dance
level or no
confidence at all

REMEMBER

Keep in mind the following terms in order for you to understand the lesson.

Dance Title: SUA-KU-SUA

Dance Researcher: Ramon A. Obusan
Dance Culture: Muslim-lowland (Coastal)
Place of Origin: Jolo, Sulu
Country of Influence: China, Malaysia, and Indonesia
Ethno-linguistic Group: Tausug
Classification: Courtship dance

SUA-KU-SUA is a mimetic, courtship dance, Mimetic dance is a style of

dance that simply imitates behaviour found in most indigenous cultures of the
Philippines, especially that of the Aetas. Courtship is a period during which a
couple develop a romantic relationship, especially with a view to marriage. Sua-
ku-sua music is in 2/4time signature (1,2 to a measure) and 4/4time signature
(1,2,3,4 to a measure) 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.

Sakuting is a dance of the ethnic people living in the western side of the
Cordillera way back before the coming of the Americans to our country.During
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 livelier. The people in the homes would give them
money, homemade delicacies, and other things.
Source: Physical Education and Health Learner’s Module 8
 CHECK YOUR
UNDERSTANDING

Before I move on to the next module, I will assure you that…

I understand…

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I will apply for the lesson in…

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I will practice…

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