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PE 3 PATH FIT 3 Module 1
PE 3 PATH FIT 3 Module 1
Tabontabon, Leyte
MODULE 1
Learning Objectives:
1. To know the definition of dance.
2. To be familiar with the history of dance from the past.
3. To understand the importance of dance
Importance of dance
Dance is a health-promoting physical activity which many people worldwide incorporate
into their lifestyles today. This physical activity appeals to some who may not typically
be active and therefore may be another alternative of exercise. Dance for health has
become an important factor in the prevention, treatment and management in several
health circumstances. It can benefit both physical and mental health and subsidizes
social communication. Dance is an art which is learned in and shared between many
cultures. Types of dance can entail body movements, expression and collaboration.
The correlation between dance and health has been subject of a number of research
studies that show dance to be a largely healthy exercise.
Dance plays an important part in the PE curriculum because it will allow students to
experience cultures from the different and around the world, able to work in groups with
others to achieve different types of challenges, such as creating dance variations and to
learn about body movement while being motivated by the power of music.
Dance is an activity which can take many forms and fill many different needs. It can be
recreation, entertainment, education, therapy, and religion. In its purest and most basic
form, dance is art, the art of body movement. Dance can also be considered
recreational activity that can develop our physical, mental, social, and emotional
health.
Dance teaches the importance of movement and fitness in a variety of ways through a
variety of disciplines. As well, dancers learn to coordinate muscles to move through
proper positions. Dancing is a great activity to pursue at almost any age provided you
are in proper health to handle the rigors of dancing for life.
In this Module, we will discuss the true meaning of dance from different perspective as
well as learn the history of dance to fully understand its significance to a person.
Dance comes from the German word damson, which means “to stretch or “to drag”. It
developed as a natural expression of united feeling and action. Dance is considered
the mirror of the society because it responds to historical and religious events as well
as social and political statements.
Although there have been immense comparative differences in period and culture,
people still dance mainly for four reasons: (a) to please gods; (b) to please others; (c)
to please themselves; and (d) to build community within an ethnic group or social
interaction.
History and Development of Dance from the Different Periods
Ancient Greece.
Dance was not just for religious and military training but also a form
of entertainment and display.
Plato immensely gave importance to dance in education as stated
in the education on the Laws. He highlighted the two kinds of dance and
music: the noble (fin and honorable) and the ignoble (imitating what is
mean or ugly).
Ancient Rome.
Gave less importance to dancing which eventually became an
integral part of the corruption in the latter days of the Roman Empire
resulting in the condemnation of dance by early Christians.
Dance was primarily performed for religious, social and
entertainment. However, theatrical entertainment was prohibited but still
existed and was performed within church during religious ceremonies.
Modern History
Body Aspect
Beginners should spend much time using whole body actions such as curling, twisting
and stretching, walking, running, galloping, skipping, and jumping. We can encourage
more expression by using such action words as shiver, melt, collapse and slither.
Nonlocomotory movements such as gesturing, rising, sinking, opening, closing and
stillness can be used by dancers to communicate their ideas and feelings. A gesture (a
movement of a body part that does not support body weight) for example, is an
important part of a dancer’s message. Stillness can signal the beginning or end of a
performance. Dancers should be mindful of which body parts lead a movement,
support weight, or move in isolation. Further, the flow of movement from one body part
to another contributes to a dancer’s performance. Students can also use body shapes
to tell their story. A twisted shape, for example, could communicate inner turmoil.
Effort Aspect
Early in Laban’s study of dance he suggested that dance students focus on effort after
the body aspect. Here, students can explore time, weight, space and flow. In other
words, they should have experiences moving: suddenly and sustained; strongly and
lightly; directly and flexibly; and freely and bound. A lesson on bound flow might
include words and images such as trudge, plod, stiffen, grind or like a robot. The
purpose of using such words and images is always to focus students on an inner
attitude toward movement. Here, the attitude is toward bound flow.
Space Aspect
Dancers should move in general and personal space through different pathways,
directions, levels, planes, areas and extensions. Varying the ways, we move through
space adds interest and meaning to dances.
Relationships Aspect
Most dancers must maintain important relationships as they move. These relationships
include maintaining a proper position in relation to a partner or a group. Dancers must
also be able to lead, follow, mirror, match, copy and move in unison and canon.
Moving toward and away from another or a group is a common element in dance
choreography. Dancers must always move in relation to a rhythm or a sound (beat
competence). Here, students can move a body part or the whole body in relationship or
agreement with a beat. These experiences should begin with a slow and regular beat
like that of a drum. The tempo and drum beat pattern should increase in difficulty with
student proficiency. Students could also choose movements to interpret stories, poems,
aspects of science and visual art work. Last, dancers should place body parts carefully
in order to create body shapes and tell a story through movement.
7 . ___
1 . ___ 8 . ____
6 .___
Shaman
as lead 2 . ____
dancer
5 . _____ 3 . _____
4 . _____
10 . ____ 9 . ____
(a.) 10.Whip, Nae Nae and Gangnam style (f.) 5.Ballet comes into play
(b.) 9.Contemporary & Hip-Hop dance (g.) 4.Theatrical performance in churches
(c.) 8.Merengue, Jazz and Acro dancing (h.) 3.Noble and Ignoble dancing
(d.) 7.Classical Persian & Tap dancing (i.) 2.Dance for military training
(e.) 6.Masque dancing (j.) 1. Dancing figures on caves
Assessment:
1. Why is it importance to study dance history? Discuss briefly.
In order to comprehend where we came from, how we got here, and
how it affected our contemporary cultural experiences with dance, it
is crucial to study the history of dance. The movements of previous
generations have affected some of the movements we employ now.
3. Can you dance? Do you dance? Are you good at it? Are there any particular
dances you “specialize” in?
I'll be honest; I'm not really a dancer. Because it was necessary to
dance in front of our instructor last year in order to pass the grades,
I tried it, but it seemed like it was not a good fit for me. I found
dancing to be uncomfortable, and I made a pledge to myself that I
would only dance for grades. Although singing is a talent I am most
secure in, dancing is not a specific skill.