Colegio de Sta. Lourdes of Leyte Foundation, Inc.

Tabontabon, Leyte

COLLEGE OF NURSING AND ENTREPRENEURSHIP

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 masterful movement in a rhythmically coordinated, and expressive way. It is a

vital part of a child’s movement education. When students apply the aspects of the
movement framework to create dance sequences they are learning how to dance.

Creating dances means exploring the movement framework, selecting movement

elements and refining dance sequences. Here, learning is on a higher level than simply
repeating a dance that was created by another. It is important to note that “traditional”
dances such as square, folk, and social/ballroom do have an important place in physical
education. These dances can be broken down, by the teacher or the student, into body,
space, effort and relationship aspects. Students can use these pieces of dances to
create their own unique dance.

Students participate in three types of learning experiences during dance: creating,

performing and responding.

While creating, students use the cognitive

processes of application, analysis, synthesis
and evaluation to create dances.

During performance, students recall

and reproduce movements from existing
dances.

When responding, learners observe, interpret,

analyze, and evaluate as they describe
movement, qualities of movements,
compositional structures and their feelings and
understanding of a dance.

Finally, students can also assume the

responsibilities of a performer, creator or
observer during a dance lesson.
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

 Dance During the Prehistoric Period

 It had been a major form of religious ritual and social expression within
primitive culture.
 It was used as a way of expression and reinforcing tribal unity and strength.
 It is based on superstition and infused with magic. Shamans as lead dancers
acted as physicians and religious leaders and kept tribes healthy, prosperous
and safe.

 Dance During the Ancient Civilization

Ancient Egypt.
 3,300 BCE (First Dancing). It is believed that the first people to dance
were the Egyptians. Archaeologists discovered paintings of dancing
figures in rock shelters and caves.
 As a way of expressing religious service and teaching ancient myth,
three (3) major dancers were evolved:
(1) the king;
(2) the priests who performed magical dances;
 (3) virgin dancers who were trained to perform during ceremonies led
by the priests.
 Ancient Crete.
 The Cretan civilization (3000-1400 BC) was a cultural link in the
ancient world between Egyptians and Greeks.
 Cretans used dance to perfect their military training which made
excellent.

 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.

 Dance During the Middle Ages and The Renaissance

 1400 (Ballet Comes into Play). Ballet started in this year in Italy, but didn’t
really become popular until around the year 1500. Ballet gained its popularity
when a lady of the arts, Catherine de Medici, married King Henry 11 and threw
festivals where they would perform ballet dances. Ballet is believed to be the
main core of every single dance style.
 A vast dance movement occurred throughout the courts of Europe in the 15 th
and 16th centuries. During these times, new court dances performed by the
nobility came about as well as the rise of the art of ballet in Italy and France.
 Several other dance forms continued to sprout and spread across several
countries.
 Lesson
2
Dancing toward the 21st Century

Modern History

 Dance During the Late 16th and 17th Centuries (1501-1700)

 1600 (Masque Dancing). Masque dancing started from elaborate pageants
and shows in the 16th century. Masque dancing involved intricate costuming
and stage designing that also incorporated singing and acting as well as
dancing. It was often used as a court entertainment.
 A period in the history of dance in Italy, France, and England which was
considered to be pleasantly deep and rich. France became the forerunner in
dance during this period.
 Dance increased as a court amusement and later transformed into
professional entertainment.

 Dance During the 18th Century (1701-1800)

 1795 (Classical Persian Dancing). This style of dance evolved from courtroom
dancing. An era influencing Persian dance was the Qajar Dynasty which lasted
from 1795 to 1925. Dancers would perform artistic and lively dances for the
Shah. The music is usually played by a small band.
 1800 (Tippity Tappity, Time for Tap). Tap dancing originated from African tribe
dancing. Tap dancing makes percussion sounds because of dancers most
commonly wearing leather shoes with two pieces of metal and clip and clap
against hard floors. Tap is still very popular to this day.

 Dance During the 19th Century (1801-1900)

 1890 (Merengue Dancing). It is a Caribbean dance style that involves partners
holding each other in a tango-like position and moving their hips side to side.
 1900 (Jazz and Acro). It involves doing smooth and flexible movements, and
lots of back bending and tricks. Both styles are widely popular to this day.
 Ballroom dances also emerged during this period like Cotillion, Polonaise,
Quadrille, Waltz and Polka.

 20th Century Dances (1901-2000)

 Described as a period of “dance fever” wherein the young and old alike were
not limited to express emotions through dance.
  1950 (Contemporary Dance). Contemporary dance is a style that combines
jazz, ballet, and modern dance. It can be many different styles, but most of the
time it is melancholy and or intense.
 1970 (Hip Hop Dance). There are many styles of hip hop that include breaking,
popping, locking, and more. Street dance was performed both in night clubs
and on the streets. It is associated with funk, breakdancing, and hip-hop.
 Several social dance movements also evolved such as castle walk, tango,
foxtrot, Charleston, Lindy Hop, Rumba, Mambo, Cha-Cha-cha, Samba, Bossa
Nova, Boogaloo and Twist.
 Popular fad dances also emerged like YMCA and Macarena.

 21st Century Dance (2001- Present)

 2018 (Dance Nowadays). Today's dance style has taken a turn towards more
hip-hop dances. Small and popular dances that involve hip hop and that most
everyone can achieve include the whip and nae nae, Gangnam Style (it’s a
little old), shooting, and more.

Dance and the Movement Framework

Rudolf Laban created a structure for organizing human movement in order to guide
teaching and learning in dance. This framework includes four aspects: body, space,
effort and relationships.

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.

Activity 1. Arrow It Out!

Follow the arrows and supply the blank portion of the Mind Map. Possible answers are
inside the box. Write the letter of your choice.
 7. ___

1. ___ 8. ____
6.___

Shaman
as lead 2. ____
dancer

5. _____ 3. _____

4. _____
10. ____ 9. ____

(a.) Whip, Nae Nae and Gangnam style (f.) Ballet comes into play
(b.) Contemporary & Hip-Hop dance (g.) Theatrical performance in churches
(c.) Merengue, Jazz and Acro dancing (h.) Noble and Ignoble dancing
(d.) Classical Persian & Tap dancing (i.) Dance for military training
(e.) Masque dancing (j.) Dancing figures on caves

Assessment:
1. Why is it importance to study dance history? Discuss briefly.
2. What kinds of dancing can we see in your community? How important is
dancing in our culture?
3. Can you dance? Do you dance? Are you good at it? Are there any particular
dances you “specialize” in?