SENIOR HIGH SCHOOL

Health Optimizing
Physical Education 3
Quarter 1 – Week 1-8
The Nature of Dance

Photo credits: Charisse D. Archival and Ruby Arcdines

Health Optimizing Physical Education 3
Quarter 1- Nature of Dance

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represent nor claim ownership over them.

Development Team of the Module

Developer / Compiler : Charisse Archival , MT1 , CC Don Carlos A. Gothong MNHS

Editor : Renezar T. Ferrolino, Division MAPEH Coordinator

Wilson C. Gonzales, TIII, CC Don Carlos A. Gothong MNHS

Reviewer : Alice S. Ganar

PSDS-OIC South District 8

Management Team : Rhea Mar A. Angtud, EdD

Schools Division Superintendent
Danilo G. Gudelosao
Assistant Schools Division Superintendent
Grecia F. Bataluna
Chief, Curriculum Implementation Division
Luis O. Derasin Jr, EdD
EPSvr AP, Senior High School Coordinator
Vanessa L. Harayo
EPSvr, LRMDS
Renezar T. Ferolino
Division MAPEH Coordinator

Printed in the Philippines by: DepEd Cebu City Division, RO7

Office Address: New Imus Road, Cebu City_____
Telefax: (032) 2551516/328-2020__
E-mail Address: [email protected]__________

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12

Health Optimizing
Physical Education 3
Quarter 1 – Week 1-8
The Nature of Dance

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Introductory Message

For the facilitator:

Welcome to the Health Optimizing Physical Education (HOPE) 3 Alternative Delivery

Mode (ADM) Module on The Nature of Dance!

This module was collaboratively designed, developed and reviewed by teachers from
public schools to assist you in meeting the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills 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. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Health Optimizing Physical Education (HOPE) 3: First Quarter

Lessons on The Nature of Dance

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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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 resource while being an active learner.

This module has the following parts and corresponding icons:

This part includes an activity that aims to

What I Know check what you already know about the
(Pre-Test) lesson to take.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
(Review/Springboard) one.

In this portion, the new lesson will be

introduced to you in various ways; a story,
What’s New
(Presentation of the Lesson) a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What Is It the lesson. This aims to help you discover
(Discussion) and understand new concepts and skills.
This section provides activities which will
What’s More help you transfer your new knowledge or
(Application) skill into real life situations or concerns.

This includes key points that you need to

What I Have Learned remember.
(Generalization)
This comprises activities for independent
What I Can Do practice to solidify your understanding and
(Enrichment Activities) skills of the topic.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
(Post Test) competency.

This contains answers to the following:

• What I Know
Answer Key
• What’s In
• What’s More

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Submit the accomplished module at every end of the week.
7. Upon submission claim the module for the following week.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator through text, phone call, chat, or the online
classroom during the virtual orientation with students.

Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

About the Module

This module was designed and written with you, students, in mind. It is here to help
you achieve optimum health through active engagement in dance. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the Most Essential Learning Competencies (MELCs) released by the
Department of Education (DepEd) for this school year 2020 – 2021.

The 1st Quarter is divided into 4 lessons, namely:

• Lesson 1- Nature and Elements of Dance

• Lesson 2- Traditional Dance
• Lesson 3- Modern and Contemporary Dance
• Lesson 4- Ballroom Dance

v
First Quarter
Module 1- Weeks 1 to 8
The Nature of Dance

------------------------------------------------------------------------------------------------------------------
Quarter : First Quarter

Content Standard : Demonstrates understanding of dance in optimizing

one’s health as a habit; as requisite for physical activity
assessment performance, and as a career opportunity.

Performance Standard : Leads dance events with proficiency and confidence

resulting in independent pursuit and in influencing
others positively

Competencies : Self-assesses health-related fitness (HRF) status,

barriers to physical activity performance, and one’s diet
(PEH12FH-Ig-i-6)

Sets FITT goals based on training principles to achieve

and/or maintain HRF (PEH12FH-Ii-j-7)

Engages in moderate to vigorous physical activities

(MVPAs) for at least 60 minutes most of the days of the
week in a variety of settings in-and-out of school
(PEH12FH-Ia-t-8)

Analyzes physiological indicators such as heart rate,

rate of perceived exertion and pacing associated with
MVPAs to monitor and/or adjust participation or effort
PEH12FH-Ik-t-9)

Duration : 8 Weeks

Topic : The Nature of Dance

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What I Know

I. Encircle the letter of your answer.

1. What is the expression of rhythmic body movements and steps set to music?
A. dance C. physical fitness
B. movement D. physical activity
2. Movements executed in stationary place are _______________.
A. static C. locomotor
B. amoebid D. non-locomotor
3. This refers to the force propelled in dance movements.
A. body C. bodily shapes
B. space D. dance energies
4. Direction, size, level, and focus are elements of _______________.
A. body C. bodily shapes
B. space D. dance energies
5. It refers to the speed or tempo of the movements in dance of an underlying
sound following a beat or pulse.
A. time C. action
B. space D. dance energies
6. Which refers to how the entire body is molded in space or the configuration of
the body parts?
A. time C. bodily shapes
B. space D. dance energies
7. It is an indigenous dance of any specific culture of the common people.
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
8. It is a style of dancing wherein dancers are free to express their feelings through
movements without adhering to any rules.
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
9. Which dance is a set of partner dances, enjoyed socially and competitively?
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
10. Which dance is the most vigorous?
A. jive C. mambo
B. waltz D. rhumba

• Determine which describes best the picture.

A. narrow, angular group shape

B. narrow, rounded group shape
C. wide, angular group shape
D. wide, rounded group shape

11.

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A. narrow, angular shape
B. narrow, rounded shape
C. wide, angular shape
D. wide, rounded shape

12.

A. locomotor, low level movement

B. locomotor, high level movement
C. non-locomotor, low level movement
D. non-locomotor, high level movement

13.

A. locomotor, low level

B. locomotor, high level
C. non-locomotor, medium level
D. non-locomotor, high level

14.

A. locomotor, symmetrical
B. locomotor, asymmetrical
C. non-locomotor, symmetrical
D. non-locomotor, asymmetrical

15.

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Lesson 1 Nature and Elements of Dance
Week 1-2

What I Need To Know

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

• Discuss the nature and elements of dance;
• Identify the elements of dance;
• Execute some dance steps and figures; and
• Assess fitness level and performance after a dance activity.

What’s In

Recall the concepts you learned by answering the crossword puzzle:

Down:

1. _________ fitness;
consists of those
components of
physical fitness
that have a
relationship with
good health
2. the ability to
sustain a prolonged
stressful effort or
activity
3. any body
movement that
works your
muscles and
requires more
energy than resting
like walking,
running, dancing,
and swimming,
5. the capacity to
withstand great
force or pressure
Across:

4. _______________ physical activity; requires a large amount of effort

6. the ability to move joints effectively through a complete range of motion
7. _______________ physical activity; requires an average amount of effort
8. describes the amount of fat, bone, water, and muscle in the body
9. an act of changing a body’s position or location in space
10. ability to perform daily tasks with vigor and alertness

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What’s New

Look and Tell

Instructions: Study the pictures and try to give a name for each. Identify the
things that made them different from each other and the things that
made them the same. Write your answers on a separate sheet of paper.

https://www.youtube.com/watch?v=z3kGfTVJV6o https://www.youtube.com/watch?v=91sd4Jnwgjs

https://www.youtube.com/watch?v=iXOuzMZ8TtU https://www.youtube.com/watch?v=3vN0xtnnAgE

Answer:

Picture #1: _____________________________ Picture #3: _________________________

Picture #2: _____________________________ Picture #4: _________________________

In what characteristics are they different? How are they alike? _____________________
__________________________________________________________________________________
_________________________________________________________________________________.

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What Is It

What you see in the pictures are different kinds or forms of dance.

What is dance?

Dance is an art of rhythmic bodily movements that projects ordered sequence of

moving visual patterns of line, solid shape and color (Thomas Munro in Kraus and
Gaufman, 1981).

Though dance is expressed in different forms, traditional, modern, contemporary,

ballroom, and street dance, it basically uses the same elements in creating a work of
art.

The Five Elements of Dance:

1. Body
- the mobile figure or shape, felt by the dancer, seen by others
- the medium which dancers use to express and communicate ideas,
emotions, and identity
- creates lines and shapes by moving or positioning it and its parts

• Head
• Neck
• Trunk
- chest - buttocks - hips
- waist - back
• Upper Extremities
- shoulders - hands - arms
- palms - elbows - fingers
- wrists
• Lower Extremities
- legs - feet - knees
- heels - ankles - toes

- bodily shapes and group shapes can be rounded or angular, wide or

narrow, and can be classified as:
o symmetrical – balanced shape, movements are practically identical
or similar on both sides
o asymmetrical – unbalanced shape, movements on both sides are
different from each other

2. Action
- any human movement included in the act of dancing, in relatively still or
changing as the dancer moves in place or travels through the dance area
- can include dance steps, facial movements, partner lifts, gestures, and
even everyday movements such as walking
- also includes pauses and moments of relative stillness

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Movement that travels through space is broadly called locomotor
movement in contrast to axial movement, which occurs in one spot.

Axial / Non-locomotor Locomotor

- movements that are done - movements that travel
in stationary place. through space
✓ Bend or flex ✓ Walk
✓ Lift or raise ✓ Run
✓ Stretch, extend or straighten ✓ Crawl
✓ Twist ✓ Gallop
✓ Circle ✓ Leap
✓ Swing ✓ Jump
✓ Turn or rotate ✓ Hop
✓ Skip
✓ Slide

Preparatory movements to locomotor:

✓ Point – toes touching the floor, knees extended
✓ Step – transferring of weight from one foot to another
✓ Place – touching the floor with the whole of the foot
✓ Spring – pushing off the leg/s in the air

3. Space

- the area the performers occupy and where they move

- can be divided into four different aspects, also known as spatial elements:
o direction – dance movements can travel in any direction.
forward, side, backward, diagonal, circular, etc.
o level – movements can be done in a high, medium, or low
o size – movements can be varied by doing larger or smaller actions
o focus – performers may change their focus by looking at different directions

4. Time

- Movements may be executed in varying tempo (speed).

- Dancers move with the tempo of an underlying sound known as beat or pulse.
- Timing patterns in dance are characteristically consistent and predictable.
- Rhythmic patterns may be metered or free rhythm.
- Dance movements may also show different timing relationships:
o simultaneous or sequential timing
o brief to long duration
o fast to slow speed
o accents in predictable or unpredictable intervals.

5. Energy

- is about how the movement happens.

- includes variations in movement flow and the use of force, tension, and weight.

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Qualities of dance energies:
o Sustained – movements done smoothly, continuously, and with flow and
control, having no clear beginning and ending
o Percussive – movements are explosive or sharp, accented with thrust, having
clear beginning and ending
o Vibratory – movements consist of trembling or shaking, a faster version of
percussive that produces a jittery effect
o Swinging – movements trace a curved line or an arc in space and are
performed in a relax manner
o Suspended – movements are perched in space or hanging on air, as in raising
a leg in any direction
o Collapsing – movements are released in a tension and gradually or abruptly
giving in to gravity, letting the body descend to the floor

What’s More

Instructions: Answer the following questions below. Write your answers on your
paper.

1. Dance involves movement. Could it be used as a body workout? How?

2. What fitness components can dancing be developed in our body? In what way?
3. Tell if the following dance movements are moderate or vigorous.
a. walking - ________________
b. running - ________________
c. jumping - ________________

* Study the pictures in items 4-6. Write the letters of your answer.

a. b. c.

4. Which picture shows the highest level of the arms?

5. Which shows an angular body shape?
6. Which forms a symmetrical shape?

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What I Have Learned

• Dance is a group of rhythmic body movements and steps set to music.

• Dance is expressed in different forms but share the same basic elements.
• There are 5 elements of dance:
a. Body - used to express ideas and emotions by forming shapes
b. Action - movements of the body that are axial / non-locomotor
(stationary) or locomotor (travel in space)
c. Space - where dancers occupy and move
d. Time - the tempo of the dance usually based on the beat of the
music
e. Energy- the level of force in executing the movement
• Dance involves movement and could be a good body workout.

What I Can Do

Before you engage yourself into the fun and exciting physical activities, please take
time to read and answer the survey below:

Physical Activity Readiness PAR-Q & YOU

(A Questionnaire for People Aged 15 to 69)

Questionnaire – PAR-Q
(Revised -Sept 2017)

• Regular physical activity is fun and healthy, and increasingly more people are
starting to become more active every day.

• Being more active is very safe for most people. However, some people should
check with their doctor before they start becoming much more physically active.

• If you are planning to become much more physically active than you are now,
start by answering the seven questions in the box on the next page.

• Common sense is your best guide when you answer these questions. Please read
the questions carefully and answer each one honestly. Answer YES or NO.

• Copy this template on a sheet of paper and write your response.

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YES NO
Has your doctor ever said that you have a heart condition and that
____ ____ you should only do physical activity recommended by a doctor?

____ ____ Do you feel pain in your chest when you do physical activity?

In the past month, have you had chest pain when you were not
____ ____ doing physical activity?

Do you lose your balance because of dizziness or do you ever lose

____ ____ consciousness?

Do you have a bone or joint problem (for example, back, knee or

____ ____ hip) that could be made worse by a change in your physical
activity?

Does your doctor currently prescribe drugs for your blood

____ ____ pressure or for a heart condition?

Do you know of any other reason why you should not do physical
____ ____ activity?

-Source of the PAR-Q: The Canadian Society for Exercise Physiology

“I have read, understood and completed this questionnaire. Any questions I had
were answered to my full satisfaction.”

Signature:___________________________________ LRN: ____________________

Name: _______________________________________ Date:____________________

________________________________________________
(Signature over printed name of parent / guardian)

Self-Assessment:
If you answered YES to one or more questions:

1. Talk with your doctor by phone or in person BEFORE you start becoming
much more physically active or BEFORE you have a fitness appraisal.
2. Tell your doctor about the PAR-Q and which questions you answered YES.
3. You may be able to do any activity you want – as long as you start slowly and
build up gradually, or you may need to restrict your activities to those which
are safe for you.
4. Talk with your doctor about the kinds of activities you wish to participate in
and follow his/her advice.
5. Find out which community programs are safe and helpful for you.

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If you answered NO honestly to all PAR-Q questions, you can be reasonably sure that
you can:
1. Start becoming much more physically active. Begin slowly and build up
gradually. This is the safest and easiest way to go.
2. Take part in a fitness appraisal. This is an excellent way to determine your
basic fitness so that you can plan the best way for you to live actively
3. It is also highly recommended that you have your blood pressure evaluated. If
your reading is over 144/94, talk with your doctor before you start becoming
much more physically active.

Delay becoming much more active:

1. if you are not feeling well because of a temporary illness such as a cold or a
fever – wait until you feel better.
2. if you are or may be pregnant – talk to your doctor before you start becoming
more active

Ready, Set, Go!

Now is your time to dance. In doing the task, please take note of the restrictions, if
you have, based on the result of your PAR-Q. Never sacrifice your health and safety.
Remember, your safety is our priority. So be safe and have fun dancing!

Instructions:

• Learn and perform any trending dance craze that you know.
Example:
✓ Mathematics Dance Challenge
✓ Tala Dance Craze by Sarah Geronimo
✓ Marikit Dance Challenge
• Document your performance by video recording or taking pictures. Submit
this to your teacher. Make sure to save a copy. At the end of the quarter, you
will be required to compile all your documented performance as an output.
• Observe the composition of the dance. Guide questions are given to help you
with the points to focus.
• Reflect on and assess your performance.
• Write your answers on another sheet of paper.

SELF-REFLECTION:
A. About the Dance

Name of Dance (Music): _________________________________

1. What shapes did your body make? Please draw or describe.

2. Identify at least three movements used in the dance.
3. How did you execute these movements in space? Describe in terms of:
a. direction
b. level
c. size
d. focus
4. What qualities of energy were these movements executed?
5. How do you find the tempo of the dance?

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B. About your Performance
1. How well did you perform the dance? Rate your performance from 1 to 5.
Explain your answer.
2. Did you feel tired and have difficulty breathing while dancing?
3. Were you able to execute the steps correctly? What were the barriers that had
affected your performance, if there’s any?
4. How can you improve your level of performance in dancing or in any physical
activity?

RUBRIC FOR SCORING:

Above Meets Approaching Below

Expectations Expectations Expectations Expectations
4 3 2 1
Reflective The reflection The reflection The reflection The
explains the explains the attempts to reflection
student’s own student’s demonstrate thinking does not
thinking and thinking about about learning but is address the
learning his/her own vague and/or unclear student’s
processes, as learning about the personal thinking
well as processes. learning process. and/or
implications for learning.
future learning.
Analysis The reflection is The reflection The reflection The
an in-depth is an analysis of attempts to analyze reflection
analysis of the the learning the learning does not
learning experience and experience but the move beyond
experience, the the value of the value of the learning a description
value of the derived to the student or of the
derived learning learning to self others is vague learning
to self or others, or others. and/or unclear. experience.
and the
enhancement of
the student’s
appreciation for
the discipline.
Making The reflection The reflection The reflection The
Connections articulates articulates attempts to articulate reflection
multiple connections connections between does not
connections between this this learning articulate any
between this learning experience and connection to
learning experience and content from other other
experience and content from courses, past learning or
content from other courses, learning experiences, experiences.
other courses, past learning or personal goals,
past learning, experiences, but the connection is
life experiences and/or future vague and/or
and/or future goals. unclear.
goals.

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Lesson 2
Week 3-4 Traditional Dance

What I Need to Know

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

• Describe the characteristics of traditional dance;

• Perform a traditional dance; and
• Make a dance workout plan using the FITT goals.

What’s In

The key components or training guidelines for an effective exercise program is spelled
out with the acronym FITT. Can you still remember these components?

Instructions: Unscramble the letters to form the word described. Write your answers
on your paper.

1. FQUEENCRY – refers to the repetition of exercise undertaken or how

often you exercise

2. NEISTYNIT – refers to the amount of energy the exercise required or

how hard you exercise

3. ITEM – refers to the number of minutes or hours you spend

exercising or how long you exercise

4. PETY – refers to the type of exercise undertaken or what kind

of exercise you do

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What’s New

PEEK and SEEK

Instructions: Study each picture and try to connect it to the culture/region it

represents. Use a separate sheet of paper for your answer.

1. https://www.youtube.com/watch?v=GK360jrWO 3. https://www.youtube.com/watch?v=y6ViN4RPM0c&
MM list=RDOw85T4gk8yY&index=6

2. 4.
https://www.youtube.com/watch?v=3IEubtLiulQ https://www.youtube.com/watch?v=7d2LVHba_So

Answer:

Picture 1: _____________________________

Picture 2: _____________________________

Picture 3: _____________________________

Picture 4: _____________________________

• What word or concept would best describe all the four pictures? What
considerations did you take in giving such conclusion?

______________________________________________________________________________

______________________________________________________________________________

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What Is It

The pictures above show the different traditional dances of the Philippines.

Traditional dances or commonly called folk dances are the indigenous dances of
any specific “folk” or common people. They are traditional customary or recreational
dance forms of a given country which have evolved naturally and were handed down
across generations. Folk dances are related to everything of importance in our daily
lives such as customs, rituals, and occupations of a specific group of people.

In the Philippines, traditional dances vary in its respective qualities There are
collections of these dances that were found mostly for all occasions coming from the
southern to the northern parts of the country. These dances exhibit the customs,
ideas, beliefs, superstitions, and events of daily living in a certain Filipino
community.

The origin of a traditional dance could be seen by looking at the:

• Costumes - the clothing worn

Baro’t Saya Barong Tagalog Kimona Muslim T’boli

http://nationalclothing.org/asia/34-philippines/339-folk-clothing-in-the-philippines-about-traditional-garments-in-short.html

• Props - objects manipulated by the dancers to enhance a dance

Garlands Fans

https://www.pinterest.at/pin/137852438574776120/ http://www.seasite.niu.edu/Tagalog/Cynthia/dances/muslim_minda
nao_dances.htm

15
• Implements - the tool or equipment used for a particular purpose

https://prezi.com/bygwssntetwt/philarts127-occupational-dances/
https://prezi.com/bygwssntetwt/philarts127-occupational-dances/

Three major classifications of the Philippine Folk Dances according to

geographical extent of origin (Francisca Reyes Aquino):

• Tribal dances - include non-Christian dances from the Cordilleras.

Banga Manmanok Uyaoy

http://www.seasite.niu.edu/tagalog/cynthia/philippine_dances_cordillera.htm

• Lowland Christian dances - dances coming from places with Western

influences (Hispanic and European cultures)

Sayaw sa Bangko Maglalatik

https://philnews.ph/2019/07/12/list-philippine-folk-dances/

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• Muslim dances - dances from the people of the southern islands influenced
by Arabic and Malayan cultures

Pangalay ha Pattong Pangsak

http://www.seasite.niu.edu/Tagalog/Cynthia/dances/muslim_mindanao_dances.htm

Characteristics of the Philippine Folk Dances (Lopez 2006):

• It is traditional.
• It has expressive behavior.
• Simple, basic rhythm dominates and establishes the pattern of movement.
• It is created by an unknown choreographer or by communal efforts.
• It performs a function in the life of the (folk) people.

What’s More

Instructions: Classify the following as Tribal, Lowland Christian, or Muslim dance

based on their costumes, props and dance pose or action. Write your
answers on a sheet of paper.

1. https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance 2. https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance

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3. https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance 4. https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance

5. https://dance.lovetoknow.com/List_of_Philippine_Folk_Danc 6. https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance
e

7. http://www.seasite.niu.edu/tagalog/cynthia/philippin 8. https://philnews.ph/2019/07/12/list-philippine-
e_dances_cordillera.htm folk-dances/

9. http://www.seasite.niu.edu/Tagalog/Cynthia/dances/m
10. http://www.seasite.niu.edu/tagalog/cynthia/philippin
uslim_mindanao_dances.htm e_dances_cordillera.htm
18
What I Have Learned

• Traditional dances/folk dances are the indigenous dances of any specific

“folk” or common people.

• The origin of a traditional dance could be seen by looking at the costumes,

props, and implements.

• Philippine folk dances exhibit the customs, ideas, beliefs,

superstitions, and events of daily living in a community and are
classified as tribal, lowland Christian, and Muslim based on
the geographical extent of its origin.

What I Can Do

Traditional dance involves a variety of body movements just like any other dance.
This could be a good physical activity to engage with for a fitness program. You are
challenged to learn and perform traditional dances for two weeks and experience a
full body workout by moving through dance!

A. Get FITT and Dance

Instructions:

1. Plan your dance workout using the FITT goals as shown in the table. Copy
the template on a separate sheet of paper.
2. In the first column, indicate the name of your dance. In the second column,
write your heart rate. In the succeeding columns, fill in the required
information describing your execution of the dance.
3. You may choose any of the Philippine traditional dances that you know.
You may watch and learn these dances using the following links:

* Ifugao Wedding Dance - https://www.youtube.com/watch?v=GK360jrWOMM

* Carinosa - https://www.youtube.com/watch?v=y6ViN4RPM0c&list=RDOw85T4gk8yY&index=6
* Tinikling - https://www.youtube.com/watch?v=3IEubtLiulQ
* Singkil - https://www.youtube.com/watch?v=7d2LVHba_So

4. Take pictures or record a video of your performance. Submit this to your

teacher. Do not forget to save a copy for your compilation.

19
FITT Goals Template

Intensity Type
My Heart Time
Dance Activity Frequency (slow, (cardio,
Rate (number of
(Traditional Dance) (___x week) medium, strength,
(bpm) minutes)
fast) stretching)
Week 1:

Week 2:

Note: Please get your Resting Heart Rate before embarking to dance. Make sure you are fit
to execute vigorous movements. Review your PAR-Q result and follow the guidelines.
Remember, this activity is your self FITT goals. Your wellness is our priority.

B. Dance and Tell

Instructions:

• Perform the dance/dances that you indicated in your FITT goals.

• Reflect on and answer the questions below.

* Reminder: Always follow safety protocol in exercise to avoid accidents and injury.

C. Self-Reflection

1. About the Dance

Traditional Dance: _______________________________________

a. Classify the dance according to its geographical extent of origin.
b. What shapes did your body make? Please draw or describe.
c. Identify at least three movements used in the dance.
d. How did you execute these movements in space? Describe in terms of:
- direction
- level
- size
- focus
e. What qualities of energy were these movements executed?
f. How do you find the tempo of the dance?

2. About your Performance

a. How well did you perform the dance? Rate your performance from 1 to 5.
Explain your answer.
b. How did you feel while and after dancing?
c. Were you able to execute the steps correctly? What were the barriers that
had affected your performance, if there’s any?
d. How can you improve your level of performance in dancing or in any
physical activity?

20
RUBRIC FOR SCORING

Above Meets Approaching Below

Expectations Expectations Expectations Expectations
4 3 2 1
Reflective The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
learning his/her own learning but is learning.
processes, as learning vague and/or
well as processes. unclear about the
implications for personal learning
future learning. process.

Analysis The reflection is The reflection is The reflection The reflection

an in-depth an analysis of attempts to does not move
analysis of the the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
derived learning to self or others. learning to the
to self or others, student or others
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.
Making The reflection The reflection The reflection The reflection
Connections articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning
learning experience and learning or experiences.
experience and content from experience and
content from other courses, content from
other courses, past learning other courses,
past learning, experiences, past learning
life experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.

21
Lesson 3 Modern and
Week 5-6 Contemporary Dance

What I Need To Know

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

• Differentiate modern and contemporary dance;
• Engage in moderate to vigorous dance movements; and
• Express emotions in performing a modern or contemporary dance.

What’s In

In this lesson, we need to keep in mind the things we learned from Lesson 1: The
Elements of Dance. Inside the box, reveal the element described by the clues. Write
your answer on your paper.

1. 2.

3. 4.

5.

22
What’s New

Keen Observer
Instructions:

• Study the sets of pictures below. Focus on the elements of dance

particularly the body, actions, and energies expressed.
• Observe some similarities and differences.
• Make a generalization out from your observation.

https://www.pinterest.ca/mmmdancer1/modern-dance-the-
https://www.pinterest.ph/zekaem/contemporary-dance/
beginnings/

Set A Set B

General Concept:

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

23
What Is It

A dance is classified and categorized according to its nature (origin, style, and
movements). Though there are dances that may share the same qualities, each has
its own distinct characteristics, just like the modern dance and contemporary
dance.

Modern Dance
- is a style of dancing wherein dancers are free to express their feelings through
movements without adhering to any rules in dance like ballet
- is a rebellion against the confining nature of classical ballet (Horwitz, in
Reynolds, 1979)
- portrays the actual human situation as it is
- makes use of the floor as part of the movements

Basic Modern Dance Skills:

1. Dance walk
2. Run
3. Triplet
4. Waltz
5. Gallop
6. Chasse / slide
7. Jumps
8. Leap
9. Falling
10. Rolls
11. Turns

Contemporary Dance https://www.pinterest.ph/sbrown0149/modern-dance-photography/

- a dance style that incorporates elements of both classical ballet steps and the
more natural movement to convey meaning of modern dance, allowing a
greater range of movement that does not support the strict body lines which
are traditional in classical ballet.
- a safe and accessible dance form for beginners as well as a very creative form
of dance for experienced dancers and choreographers.

https://www.pinterest.ph/zekaem/contemporary-dance/

24
What can modern and contemporary dance do for your body?
If you practice modern and contemporary dance regularly, you will develop a lean,
strong body. Your posture, balance, and coordination will also improve
significantly, and you are likely to feel more at ease with your body and move with
increased confidence.

What’s More

Compare & Contrast

Instructions:

• Compare and contrast modern dance and contemporary dance using the
Venn diagram below. Copy the diagram on your paper.

• Put in the circles the characteristics of each genre and write in the
intersection their similarities.

• Write your generalization of the concepts you shared.

Modern Dance Contemporary Dance

Generalization:
___________________________________________________________
___________________________________________________________
___________________________________________________________

25
What I Have Learned

Modern and Contemporary Dance both __________________________________

__________________________________________________________________________.

Modern Dance expresses _________________________________________________

__________________________________________________________________________.

Contemporary Dance incorporates _______________________________________

__________________________________________________________________________.

If I practice modern and/or contemporary dance regularly, I will

___________________________________________________________________________
__________________________________________________________________________.

What I Can Do

In this activity, you will engage your body to dancing of your free choice of movements
based on how you feel. Follow the instructions accordingly.

A. Think, Feel, and Create

Instructions:

• Think of a theme of your dance (identity, nature, love, fantasy, etc.)

• Choose a music for your theme.
• Create five figures of 16 counts each. Use appropriate actions and energies to
form desired shapes and express your emotions effectively.
• Perform the dance for at least 30 minutes each time you practice.
• Record a video or take pictures of your performance for documentation.
Submit this to your teacher. Do not forget to save a copy for your
compilation.
• Answer the questions for self-reflection.

Note: You may follow the suggested dance videos below for this activity.

✓ Human – https://www.youtube.com/watch?v=pn0eu51DvOI
✓ Say Something – https://www.pinterest.ca/pin/438889926181666657/
✓ Halo - https://www.youtube.com/watch?v=91sd4Jnwgjs
✓ A Thousand Years - https://www.youtube.com/watch?v=xvY9mxliO0A

26
B. Get FITT and Dance

• Using the dance that you have created, plan your dance workout with the FITT
goals for a two-week practice.
• In the first column, indicate the music you used.

Type
Dance Activity My Heart Intensity Time
Frequency (cardio,
(Modern / Contemporary Rate (slow, (number of
(___x week) strength,
Dance) (bpm) medium, fast) minutes)
stretching)
Week 1:

Week 2:

Note: Please get your Resting Heart Rate before embarking to dance. Make sure you are fit to
execute vigorous movements. Review your PAR-Q result and follow the guidelines. Remember, this
activity is your self FITT goals. Your wellness is our priority.

C. Self-Reflection

Instructions: After performing the dance, answer the questions below on a

separate sheet of paper.

1. About the Dance

Modern and/or Contemporary Dance: ______________________________________

a. What emotion was expressed in your dance?
b. What shapes did your body make? Please draw or describe.
c. Identify at least three movements used in the dance.
d. How did you execute these movements in space? Describe in terms of:
- direction
- level
- size
- focus
e. What qualities of energy were these movements executed?
f. How do you find the tempo of the dance?

2. About your Performance

a. How well did you perform the dance? Rate your performance from 1 to 5.
Explain your answer.
b. How did you feel while and after dancing?
c. Were you able to execute the steps correctly? What were the barriers that
had affected your performance, if there’s any?
d. Have you noticed some improvements in your fitness level?
- If yes, what are those?
- If no, what will you do to improve it?

27
RUBRIC FOR SCORING:

Above Meets Approaching Below

Expectations Expectations Expectations Expectations
4 3 2 1
Reflective The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
learning his/her own learning but is learning.
processes, as learning vague and/or
well as processes. unclear about the
implications for personal learning
future learning. process.

Analysis The reflection is The reflection is The reflection The reflection

an in-depth an analysis of attempts to does not move
analysis of the the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
derived learning to self or others. learning to the
to self or others, student or others
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.
Making The reflection The reflection The reflection The reflection
Connections articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning
learning experience and learning or experiences.
experience and content from experience and
content from other courses, content from
other courses, past learning other courses,
past learning, experiences, past learning
life experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.

28
Lesson 4
Ballroom Dance
Week 7-8

What I Need To Know

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

• Describe the classifications of ballroom dance;

• Adjust pacing and effort in performing moderate to vigorous dance
movements; and
• Self-reflect on your performance.

What’s In

Let us recall your lessons on physiological indicators. Identify the indicators by

matching the descriptions in column A with the terms in column B. Write the correct
answer on your paper.

A B

_______ 1. The number of heartbeats per a. Target Heart Rate (THR)

unit of time usually expressed b. Rate of Perceived
as beats per minute (BPM) Exertion (RPE)
_______ 2. The number of times your heart c. Personal Maximal Heart
beats per minute (bpm) while at Rate (PMHR)
complete rest d. Heart Rate (HR)
_______ 3. Determined by deducting your age e. Resting Heart Rate
from 220 heartbeats (RHR)
_______ 4. A range of numbers that reflect f. Heart Rate Reserve
how fast your heart should be
beating when you exercise
_______ 5. Subjective measure of how hard
a person feels like he is
working during physical
activity
_______6. Represents the cushion heartbeats
available for exercise.

29
What’s New

Pick a Pic

Instructions: Study and compare the pictures below. Answer the guide questions and
write your answers on your paper.

A B

https://www.youtube.com/watch?v=0GKSI5Ylzo https://tiebreakertimes.com.ph/section/sports/da
ncesport
0

https://tiebreakertimes.com.ph/section/sports/da
ncesport

Guide Questions:

1. What have you observed in the three pictures?

2. Do they have similarities? What are these?
3. Which among the three do you prefer to perform? Why?

30
What Is It

"Ballroom dance" refers to traditional partnered dance forms that are done by a
couple, often in the embrace of closed dance position ("ballroom dance position").
These dance forms include waltz, swing, tango, salsa and blues.

There are a huge variety of ballroom dances, but most popular are:
• Waltz • Lindy Hop • Rumba (Rhumba) • Paso
• Tango • Jive • Foxtrot Doble
• Samba • Cha-Cha • Quickstep • Mambo

Ballroom dance is categorized into three: Social, Competitive, and Exhibition. They
share the same historical roots, steps vocabulary, and music.

Social Ballroom Competitive Ballroom Exhibition Ballroom

Your partner The judges The Audience (Crowd)

• Your partners • Judges want to see that • Audiences want to be
want to interact the steps and styles are entertained, often with a
with you done precisely and preference for beautiful
spontaneously, for correctly, with great flair. and impressive moves.
fun, doing steps
that are also
enjoyable for them.

• It's how a • It's how your • It's also how your

dance feels to you dancing looks, for the dancing looks, for the
and your partner, judges. The appearance. audience. The
not how it looks. appearance.
The experience.

• Sociable, which • Rigorously correct, • Performance attitude

means friendly and expansive. varies widely, depending
kind. • The many styles on the dance form.
• Flexibly outside of the official
adaptive. You syllabus are usually
value and considered to be
accommodate to incorrect.
styles that are
different from your
own.

31
Competitive International Style Dance or also known as the Professional 10-
Dance Program includes two categories:

Modern Standard Dances: Latin Dances:

1. Waltz 1. Cha-cha-cha
2. Tango 2. Samba
3. Viennese Waltz 3. Rumba
4. Slow Foxtrot 4. Paso Doble
5. Quickstep 5. Jive

Benefits of Dancing:

• Ballroom Dancing is a great way for people of all ages to get in shape and stay
fit.
• Dancing has many positive health benefits and is a wonderful activity that will
benefit your mind, body, and spirit.
• Dancing will improve your health and fitness, mental acuity, and social
connections.
• Dancing is a great social activity and studies have shown that socializing and
dancing with friends can contribute to high self-esteem, increased self-
confidence, and a more positive outlook.
• Dancing reduces stress and tension, so over time one can feel an overall sense
of well-being.
• Dancing is not just about the steps and music; it is a perfect combination of
physical activity, social interaction, and mental stimulation. It enhances your
life in so many ways.

What’s More

Say Something

Instructions: Classify the dance shown. Describe and discuss its characteristics. Use
a separate sheet of paper.

________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
https://tiebreakertimes.com.ph/section/sports/dancesport

32
What I Have Learned

• What is referred as any traditional partnered dance forms done by a

couple, with open and closed arm position?

• What are the three classifications of ballroom dance?

• What are the two categories in a competitive ballroom dance?

• Enumerate at least 3 dances of each category.

What I Can Do

A. Get FITT and Dance

• Plan your dance workout good for two weeks with the FITT goals. This time,
you will perform any ballroom dance of your choice.
• In the first column, indicate the kind of ballroom dance you want to practice.

Intensity Type
My Heart Time
Dance Activity Frequency (slow, (cardio,
Rate (number of
(Ballroom Dance) (___x week) medium, strength,
(bpm) minutes)
fast) stretching)
Week 1:

Week 2:

Note: Please get your Resting Heart Rate before embarking to dance. Make sure you are fit to execute vigorous
movements based on your health status. Review the result of your PAR-Q. If you have some restrictions, you
may still perform dances but with less intensity. Remember, this activity is your self FITT goals. Your wellness
is our priority.

B. Determine your Target Heart Rate (THR)

Instructions: Use a separate sheet of paper in solving. Show your solutions.

1. Find your Personal Maximal Heart Rate (PMHR):

Formula: PMHR = 220 – your age

2. Determine your Resting Heart Rate (RHR):

- Most accurate when taken right after you wake up in the morning.
- Feel your pulse at your wrist using your index and middle finger.
- Count the number of beats in 15 seconds and multiply it by 4 to get the
rate in beats per minute (bpm)
Formula: RHR = no. of beats in 15 sec. x 4

33
3. Calculate your Heart Rate Reserve (HRR)
Formula: HRR = PMHR – RHR

4. Compute your Training Heart Rate (THR) zone:

Formula:
a. THR1 = (HRR x 50%) + RHR (lowest training heart rate)
b. THR2 = (HRR x 85%) + RHR (highest training heart rate)

THR zone = THR1 to THR2 (lowest to highest training heart rate)

5. While dancing, control your Rate of Perceived Exertion (RPE) by monitoring

your pulse rate and see to it that it is reaching your target (THR) zone.

6. Check your pulse.

How to monitor your RPE:

✓ If your heart rate is too high, you are straining. Slow your roll! If it is
too low, and the intensity feels “light” to “moderate,” you may want to
push yourself to exercise a little harder, especially if you are trying to
lose weight.

✓ If you are just starting out, aim for the lower range of your target zone
(50 percent) and gradually build up. In time, you will be able to
exercise comfortably at up to 85 percent of your maximum heart rate.

C. Dance and Tell

Instructions:

• Perform the dance/dances that you indicated in your FITT goals.

• Spend at least 30 minutes of dancing every time you practice.
• Take pictures or record a video of your performance. Submit this to your
teacher. Do not forget to save a copy for your compilation.

D. Self-Assessment

Instructions: After performing the dance, answer the questions below on a

separate sheet of paper.

1. About the Dance

Type of Ballroom Dance: _______________________________________

a. What shapes did your body make? Please draw or describe.
b. What is the basic step of the dance?
c. How did you execute these movements in space? Describe in terms of:
- Direction
- Level
- Focus
- Size

d. What qualities of energy were these movements executed?

e. How do you find the tempo of the dance?

34
2. About your Performance

a. How well did you perform the dance? Rate your performance from 1 to 5.
Explain your answer.
b. How did feel while and after dancing?
c. Were you able to execute the steps correctly? What were barriers that had
affected your performance, if there’s any?
d. Have you noticed some improvements in your fitness level?
- If yes, what are those?
- If no, what will you do to improve it?

RUBRIC FOR SCORING:

Above Meets Approaching Below

Expectations Expectations Expectations Expectations

4 3 2 1
Reflective The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s thinking demonstrate the student’s
thinking and about his/her own thinking about thinking and/or
learning processes, learning learning but is learning.
as well as processes. vague and/or
implications for unclear about the
future learning. personal learning
process.
Analysis The reflection is The reflection is The reflection The reflection
an in-depth an analysis of the attempts to analyze does not move
analysis of the learning the learning beyond a
learning experience and experience but the description of the
experience, the the value of the value of the learning
value of the derived learning learning to the experience.
derived learning to to self or others. student or others is
self or others, and vague and/or
the enhancement unclear.
of the student’s
appreciation for
the discipline.
Making The reflection The reflection The reflection The reflection
Connections articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning or
learning experience and learning experience experiences.
experience and content from and content from
content from other other courses, other courses, past
courses, past past learning learning
learning, life experiences, experiences, or
experiences and/or and/or future personal goals, but
future goals. goals. the connection is
vague and/or
unclear.

35
Assessment

Encircle the letter of your answer.

1. Which dance is a set of partner dances, enjoyed socially and competitively?
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
2. Movements executed in stationary place are _______________.
A. static C. locomotor
B. amoebid D. non-locomotor
3. What is the expression of rhythmic body movements and steps set to music?
A. dance C. physical fitness
B. movement D. physical activity
4. This refers to the force propelled in dance movements.
A. body C. bodily shapes
B. space D. dance energies
5. This refers to the speed or tempo of the movements in dance of an underlying
sound following a beat or pulse.
A. time C. action
B. space D. dance energies
6. Which refers to how the entire body is molded in space or the configuration of
the body parts?
A. time C. bodily shapes
B. space D. dance energies
7. It is an indigenous dance of any specific culture of the common people.
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
8. Which dance is the most vigorous?
A. jive C. mambo
B. waltz D. rhumba
9. Direction, size, level, and focus are elements of _______________.
A. body C. bodily shapes
B. space D. dance energies
10. It is a style of dancing wherein dancers are free to express their feelings through
movements without adhering to any rules.
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance

• Determine which describes best the picture.

A. locomotor, low level movement

B. locomotor, high level movement
C. non-locomotor, low level movement
D. non-locomotor, high level movement

11.

36
A. locomotor, symmetrical
B. locomotor, asymmetrical
C. non-locomotor, symmetrical
D. non-locomotor, asymmetrical

12.

A. locomotor, low level

B. locomotor, high level
C. non-locomotor, medium level
D. non-locomotor, high level

13.

A. narrow, angular shape

B. narrow, rounded shape
C. wide, angular shape
D. wide, rounded shape

14.
A. narrow, angular group shape
B. narrow, rounded group shape
C. wide, angular group shape
D. wide, rounded group shape

15.

37
38
Lesson 1: What’s In Lesson 1: What’s More
1. HEALTH- 1. Yes. Dancing involves movement
RELATED ranging from moderate to vigorous
2. ENDURANCE physical activities.
3. Physical activity 2. Health-related fitness:
4. Vigorous cardiovascular endurance,
5. Strength flexibility, strength, body
6. Flexibility composition (with supporting
7. Moderate explanation)
8. Body composition 3. a. moderate
9. Movement b. vigorous
10. Physical fitness c. vigorous
4. picture C
5. picture B
6. pictures A, B, and C
Lesson 2: What’s In Lesson 3: What’s In
1. Ifugao/Cordillera 1. Body
2. Leyte/Visayas/Christian 2. Action
3. Maria Clara/Christian/ 3. Space
Visayas 4. Time
4. Muslim/Mindanao 5. Energy
Lesson 2: What’s More Lesson 3: What’s More
1. Lowland Christian * Modern Dance
2. Lowland Christian - a rebellion of ballet
3. Tribal - steps stem from Core/torso
4. Muslim * Contemporary Dance
5. Muslim - incorporates ballet and modern
6. Lowland Christian dance
7. Tribal * Intersection (Similarities)
8. Lowland Christian - use wide range of natural
9. Muslim movements
10. Tribal - convey meaning
- develop the body and improve
physical fitness, and boost self-
confidence
Lesson 4: What’s In Lesson 4: What’s More
1. d. Heart Rate (HR) * Competitive ballroom dance.
2. e. Resting Heart Rate (RHR) - the most rigorous type of ballroom
3. c. Personal Maximal Heart Rate dancing
4. a. Target Heart Rate (THR) - the couple dance for the judges
5. b. Rate of Perceived Exertion (RPE) - dancers follow standard routine
6. f. Heart Rate Reserve (HRR)
Answer Key
References:
Book:

• Conrada R. Aparato, Zyra Ruth Talaroc-Brebante, Lualhati Fernando-Callo, and Peter

Fermin Dajime, Physical Education and Health Volume II, First Edition, Rex Book
Store, 2017 pp. 23-27, pp. 43-48, pp. 74-82

Online Sources:

• Retrieved from: https://www.heart.org/en/healthy-living/fitness/fitness-

basics/target-heart-rates - target heart rate Retrieved on August 10, 2020
• Retrieved from: https://www.hopkinsmedicine.org/health/wellness-and-
prevention/understanding-your-target-heart-rate Retrieved on August 10, 2020
• Retrieved from: http://loopdancecompany.co.uk/contemporary-dance/ Retrieved on
August 12, 2020
• Retrieved from: https://kenilworthballroom.com/benefits-of-ballroom-dancing/ -
Retrieved on August 11, 2020
• Retrieved from: https://www.healthline.com/health/RPE - rate of perceived exertion
Retrieved on August 11, 2020
• Retrieved from: https://socialdance.stanford.edu/syllabi/ballroom.html Retrieved on
August 16, 2020
• Retrieved from: http://earlycollegeconference.org/wp-
content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf Retrieved on
August 11, 2020
Images:

• Retrieved from: https://www.elementsofdance.org/ Retrieved on August 2, 2020

• Retrieved from: https://www.pinterest.ca/am10001/outdoor-dance-photography/
Retrieved on August 2, 2020
• Retrieved from:
https://www.pinterest.ca/search/pins/?rs=ac&len=2&q=silhouette%20art&eq=silhuet
te&etslf=12197&term_meta[]=silhouette%7Cautocomplete%7C0&term_meta[]=art%7Ca
utocomplete%7C0 Retrieved on August 3, 2020
• Retrieved from: https://www.youtube.com/watch?v=z3kGfTVJV6o Retrieved on August
3, 2020
• Retrieved from: https://www.youtube.com/watch?v=iXOuzMZ8TtU Retrieved on
August 3, 2020
• Retrieved from: https://www.youtube.com/watch?v=3vN0xtnnAgE Retrieved on
August 3, 2020
• Retrieved from: https://dance.lovetoknow.com/List_of_Philippine_Folk_Dance
Retrieved on August 12, 2020
• Retrieved from: https://www.pinterest.ca/mmmdancer1/modern-dance-the-
beginnings/ Retrieved on August 12, 2020
• Retrieved from: https://www.pinterest.ph/zekaem/contemporary-dance/ Retrieved on
August 12, 2020
• Retrieved from: https://www.pinterest.ph/sbrown0149/modern-dance-photography/
Retrieved on August 16, 2020
• Retrieved from: http://nationalclothing.org/asia/34-philippines/339-folk-clothing-in-
the-philippines-about-traditional-garments-in-short.html Retrieved on August 16, 2020

39
• Retrieved from: https://www.pinterest.at/pin/137852438574776120/ Retrieved on
August 16, 2020
• Retrieved from: https://prezi.com/bygwssntetwt/philarts127-occupational-dances/
on August 16, 2020
• Retrieved from:
http://www.seasite.niu.edu/Tagalog/Cynthia/dances/muslim_mindanao_dances.htm
Retrieved on August 16, 2020
• Retrieved from:
http://www.seasite.niu.edu/tagalog/cynthia/philippine_dances_cordillera.htm
Retrieved on August 16, 2020
• Retrieved from: https://philnews.ph/2019/07/12/list-philippine-folk-dances/
Retrieved on August 16, 2020
• Retrieved from: https://www.youtube.com/watch?v=0GKSI5Ylzo Retrieved on August
16, 2020
• Retrieved from: https://tiebreakertimes.com.ph/section/sports/dancesport Retrieved
on August 16, 2020
Videos

• Retrieved from: https://www.youtube.com/watch?v=GK360jrWOMM Retrieved on

August 8, 2020
• Retrieved from:
https://www.youtube.com/watch?v=y6ViN4RPM0c&list=RDOw85T4gk8yY&index=6
Retrieved on August 8, 2020
• Retrieved from: https://www.youtube.com/watch?v=3IEubtLiulQ Retrieved on August
8, 2020
• Retrieved from: https://www.youtube.com/watch?v=7d2LVHba_So Retrieved on
August 8, 2020
• Retrieved from: https://www.youtube.com/watch?v=91sd4Jnwgjs Retrieved on August
10, 2020
• Retrieved from: https://www.pinterest.ca/pin/438889926181666657/ Retrieved on
August 10, 2020
• Retrieved from: https://www.youtube.com/watch?v=xvY9mxliO0A Retrieved on August
10, 2020
• Retrieved from: https://www.pinterest.ca/pin/438889926181666657/ (say something-
contemporary dance) video Retrieved on August 10, 2020
• Retrieved from: https://www.active.com/fitness/articles/how-to-calculate-your-
training-heart-rate-zones Retrieved on August 20, 2020

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For inquiries and feedback, please write or call:
Department of Education – Cebu City Division,
Curriculum Implementation Division
3rd Floor, DepEd Bldg., Imus Avenue, Cebu City, Philippines
6000
Telefax: (632) (032) 255 1516
Email Address: [email protected]

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