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Physical Education and Health 3

Quarter 1-Module 1
Introduction to Dance

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Physical Education and Health 3
Quarter 1-Module 1: Introduction to Dance

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is
created shall be necessary for the exploitation of such work for a profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

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included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Melinda M. Llander, T-III

Editors: Rhande I. Ted, MT1 / Elizabeth N. Macale, ASP II

Reviewers: Nelson B. Gomez, EPS / Darcy Guy Y. Manebo, EPS

Illustrator: Melinda M. Llander, T-III

Layout Artist: Danielle Abie M. Llander

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Physical Education and Health 3 - Grade 12
Quarter 3 – Module 1: Introduction to Dance

I. Introduction

Welcome to the wonders of Physical Education and Health!

As a Senior High School Learner, part of your responsibility is to increase your

understanding of day-to-day physical activities that would benefit your health.

In this module, be ready to accomplish the tasks ahead and you will learn to enhance
your knowledge and skills in the world of dance.

II. Objectives:

At the end of module, you should be able to:

Discusses the nature of the different dances (PEH12FH-Ia-19)

 Describe the nature and characteristics of dance

 Dance with proficiency and confidence
 Show appreciation in the importance of dance through creative means.

III. Vocabulary List

Dance Terminologies Definition

human movement, combined with artistic
dance movement expression human movement, combined
with artistic expression

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 force The use of energy while moving

space The area covered by the dance movements

(This
includes shape, level, directions, and
pathways.)

Forward, backward, sideways, up, down,

direction etc.

level The distance from the floor

pathway Patterns that the body makes as it moves

through
space or on the floor

The design of the body as it exists in space

shape

time How fast or slow (tempo); even or uneven

(beat);
and long or short (duration) the movement
is

Actions of the body that cover space (walk,

locomotor run, skip,
hop, jump, slide, leap, and gallop)

Actions of the body that do not cover space

Non-locomotor (bend,
stretch, twist, and swing)

size describes the range of shapes and

movements from small to big

Relationships Relationships describe our proximity to

people and things

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 Weight reflects our relationship to gravity

Quality refers to the flow of energy in movement

Speed is like tempo in music and refers to the rate

at which movements occur. (e.g.
slow, fast, accelerate and decelerate)

Rhythm is the underlying pattern that gives order to

music and dance

IV. Pre-test
Directions : The following items is all about dance. Let’s find out if you have backgound
on the topic. Encircle the correct answer from the options given.

1. From the choices below, what are the three elements of dance?
a. Time
b. Space
c. Energy
d. All of the Above
2. In your own point of view,which of the following is an example of Time?
a. High & Low
b. Sharp & Fluid
c. Slow & Fast

d. none of the above

3. Which of the following are locomotor movements?
a. Movements that travel through space
b. walking, running, galloping
c. hopping, skipping, jumping
d. all of the above

4. In the examples below, what are non locomotor movements?

a. Movements that are stationary
b. bending

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 c. stretching
d. all of the above

5. Which of the following is not an element of dance?

a. Time
b. Food
c. Space
d. Energy

V. Learning Activities

Brief History and Nature of Dance

“Before can do anything, he must draw breath, he mus move. Movement is the source and
condition of life. To dance is to be out of yourself. Larger, more beautiful, and more pwerful. This is
power, it is glory on eath and is yours for the taking”…Agnes de Mille 1963

Toriente, Aiselle. Retieved fom https://www.academia.edu/37136892/Brief_History_and_Nature_of_Dance on June 20, 2020

What is Dance?

According American dancer,

dance educator, author, and film and
video producer Barbara Mettler…

“Dance is an activity which

can take many forms and fill many
different needs. It can be recreation,
entertainment, education, therapy,

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basic form, dance is art, the art of on June 20, 2020
body movement.”

Unlike athletics or other physical

activities, dance focuses primarily on
“an aesthetic or even entertaining
experiences” (Myers, 2005)

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on June 20, 2020

People from the prehistoric era

performed ways they hoped would
appease the forces of nature or give
them new powers of their own.

It was only during the pre-Christian

era that the real knowledge of dance
came about within the great
Mediterranean and Middle Eastern
civilizations.

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on June 20, 2020

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Dance became full-blown and was
richly recorded in ancient Egypt as
reflected in their wall paintings,
reliefs, and in the literacy record in
hieroglyphs.

Toriente, Aiselle. Retieved fom

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on June 20, 2020

For ancient Greeks, who thought

highly of dance, it was closely linked
with other kinds of experiences such
as an aid to military education among
the boys in Athens and Sparta, as well
as a form of entertainment and
display.

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on June 20, 2020

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The Greek also used danceto aid
education in general as philisophers
such as Plato, Aristotle and Socrates
strongly supported this act as an
integration of the body and soul.

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on June 20, 2020

The ancient Rome gave less

importance to dancing as the nation
grew wealthy and powerful.

It became brutal and sensationalized

as their entertainers were slaves and
captives from many nationalities.

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on June 20, 2020

It was used more often for gruesome

puposes.

It eventually became integral part of

the latter days of the Roman Empire,
resulting in the condemnation of
dance by the early Christians.

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 Toriente, Aiselle. Retieved fom
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on June 20, 2020

Although the Church had condemned

dance as entertainment, some singers,
dancers, poets, actors, musicians, and
jugglers continued to wander in
village squares to perform during the
Dark and Early Middle Ages.

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on June 20, 2020

These performers were eventually

welcomed in the castles and chateaus
of feudal lords.

The common people also amused

themselves by doin dances that were
social in character, marking the
beginning of social dancing.

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on June 20, 2020

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Nobility soon followed the peasants’
lead in dancing but in a more refined
and courtly form as court dances
emerged as part of the chivalric way
of life.

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on June 20, 2020

Renaissance

The old restraints were loosened and

clerical ideas and purposes no longer
dominate all creative expressions of
the human spirit.

The entertainers now become

valuable eppendage to the courts of
Italy and France.

In the 15th and 16th centuries, new

court dances in Europe performed by
the nobility came about at about the
same as the rise of the art of ballet in
Italy and France. From then on,
several other dance forms continued
to sprout and spread across several
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After the pinnacle of ballet
prominence, contemporary dances
that were stylistic variations of ballet
emerged and evolved in Europe.
Other dance forms also came to light

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and have been widely recognized
worldwide.

Benefit of Dance

Physical

-develops cardiovascular and

muscular endurance

- improves coordination, balance,

flexibility, and body composition

-lowers risk of cardiovascular

diseases

- lowers body mass index

https://www.pikpng.com/pngvi/iTTRxiw_dance-transparent-zumba-zumba-
- lowers resting heart rate group-dance-png-clipart/

- improves lipid metabolism

- enables joint mobolity

-helps improve and maintain bone

density, thus helping prevent
osteoporosis

- helps recover coordination and

neuromuscular skills after injury

Mental/Emotional

Helps keep the brain sharp

Decreases incidence of dementia and

Alzheimer’s disease

Dcreases depressive symptoms

Increases self-esteem and improves https://dancecoquitlam.ca/benefits-of-dancing/

body image

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Aids in releasing emotional and
physical tension

Dance became full-blown and was

richly recorded in ancient Egypt as
reflected in their wall paintings,
reliefs, and in the literary record in
hieroglyphs

Toriente, Aiselle. Retieved fom

https://www.academia.edu/37136892/Brief_History_and_Nature_of_Dance
on June 20, 2020

Reasons of People for Dancing

- To please gods
- To please others
- To please themselves(self-
expression)
- To build community within an
ethnic group (social
interaction)

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on June 20, 2020

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 https://www.laurel.k12.ky.us/userfiles/773/Elements%20of%20Dance.pdf

Each dance elements contains movement concepts that make specific and distinctive.
In order to create and expressive and meaning dance, the dance artist ( or
choreographer) has to make decisions about the look, flow and timing of the
movements, drawing on the broad range of visual designs, qualities of emotion, and
rhythm that are possible in movement. These elements help a dance artist discover
movements which are expressive and unique. These three areas known as:

1. SPACE- encompasses the overall design of movement- where it takes place in the
space, as well as its size and shape.

2. ENERGY ( also called Force) involves the flow of motion- how movements are
animated by kinetic energy in distinctive ways.

3. TIME includes how fast or slows of the movement

ELEMENTS OF SPACE

- Refers to all the overall design of movement

- Both the shapes bodies make, and how the performing space is filled with bodies in motion

1. Size describes the range of shapes and movements from small to big. In the whole body
warm-up, students extend their bodies into a big shape and make the small shape by
contracting all their muscles. Travelling steps in all sizes. Students may take very small steps
that look like tiny; they may take very large steps in giant, reaching lunges.
2. Level describes how high or low movement takes place in relation to the ground. The
students will explore their personal space by reaching their arms to the top (high), and to the
bottom (low). In a normal standing position, they are at medium level.
3. Shape refers to the designs the body makes in the space. (e.g. curved, straight)
4. Directions refer to both the directions of the body and the directions in the space.
Directions of the body are determined by how you are facing. The front, back, and
sides of the body lead us in motion.
5. Pathway refers to the design of the path made by body parts or the whole body while
travelling through space. (e.g. straight, curved, circular, zigzag).

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6. Relationships describe our proximity to people and things. Students can move near
each other in a small place and can be apart to each other in a bigger place.

ELEMENTS OF ENERGY

(also known as force) gives movement varying degrees of expressive intensity by how it is
released in motion.

1. Force is the amount of energy expended in the movement. It can be strong, as exhibited in
the punch, or light, as expressed in a floating movement.
(e.g. strong or weak energy)
2. Weight reflects our relationship to gravity. (e.g. heavy or light movements)
3. Quality refers to the flow of energy in movement. (e.g. smooth, sharp or swing).
4. Stillness refers to the absence of visible motion.
 Active stillness does not move but it’s still filled with energy. Active stillness is the energy
we use when engaging in freeze action.
 Passive stillness refers to the absence of motion and animating energy. Letting all the
energy drain out of the body while either sitting or lying down and let the students relax and
refocus their energy.

ELEMENTS OF TIME

refers to how fast or slow movement is, and how it unfolds rhythmically

1. Speed is like tempo in music and refers to the rate at which movements occur. (e.g.
slow, fast, accelerate and decelerate)
2. Rhythm is the underlying pattern that gives order to music and dance
(Fowler 1994)

VI. Practice Tasks

Show that you have learned something by doing this activity.

Practice Task #1: Identify

the Elements of Dance

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Instruction: You are tasked to arrange the words below to come up with the elements of dance.
Briefly describe each function. Write your answer on the space provided.

Strong sharp side

smooth Big straight

Slow fast Medium

Time 1._______ 2._______ 3.________

Elements of Dance Function :____________________________________

Space 1. _______ 2._______ 3. _______

Function :____________________________________
Energy 1.________ 2._______ 3._______
Function : ____________________________________

Practice Task #2: Dance

appreciation

Directions: In your cellphone or television, observe a specific video clip, video

presentation, performances etc. and try to visualize the movements of each
performer.

Process questions :
1. How do you appreciate a dance performance?
2. How do you compliment a dancer?

Practice Task #3: Creating

dance movements

Directions:
1. Choose a piece of music (instrumental or with words) that you can move to.
2. Create a dance.
For each 4 or so counts of the beat:
• choose two movements

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 • combine the two movements
• repeat the combined two movements

Ask your family members for compliments and tips, dance in front of a mirror or
video yourself. Rehearse your dance and ready to share.

VII. Post-test

Directions: After studying all the parts of this module, it’s time fro you to apply the
different concepts that you gained. Encircle the correct answer from the given options.

1. Which of the following is a fundamental compositional element of dance?

a. Food
b. Pitch
c. Space
d. Texture

2. If you were describing the direction that a dancer moves across the floor, which
compositional element would you be MOST engaged with?

a. Space
b. Time
c. Force
d. Shape

3. Which of these is an analysis of force in a dance?

a. The first dancer was energetic and lively, while the second was languid; an
interesting contrast in dynamics
b. The two dancers paralleled each others movements in every way, forming visual
symmetry on stage
c. The rhythm was upbeat and the dancer moved quickly, stepping to the beat
d. The entire dance crew advanced forward, then separated from the stage with a high
leap

4. Which of the following is the area in which the body moves ?

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a. Pathways
b. Space
c. Time
d. Body

5. As a Senior High School student, how do you create a dance?

a. Exploring the movement framework, selecting movement elements, refining dance
sequence
b. Just move
c. Pick a song
d. Imitating your favorite song dance

6. From the example below, which are the examples of energy?

a. Slow and fast
b. High and low
c. Sharp and fluid
d. None of the above

7. Which of the following are examples of space?

a. Slow and fast
b. Sharp and fluid
c. High and low
d. Side and front

8. From the examples given, which are locomotor movements?

a. Movements that travel through space
b. Hopping, skipping, jumping
c. Walking, running, galloping
d. None of these

9. Which of the following are non-locomotor movements?

a. Movements that are stationary
b. Stretching
c. Bending
d. All of the above
10. Which is not an element of dance?
a. Space
b. Time
c. Food
d. energy

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 VIII. Assignment/Additional Activities

1. Think of as many energy action words as possible (e.g. punch,kick, jog, run, walk,
jump etc.). Organize your energy action words into a ‘light’ to ‘strong’ scale. Move
through an exploration using each of your energy action words.
Select and combine four energy action words to create a movement phrase.
2. Search on the different genre of dance.

IX. Answer Key

Pre-test
1. c
2. c
3. a
4. a
5. b

Practice Task 1
Time : 1. Fast 2. Slow 3. Medium

Function : It tells how fast or slow movement is, and how it unfolds rhythmically

Space : 1. Straight 2. Big 3. Side

Function : encompasses the overall design of movement- where it takes place in the
space, as well as its size and shape.

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 Energy : 1. Strong 2. Sharp 3. Smooth

Function : It gives movement varying degrees of expressive intensity by how it is

released in motion.

Practice Task 2
The answer of the students may vary depending on how they appreciate the dance
performance and dancers.

Practice Task 3 Rubrics for Dance Performance

Post-test
1. d
2. a
3. d
4. b
5. a
6. c
7. d
8. a
9. a
10. c

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 X.References

Retrieved from https://feu.instructure.com/courses/29083/pages/lesson-i-introduction-to-

dance on June 25, 2020
Retrieved from https://study.com/academy/lesson/dance-lesson-plan-for-physical-
education.html on June 23, 2020
Toriente, Aiselle. Retieved fom
https://www.academia.edu/37136892/Brief_History_and_Nature_of_Dance on June 20, 2020
Retieved from https://www.britannica.com/art/dance on June 19, 2020
Retrieved from https://www.dreamstime.com on July 19, 2020

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