Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

Physical
Education
Quarter 2 – Module 1:
Social Dances and Dance Mixers

MELCs:

 Executes the skills involved in the dance (PE9RDIIb-h-4)

 Undertakes physical activity and physical fitness assessments

(PE9PFIa-h-23)
o Monitors periodically one’s progress towards the fitness goals
(PE9PFIIb-h-28)
 Involves oneself in community service through dance activities
in the community (PE9PFIe-h-41)

Prepared by:

RHEEZA Y. AOALIN
Teacher III
Marcos National High School (Santiago Campus)
Physical Education 9
Share-A-Resource-Program
Quarter 2– Module 1: Social Dances and Dance Mixers
First Edition, 2020
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
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module 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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rheeza Y. Aoalin
Editors/Reviewers: Edwin C. Padasdao
Lena M. Go
Efren Jonicel D. Domingo
Roland L. Corpuz
Management Team: Joann A. Corpuz
Joye D. Madalipay
Santiago L. Baoec
Jenetrix T. Tumaneng
Gene A. Reginaldo
Division Design & Layout Artist: Johnsen-Virgil P. Calili

Printed in the Philippines by ______________________________

Schools Division of Ilocos Norte

Office Address: Bgy. 7B Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771- 0960
Telephone No.: (077) 770-5963
E-mail Address: [email protected]
 9
Physical
Education
Quarter 2 – Module 1:
Social Dances and Dance Mixers
Introductory Message

This Contextualized Learning Module (CLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand each
lesson with ease.
This CLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-test is provided to measure your prior knowledge on the lesson. This will
show you if you need to proceed in completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of this module, you need to answer the post-test to self-check your learning.
Answer keys are provided for all activities and tests. We trust that you will be honest
in using them.

In addition to the material in the main text, Notes to the Teacher is also
provided to our facilitators and parents for strategies and reminders on how they can
best help you in your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this CLM. Use a separate sheet of paper in answering the exercises and tests.
Likewise, read the instructions carefully before performing each task.

If you have any question in using this CLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

ii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know The activity in this part is designed to check

what you already know about the lesson. If
you get all the answers correct, you may
decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this section, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What Is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What Is More This comprises activities for independent

practice to solidify your understanding of the
topic. You may check the answers to the
exercises using the Answer Key found at the
end of the module.

What I Have Learned This part may require you to answer

questions or complete statements to help you
see a summary of what you have learned from
the previous sections of this module.

What I can Do This section provides an activity which will

help you apply your new knowledge or skill
into real-life situations.

Assessment This section tests your level of mastery in

realizing the objectives of the lesson which
are based on the learning competency.

Additional Activities In this section, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.
 At the end of this module, you will also find the References which contains the
list of all sources cited or used as a guide in developing the material.

To get the most out of this module, you should take note of the following
reminders:

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 each task before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through

with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that they are there
to help you.

We hope that through this material, you will enjoy a meaningful learning
experience and gain a deeper understanding of the relevant competencies and skills.
You can do it!
 What I Need to Know

This module introduces you to the value of social dances and dance mixers
in the enhancement of your fitness. You will be provided with activities in modern
standard dances which will in turn lead to a greater awareness of the right foods
to eat, proper ways to manage your weight and of course opportunities to maximize
the enhancement of your fitness through social dances. It is expected thereafter
that such practices will be used by you to influence the lifestyle and fitness
practices of your immediate community.

This module is divided into two lessons, namely:

Lesson 1: Nature and Background of Social Dances and Dance Mixers

Lesson 2: Dance Etiquette of Social dances and Dance Mixers

After going through this module, learners are expected to;


o Executes the skills involved in the dance (PE9RDIIb-h-4)
o Undertakes physical activity and physical fitness Assessments
(PE9PFIa-h-23)
o Monitors periodically one’s progress towards the fitness goals
(PE9PFIIb-h-28)
o Involves oneself in community service through dance activities
in the community (PE9PFIe-h-41)

What I Know

TRUE OR FALSE: Write T if the statement is True and F if the statement is

otherwise. Use your paper for your answers.

1. Social dances and dance mixers are also known as ballroom dances.
2. Dance mixers are dances which allow group of performers to change partners
to maximize the social dimension of dancing.
3. Cha-cha-cha belongs to a modern standard dance.
4. Social dancing improves your social life.
5. Performer’s costume must be revealing, tight-fitting, sexy yet very
sophisticated.
6. Wearing sleeveless shirt and strapped dresses is pleasant so that your partner
can touch your skin.
7. Dance etiquette is a set of guidelines that help you navigate the social
dimensions of dancing.

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 8. Social dancing helps sharpen your mind by increasing your interaction with
others and giving you more opportunities to expand your horizon.
9. The more time you spend dancing with your partner, the more strength you
will build.
10. Tango is a Latin American dance originated in Spain.

Social Dancing Participation Questionnaire:

Directions: Tick the column that best describes your participation in the activities
below. Write your answers in your paper.
SOCIAL DANCING ACTIVITIES ALWAYS SELDOM NEVER
1. I actively participate in social dancing
activities
in my community
2. I am a member of the grand cotillion dance
performed in a friend’s debut/social
gathering.
3. I wear proper attire in social dancing activities.
4. I am confident in performing social dances in
and outside the school.
5. I insist in doing a dance combination that me
partner could not follow.
6. I don’t follow the lead of my partner because I
have my own style of dancing.
7. I dance vigorously whenever I participate in
social dancing activities.
8. I recognize the advantages of my engagement
in social dancing activities to my fitness
and well-being.
9. I share my social dancing skills with my
friends,
family and community.
10. I enjoy participating in social dancing
activities.

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 Lesson Nature and Background of
1 Social Dances and Dance
Mixers

Note to the Teacher

This module is divided into two lessons and
each lesson is taken every week.
(Week 1 & Week 2)

Hi! How are you? Let us explore the

basics of Social Dance

Are you ready?

What’s In

Let us recall the definition of physical fitness and its components.

Physical fitness is the ability to function efficiently and
effectively to enjoy leisure, to be healthy, to resist disease
and cope with emergency situations. Physical fitness
consists of two major components and these are Health-
Related Physical Fitness component and Skill-Related
Physical Fitness component.

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Part I. PAR-Q (Physical Activity Readiness Questionnaire)

Assess yourself if you are ready in physical activities by taking the PAR-Q (Physical
Activity Readiness Questionnaire). Copy the template below and accomplish it in
your paper.

Name:
Questions 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 have you ever
lost consciousness?
Do you have a bone or joint problem (for example, back, knee,
hip) that could be made worse by a change in your physical
activity?
Is your doctor currently prescribing drugs for your heart
condition?
Do you know of any other reason why you should not do physical
activity?

Let’s see what the questionnaire revealed about the learner’s readiness:

 If you answered YES to any of these questions, talk with your doctor before
you start engaging in physical activity. Tell your doctor about the PAR-Q and
which questions you answered yes.

 If you answered NO to all PAR-Q questions, you can take start participating
in physical activity.

Source: Canadian Society for Exercise Physiology. (2002). Physical Activity

Readiness Questionnaire - PAR-Q. Retrieved from: www.csep.ca/forms

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 What’s New

Welcome to the first part of your lessons in Social Dances and Dance
Mixers! In this phase, you will be provided with activities that will activate your prior
knowledge as regards the lesson. From here, follow-up activities will be given to elicit
your tentative understandings. As you go through the rest of the activities,
misconceptions and alternative conceptions you have in mind will be clarified.
Finally, your knowledge, considering its adequacy and relevance, will be assessed at
the end of this phase. So, what are you waiting for? The dance floor is yours!

What it is

Nature and Background of Social Dances and

Dance Mixers

Social dances and dance mixers are dances intended primarily to get to know
other people in attendance to a certain social function. They are also called ballroom
dances. They are usually performed in pairs, male and female, but may also be
performed in groups. Social dances are classified into two major classifications
namely the Latin American Dances and the Modern Standard Dances. Social Dances
are communal dances performed in social gatherings in any given space. They are
synonymously referred to as ballroom dances, but the former is performed in balls
or formal social functions. Latin American Dances include the salsa, mambo,
meringue, swing, cha-cha-cha, rumba, samba, jive, boogie, and Paso doble. They are
called Latin American dances because most of them are from the Latin-American
countries. While the Modern Standard Dances include the slow waltz, tango,
Viennese waltz, foxtrot and quickstep. Latin dances distinguish themselves by the
costumes worn by performers. They are somewhat revealing, tight-fitting, sexy yet
sophisticated in nature. They are also distinguished by the nature of the movements.
They are freer and can be performed in close or open hold. Standard dances on the
other hand, wear formal, ankle-length gowns for females and coat-and-tie for males.
Most of the time, movements in these are restricted to close ballroom position with
partner.

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 Social or ballroom dances are different from dance sport because the latter is
freer in nature and are primarily intended to widen one’s social horizon, for
recreation; and fitness. The former is performed in competitions and are referred to
as competitive ballroom dancing.

The required athleticism has established rules of different levels of difficulty

and is limited to five dances per category only. They are the cha-cha-cha, rumba,
samba, paso doble and jive for the Latin category and slow waltz, tango, Viennese
waltz, foxtrot and quickstep for the standard category.

The origin of dances in both the Latin American and Modern Standard groups
might also help in understanding the nature and background of social dances and
dance mixers. Below is where each of the dances enumerated came from:

Latin American Dances Origin Modern Standard Origin

Dances
Cha-cha-cha Cuba Slow Waltz Austria
Rumba Cuba Tango Argentina
Samba Brazil Viennese Walt z Vienna
Paso Doble Spain Foxtrot USA
Jive/Boogie USA Quickstep USA
Swing USA
Merengue Dominican Republic
Salsa Cuba
Mambo Cuba

Dance mixers, on the other hand, are social dances which allow group of
performers to change partners periodically while dancing to allow chance to get to
know other members of the performing group. Its primary function is to maximize
the social dimensions of dancing. There are specific dance mixers that are performed
in social events but ballroom or social dance can be converted into dance mixers by
expanding it from a pair-dancing to group dancing activity with exchange of partners
periodically while dancing.

BENEFITS

1. Improves your social life

This will allow you to interact with new people every week and you will
meet more people each time you go out. Meeting people while dancing is an
amazing way to make new friends, and increase your social circle. As another
bonus, social dancing can help to prevent feelings of loneliness-due to the
sociability of dancing with a partner.

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2. Improves Your Social Skills
It helps improve your social life by increasing your social skills and making
it easier to communicate and interact with others. It is all about interacting with
your partner and making connections. It can help you to beat shyness, and can
make it easier for you to relate to people in new social settings.

3. Helps Sharpen Your Mind

It means that you will be making split second decisions, learning to follow
the patterns of your dance partner, and adding more style and flair to your
dancing. These decisions will help to keep your mind sharp, and active. It also
helps sharpen your mind by increasing your interaction with others and giving
you more opportunities to expand your horizon.

4. Reduces Stress
This is an effective method of stress reduction. It works by reducing the
hormone associated with stress. Dancing alone, while beneficial in other areas-
it has not been proven to reduce stress. Social dancing with a partner has positive
effects on stress reduction and research shows that moving with others expands
your sense of social connectedness. A great way to lower stress levels.

5. Provides New Cultural Experience

This will give your opportunity to discover new aspects of different cultures
through different dances and you will be able to find new cultural experiences as
you meet new people.

6. Improves Your Outlook

Dancers often experience a more positive outlook on life in general, and
dancing can be an excellent mood booster. Additionally, dancing increases blood
flow to the brain, slowing down cognitive decline.

7. Builds Strength
The more time you spend dancing with your partner, the more strength
you will build. Depending on the type of dance you do, you will build up strength
in different areas of your body. Another fun fact: the muscle exertion and
breathing rates of dancers performing in dance competition is equivalent to that
of cyclists, swimmers, and Olympic 800m runners.

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 Lesson
Dance Etiquette of Social
2 Dances and Dance Mixers

Note to the Teacher: This module is divided into two lessons and each lesson is
taken every week.

It is with your feet that

you move…… but it is
with your heart that you
dance….

What’s New

DANCE ETIQUETTE OF SOCIAL DANCES AND DANCE

MIXERS
Dance etiquette is the set of conventional rules which govern the social
behavior of social dance by way of its participants. Such policies encompass the way
the participants must look and the manner wherein they approach, dance with and
leave their partner. Etiquette can vary in its specification and stringency among
different forms of dance.

Why is dance etiquette significant? Because it helps you fit in with the social
dance crowd and makes social interaction easier. It helps you keep the peace and
avoid getting into conflicts with other dancers. It shows that you care about and
respect other people and most importantly, it helps you build a good reputation for
yourself, both as a person and as a dancer.

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WEAR
Dancing has its own culture. In social dances and dance mixers, the
more formal the dance, the more formal the outfit.
LADIE
ATTIRE GENTLEMEN
S
Tailcoat, Tuxedo Coat, Regular Ball Gown, Evening Gown,
Dinner Gown, Cocktail Gown
Formal Coat, Bow Tie or Regular
Necktie, Black Trouser
Dress Shirt and Tie, Vest Dinner Dresses, Flowing Pants
or Sweater that shows
Semi- the Tie
Formal
Dressy Casual Solid Color T-shirts, Turtleneck, Anything that displays a
(Practices, Polo Shirt, Cotton Slacks conservative, toned-
Workshops, down appearance
Dance
Lessons)
Button-up shirt, Solid T- Sexy Outfits and Long Slit
shirt, skirts,
Latin
Turtleneck, Dress Slacks, Bright Low Necklines and
Colorful Outfits are Accepted Exposed Midriffs are
Popular

DON’Ts IN TERMS OF OUTFITS and DANCE SHOES:

not wear sneaker or any shoe with rubber or spongy sole. They can stick
to the dance floor during turns and spins that may cause knee and ankle
injuries. Always wear dance shoes.

9
 Avoid sleeveless shirts and strapped dresses. It’s not pleasant to have
your partner touch our damp skin

Avoid shaggy, baggy, low armpit upper shirt. Partner’s hand may get
caught in the baggy sleeves.
Avoid accessories like big rings, watches, brooches, loose/long necklaces
and big belt buckles. They can be dangerous. They can catch in partner’s
clothing, causing scratches and bruises.

Long hair should be put up or tied in a ponytail. It is difficult to get into

closed dance positions when the lady has long flowing hair. They might
get caught in partner’s hands or may even hit your partner’s face.

PERSONAL GROOMING

BEFORE THE DANCE DURING THE DANCE

 Shower and use a deodorant  Check your grooming periodically
 Brush your teeth and use  Freshen up and towel off periodically in
mouthwash/breath mint the bathroom
 Abstain from foods that produce strong  Carrying an extra shirt is advisable for
odor
men in case they need to change
 Don’t smoke, it causes foul mouth and
clothing odor

ON THE DANCE FLOOR

Line of While on the Be Polite

Floor
Direction (Thank or
(Counter back to her
with other pairs
Seat

Don’t do aerial choreography yourself. They require training by a qualified instructor.

They may eat up space and disturb other dancers
or cause injuries with other dancing pairs in the dancefloor.

10
 NO-FAULT DANCING
Never blame a partner for missed execution of figures
Dance to the level of your partner
The show must go on, say “sorry” to your partner if something went wrong

DEMEANOR

Be personable, smile and make eye contact with partner.

Project a positive image on the dance floor even if it’s not your personal
style.
Dance at the level of your partner
If you don’t know the dance, be honest, refuse promptly if asked to dance.
No teaching on the dance floor. It may insult your partner
Do not cut other dancers off.

What’s More

Activity: You need to invite any members of your family to do this activity.

Practice any social dance that you know together with your family or any
members of your family applying the proper dance etiquette. Write your experience
in a sheet of paper.

What I Have Learned

A. Individual Activity:
Answer the following. Write your answer in your paper.

1. What are social dances?

2. How do Latin American dances differ from Modern Standard
dances?
3. How does social dancing help you in enhancing your fitness
and wellness?
4. Aside from the benefits that were mentioned, what else can
social dances and dance mixers benefit you/family/community?

11
 What I Can Do
Individual Activity: Answer the following questions and write your answers in a
sheet of paper.

1. What significant take away that you have on this lesson?

2. How will you apply it to improve your skills in dancing?
3. Is it significant to observe proper dance etiquette? Why? How does it
affect your health?
4. What advise can you give to your fellow dancer/students?

Assessment

Directions: Fill-in the missing word written inside the box to complete each
statement. Write your answers in your paper.

teaching accompany blame dance etiquette

sorry honest good reputation positive

1. formal level
______ is the set of smile which govern
conventional rules compliment
the social behavior of social
dance by way of its participants.
2. It helps you build a ______ for yourself, both as a person and as a dancer.
3. Never ______ a partner for missed execution of figures.
4. The more ______ the dance, the more formal the outfit.
5. Dance to the _____ of your partner.
6. If you don’t know the dance, be ______, refuse promptly if asked to dance.
7. No ______ on the dance floor. It may insult your partner.
8. _______ your partner back to her seat.
9. The show must go on, say _____ to your partner if so went wrong.
10. Project ________ image on the dance floor even if it’ personal style.

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 Answer Key

10. F
9. T 10. positive
8. T 9. sorry
7. T 8. accompany
6. T 7. teaching
5. T 6. honest
4. T
5. level
3. F 4. formal
2. T 3. blame
1. T 2. good reputation
False) 1. dance etiquette
What I Know (True or Assessment

REFERENCES

 https://en.wikipedia.org/wiki/Dance_etiquette
 http://celebritydancestudio.com/new-
blog/2017/12/12/etiquette-for-social-dancing
 http://www.ncls.com/danceetiquette.html
 https://personal.utdallas.edu/~aria/dance/etiquette.html
 http://socialdancecommunity.com/dance-etiquette-rules/
 https://www.google.com.ph/search?source=hp&ei=dWPzXu2kE
5KVmAWb6Z6IBw&q=dance+etiquette+in+social+dance&oq=DA
NCE+ETIQUETTE&gs_lcp=CgZwc3ktYWIQARgBMgIIADICCAAyA
ggAMgIIADICCAAyAggAMgYIABAWEB4yBggAEBYQHjIGCAAQFh
AeMgYIABAWEB46BQgAELEDOgUIABCDAToECAAQA1DgCljEK
2ClPmgBcAB4AIAB5gGIAYQXkgEGMC4xMi40mAEAoAEBqgEHZ
3dzLXdpeg&sclient=psy-ab

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  https://www.slideshare.net/alcazarind/mapeh-grade-9-pe-
social-dances-and-dance-mixers-second-quarter
 https://www.slideshare.net/JoanaBernasol/social-dances-and-
dance-mixers-86583196
 https://www.youtube.com/watch?v=kKddyS3IulM
 https://www.youtube.com/watch?v=DZZFb6PNobY
 Doria, Jose P. et al., Physical Education and Health 9 Learner’s
Material. 1st Edition, 2014
 First Aid: A Necessity. Bureau if Alternative Learning
System.2013
 https://encyclopedia2.thefreedictionary.com
 https://sportnz.org.nz
 https://us.humankinetics.com
 https://kidshealth.org>parents>strainsandsprains
 https://m.youtube.com/watch?v=85OHhHQx04w
 https://www.google.com.ph/search?q=picture+of+sprains&tbm
 https://www.google.com.ph/search?q=picture+having+sprains
&tbm
 https://www.google.com.ph/search?q=clip+art+of+giving+first+
aid+of+sprains&tbm
 https://www.google.com.ph/search?q=clip+art+of+heat+exhaus
tion&tbm
 https://www.google.com.ph/search?q=heat+exhaustion+signs+
and+symptoms+clipart&tbm
 https://www.sdfirefoundation.org/commandpost/prevention/sy
mptoms-treatments-heat-exhaustion-heatstroke/
 https://www.pinterest.ph/pin/399201954458211680/
 https://www.google.com.ph/search?q=cramps+signs+and+sym
ptoms+clipart&tbm
 https://www.google.com.ph/search?q=clip+art+signs+and+sym
ptoms+of+cramps&tbm

For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address : Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax : (077) 771-0960
Telephone No. : (077) 770-5963, (077) 600-2605
E-mail Address : [email protected]
Feedback link: : https://bit.ly/sdoin-clm-feedbacksystem

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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