New Module-Rhythmic-Activities
New Module-Rhythmic-Activities
New Module-Rhythmic-Activities
OVERVIEW
Rhythm and timing are the basis of music and dance. It also refers to any
activity requiring learners to coordinate sound and vibration with movement. The
learner’s capacity for rhythmicity and timing helps build the foundation for emotional
and intellectual development. Each student must develop their aesthetic experience
to its utmost potential as a fundamental part of daily life. Student’s engagement with
rhythm and timing improves their general listening and boosts their concentration
and self-discipline. Creating rhythmic patterns and identifying time signatures used in
particular music in a dance stimulates the brain in unique ways, which builds
cognitive skills and promotes good mental health. Also, it dramatically supports fine
motor skills and social development. The fundamental dance positions, basic steps,
basic movements, basic patterns, or simply “basics” define the dance’s character.
This module will give the learners broader information about rhythmic
activities. The first unit will tackle the Introduction of Physical Education and Dance.
Under this unit are Basic Orientation, the Definition and Objectives of Physical
Education, Understanding Dance, and Definition of Terms used in rhythmic activities.
The second unit concerns the Fundamentals of Rhythm, namely, Musical Signs and
Symbols, Rhythmic Fundamentals, Fundamental Dance Positions, and Basic Motor
Skills. The lessons about Creative Rhythms, Traditional Dance Steps in Different
Time Signature, and Creative Rhythms with Percussive Instruments will be the last
unit’s scope, which is about Creative Rhythms and Movement Combinations.
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TABLE OF CONTENTS
Preliminaries
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Lesson Proper …………………………………………………… 68-72
Post-test …………………………………………………………. 73
Other Parts
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COURSE SYLLABUS
RHYTHMIC ACTIVITIES
1st Semester, AY 2020 – 2021
CONSULTATION HOURS:
COURSE DESCRIPTION:
The activities are composed of four units of activities. The first part deals with
the Basic orientation, which will serve as the initial lesson, a view of the ideas and
skills learned in the previous years. The second part is about the Rhythmic
Fundamentals composed of pre-requisite skills necessary to enter dance activities.
The third part is about Creative Rhythms, which involves the basic movements to
know if he has to use the body as an expressive dance instrument. This unit will give
the learner a chance to explore and improve his creative talents. The fourth part
focuses on Creative Rhythms with percussions and will use the basic steps in Folk
Dancing to apply the previous units' movement skills.
University Vision
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
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Program Outcomes (PO)
On completion of the course, the student is expected to be able to do the following:
LEARNING EPISODES:
Learning
TOPIC Week Learning Activities
Outcomes
The final course output is the students' actual dance performance during the
culminating activity that provides evidence of achieving the learning outcomes. The
students will produce their creative rhythms using the assigned percussion
instrument, music, and time signature.
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Dance Performance
4. Rhythm and Tempo- perform in time with the beat of the music.
Written Exercises
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
GRADING SYSTEM:
Range Grade
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50
76 – 78 2.75
75 3.00
74 and below 5.00
References:
Online Resources:
Class Policies:
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sanctions # 4 Academic misconduct (cheating, plagiarism, or making false
representation of academic performance). To avoid cheating during
examinations, handkerchiefs, jackets, and gadgets like cell phones, tablets,
laptops, and other devices should be placed inside the school bags.
Furthermore, these school bags should be placed in front.
Prepared by:
RUZZEL R. VALENZUELA
Instructor
MARINA L SAYGAN
Instructor
JOIMY M. AVINCULA
Instructor
RUZZEL M. DIEGO
Instructor
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Evaluated by:
Program/Area Chair
Approved:
RESURRECCION M. MARCELO
Dean
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UNIT I
Lesson 1
BASIC ORIENTATION
Duration 2 hours
Introduction
A well-managed vision and mission give clarity and direction for an institution.
Unclear vision or mission can help lead to continuing conflicts and a school that has
difficulty identifying priorities.
This lesson will discuss a brief history and background of the Bulacan State
University. It will also tackle the university vision, mission, and core values to guide
the students to set their career plans and objectives.
Objectives/Competencies
Pre-test
Recall the Vision, Mission, and Goals of your previous school. Write your
answer in the space provided.
1. Vision
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2. Mission
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3. Goals
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Activity
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
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2. What is the benefit of setting your goals in achieving your dream profession?
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Abstraction
I. Definition of Terms
1. Mission
2. Vision
3. Goal
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completion of a course or program. They often operate within the interacting
domains of knowledge, skills, and attitudes.
II. About BulSU
A. The University
B. Vision
C. Mission
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
Application
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Interview a college graduate and ask his/her goals in achieving his/her dream
profession. Analyze the answer. Do you think his/her plans help him/her in achieving
his/her career? Write your answer in the space provided.
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
Reflection/Learning Insights
1. What is the importance of understanding the vision, mission, and core values
of the University?
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2. What is the significance of setting your goals in achieving your dream
profession?
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Post-test
How does the university vision, mission, and core value will help you in
achieving your goals?
1. Vision
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2. Mission
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3. Core Values
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
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Lesson 2
Introduction
Nevertheless, physical education will benefit students with the ability and
confidence to be physically active for a lifetime from participating in instructional and
recreational programs.
This lesson will provide information about the definition, objectives, and
importance of Physical Education in the school curriculum.
Objectives/Competencies
Pre-test
Modified Identification: Choose the correct answer from the choices below.
Write your answer to the space provided.
EMOTIONAL DEVELOPMENT
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_______________1. It refers to an important segment of general education, which
aims to contribute to the learner's total development by participating in various
activities. It provides opportunities to acquire lifelong skills essential to his physical,
mental, social, and emotional development.
Activity
Do high knee exercise (Running in place while lifting knees high to waist level)
for one (1) minute. After doing the exercise, observe the reaction of your body. Use
the guide below to accomplish the task.
1.
2.
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Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
Abstract
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Physical education aims to help the learner develop and maintain a healthy
lifestyle by acquiring knowledge, desirable habits and attitudes, game and skill, and
wholesome interpersonal relationships.
Physical fitness, which is the body's capacity to engage in work and play
without undue fatigue, is the foremost aim of Physical Education. A physically fit body
can be achieved through regular exercise and participation in various varied activities.
In the pursuit of the development and maintenance of Physical Fitness, fundamental
movement skills, games, sports, and dances skills can increase one's capability to
enjoy lifetime recreational pursuit.
2. Mental Development
3. Social Development
A learner seldom gets into various physical activities by himself. It plays dances or
exercises with people. In the process, it learns to respect others and practice fair
play, sportsmanship, teamwork, and developed leadership. It understands the game
of life – the application of the golden rule.
4. Emotional Development
1. Psychomotor Objectives
2. Cognitive Objectives
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3. Affective Objectives
1. Builds Self-Confidence
4. Relieves Stress
5. Considerations
Application
Perform any dance activity using lively music for at least 3 minutes. After
performing, identify, and explain the development (based on the Objectives of
Physical Education) you gained in the activity. Write your answer on the space
provided.
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
Reflection/Learning Insights
1. Physical Development
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2. Mental Development
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3. Social Development
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4. Emotional Development
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
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Lesson 3
UNDERSTANDING DANCE
Introduction
Dance is a robust body of art. It is the rhythmic movement of the body that
usually responds to music within a given space. It is a form of expression of ideas
and emotions using the body as the instrument.
It shows the way people live in the past. Filipinos are incredibly rich in
tradition, songs, and dances. Dance is always involved in almost all important
occasions celebrated in life.
This lesson will tackle the definition of dance, dance in the Philippines, and
the dance's different phases.
Objectives/Competencies
Pre-test
Multiple Choice Read each question carefully. Encircle the letter of the correct
answer.
2. This dance includes dance mixers, square dance round, and couple dances.
Many of these dances have simple patterns and combinations of walking
steps, polka steps, and the waltz step.
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3. These are sometimes called fundamental rhythms or natural dances. It is an
end product of exploration and improvisation of movements.
5. These dances during the evening. The participants are usually in formal attire.
This dance's setting is in the social gathering with a more formal atmosphere
than the informal and straightforward parties in which the recreational dances
are the usual forms.
Activity
Listed below are the different genres of dance. Check the dances that you
have experienced to perform. Choose at least 2.
Dance Check
1. Rhythmic Activities
2. Contemporary Dance
3. Social and Ballroom Dance
4. Square and Couple Dance
5. Folk/ Indigenous Dance
6. Ballet Dance
7. Hip-hop and Popular Dances
Analysis
With the given activity, how would you differentiate the movements of each
genre you experienced?
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Abstraction
Definition of Dance
Dancing involves almost all important occasions in man's life: birth, death,
marriage, war, a new leader, the healing of the sick, prayers for rain, sun, fertility,
protection, and forgiveness were all expressed through dancing. The steps are from
man's basic movements: walk, run, jump, hop, skip, slide, leap, turn, and sway.
Combinations of these have become traditional dance steps. They have been used,
often in a stylized manner, for folk and ethnic dances, social or Ballroom dance,
ballet, and modern expressive dances.
Some essential features of the dance are rhythm, or the relatively fast or slow
repetition and variation of movements; design or the arrangement of activities
according to a pattern; dynamics, or variations in the force and intensity of
movements; and technique, or the degree of body control and mastery of basic steps
and position. Also crucial in many dances are gestures, especially hand movements.
Though rich in cultural heritage, the Philippines do not have much of classical
tradition in dance, unlike many of its Southeast Asian neighbors. Having more than
7,100 islands at the crossroad of Asia has been inhabited by different racial groups.
Foreign influences have left a massive imprint on the Philippine culture. Only isolated
regions unaffected by those passing of cross-cultural influences have people stood
still with their own identities to establish a traditional dance.
Filipino possess natural grace, an inborn love for music, and dance. Dancing
was considered a religious activity among them. They dance for many occasions –
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birth, courtship, love, wedding, marriage, thanksgiving, planting and harvesting,
prosperous voyage, war victory, recovery from sickness, and healing the sick.
Filipinos are also lovers of rituals as they dance to their prayers, labors, harvest,
fiestas, and even sorrows. Dance speaks a universal language – a form of silent yet
eloquent communication that generally tends to break the barriers between peoples,
so they eventually gain mutual understanding.
The study of folk dance is a valuable medium for understanding the cultural
background of one's country and that of others. Transformed into an art form, it
purposes to seek the light of scientific truth as the best means of expressing
movements in discovering man’s emotional response to life.
1. Creative Rhythms
Folk dance is a cultural art form handed down from generation to generation.
It communicates the customs, beliefs, rituals, and occupations of the people of a
region or country. Folk dancing belongs to the people. It emanates from them. Ethnic
tribes have their specific tribal art forms originated and danced by the people of the
tribe.
Examples of folk dances are the rural and country dances and dances with
foreign influence. In contrast, dances of the mountain peoples of the Cordilleras,
dances of the ethnic groups in the Cagayan Valley Region, and the ethnic dances in
the Mindanao Regions are examples of indigenous dance.
The setting of the social and Ballroom dance is a social gathering with a more
formal atmosphere than the informal and straightforward parties in which the
recreational dances are the usual forms. It is usually held in the evening. The
participants are generally in formal attire.
4. Recreational Dance
It includes dance mixers, square dance, round, and couple dances. Many of
these dances have simple patterns and combinations of walking steps, polka steps,
and waltz. The setting is usually informal gatherings and parties, reunions, etc.
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5. Creative Dance
Application
Choose at least one (1) from the five (5) phases of the dance program. Create
or cite any dance pattern and perform at least 16 measures of the dance you chose.
Share your experience while performing the steps. Write in the space provided.
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
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Total Score
Reflection/Learning Insights
Based on 5 phases of the dance program, which do you like the most, and
how does it help you develop your body?
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Post-test
Discuss your understanding of the five (5) phases of the dance program
explained in this lesson.
1. Creative Rhythms
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2. Folk/Ethnic Dance
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5. Creative Dance
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
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Lesson 4
DEFINITION OF TERMS
Duration 1 hour
Introduction
Everyone has its rhythm, which is found in all of nature and is natural to
individuals. Rhythm is seen clearly through dance- the art of movement.
This lesson will focus on the discussion of the terms used in rhythm and
dance and its importance.
Objectives/Competencies
Pre-test
Match the given statement. Write the letter R if the information defines rhythm,
write letter D if it describes dance, and write letter M to determine the movement.
Write your answer in the space provided.
______ 2. It is the aspect of music that is concerned with accents, durations, and
flow of the notes
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______6. It relates to physical activity; the position of the body changes from one
place to another.
______ 7. It is the aspect of music that is concerned with tempo, intensity, and
measure.
______ 8. It is a rhythmic and expressive body movement; a movement made
significant to express spiritual content.
Activity
Word Search: Find all the words hidden inside the box. Mark your answer by
drawing a line on each word.
S Q I U J D B R T F V Q N MT
K A K N M A Y F G R B W BA Q
I Z O D A N C I N G G E E C A
L W L H I C H V B E T B V T L
L S P Y K E N C N D Y R C I E
S X Q B L G U D H C X T X V S
R H Y T H M J E Y L S Y Z I T
M E A G O T O W U O W U L T Y
J D Z T P V M V J C Z I K I U
U C W V Q F I S E O A O J E J
B A S I C R K X M M Q P H S K
H R S F A C L Z K O E A G T G
Y F X R Z D O A I T P N F D D
B V E N O N L O C O M O T O R
G T D C W E P Q L R O S D D D
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
1. Where do you think these words/terms are related? Explain your answer.
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2. Do you think rhythm is involved in our daily living? Explain your answer.
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Abstraction
Definition of Terms
1. Rhythm
It is the flow of music through time. It is the aspect of music concerned with
accents, durations, and flow of the notes. It also best understood when incorporated
with an arrangement of notes called melody.
2. Beat
3. Rhythmic activities
These are the physical manifestations of the mental and emotional response
of the individual to a rhythm. They are movements perform by the body in response
to some forms of rhythmic accompaniments.
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They are also a source of enjoyment for people of all ages. Through these
activities, we acquire and develop the skills and sense of rhythm, we express
feelings, and we experience the basic principles of time, space, and force.
5. Dancing
6. Movement
7. Locomotor
It is the movement that carries the body from one place to another through
space.
8. Non- Locomotor
It relates to physical activity, which will provide safety, pleasure in work, and
play if performed correctly and smoothly without strain.
Application
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Play a lively song with a fast tempo for 1 minute and try to walk according to
the song's beat. Afterward, play music with a slower tempo and walk according to the
song's rhythm for 1 minute.
After doing the activity, share your experience by answering these questions:
1. Have you followed the rhythm of the music? If your answer is yes, explain
how, and if no, explain why.
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2. Did your senses adjust quickly as the tempo of the song changed? If your
answer is yes, explain how, and if no, explain why.
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Criteria Rating
Originality and clarity 5 4 3 2 1
Content was clear 5 4 3 2 1
Arguments and viewpoints expressed 5 4 3 2 1
Well prepared and organized 5 4 3 2 1
Total Score
Reflection/Learning Insights
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Post-test
Multiple Choice Read each question carefully. Encircle the letter of the correct
answer.
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4. It is a means of expressing one's emotion through body movements
influenced by music or accompaniment.
a. Movement c. Dancing
b. Dance d. Locomotor
5. Which of the following defines locomotor movement?
a. Movement c. Dancing
b. Dance d. Locomotor
9. It relates to physical activity, which will provide safety and pleasure in work
and play if performed correctly and smoothly without strain.
a. Movement c. Dancing
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c. Promote emotional stress and anxiety.
UNIT II
FUNDAMENTALS OF RHYTHM
Lesson 1
Duration 2 hours
Introduction
Music plays an essential role in our daily activities. People usually listen to
music while working out, eating, driving, or working on assignments as it adds a fun
and lively atmosphere. It sets the mood, and sometimes it relates to our feelings and
emotions.
Music sets the mood of the dance, drops the beat, and creates the motivation
needed to start the routine. It can make the dancer feel a certain way, which's why it
plays such an essential role in the dance.
This lesson will discuss musical signs and symbols, particularly on note
values, note patterns, and counting systems.
Objectives/Competencies
Pre-test
Write the word True if the statement is correct and If not, write the word False.
Read each information carefully and place your answer in the space provided before
each number.
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_______________3. Whole Note receives 2 beats while the half note receives 4
beats.
_______________4. Half note receives 1 beat while the quarter note receives 2
beats.
_______________5. Music is the combination of sounds or notes produced by the
human voice or various musical instruments in rhythmical, melodic, and harmonic
forms that affect one's feelings or emotions.
_______________6. Quarter Note receives 3 beats while the eight note receives 1
beat.
_______________7. A note designates a beat in music. Note is a symbol denoting
musical sound.
_______________8. A dot (.) when placed after a note increases the duration of the
note by one of its original values.
Activity
Arrange the jumbled letters to form a new word or term. Write your answer in
the space provided.
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
1. Where do you think these words/terms are related? Explain your answer.
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Abstraction
The whole note is the enormous note value in common, an elliptical outline.
The addition of a stem halves its value is called the half note. A solid note with a
stem is the quarter note, the most standard metric unit in modern notation. The
eighth note resembles the quarter note, with a flag at the end of the stem; each flag
added, the note's value is again halved. For each note value, there is a rest of the
corresponding value.
A. Values of Note
Symbo
Note Value
l
A dot (.), when placed after a note, increases the duration of the note by one half of
its original value.
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Dotted Dotted Dotted Dotted Dotted
Note
Whole Half Quarter Eight Sixteenth
𝅘
Symbol
. . . . .
2 - 2 beat to a measure
4
1 2
3 - 3 beat to a measure
4
1 2 3
4 - 4 beat to a measure
4
1 2 3 4
In 2 Rhythm In 3 Rhythm
4 4
ct. 1 2 ct. 1 2 3
ct. 1 2 3 4
ct. 1 2 3–4
ct. 1–2 3 4
Application
Divide and fill the missing note to create a rhythmic pattern. Draw a line
between each measure and write the number of counts on each note. Five (5) points
each time signature.
2
4
ct. ___ ___ ___ _______ ___ ___ ___ ________ ___
3
4
ct. ___ ___ ___ ___ ___ _______ ___ ___ ___ _______ ___ ___
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4
ct. ___ ___ ___ ___ ___ ___ ___ _______ ___ ___
Reflection/Learning Insights
3. Cite three examples of activities that require rhythm and timing and explain
how it applies.
Example No. 1
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Example No. 2
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Example No. 3
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Post-test
Identify the corresponding note term and value of the following musical
symbols. Write your answer in the table.
2.
3.
4.
5.
6.
.
7.
.
8. .
9.
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10.
.
Lesson 2
RHYTHMIC FUNDAMENTALS
Duration 2 hours
Introduction
The ability to perceive and perform a beat is the most fundamental rhythmic
skill. There are specific essential knowledge and rhythmic skills necessary for
proficiency and efficiency in dance movements.
The placement of sounds in time is rhythm, while the body is the instrument
in movement and space. These facilitate the learning of dances, improvisation of
activities, and interpretation of creative works.
This lesson will discuss rhythmic fundamentals such as rhythm elements, elements
of movement in space, and movement qualities.
Objectives/Competencies
Pre-test
Multiple Choice: Choose the correct answer that corresponds to the following
statement. Write your answer in the space provided.
a. Rhythmic pattern
b. Phrasing
c. Underlying beat
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_______ 2. What is the tempo of the folk dance “Tinikling”?
a. Fast
b. Moderate
c. Slow
a. Accent
b. Tempo
c. Texture
_______ 4. The following shows intensity in movement except one.
a. Direction
b. Floor design
c. Range
Activity
Sing and perform with actions (actions are after each line) on the song "If
You're Happy and You Know It"
If you're happy and you know it, clap your hands (clap your hands twice)
If you're happy and you know it, clap your hands (clap your hands twice)
If you're happy and you know it, then your face will surely show it.
If you're happy and you know it, clap your hands (clap your hands twice).
If you're happy and you know it, bend your knees (hold and bend your knees twice)
If you're happy and you know it, bend your knees (hold and bend your knees twice)
If you're happy and you know it, then your face will surely show it.
If you're happy and you know it, bend your knees (hold and bend your knees twice).
If you're happy and you know it, stomp your feet (stomp your feet twice)
If you're happy and you know it, stomp your feet (stomp your feet twice)
If you're happy and you know it, then your face will surely show it.
If you're happy and you know it, stomp your feet (stomp your feet twice)
If you're happy and you know it, turn around (turn in place)
If you're happy and you know it, turn around (turn in place)
If you're happy and you know it, then your face will surely show it.
If you're happy and you know it, turn around (turn in place).
If you're happy and you know it, do all four (clap; bend your knees; stomp, and turn)
If you're happy and you know it, do all four (clap; bend your knees; stomp, and turn)
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If you're happy and you know it, then your face will surely show it.
If you're happy and you know it, do all four (clap; bend your knees; stomp, and turn)
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
1. How do you feel while performing the activity? Share your insights.
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Abstraction
Elements of Rhythm
All movements are affected by the elements of rhythm. These elements which
should be learned and understood concerning dance are underlying beat, measure,
rhythmic pattern, tempo, accent, phrasing, and intensity.
1. Underlying beat
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It is the steady, continuous sound that is heard or felt throughout any
rhythmical sequence. This constant steady pulsation is called pulse beat. It exists in
all movements.
This steady sound serves as the constant unit of measure upon which all
rhythmic structure or relationship depends. The underlying beat determines the time
signature of a piece of music or movements.
2. Measure
4. Phrasing
5. Accent
6. Tempo
7. Intensity
1. Direction
The movement line is taken, which may be forward, backward, sideward (right
of left), diagonal, upward, downward, and combination.
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2. Level
3. Range
It refers to the area covered as the body moves. Rang is the maximum area of
an individual and sometimes referred to as personal space or movement size. It may
be small as when the movement in one's place; or large when action covers a wide
area as when getting away from one's place.
4. Floor design
The path or design on the floor made while moving in space is termed as floor
pattern. It may take the form of a circle, square, straight line, or zigzag.
5. Focus
Movement Qualities
1. Time Qualities
- Fast movement
- Slow movement
2. Force Qualities
- Soft light movement
- Strong heavy movement
- Strong jerky movement
- Smooth sustained movement
3. Space Qualities
- Up and down movement
- Across, around or back and forth movement
- Low movement
- High movement
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5. Double circle, partners were facing.
8. Semi-circle or half-moon
Reflection/Learning Insights
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2. How can elements of movement contribute to producing a well-
choreographed dance production?
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Post-test
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_________________6. It is the quality of the movement or music. It refers to
dynamic or force, such as heavy and light.
_________________9. The path or design on the floor that is made while moving in
space.
Lesson 3
Duration 2 hours
Introduction
Dancers should strive for a good posture. A great dancer must have a good
sense of balance and proper posture to perform the graceful movements. With a
correct posture, you can obtain optimal performance, reduce your risk for injury, and
maximize function.
The graceful movements of the feet and arms characterize Philippine folk
dances. It helps the dancer to maintain proper posture and position of the body when
dancing.
These movements combine the five fundamental positions of the arms and
feet, which will be discussed in this lesson, whether the dance steps' pace is slow or
fast.
Objectives/Competencies
1. Identify the Fundamental Positions of Arms and Feet in Folk Dance correctly.
2. Inculcate the value of learning the Fundamental Positions of Arms and Feet.
3. Execute the fundamental positions of arms and feet in folk dance properly
through an individual practicum.
Pre-test:
Matching Type: Match column A with column B. Read each item carefully.
Write your answer in the space provided.
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Column A Column B
Activity
Page 59 of 112
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
2. How does proper posture help achieve the right body, arm, and feet positions
in dancing?
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Abstraction
There are five fundamental or basic dance positions: position, 2nd position,
3rd position, 4th position, and 5th position of the feet and arms.
I. Arm Positions
1st position
- Both arms were raised in a circle in front of the chest with the
fingertips about an inch apart.
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2nd position
- Both arms raised sideward with a graceful curve at the shoulder
level.
3rd Position
- One arm raised sideward as in 2nd position; another arm extended
upward.
4th Position
- One arm raised in front as in 1st position; the other arm extended
overhead.
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5th position
- Both arms raised overhead.
1st position
- Heels close together, toes apart with an angle of about 45 degrees.
2nd position
- Feet apart sideward of about a pace distance.
3rd position
- The heel of one foot is close to the instep of the other foot.
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4th Position
- One foot in front of the other foot of a pace distance.
5th position
- Heel of the front foot close to the toe of the rear foot.
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III. Other Dance Positions
2. Lateral Arm Position – Both arms raised sideward parallel to each other.
3. “T” Position – both arms raised sideward, elbows bent so that the forearms
fall downward parallel to the body; palms facing inward.
4. Reverse “T” Position- Both arms raised sideward, elbows bent so that the
forearms are also raised upward parallel to the head, palm facing in.
5. Hayon- hayon – One arm bent in front at waist level; another arm was twisted
behind also at waist level.
6. Jaleo – Partners stand side by side facing opposite directions with R (L)
hands on the waist so that R (L) elbows slightly touch each other. It is a
starting position for both dancers to move either clockwise or
counterclockwise.
Application
3
Perform the fundamental positions of arms and feet in any 4-time music
(Example: Cariñosa) by four measures on each position (both sides), two measures
on each position (both sides), and one measure on each position (both sides)
continuously. Record the video of your performance and send it through email or any
instructor's social media platform.
Reflection/Learning Insights
Self- Check:
Check the appropriate response to each question and explain your answer on
the space provided after each item.
To what extent did you learn the Fundamental Dance Positions in terms of:
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1. Arms
To a great extent
To a moderate extent
To a lesser extent
Explanation
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2. Feet?
To a great extent
To a moderate extent
To a lesser extent
Explanation
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To a great extent
To a moderate extent
To a lesser extent
Explanation
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4. Why is there a need for you to study the basic steps or fundamental positions
of a particular dance?
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5. What do you think are the health benefits that you’ll get in doing so?
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Post Test:
Write the appropriate word or phrase on the space provided to complete each
sentence.
1. 3rd Position: Raise one arm overhead while another arm remains in
__________________.
4. 4th Position: One arm raised in front as in 1st position; another arm remains
__________________.
7. 5th Position: Heel of front foot close to big toe of ___________________ foot.
.
8. 5th Position: Both ________________________ raised overhead.
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Lesson 4
Duration 1 hour
Introduction
The most purposeful movement requires the ability to "feel" or sense what
one's muscles are doing as they perform physical activities. We often use motor
skills in our daily lives. It helps us move and do everything from lifting heavy items to
typing on a keyboard.
Developing motor skills and motor control begins after birth and will progress
as an individual grows. Having reasonable motor control also helps the learners
explore the world around them, helping with many other development areas.
This lesson will focus on basic motor skills that include the different natural
movements and movement experiences, which will help the learners to gain a
broader understanding of basic motor skills.
Objectives/Competencies
Pre-test
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LOCOMOTOR MOVEMENT
1. 2. 3.
4. 5.
NON-LOCOMOTOR MOVEMENT
1. 2. 3.
4. 5.
Activity
Analysis
Based on the given activity, identify the common movements used on their
aerobic exercise routine. Write your observations in the space provided.
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Abstraction
1. Locomotor Movement
It is the movement that travels the body through space. These are the natural
movements that bring the body from one place to another.
Examples:
1. Walk
– A regular pace of the feet. It is a continuous transfer of the body weight from
one foot to the other.
2. Run
– Fast walk or an increased speed in walking by lifting the foot off the floor or
ground.
3. Hop
– A spring from one or two feet landing on one foot. Put the weight of the body
on one foot, spring, and land on the same foot.
4. Jump
– A spring from both feet landing on both feet. The action can be done
vertically or horizontally.
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5. Leap
1. Gallop
– A combination of a step (full transfer of weight on one foot) and a cut by the
transfer of weight to the other foot.
2. Skip
3. Slide
1. Bending or flexion
2. Stretching or extension
3. Rotation
4. Pendulum
5. Suspended
6. Percussive
7. Vibratory
8. Sustained
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– A smooth flowing movement is contained in a balanced position.
A. Walk Variations:
1. Changes in direction:
2. Changes in level:
- On tiptoe
- With knees half bent
- With knees fully bent
3. Changes in tempo:
B. Jump Variations
1. Changes on direction:
2. Changes in level:
3. Changes in tempo:
Application
Perform the even and uneven locomotor and non-locomotor movements discussed
in this lesson. Record the video of your performance and send it through email or
any instructor's social media platform.
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Reflection/Learning Insights
Post-test
Walk- ____________________________________________
____________________________________________
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_________________________________________
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Hop- ____________________________________________
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_______________________________________________
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Uneven Locomotor Movements
Gallop- ____________________________________________
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Skip- ____________________________________________
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Slide- ____________________________________________
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Bending or
Flexion- ____________________________________________
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Stretching or
Extension- ____________________________________________
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Rotation- ____________________________________________
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____________________________________________
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UNIT III
Lesson 1
CREATIVE RHYTHMS
Duration 6 hours
Introduction
Creative rhythm is a joyful way for the learners to explore movement through
music. In contrast, a creative movement is a form of dance that uses rhythmic,
patterned, or improvised body movements that enable the students to develop
physical skills, channel energy, stimulate imagination, and promote creativity.
This lesson will help the students to gain a deeper understanding of creative
rhythms and movement combinations.
Objectives/Competencies
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Pre-test
Fill in the blanks: Complete the lyrics of the song. Write your answer on the
lines.
Activity
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
Page 75 of 112
___________________________________________________________________
___________________________________________________________________
2. Do you think adding actions to songs or poems makes it livelier? Explain your
answer.
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Abstraction
I. Creative Rhythms
Creative Rhythms are the simplest form of dance. It is actually for children in
the elementary grades. Sometimes these are called natural dances. A creative
rhythm is an end-product of the exploration and improvisation of movements as one
learns to move the parts of the body and use them as instruments of expression.
Example:
Rain, rain go away
Come again another day,
Little children want to play,
Rain, rain go away
Line 1 - 4 steps forward; move arms from downward to upward in every step.
Line 2 - 4 steps backward; move arms from upward to downward every step.
Line 3 - 4 skip steps turning around in place; arm overhead
Line 4 - Repeat movement of Line 1
Example:
Once I saw a little bird.
Come hop, hop, hop,
So, I said, “Little bird,
Will you stop, stop!"
Then I went to the window.
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To say, "How do you do?"
But it shook its little tail.
And far away, it flew.
Line 1 - Place hands above the eyes and sway body to the right and left;
Line 2 - Step on the right foot and make three hops;
Line 3 - Step on left foot and feet together; Place hands on the cheeks;
Line 4 - Push both arms forward two times;
Line 5 - Make eight runs with open arms;
Line 6 - Place hands on the cheeks
Line 7 - Hands on waist; shake hips;
Line 8 - run backward to the original place.
Suggested Poem:
Figure One
Figure Two
a. a. All join hands in the circle. Make six steps to sideward right.......................
2M
b. Bend trunk forward in 3 counts;
then straighten trunk in 3 counts .................................................................. 2M
c. Repeat (a) to sideward left; then repeat (b).................................................. 4M
d. d. Repeat all (a-c) ......................................................................................... 8M
Figure Three
D. Based on Song
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Example: Rock a Bye Baby
(The child sings as he moves.)
Raise both arms forward-upward and sway body to the sideward right and
left;
Three steps to the sideward right and sway both arms to diagonal right
upward; then swing arms to the left and to the right two times;
Three steps to sideward left and in jump place; then fall to the ground;
And down will come baby, cradle and all!
Sit on heels and fold arms in front of the chest; then bow head down to the
ground.
Combination I
Combination II
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Combination III
Combination IV
Combination I
Combination II
Combination III
Combination IV
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Application
2 3
Interpret the creative rhythms in basic movement combinations (4- and 4-time
signature). Record the video of your performance and send it through email or any
instructor's social media platform.
Reflection/Learning Insights
Post-test
Arrange the step pattern in chronological order. Write your answer in the
space provided (1-2-3-4)
2 Time Signature
4
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________2. Two slides to the right; hands on waist ………………………………. 2M
Jump forward (1M); jump backward ……………………………………2M
Repeat (a) to sideward left ……………………………………...……… 2M
Repeat (b) ……………………………………………………….………. 2M
Repeat all (a – d) ……………………………………………………....... 8M
________3. Repeat (a) moving backward; clap hands behind or in rear ………. 2M
Step R foot sideward; hop on same foot 3 times……………………... 2M
Repeat (c) with L foot……………………………….…………….…… 2M
Repeat all (a-d) ………………………………………………………... 8M
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Page 82 of 112
Lesson 2
2
BASIC DANCE STEPS IN 4- TIME SIGNATURE
Introduction
Folk dancing varies throughout the world. There are many fundamental steps
found in every dance of nations. Several basic steps have been commonly seen,
while others may seem unique and challenging upon the first attempt.
Many people enjoy learning basic folk dance steps to participate in either a social or
religious tradition or exercise. Folk dancing is considered a fun form of movement
and exercise involving dancers of all ages and backgrounds.
2
The different basic steps in 4- time signature will be taking part in this lesson.
It will serve as a guide to the students in interpreting dance literature or pattern.
Objectives/Competencies
Pre-test
Multiple Choice: Encircle the letter of the best answer to the following question.
1. Step Right (forward/ sideward/ backward (count 1), close Left to Right (count
and); step right in place (count 2).
2. Step Right (any direction) (count 1); close Left to Right counts (count 2)
3. Point Right (any direction) (count 1); close Left to Right (count 2)
Activity
Sing or play the folk song Leron Leron Sinta. While listening, perform any
traditional dance steps you know that will suit the music's rhythm.
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
1. List down or describe the steps you performed in the given activity.
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___________________________________________________________________
2. How was the beat of the song? Can you follow the song’s rhythm? Share your
experience.
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Abstraction
2
Traditional Folkdance Steps in 4 Time Signature
2
Listed below are dance steps in 4 time, grouped according to note patterns
and their corresponding counts as suggested by the number of movements.
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A. Note Pattern
= 1 measure
Count: 1 2
B. Note Pattern
= 1 measure
Count 1 and 2
C. Note Pattern
= 1 measure
Count 1 and 2
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D. Note Pattern
= 1 measure
Count 1 and 2 and
E. Note Pattern
= 2 measures
Count: 1 2 1 and 2
1. Heel and Toe - Heel place R (in front); toe-point in rear; step R;
Change Step ct. 1 ct. 2 ct. 1
F. Note Pattern
= 2 measures
Count 1 2 1 and 2 and
1. Heel and Toe - Heel place R (in front); toe-point in rear; raise-step R;
Polka ct. 1 ct. 2 ct. 1
G. Note Pattern
= 1 measure
Count 1 and 2 and
1. Mincing steps - With feet in 5th position and heels raised, take as many tiny
steps sideward (1 step on every count)
2. Shuffling steps - With both feet flat on the floor, make tiny slide steps forward
(1 small slide on every count)
3. Cross Turn – Cross one foot across the other in front on count 1, make
a complete turn on count 2 ………………………………………….…………. 1M
4. Cross- step Turn – Step one foot sideward on count one and make a fast-
cross turn on count 2 ……………………………………
………………………………1M
Application
2
Interpret the following traditional dance step combinations in 4-time signature.
Perform with any suitable folk song/music according to the given time signature.
Record the video of your performance and send it through email or any instructor's
social media platform.
Music 2
4
Combination I
Combination II
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Reflection/Learning Insights
2. Did you interpret and execute the dance combination/literature well? Assess
your skills, knowledge, and performance.
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Post-test
Identify the following dance steps suggested by the step patterns given below.
Write your answer in the space provided.
Page 88 of 112
Lesson 3
3
BASIC DANCE STEPS IN 4- TIME SIGNATURE
Introduction
The basic steps define the character of a particular dance. It sets the dance's
rhythm and the default move to which a dancer returns when not performing any
other actions. It is sufficient for some dances to know the necessary steps performed
to enjoy it socially.
Objectives/Competencies
Pre-test
Multiple Choice: Encircle the letter of the best answer to the following
question.
1. Step Right (forward/ sideward/ backward (count 1), close Left to Right (count
2); step right in place (count 3).
2. Slide Right (count 1); cut (displace) Right with Left (count 2); hop on the left
and swing right foot backward in front of Left (count. 3)
3. Slide R sideward (count 1); cut right foot forward (count 2); hop Left and cut
swing Right foot backward in front of Left (count. 3)
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A. Redoba B. Sway Balance C. Mazurka
4. Step Right (any direction) (count 1,2); close Left to Right counts (count 3)
5. Point Right (any direction) (count 1,2); close Left to Right (count 3)
Activity
Sing or play the folk song Bahay Kubo. While listening, perform any traditional
dance steps you know that will suit the music's rhythm.
Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
1. List down or describe the steps you performed in the given activity.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How was the beat of the song? Can you follow the song’s rhythm? Share
your experience.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Abstraction
3
I. Traditional Dance Steps in 4 Time Signature
3
Listed below are basic dance steps in 4 time grouped according to note
patterns and their corresponding counts, as suggested by the number of
movements.
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Note: Ct. (count/s), R (right), L (left),
Frd (forward), Bckd (backward), Swd (sideward)
A. Note Pattern
= 1 measure
Count: 1 2 3
3. Waltz Balance - Step R (swd. /frd.); close L to R and raise both heels;
ct. 1 ct. 2
heels down
ct. 3
B. Note Pattern
= 1 measure
Count: 1-2 3
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cts. 1-2 ct. 3
C. Note Pattern
= 2 measure
Count: 1-2 3 1 2-3
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D. Note Pattern
= 2 measure
Count 1-2 3 1 2 3
E. Note Pattern
= 2 measure
Count 1 and 2 and 3 and
1. Mincing steps - With feet in 5th position and heels raised, take as many tiny
steps swd. (1 step on every count)
2. Shuffling steps - With feet flat on the floor, make small slides frd.
(1 slide on every count)
3. Chasing steps - With one foot leading, execute successive close steps in any
direction.
F. Note Pattern
Count 1 and 2 3
= 2 measure
Count 1 and 2 3
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Common Dance Turns in 3 Time Signature
4
2. Four-step Turn – Do a complete turn with four steps or top sideward R (L) on
counts 1,2, 3,1, and pause on counts 2, 3 ……………………………………. 2M
3. Cross Turn – Cross one foot across the other in front on count one and make
a complete turn on counts 2 and 3 ……………………………………….…….1M
4. Cross- step Turn – Step one foot sideward on count one and make a
complete turn on count 2, 3
………………………………………………………... 2M
5. Brush- step Turn – Step one foot sideward; brush other foot in front, step the
brushing foot close to the other foot (1M); repeat three times
more to make a complete turn (3M) …………………… 4M
6. Slide Turn – Step one foot sideward; slide other foot moving a semi-circle
and step the same foot close to the other foot (1M), repeat
three times more to make a complete turn (3M). Also termed as “Piang-piang”
turn ………………………………………………………………………………... 4M
7. Waltz Turn
8. Whirl Turn – With every tiny step, make several fast turns.
9. Pivot Turn – Using one foot as a pivot, push with the other foot as many as
desired (usually four times) to complete a turn.
10. Pivot Turn – Pivot on one foot, point one foot sideward or obliquely with a
close forward using one or two counts, then close the same foot to pivoting
foot with one count (1M); repeat three times more (3M) to complete the turn
………. 4M
Application
3
Interpret the following traditional dance step combinations in 4-time signature.
Perform the dance with any suitable folk song/music according to the given time
signature.
Record the video of your performance and send it through email or any
instructor's social media platform.
Page 94 of 112
Note: M (Measure), Ct. (count/s)
R (right), L (left)
Music 3
4
Combination I
Combination II
Reflection/Learning Insights
1. How does the basic dance step discussed in this lesson help you interpret the
dance combination/literature?
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Did you interpret and execute the dance combination/literature well? Assess
your skills, knowledge, and performance.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 95 of 112
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Post-test
Identify the following dance steps suggested by the step patterns given below.
Write your answer in the space provided.
Page 96 of 112
Lesson 4
CREATIVE RHYTHMS
WITH PERCUSSIVE INSTRUMENTS
Duration 10 hours
Introduction
Many of the terms used about dance rhythms, such as tempo, dynamics, and
beat, are derived from music, as most dance is either set to music or accompanied
by it.
Dancing provides a form of relaxation and exercise, but other than that, it is
more fun when we add implements to dance. It makes creative rhythm and
movements livelier that everyone can enjoy.
The last lesson of this unit will focus primarily on creative rhythms with
percussive instruments. It will assess the student's knowledge and skills gained in
the whole course by adequately interpreting the dance literature and pattern.
Objectives/Competencies
1. Identify the basic combination movements' particular to the basic steps used
in folk dance.
2. Recognize the rhythmic/count patterns in a specific movement combination.
3. Inculcate the value of timing in a dance.
4. Interpret and execute the dance literature.
5. Create a combination of basic dance movements with rhythmic/count
patterns.
Pre-test
1. What part of your body can produce a percussive sound? Give at least three,
and explain your examples in 3 to 5 sentences.
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2. What percussive instrument can be used in performing creative rhythms?
Give at least three, and explain your examples in 3 to 5 sentences.
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Activity
1. 2. 3.
4. 5.
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Analysis
Based on the given activity, answer the following questions. Write your
answer in the space provided.
Abstraction
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The following are examples of dance patterns/ literature in creative rhythms using
percussive instruments.
2
Music : Any 4 time
Equipment : Two sticks one and a half feet long and a fingerbreadth for each stick.
Figure I
Face front
Figure II
Face partner
Figure III
Face front
Figure IV
Face partner
B. Bao Rhythmic
3
Music : Any 4 time
Equipment : Two empty coconut shells were held at the edge by each hand.
Formation : Double lines facing front.
Figure I
Face front
Figure II
Face front
a. Take three jumps forward on every count (1M); Click bao on every count;
Pause, stand, and place arms in second position …………………………. 2M
b. Repeat (a) moving backward ……………………...…………………………… 2M
c. Repeat (a – b) ……………………………………………………………….……4M
d. Two slide steps sideward R; arms in second position ……………….……... 2M
e. Repeat (c) with L ………………………………………………………….……. 2M
f. Repeat (a) …………………………………………………………………….…. 2M
g. Take a full kneeling position and heel sit …………………………….………. 2M
Figure III
Face partner
Figure IV
Face front
a. Step R foot sideward (ct. 1); execute two hops in place (ct. 2, 3);
2
Music : Any 4 time
Equipment : A pair of bakya (wooden slippers) held at the heel by each hand.
Figure I
Face front
a. Three walking steps forward (1M); close L to R (ct. 1) and pause on (ct. 2);
Clap bakya on every step (1M; clap bakya overhead (ct. 1…………………. 2M
b. Repeat (a) moving backward ……………………………...…………………… 2M
c. Four gallop steps sideward R;
Clap bakya on every gallop …...................................................................... 2M
d. Repeat (d) sideward L …………………………………………………………...2M
e. Repeat all (a – e) ………………………………………………………………... 8M
Figure II
Face partner
a. Stand in place; clap bakya in front of toes (ct. 1); in front of knees; (ct. 2);
Clap in front of chest (ct. 1); clap overhead (ct. 2) …………………………. 2M
b. Jump forward (1M); jump backward (1M);
Hands down at sides ………………………………………...…………………. 2M
c. Repeat (a) and (b) ……………………………………………………………… 2M
d. Repeat all (a-c) ………………………………………………………………..… 2M
Figure III
Face front
Figure IV
Face partner
D. Maracas Rhythmic
2
Music : Any 4
Equipment : Two maracas – made of coconut shell with a six-inch piece of wood
inserted into it for a handle
Formation : Single circle, Girl on right side of the Boy. 4 to 8 pairs may form a set
Figure I
All Face Inward
Figure II
All Face Inward
Figure III
All Face Inward
Figure IV
All Face Clockwise
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a. Eight waltz steps forward moving clockwise;
Shake maracas R, L alternately on cts. 2, 3 …………………………………. 8M
b. Turn R about and repeat (a) moving counterclockwise ……………………... 8M
E. Kalaste Rhythmic
2
Music : Any 4 time
Equipment : A pair of kalaste (castanets) on each hand.
Formation : Double lines facing front.
Figure I
Face Front
Figure II
Face Partner
Figure III
Face front
Figure IV
Face Partner
Reflection/Learning Insights
Post-test
Fill in the blanks: Write the appropriate word or phrase on the space provided
to complete each sentence/ rhythmic pattern.
Note: F (figure)
1. Bao Rhythmic F1a: Point ___________ in front bend trunk slightly to the R; repeat
with L; Arms in second position (ct. 1); click bao in twice in front (cts. 2, 3).\
3. Bao Rhythmic F3c: Bend trunks slightly forward; strike bao on the floor five times
(cts. 1 & 2 & 3); Trunks erect and click bao in __________ on every count.
4. Bakya Rhythmic F2b: Jump forward (1M); _________ (1M); Hands down at sides.
5. Stick Rhythmic F3a: Four ___________steps R, L sideward alternately; Strike
sticks three times to a measure sideward R, L alternately.
6. Bakya Rhythmic F3b: Step R and hop ___________ times; Clap bakya on every
count.
7. Stick Rhythmic F2b: Point R foot in front (ct. 1); close R to L (ct. 2); repeat
sideward L; Strike R sticks with ___________ (ct. 1); strike own sticks (ct. 2).
8. Bakya Rhythmic F4a: Two ___________ forward; Clap bakya three times every
measure (ct. 1, &, 2).
9 Bao Rhythmic F1c: Two close steps sideward R; arms in ___________on (ct. 1) of
every measure;
Click bao on (cts. 2, 3) of every measure.
10. Stick Rhythmic F4a: Four change steps forward passing R ___________ with
partner;
Strike sticks alternately sideward R, L three times to a measure.
Record the video of your performance and send it through email or any social
media platform provided by the instructor.
Example:
Bulacan State University
College of ___________________________
City of Malolos, Bulacan
Stick Rhythmic
Figure I
Face front
Glossary
Accent - is the force or emphasis given to anyone beat in a series of pulse beats in
a measure.
Affective- It is under social and emotional stability
Bakya - "Bakya" means wooden shoes. They are the common footwear of the poor
in the "barrios." During the rainy season, almost all people wear them. It is made in
different materials, colors, and shapes.
Builds Self-Confidence- this is a positive influence on a student's personality,
character, and self-esteem.
Cognitive- is under knowledge and information
Considerations- special considerations may be necessary regarding physical
activities
Creative Dance- is the end-product of exploration and improvisation of movements
as the dancer or the choreographer expresses his feelings or emotions, ideas, and
interpretations.
Creative Rhythms- is an end product of exploration and improvisation of
movements as children learn to move the parts of their bodies and use them as
expression instruments.
Dance- the body's movement in a rhythmic way, usually to music and within a given
space, to express an idea or emotion, release energy, or simply take delight in the
movement itself.
Dancing- expressing one's emotions through movement disciplined by a rhythm.
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