PATHFIT__4__Menu_of_Dance.1741525228825 (copy)

Page 1: Title Page

• Title: PATHFIT 4

• Subtitle: MENU OF DANCE

• Author: Adonis Voltaire Villanueva

• Institution: Faculty, ISPELS- CLSU

Page 2: Definition of Dance

• Origin: The term "dance" comes from the old German word "DANSON," meaning "to stretch."

• Definition: Dance is a way to express emotions through rhythmic movements.

• Module: MODULE 1

Page 3: Understanding Dance

• Definition: Dance is an art form consisting of sequences of body movements that have aesthetic and symbolic value.

• Categories of Dance:

  • By choreography

  • By repertoire of movements

  • By historical period or place of origin

• Performance: Often performed with musical accompaniment; may involve dancers using instruments.

Page 4: Phases of the Dance Program

• Creative Rhythm:

  • Also known as fundamental rhythms or natural dances.

  • A product of exploration and improvisation as children learn to express through movement.

• Folk/Ethnic Dance:

  • A cultural art form handed down through generations.

  • Communicates customs, beliefs, rituals, and occupations of a region or country.

Page 5: Phases of the Dance Program (cont.)

• Social and Ballroom Dance:

  • Typically occurs in social gatherings with a formal atmosphere.

  • Usually conducted in the evening; participants wear formal attire.

• Recreational Dance:

  • Includes mixers, square dance, round dances, and couple dances.

  • Dances feature simple patterns and combinations such as polka, walking steps, and waltz.

  • Typically informal settings: parties, reunions, etc.

Page 6: Phases of the Dance Program (cont.)

• Creative Dance:

  • Considered the highest form of dance.

  • Represents the culmination of movements as dancers express feelings and interpretations.

  • Examples include ballet, jazz, modern/contemporary, and hip-hop.

Page 7: Importance of Teaching Dance

• Key Aspects:

  • Dance as physical exercise.

  • A vital part of cultural heritage.

  • A social activity enhancing therapeutic practices and artistic expression.

Page 8: Benefits of Dance - Learning and Behavior

• Learning Benefits:

  • Dance increases brain oxygen and hydration.

  • Movement stimulates endorphins, enhancing energy and learning capacity.

• Behavioral Benefits:

  • Assists in calming hyperactive children and those with self-destructive behaviors, improving focus.

• Physical Benefits:

  • Develops muscles, tones body, improves circulation, posture, balance, coordination, and flexibility.

  • Enhances overall physical condition and ability to perform various physical activities.

Page 9: Benefits of Dance - Mental, Social, and Aesthetic

• Mental Benefits:

  • Dance enhances academic performance and creativity in children.

  • Teaches focus, creativity, and discipline critical for education.

• Social Benefits:

  • Improves sensitivity, understanding, appreciation, and relationship skills.

  • Broadens horizons by fostering connections with diverse individuals.

• Aesthetic Benefits:

  • Awakens awareness of beauty and adds new meaning to movement and form.

Page 10: Benefits of Dance - Emotional and Coordination

• Emotional Benefits:

  • Develops self-confidence and self-esteem in a supportive environment.

  • Arts promote cognitive and social-emotional development.

• Coordination Benefits:

  • Increases hand-eye coordination and fine motor skills, enabling quicker corrections and precise actions in various situations.

Page 11: Objectives for Teaching Foreign Folk Dances

• Module: MODULE 2

Page 12: Objectives for Teaching Foreign Folk Dances (cont.)

1. To develop neuromuscular coordination, poise, grace, flexibility, agility, balance, endurance, and strength.

2. To provide healthful relaxation and recreation through dance.

3. To improve students' sense of rhythm.

Page 13: Objectives for Teaching Foreign Folk Dances (cont.)

4. To develop rhythmic dance skills and accurate step performances.

5. To familiarize students with other cultures through dance, costumes, customs, and traditions.

6. To appreciate folk dances as a means of promoting global friendship and understanding.

Page 14: Suggestions for Teaching Foreign Folk Dances

1. Introduce the dance’s name, country of origin, and its type (festival, wedding, courtship, etc.).

2. Provide historical background related to the dance’s customs and traditions.

3. Engage children with the music, discussing tempo, mood, musical phrases, and time signatures.

Page 15: Suggestions for Teaching Foreign Folk Dances (cont.)

4. Involve children in clapping or beating the rhythm.

5. If there are accompanying songs, teach them the lyrics.

6. Teach new or intricate steps before practice; provide names for terminology. Demonstrate for students.

Page 16: Suggestions for Teaching Foreign Folk Dances (cont.)

7. Form the class for the dance.

8. Practice difficult partner steps individually before pairing up.

9. Teach figures sequentially, reviewing previous steps for continuity.

Page 17: Suggestions for Teaching Foreign Folk Dances (cont.)

10. Perform the whole dance repeatedly for enjoyment.

11. Adhere closely to written instructions.

12. Children should feel the music to give proper expression in performance.

Page 18: Formations Used in Dances

• Module: MODULE 3

Page 19: Formations Used in Dances (Key)

• Key to Diagrams:

  • Boy symbol

  • Girl symbol

  • Direction of facing or movement direction.

Page 20: Column Formation

• Column Formation Examples:

  • Partner arrangements facing each other.

  • Multiple columns can be shown based on numbers (X-10, X20, etc.).

Page 21: Additional Formations

• Column Formations:

  • Partners facing each other.

  • Line and square formations with clear arrangements.

Page 22: Additional Formations (cont.)

• Single Line Formation:

  • Partners side by side facing front.

• Semicircle Formation:

  • Partners facing forward.

• Home Corners:

  • Diagonal facing.

Page 23: Circle Formations

• Single Circle:

  • Partners facing in various configurations.

• Double Circle:

  • Different facing arrangements for partner dances.

Page 24: More Circle Formations

• Double Circle Configurations:

  • Pairs in various facing arrangements.

Page 25: Dance Positions

• Module: MODULE 4

Page 26: Dance Positions (cont.)

1. Partners side by side, inside hands joined; free hands down or on hips.

Page 27: Dance Positions (cont.)

2. Partners hold each other’s waist; free hands in various positions.

Page 28: Dance Positions (cont.)

3. Partners stand side by side, linking elbows facing one direction.

Page 29: Dance Positions (cont.)

4. Partners face each other in various holds and configurations.

Page 30: Dance Positions (cont.)

4.1. Re-explanation of face-to-face holding positions.

Page 31: Dance Positions (cont.)

5. Partners in a back-to-back position.

Page 32: Dance Positions (cont.)

6. Partners apart, facing each other or various directions.

Page 33: Dance Positions (cont.)

7. Close ballroom position defined.

Page 34: Dance Positions (cont.)

8. Open ballroom position defined.

Page 35: Dance Positions (cont.)

9. Varsovienne position defined.

Page 36: Dance Positions (cont.)

10. Promenade or skating position defined.