Module 1 Notes: Dances – Meaning, Forms, History, Techniques, and Terms

Course Overview

  • Institution/Program: Iloilo State University (NISU) – PATHFIT 3: DANCES FIT
  • Course Title: Dances
  • Course Description: The course deals with the study of different forms of rhythmic activities. Emphasis on the value of dance culture, skill acquisition, interpretation of fundamental and basic steps and patterns, and discovery of how rhythmic movement can be used creatively.
  • Credit Hours: 22 hours per week
  • Pre-requisites: PATHFIT 3

VMGO, Mission, Vision, and Strategic Objectives

  • VISION: “A SMART University known for advancing innovation, inclusion, and academic excellence by 2030.”
  • MISSION: NISU commits to providing inclusive and quality education, advancing research and innovation, and promoting sustainable development policies.
  • STRATEGIC OBJECTIVES
    • CUSTOMER: 1) Provide quality and inclusive undergraduate and graduate programs in fisheries, education, engineering, agriculture, science and technology, and other fields.
    • 2) Establish a peaceful and safe environment by upholding culture and global needs.
    • 3) Establish a university research culture responsive to community and global needs.
    • 4) Develop impactful innovations that address community needs.
  • INTERNAL PROCESS (Colleges/Units alignment): 5) Ensure digital transformation of processes to establish excellence, transparency, and responsiveness in the delivery of services.
  • LEARNING & GROWTH: 6) Institutionalize values-driven governance and quality assurance systems.
  • FINANCIAL: 7) Implementation competency-based HRM systems; 8) Enhance resource generation and efficient fund utilization; 9) Practice prudent fiscal and resource management.
  • GUIDING PRINCIPLES: I - Integrity and Professionalism; C - Collaboration and Community Involvement; O - Organizational Discipline; N - Nurturing Innovation and Excellence.

College/Program Goals and Program Objectives

  • Goals of the College of Computing/Engineering and BEED: The College is committed to its overarching goals (not itemized beyond the section heading in the provided transcript).
  • Objectives of the Physical Education Program:
    1) Inculcate in students the preservation of man and his environment, cultural, moral, and social heritage as a foundation of the Philippine Physical Education System.
    2) Recognize and analyze the contribution of Physical Education to total well-being and a rich and full life.
    3) Perform activities that are valuable, satisfying, and applicable outside the school.
    4) Develop a nation of participants, not just spectators, but a nation engaged in the “vigorous life.”
    5) Recognize the rights and privileges of women to enhance gender issues and sensitivity in society.

Grading System and Policy (Module/Syllabus Rules)

  • Grading System:
    • Written Works, Attendance, Quizzes: 25%
    • Major Examination (Midterm) / Portfolio (Final): 25%
    • Performance, Output, Product: 50%
    • Total: 100%
  • Policy:
    • 1) Students must wear PATHFIT uniform during synchronous and asynchronous class.
    • 2) Find a suitable place for learning and avoid distractions.
    • 3) Be respectful; mindful of language, humor, and sarcasm.
    • 4) Students are allowed a maximum of 5 absences regardless of the excuse.
    • 5) Students exceeding the 15-minute grace period will be marked absent.
    • 6) No cheating in any form during exams, quizzes, or assignments.
    • 7) Use of cellphones during class is not allowed unless permitted by the instructor.
    • 8) Submit requirements on or before the given deadline.
    • 9) Avoid duplicating fellow students' outputs; if proven, the requirement will be rejected.
    • 10) Plagiarism will result in academic penalties.
    • 11) Instructor prerogative to allow makeup for missed requirements upon proof of excuse.

Module 1, Lesson 1: Meaning, Purpose, Forms of Dances

  • Learning Objectives:
    1) Explore the meaning of dance.
    2) Identify the different purposes of dance.
    3) Analyze the forms of dance.
    4) Explain how dance influences and reflects societal values.
  • Learning Content: Meaning of Dance
    • Dance is a movement organized in time, space, and energy for expression, communication, and personal satisfaction.
    • Dance is an elegant, regular movement, harmoniously composed of attitudes and posture.
    • Historical purposes of dance include: physical activity, popular entertainment, religious worship, profession, art form, societal/recreational outlet.
  • Why Dance? Contribution to education: integrates physical, emotional, intellectual development; enables expression and communication in social/cultural context.
    • Skills developed: use bodies skillfully and creatively; develop creativity/imagination; use expressive movement as communication; awareness and sensitivity to others; analyze form and quality in movement.
  • Purposes of Dance in Education (Kraus & Chapman, 1981):
    1) Movement Education – early education emphasis; enjoyable physical activity (adult form: aerobic dancing).
    2) Development of Personal Creativity – body as instrument; problem-solving with energy, time, space.
    3) Aesthetic Experience – dancer as the work of art; integration with music, literature, costume, set design.
    4) Intercultural & Integrative Experience – explore other lands’ customs and cultures; integration of subjects around a unified theme.
    5) Social Involvement – group interactions; feedback; reflection on values; challenge stereotypes (gender, body image, attitudes towards pleasure and achievement).
    6) Carry-over Values – positive attitudes toward active participation after course completion.
  • Forms of Dance (eight widely found forms):
    1) Ballet
    2) Modern Dance (Contemporary Dance)
    3) Musical Stage Dance
    4) Ballroom Dance
    5) Ethnic Dance
    6) Folk Dances
    7) Allied Movement Forms
    8) Classical Dance
  • Summary: Dance as expression, communication, cultural tradition; purposes and forms reflect evolution and significance of dance.

Module 1, Lesson 1: Assessments and References

  • Assessment (Part I): Identify form or purpose from given statements (ballroom, folk, etc.).
  • Assessment (Part II): Essay questions on importance, benefits of dance in education, and its global impact.
  • References include Dance for Fitness (Taeza & Milanio) and various online sources.

Module 1, Lesson 2: History of Dance and Its Impact in Philippine Culture

  • Learning Objectives:
    1) Understand historical evolution of dance from Prehistoric Times to Present
    2) Analyze impact of Primitive Era, Spanish Colonial, and American Colonial periods on Filipino dance
    3) Identify different types of dance forms
    4) Recognize the role of dance in cultural preservation
  • Brief History of Dance: Evolution from ancient rituals to contemporary styles; dance reflects societal changes and cultural exchanges; dance contributes to cultural identity and heritage.
  • Timeline highlights (prehistoric to present):
    • Prehistoric Times: Dance in rituals and communal events; earliest evidence from 9000-year-old cave paintings (India).
    • 3rd Millennium BC: Egyptians integrate dance into religious ceremonies; tomb paintings show dancers and instruments mimicking gods.
    • Ancient Greece (1st Millennium BC): Public/daily dance; development of Greek theatre; Olympian Games rituals.
    • Ancient India: Bharatanatyam and Hindu dance forms persist today.
    • Ancient Rome: Dionysus/Bacchus celebrations with dance.
    • 1400 BC Egypt: Dances depicted in paintings; performances for wealthy audiences.
    • Medieval & Renaissance Europe: Ballet becomes elite; Renaissance introduces new dance forms from Spain, France, Italy; Baroque dances gain popularity.
    • Post-French Revolution: New dance types emerge with less restrictive clothing and energetic movements; 1844 international polka craze; waltz.
    • Early 20th Century: Vernon & Irene Castle popularize modern two-person ballroom; Foxtrot, One-Step, Tango, Charleston, Swing, etc.
    • Late 20th Century–Present: Postmodern dance, Hip-hop, Breakdancing; global expansion of many styles.
  • Primitive, Spanish, and American Colonial Periods (Philippines)
    • Primitive Era: Dance as community life; Ethnic dances; Cordillera tribes (Ibaloy, Kankanai, Ifugao, Kalinga, Apayao, Bontoc); dances tied to sacred rituals; earth-related movement; Cordillera prayers involve a distinctive arm raise.
    • Mindanao/Sulu Archipelago: Islamic influence blends with Hindu-Malayan cultures; tribes Maranao, Maguindanao, Tausug; unique Filipino dance/music synthesis.
    • Primitive dances classified into: Ritual dances, Life-cycle dances, Occupational dances, Mimetic dances with examples (Pagdiwata, Dugso, Sohten, Bendian, Tahing Baila; Manmanok, Daling-daling, Pangalant Pangantin; Tudak, Tauti; Sayaw tu Baud, Pinuhag, Inamo-amo, Ninanog).
    • Spanish Colonial Period (1521–1898): Spaniards colonize for 333 years; Catholic missionaries integrate native traditions into church rituals; native dances adapted into Christian fiestas; dances used in education; European dances (jota, valse, fandango, habanera, rigodon, mazurka) simplified with regional characteristics; Spaniards did not formally teach these dances; locals adopted and adapted; mountain tribes largely preserved indigenous dances.
    • American Colonial Period: Treaty of Paris (1898) transfers sovereignty; U.S. introduces physical education in schools; Bodabil (vaudeville) and modern dance forms (Ballet, modern dance, Cakewalk, Swing, Lindy Hop, Big Apple, Charleston, Foxtrot, Slow Drag) plus Tango, Rumba, Samba, Paso Doble, Mambo, Cha-cha, Limbo Rock from the Caribbean; revival efforts by Dr. Jorge C. Bocobo (1927) led by Francisca Reyes Tolentino to preserve Philippine folk dances.
  • Summary: Dance as nonverbal communication and cultural expression; Filipino dance reflects colonial experiences and resilient identity, blending indigenous and Western influences to preserve culture.

Module 1, Lesson 2: Assessments and References

  • Assessments (Part I): Identify historical eras and dances by period (Prehistoric Times, Ancient Greece, Ancient Rome, Medieval Europe, Renaissance, Post-French Revolution, Early 20th Century, Present) and identify dances by Primitive, Spanish, or American.
  • Assessments (Part II): Short answer questions on the importance of dance to individuals/society, cultural origins and location, and how dance has changed the world.
  • References include Dance for Fitness, Subanen, Piamonte & Porras Teaching Guide, and various online sources.

Module 1, Lesson 3: Fundamental Position of the Feet and Arms

  • Focus: Five fundamental positions of the feet and arms; balance, coordination, fluidity; foundation for more complex movements.
  • Learning Objectives:
    1) Understand and identify the five fundamental positions of feet and arms.
    2) Execute each position in a given performance task.
    3) Apply correct body posture/positioning in various movements.
    4) Develop coordination and balance when combining foot and arm movements.
  • Key Concept: Weights distributed evenly on both feet; arm positions correspond to feet but there is flexibility between arm/feet alignment.
  • Five Positions (Feet/Arms):
    • First Position
    • Arms: raised forward with hands in front of the diaphragm; gentle curve from shoulder to fingertips.
    • Feet: heels close together; legs/feet turned out from the hips.
    • Second Position
    • Arms: horizontally raised to the side; gentle curve maintained; palms face audience.
    • Feet: heels about a foot apart; legs/feet turned out; varying degrees of turnout.
    • Third Position
    • Arms: one arm raised overhead; other hand in second position; upraised hand slightly in front to see fingers.
    • Feet: legs turned out from hips; one foot in front of the other; heel of front foot touches middle (instep) of back foot.
    • Fourth Position
    • Arms: one arm raised overhead (as in third); other arm returns to first position.
    • Feet: legs turned out; one foot in front of the other; separated about a foot.
    • Open Fourth: heels in line.
    • Crossed-over Fourth: heel of front foot in line with toes of back foot.
    • Fifth Position
    • Arm: arms rounded overhead; gaze along line of vision.
    • Feet: one foot in front of the other; heel of front foot touching big toe of back foot; legs turned out from hips.
  • Assessment (Module 3):
    • Part I: Identify positions (First/Second/Third/Fourth/Fifth) based on descriptions (multiple prompts listed in the module).
    • Part II: Short-answer questions on weight distribution and how arm positions enhance expression.

Module 1, Lesson 4: Formations and Basic Dance Holds

  • Focus: Basic formations and dance holds used in rhythmic activities; how they create structure and facilitate coordination.
  • Learning Objectives:
    • Identify and describe formations and basic dance holds.
    • Apply formations/holds in routines with proper technique.
    • Demonstrate correct formations and holds to improve structure.
    • Develop teamwork and spatial awareness through partner/group practice.
  • Formations Used in Dances/ Rhythmic Activities:
    • Column or long ways formation
    • Column or long ways formation (facing each other)
    • Partners facing each other (column formation)
    • Partners facing each other (double line)
    • Partners facing the audience (single line)
    • Square (quadrille) formation of 4 pairs
    • Semi-circle or half-moon
    • Square (quadrille) formation of 8 pairs
    • Single circle (partners facing each other)
    • Single circle (facing clockwise)
    • Single circle (facing counterclockwise)
    • Double circle (facing clockwise)
    • Double circle (facing each other)
    • Double circle (facing clockwise)
    • Double circle couples facing
    • Three concentric circles with a boy at the middle of two girls
    • V-shape formation
  • Basic Dance Holds (examples):
    • Close Ballroom Position – Couple facing each other; man’s right arm around the woman’s waist; left hands join at shoulder height.
    • Banjo Hold – Couple facing; offset, woman to the right/front; man right hand on woman’s left waist; left hand holds her extended right hand; woman’s left hand rests on his shoulder.
    • Butterfly Hold – Couple facing; hands joined right-to-left; arms extended to sides at shoulder height.
    • Conversation Position – Side-by-side, facing same direction; man’s arm around the woman’s waist; arms at sides.
    • Couple Hold – Side-by-side; inside hands held at hip height; arms at sides.
    • Escort Hold – Side-by-side; man’s right arm around waist; woman’s left hand through elbow to rest on forearm.
    • Cross-Back Hold – Right hands joined over left hands behind the couple.
    • Open Ballroom Position – Side-by-side; man’s arm around waist; woman’s left hand on man’s shoulder; arms at sides.
    • Promenade Hold – Side-by-side; man slightly behind; hands joined and raised.
    • Shoulder-Waist Hold – Face-to-face; man on small of woman’s back; arms on shoulders; upright.
    • Skaters Hold – Side-by-side; hands joined with right over left and left over right.
  • Summary: The module outlines key formations and holds to support coordinated movement and synchronized group performance.

Module 1, Lesson 4: Assessments and References

  • Assessment (Part I): Demonstrate formations and basic holds in a coordinated group setting; evaluation criteria include formation execution, holds, coordination, teamwork, and overall performance.
    • Formation Execution: 30%
    • Partner Holds: 20%
    • Coordination & Synchronization: 20%
    • Teamwork & Awareness: 20%
    • Overall Performance: 10%
    • Total: 100%
  • References include Dance for Fitness (Taeza & Milanio) and additional online sources.

Module 1, Lesson 4: Dance Terms

  • Focus: Key dance terms and vocabulary used in various dance styles; understanding terms improves communication with instructors and execution of routines.
  • Learning Objectives:
    • Identify and define dance terms used in various genres.
    • Apply these terms in practice to perform techniques.
    • Demonstrate terms through specified performance tasks.
    • Appreciate the structure and language of dance.
  • Learning Content: A glossary of terms with definitions (examples below).
    • Abrasete – Girl holds partner's right arm with her left hand when side-by-side; Spanish origin; used in Rigodon.
    • Accent – Stress or emphasis on a musical note; beat emphasis may be on different beats; syncopation occurs when first beat is not the strongest.
    • Address Partner – Bow or curtsy; college/ceremonial etiquette in dances.
    • Advance & Retire – Move forward, nod, then return to original place.
    • Allemande Left/Right – Courtesy movements in quadrille or circle formations.
    • Arch – Dancers form an arch with joined hands; others pass beneath.
    • Arms in Lateral Position / In Reverse "T" – Arm placements.
    • Balance – Body equilibrium; static vs dynamic balance.
    • Bar (Music) / Beat / Measure – Musical terms; bar division.
    • Bounce / Bow / Brush / Buzz Step – Movement techniques.
    • Cabeceras (Head Couple) / Cast Off / Center / Chasse / Circle Left/Right / Clockwise (LOD/RLOD) – Terms related to formations and movements.
    • Close / Cortez / Costados / Count / Counterclockwise / Cross Over / Crossed Arm/Hand Hold – Additional technique/holding terms.
    • Curtsey / Cut / Dip (Forward/Backward) / Do-si-do / Draw / Elbow Swing / Folded Arms – Dance actions.
    • Forward/Backward Step, Hop, Jump, Kick (two meanings) / Kumintang / Ladies Chain / Lead Couple / Leap / Lift – Various moves.
    • Line of Dance (LOD) / Inside/Outside Foot/Inside/Outside Hand / Partner's Side / Turn Left/Right – Movement directions and placements.
    • Pivot / Point / Quadrille / Round/ Home/ Visiting – Additional terms for positioning and figures.
    • Rhythm, Rock, Run / Salok / Saludo / Sarok / Set / Shoulder Hold / Star (Right/Left Hand Star) – More terms used in partner/group dances.
    • Tempo / Time Signature / Touch / Turn (courtesy turn) / V Hold / Close V Hold / Open V Hold / W Hold / Walk / Weight – Musical and movement terms.
  • Assessment (Part I): Identify terms described by statements (e.g., static foot balance, Abrasete, touch, etc.).
  • Part II: Short-answer questions on the importance of mastering basic dance terms and life impact.
  • References include Dance for Fitness, Quizlet, biomechanics and other resources.

Overall Summary (Integrated View)

  • The module covers the fundamentals of dance as an educational tool: meaning, purposes, and forms; historical evolution with a focus on Philippine culture and colonial influences; fundamental foot/arm positions; dances formations and holds; and a comprehensive glossary of dance terms.
  • It emphasizes the integration of physical education with cultural education, development of creativity, aesthetics, intercultural understanding, social skills, and values-based education.
  • Assessments are designed to test factual knowledge (forms, eras, terms), applied skills (execution of positions, holds, and formations), and reflective understanding of dance in society.

References (Cited in the Transcript)

  • Dance for fitness by Elinita G. Taeza and Nita M. Milanio
  • Various online sources: Wikipedia, cultural sites, and educational resources cited in the module.