PE DANCE

WHAT IS DANCE?

Dance is a series of movements that follow the rhythm of the musical accompaniment. It is a creative form that allows people to freely express themselves (Caslib et.al, 2018). It is the act of moving the body in rhythm, usually set to music. It develops grace, agility, and coordination of body movements.

DANCE HISTORY

Where did it all started?

Dance is one of the oldest forms of art across the world. Throughout history dance has been expressed during rituals, spiritual gatherings, and social affairs. While dance itself cannot leave tangible proof, ancient stone paintings and cave carvings have been closely observed.

Cave Painting

The very first physical proof to support the question of where does dance come from are 9,000 year old cave paintings in India. Imagery of humans socially gathering and dancing were found alongside carved stories of hunting, childbirth, rituals, and burials.

Egyptian Tomb

Widespread dance evidence dates back between 3100-2100 BC in Egypt. Tomb paintings tell stories where priests use musical instruments and dance to celebrate gods and moving constellations. Many paintings from this time of dance illustrate women in revealing garments dancing for the men of wealth.

Dance has changed a lot since the time we understand it to have been created (9000 years ago). There are many different types of dance genres in today's society, with more being developed all the time. New types of dance always draw upon features of dance genres that have come before - whether they use a particular type of music or beat, have strict choreography or are open to interpretation.

RHYTHMIC ACTIVITIES

are the physical manifestation of an individual to rhythm, these are activities in which a person responds physically, mentally, emotionally and socially to music or any rhythmic accompaniment.

RHYTHM

is the pattern of regular or irregular pulses caused in music by the occurrence of strong and weak beats.

Objectives of Rhythmic Activities

1. Develop skills necessary for recreational enjoyment.

2. Maintain good posture and physical etticiency.

3. Promote emotional freedom.

4. Develop a balanced and well-coordinated body.

ROLE AND FUNCTION OF DANCE

According to Guha (2012), dance is an expression of self and emotion. It involves physicality of movement both bodily and facial. Smith (2010) emphasizes that dance is a fundamental element of human behaviour and has evolved over the years from primitive movement of the earliest civilization to traditional ethnic or folk style, to the classical ballet and modern genres popular today. No dance form is permanent, definitive or ultimate. Changes occur but the basic element of dance endures.

“Dance is for all people”

The joy derived from participating in dance of any genre and then physical activity required provides the opportunity for the pursuit of a healthy lifestyle in today’s world. More so, dance complements the acquisition of motor skills in performing a function by teaching or expression and communication.

Participation in dance promotes motor skill development and self-discovery, builds self-esteem, engages individuals in a positive opportunity to interact socially and increases cultural understanding. As a form of recreation, dancing has long provided fun,relaxation, and companionship.

Today, dancing either at a party or other gatherings continues to be a very popular way for people to enjoy themselves and to make friends. Most people dance simply to have fun or to entertain others but dancing also serves many purposes. For many people, dancing provides one of the most personal and effective means of communication. A dancer expresses such feelings of joy, anger or helplessness without saying a word.

1st Cave painting

2nd egyptian tomb

Rhythmic activities- physical manifestation

Rhythm- pattern

Objectives of Rhythmic Activities

Develop skills necessary for recreational enjoyment.

Maintain good posture and physical efficiency.

Promote emotional freedom.

Develop a balanced and well- coordinated body.

Elements of Dance

The elements of dance are the ingredients of dance. Often one or two elements predominate in dance but all elements are present. The different ways of combining and using the elements determine the expression of the dance.

BODY- The body is the instrument of dance. it is the mobile figure or shape, felt by the dancer, seen by others. The body is sometimes relatively still and sometimes changing as the dancer moves in place or travels through the dance area. Dancers may emphasize specific parts of their body in a dance phrase or use their whole body all at once.

Elements of the body

ACTION- Actions are what the body is doing. Movement is a change of position in space that is governed by mechanical principles that limit the ability of an individual to move effectively and efficiently.

FACTORS AFFECTING ACTIONS

SPACE- Space is where the body moves. It is the medium of dance. As dancers move through space, their bodies create patterns on the floor and in the air. Edwards(2013) mentions that the perception of space is viewed in relation to the body, the space of others, and the unoccupied place or general place.

Awareness of space is encouraged in the dance strand by learning about the following space concepts:

1. General - the dance area.

2. Personal - the space reached while stationary.

3. Directions - forward, backward, sideways, upwards, or downward

4. Focus - where the eyes or the intention of the movement is directed.

5. Levels - high, middle, low, or deep.

6. Pathways - the patterns or design made in the air or on the floor by the person's movements, pathways appear as straight lines, curved lines, or

combinations of straight and curved lines.

7. Shape - the design of the body's position.

8. Size - the magnitude of the body shape or movement, size is on a continuum of small to large.

TIME- The rhythm and repetition patterns of a dance are called time. It is this element that dictates not only the duration of a dance, but the speed in the execution of its steps. The rhythm of a dance can be previously choreographed or be free, giving the dancer freedom to move at will.

Time may also be organized in other ways including:

Clock Time

We use clock time to think about the length of a dance or parts of a dance measured in seconds, minutes, or hours.

Timing Relationships

When dancers move in relation to each other (before, after, together, sooner than, faster than).

Metered Time

A repeated rhythmic pattern often used in music (like 2/4 time or 4/4 time).

Free Rhythm

A rhythmic pattern is less predictable than metered time. Dancers may perform movement without using music, relying on cues from one another.

Energy- Energy is about how the movement happens. In combination with time and action, the energy corresponds to the degree of tension or fluidity with which the steps are executed.

Some ways to think about energy are:

Attack

Is the movement sharp and sudden, or smooth and sustained?

Weight

Does the movement show heaviness, as if giving into gravity, or is it light with a tendency upward?

Flow

Does the movement seem restricted and bound with a lot of muscle tension; or is it relaxed, free, and easy?

Quality

Is the movement tight, flowing, loose, sharp, swinging, swaying, suspended, collapsed, or smooth?

Finally, a great way to remember the five

elements is by thinking of the acronym BASTE:

B-ody

A-ction

S-pace

T-ime

E-nergy

Values of Dance

Engaging in dance activities benefits a person in so many ways. These endeavors promote total development of each individual.

1. Dance is a highly educational activity which provides the knowledge and information of other people's folklores, superstitions, legends, rituals, customs, celebrations and festivals. It also provides us with the clues to the temperaments, point of views and philosophy of other people.

2. Dance is a part of our culture and its inclusion in the Physical Education Program will help preserve social customs and traditions by passing them along from one generation to another.

3. Dance is a splendid medium for the development of muscular endurance, strength, flexibility and organic vigor.

4. Important attitudes and social learning can be promoted through a well-conducted program of dance activities. To be at ease with the opposite sex, to learn social graces and to make common elements of courtesy a practice is important goal of a dance.

5. Dance activities offer good opportunities for incidental and direct teaching in posture which can result in the development of grace and poise.

Dance outcomes

Cognitive outcomes

*Dancers increase knowledge and vocabulary through an understanding

of the concept and principles of dance,

* Dancers solve movement problems that are both simple and complex,

honing problem-solving skills

* Dancers gain an understanding of the global community through the

study of dance history and culture,

* Dancers develop auditory, visual, literacy, and verbal skills through

observation and multimodal forms of reflection,

* Dancers increase knowledge of other subjects as dance is integrated

into the school curriculum,

* Dancers expand creative skills through choreography and

improvisation, and * Dancers improve memory through the recollection of concepts, steps, patterns, and phrases.

Affective outcomes

*Dancers express feelings through movements, becoming more attuned to the

inner self,

* Dancers experience contrasting movements that help them define feelings, * Dancers express feelings and thoughts about their own and other people's

dances, helping them to put feelings and thoughts into words, * Dancers increase self-esteem through self-expression and the mastery of movement concepts while being engaged in a positive, non-competitive dance

form,

Physical outcomes

* Dancers develop self-discipline as they develop skills and create dance, * Dancers learn to take risks by mastering movement challenges. They learn to trust, through activities that involve weight sharing, partnering, and group

cooperation,

* Dancers gain an appreciation for other culture and movement styles,

* Dancers respect the role of dance has in lifelong well-being.

*Dancers develop healthy habits through movements and exercise, * Dancers apply the concepts and principles of dance as they

develop dance skills,

* Dancers develop body awareness. control, balance, and

coordination,

* Dancers gain physical strength, flexibility, stamina, and agility,

* Dancers release stress through positive physical activity, * Dancers expand their personal movement vocabulary as they

work with other dancers and learn from other cultures, and

* Dancers develop sensorimotor skills.

Social outcomes

*Dancers learn to collaborate with others through partner and group

work,

* Dancers bond with one another through positive physical contact and

verbal reflection,

* Dancers develop poise through informal showings or formal

performances,

* Dancers develop leadership skills by taking the lead in a partner and

group work,

* Dancers learn the appropriate way of touching others through gentle

physical contact and weight sharing, * Dancers discover the value of individual differences through creative exploration, problem-solving, and the study of other dance forms and cultures.

* Dancers attend and support a variety of dance functions and events.

Dance Forms
Classical Ballet- Dance of supreme standards learned from academe. Ballet used to be a court dance that developed into the highly stylized theater art that it is today. It had its beginning in Italy, developed and nurtured in France, and perfected in Russia.

Modern Dance- A deviation from the principles of classical ballet developed by Isadora Duncan. It was developed in Germany and the USA. It is characterized by the natural and true expression of the human body and soul. This dance attempts to express an idea without setting rules as to how the idea is to be conveyed.

Contemporary Dance- A collaborative style that includes modern elements, jazz, ballet and hip-hop.

Ethnic and Tribal Dance- A dance particularly found in a group of people living together in a locality with common beliefs and customs.

Social and Ballroom Dance- Includes all dance forms which bring individuals together in dances designed for group participation and enjoyment. This is usually held in the evenings and participants are usually in formal attire for the purpose of recreation and entertainment.

Popular Dance- Highly recognized as a dance form in television and other dance centers.

Hip-Hop Dance- Is a style of movement characterized by bounces and rocks, executed to Hip Hop music.

Dance Sports- Used to describe high level American style and international style ballroom dancing. It is done on a competitive level rather than exhibition or social dancing. It features two categories namely the Modern Standard and Latin American dances.

Folk Dances- Are traditional dances of a specific folk handed from generation to generation in the manner of all traditions. These dances are usually native to one group of people who developed them based on their daily activities.

COMMON DANCE TERMS:

1. Arms in lateral position - both arms are at one side either right or left, at shoulder, chest or waist level.

2. Brush - weight on one foot, hit the floor with the ball or heel of the other foot and lift that foot from the floor to any direction.

3. Crossed arms - partners facing each other or standing other's right (left) side, side by side join their left hands together and the right hands together; either right over left or left over right hands.

4. Cuts - to displace quickly one foot with the other.

5. Do - is - do - partners advance forward, pass each other's right(left) side, step across to the right move backwards without turning around, pass each other left side to proper places.

6. Hayon - hayon - to place one forearm in front and the other at the back of the waist.

7. Hop- a spring from one foot landing on the same foot in place or in any direction.

8. Jaleo - partners turn around clockwise (with right elbows almost touching) or counterclockwise ( with left elbows almost touching using walking or any kind of dance steps.

9. Jump- a spring on one foot or both feet landing both feet in any direction.

10. Kumintang- moving the hand from the wrist either in a clockwise or counterclockwise direction.

11. Leap - a spring from one foot landing on the other foot in any direction.

12. Place- to put foot in a certain position without putting weight on it.

13. Pivot - to turn with the ball, heel or whole foot on affixed place or point.

14. Point - touch the floor lightly with the toes of one foot, weight of the body on the other foot.

15. Panadyak - to stamp in front or at the side with the right foot and tap with same foot close to the left foot.

16. Patay- to bend the head downward and to support the forehead with the r forearm or with the crook of the elbow while the left hand supports lightly the palm of the right hand. This is usually done with the left foot pointing in rear and knees slightly bent. This is an llocano term and the movement is

17. Salok - to swing the arm downward- upward passing infront of the body as if scooping, the trunk is bent following the movement of the arm doing the Salok.

18. Saludo- partners bows to each other, to the to the audience, opposite dancers, or to the neighbors with feet together. This is of Spanish origin and is used in almost all Philippine dances.

19. Sarok- cross the right foot in front of the left, bend the body slightly forward and cross the hands down in front of the right hand over the left. This is a Visayan term.

20. Slide - to glide foot smoothly along the floor. The movement may be finished with or without transfer of weight.

21. Stamp - to bring the foot forcibly and noisily on the floor with or without transfer of weight.

22. Tap - to rap slightly with the ball or the toe of the free foot, flexing the ankle joint keeping weight of the body on the other foot. There is no change or transfer of weight.

23. Whirl- to make fast turns by executing small steps in place to right or left.