Lourdes College

Inc.
Integrated Basic Education Department
SENIOR HIGH SCHOOL
Gen. Capistrano Street, Cagayan de Oro City
S.Y. 2020 - 2021, First Semester

LEARNING MODULES
Physical Education 3 - Dance

Prepared by

RUBY C. BANAWAN, LPT

Modules for the Week

August 3 – 7, 2020
 Lourdes College
Inc.
Integrated Basic Education Department
SENIOR HIGH SCHOOL DEPARTMENT
Capistrano-Hayes St, Cagayan de Oro City

Module for Online Learning

General Instructional Guidelines

SUBJECT: PHYSICAL EDUCATION 3 for GRADE 12

Greeting: Good morning / afternoon everyone! Praised be Jesus and Mary! Welcome to our
module for this session. You will find here our general instructional guidelines, then the
components of our module. You will be guided one step at a time through the specific
instructions of the learning tasks given below, which intend to develop our cognitive
skills as well as our values, considering current social realities. Let joy and peace
abound in your mind and heart as you genuinely and responsibly respond to the
learning processes that this module offers.

I. General Instructional Guidelines

1.1 Please refer to the Unit Plan for the Subject description, minor and major performance tasks,
and criteria for grading. Consultation will be provided through our group chat, email, Gmail, SMS,
Edmodo or other social network. I will monitor your participation in our learning activities through
these chosen media. In addition, you are always encouraged to voice any concerns on internet
connections so that appropriate adjustments can be done.

1.2. Your honesty and integrity are few of the most important component to whatever outputs
asked from the module. A plagiarism-checker tool will be utilized as one of the measures in
assessing your outputs. Use in-text citation (citing the author and year) when you mention a
statement coming from a source other than the list of references that can be found in your paper.

1.3. Feedback is an essential component in this mode of delivery. You will be asked of your
assessment of your learning experience in this subject so that we will be able to improve our
learning processes in the succeeding instructional delivery.

1.4. You are reminded that at the end of the module, you are expected to comply all the required
tasks/activities.

Note: Make sure you are wearing your complete PE uniform and rubber shoes in doing the task.
Record a video and kindly upload your output in our Google Classroom using your
individual account. Strictly wear your PE uniform or else video performance will not be
recorded.

File name must be: FamilyName_Activtity_A.

Example: Banawan_Activity_1. Deadline will be on August 7, 2020, 6PM sharp. If you have
considerable concerns or problems, feel free to communicate about it.
Module No. 1: Traditional (folk and ethnic), Modern and Contemporary

Module Overview: In this module, we will examine the brief history and nature of dance, how
dance came about, and where it all began. We will also discuss the elements and characteristics
of dance to better understand the components of dance performance. Moreover, determining the
benefits of dancing and learning how to appreciate and evaluate a dance composition and
performance will also be covered. Note that the dances used as examples for the exercises in the
succeeding topics are mostly Philippine folk dances to augment promotion and appreciation of
these dances.

LESSON 1: BRIEF HISTORY, NATURE AND ELEMENTS OF DANCE

TRANSFER GOAL/LEARNING OUTCOME:

The students in the long run and on their own will be able to master the art of kinetic
communication of western concert dance, (classical and contemporary ballet, and modern
dance), and consistently demonstrate a sense of style, finesse, quality, attention to detail, clarity
of movement, and artistic performing ability that is given to us by our Father Jesus Christ.

OBJECTIVES:

In these lessons, you will learn the following:

1. discuss the different nature of dance.

2. demonstrate an understanding of dance in cultural and historical contexts at personal, local,

and global levels.

3. demonstrate an understanding of how dance celebrates, comments on, and influences issues
and events in local and global contexts, both historical and present day.

CONTENT FOCUS:

What is Dance?

“Dance is an activity which can take many forms and fill many different needs. It can be
recreation, entertainment, education, therapy, and religion. In its purest and most basic form,
dance is art, the art of body movement.”

Dance differs from athletics or other daily activities because it focuses primarily on “an
aesthetic or even entertaining experience” (Myers, 2005). It provided variety of functions
throughout history due to its multidimensionality. Although there have been immense comparative
differences in period and culture, people still dance mainly for four reasons: (a) to please the
Gods; (b) to please others; (c) to please themselves or self-expression; and (d) to build community
within an ethnic groups or social interaction (Myers, 2005).

Why do people dance? https://www.britannica.com/art/dance

BRIEF HISTORY AND NATURE OF DANCE

“Before man can do anything, he must draw breath, he must move. Movement is the
source and condition of life. To dance is to be out of yourself. Larger, more beautiful, more
powerful. This is power, it is glory on earth and it is yours for the taking.” –Agnes de Mille (1963).

People from the prehistoric era performed ways they hoped would appease the forces of
nature or give then new powers of their own. It was only during the pre-Christian era that the real
knowledge of dance came about within the great Mediterranean and Middle Eastern civilizations.
As Kraus and Gaufman (1981) said, “Man originally to supplicate the Gods on all important
occasions of life”. Dance became full-blown and was richly recorded in ancient Egypt as reflected
in their wall paintings, reliefs, and in the literary record in hieroglyphs.

For ancient Greeks, who thought closely linked with

other kinds of experiences such as an aid to military
education among the boys in Athena and Sparta, as well as
a form of entertainment and display. The Greek also used
dance to aid education in general as philosophers such as
Plato, Aristotle, and Socrates strongly supported this art as
an integration of the body and soul. In fact, Plato himself
immensely gave importance to dance in education as stated
in his educational on the Laws. He highlighted the two kinds of dance and music: the noble (fine
and honorable) and the ignoble (imitating what is mean or ugly).

The ancient Rome gave less importance to dancing

as the nation grew wealthy and powerful. It became brutal
and sensationalized as their entertainers were slaves and
captives from many nationalities. It was used more often
for gruesome purposes. It eventually became an integral
part of the corruption in the latter days of the Roman
Empire, resulting in the condemnation of dance by the
early Christians. After the fall of Rome, the history of dance
transformed following the development of the Catholic Church, which was by then the sole
custodian of learning and education as well as the source of morals. During this time, theatrical
entertainment was prohibited and dance was performed only during worships, church services,
and religious ceremonies.

The peasants performed two basic types of dancing:

the round dance and the couple dance. In round dance,
dancers hold each other by hand, forming a long chain and
move about in an open or closed circle, or in an extended
line. Couple dance, at that time, was not as popular as
round dance as it was considered scandalous when first
seen.

Although the Church had condemned dance as entertainment, some singers, dancers, poets,
actors, musicians, and jugglers continued to wander in village
squares to perform during the Dark and early Middle Ages.
These performers were eventually welcomed in the castles
and chateaus of feudal lords. The common people also
amused themselves by doing dances that were social in
character, marking the beginning of social dancing. Nobility
soon followed the peasants’ lead in dancing but in a more
refined and courtly form as court dances emerged as part of the chivalric way of life.

During the Renaissance, dance, and art in general, was wholly

accepted and gained impetus. The old restraints were loosened and clerical
ideas and purposes no longer dominate all creative expressions of human
spirit. The entertainers now became valuable appendage to the courts of Italy
and France.

In the 15th and 16th centuries, new court dances in Europe performed
by the nobility came about at about the same time as the rise of the art of
ballet in Italy and France. From then on, several other dance forms continued
to sprout and spread across several countries. After the pinnacle of ballet prominence,
contemporary dances that were stylistic variations of ballet emerged and evolved in Europe. Other
dance forms also came to light and have been widely recognized worldwide.

From the earliest moments known human history, dance accompanied ancient rituals,
spiritual gatherings and social events. http://www.dancefacts.net/dance-history/history-of-dance/
https://educationcloset.com/wp-content/uploads/2014/08/A-VERY-Brief-Overview-of-Dance-
History.pdf

BENEFITS OF DANCE AND CREATIVE MOVEMENT

Physical

 Develops cardiovascular and muscular endurance

 Improves coordination, balance, flexibility, and body
composition.
 Lower risk of cardiovascular disease
 Lowers body mass index
 Lowers resting heart
 Improves lipid metabolism
 Enables joint mobility (hip motion and spine flexibility)
 Helps improve and maintain bone density, thus helping prevent osteoporosis
 Helps recover coordination and neuromuscular skills after injury.
Mental/ Emotional

 Helps keep the brain sharp

 Decrease incidence of dementia and Alzheimer’s disease
 Decrease depressive symptoms
 Increases self-esteem and improves body image
 Aids in releasing emotional and physical tension
Social

 Gives sense of togetherness within a group

 Encourages positive social interaction and
interpersonal relationship in a group
 Contributes to the individual’s potential for self-
actualization in society.
Cultural

 Promotes cultural values

How does creative movement and dance help children

grow? https://www.businessballs.com/health-and-
wellbeing/dance-history-theory-benefits-dance-teaching/
https://www.reyn.org/Downloads/The_Benefits_of_Dance.pdf

ELEMENTS OF DANCE

“Existence is movement. Action id movement. Existence is defined by the rhythm of forces

in natural balance.” – Rudolf von Laban

The human body is living in time and space, and its exhibits some effort. Thus, all
movements occur in time, through space, and with effort (Schrader, 1996). Since dance entails a
lot of movements, it uses the very same elements, space, time and energy. These elements are
beneficial to anyone interested in recognizing, analyzing, or creating movement.
Space

This is the area the performers occupy and where

they move. It can be divided into four different aspects, also
known as spatial elements.

a) Direction – dance movements can travel in an y

direction. The performers can go forward, side,
backward, diagonal, circular, and so on. They may
also face any direction while executing a single movement or several phrases.
b) Size – movements can be varied by doing larger or smaller actions.
c) Level – movements can be done in a high, medium, or low level.
d) Focus – performers may change their focus by looking at different directions.

Figure 2.1. The use of spatial elements. The picture on the left (a) shows how a movement is done in
different sizes while the picture on the right (b) shows how to vary focus. Both pictures show how movement
is done at different levels.

Timing

The movements in timing may be executed in varying

tempo (speed). Performers move with the tempo of an
underlying sound, known as beat or pulse. The timing can be
varied by moving faster or slower than the normal beat. When
a sequence of a movement or group of phrases is done in
varying tempos, they generate rhythmic patterns. The
addition of silences or pauses also adds to rhythmic patterns.

Dance Energies

The movements here propelled by energy or force. A

force can either initiate or stop an action. Dances uses
different energies and a varied use of these minimizes the
monotony of the movements in a performance. There are six
qualities of dance energies presented below/

a) Sustained – movements are done smoothly,

continuously, and with flow and control. It does not
have a clear beginning and ending.
b) Percussive – movements are explosive or sharp in contrast with sustained movements.
They are accented with thrust of energy. They have a clear beginning and ending.
c) Vibratory – movements consist of trembling or shaking. A faster version of percussive
movements that produces a jittery effect (Minton, 2007).
d) Swinging – movements trace a curved line or an arc in space. The movements are
relaxed and giving in to gravity on the downward part of the motion, followed by an upward
application of energy.
e) Suspended – movements are perched in space or hanging on air. Holding a raised leg in
any direction is an example of a suspended movement.
 f) Collapsing – movements are released in tension and gradually or abruptly giving in to
gravity, letting the body descend to the floor. A slow collapse can be described as a melting
or oozing action in a downward direction (Minton, 2007).
Bodily Shape

It refers to how the entire body is molded in space or the configuration of body parts. The
body can be rounded, angular, or a combination of two. Other body shapes can be from wide to
narrow and from high to low. They can be symmetrical and asymmetrical.

a) Symmetrical – balanced shape; movements are practically identical or similar on both

sides.
b) Asymmetrical – unbalanced shape; movements of two sides of the body do not match or
completely different each other.

Figure 2.2. Examples of Symmetrical and Asymmetrical Bodily Shapes

Group Shapes

In this element, a group of dancers perform movements in different group shapes. They
are arranged in ways that are wide, narrow, rounded, angular, symmetrical, or asymmetrical and
are viewed together as a total picture or arrangement within a picture frame (Minton, 2007).

There are many more possibilities for each element. Can you think of others?
https://www.nationalartsstandards.org/sites/default/files/Dance_resources/ElementsOfDance
_organizer.pdf, https://www.elementsofdance.org/,
https://www.kpbsd.k12.ak.us/Workarea/DownloadAsset.aspx?id=36260
 Self-Check Test

Direction: Matching Type. Match the terms in column A to the definition in column B. Write the
letter of your answers on the space provided before each number.
Column A Column B
_____1. Promotes cultural values a. movements may be executed in varying
_____2. Dancing tempo (speed)
_____3. Reason of dancing b. use as an instrument of expression in
_____4. Body time and space
_____5. Beat or Pulse c. it is the specific dance benefits
_____6. Bodily Shapes d. to please Gods to please others to please
_____7. Dance Energies themselves or self-expression to
_____8. Vibratory build community within an ethnic
_____9. Percussive group or social interaction
_____10. Timing e. movements consists of trembling or
shaking
f. refers to how the entire boy is molded in
space or the configuration of body
parts
g. performers move with the tempo of an
underlying sound
h. movements are explosive or sharp in
contrast with sustained movements
i. movements here are propelled by energy
or force

TAKE ACTION:

TASK 1: CONCEPT REVIEW!

Direction:
1. Briefly define the meaning of dance. Discuss its nature and history.

TASK 2: DANCE BENEFITS!

Direction:

1. Search any dance class of your choice on youtube. Give at least two benefits of dance
based on the following:
Physical

1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
Emotional

1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
Mental

1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
Cultural

1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
2. Plan on how you will present your answer through multimedia presentation.

3. Be guided with the following rubrics.

Multimedia Presentation

You could visit the links for examples: (https://www.presentationmagazine.com/how-to-create-a-

multimedia-presentation-164.htm)

Excellent (5pts) Good (3pts) Needs Improvement

(1pts)
Research/notetaking/ Note cards/ graphic Notes show you Notes show you
planning organizer indicates you recorded relevant interpreted statements,
accurately researched a information from graphics and questions
variety of information multiple sources of and failed to identify
sources, recorded and information, evaluated relevant arguments.
interpreted significant and synthesized
facts, meaningful relevant information.
graphics, accurate
sounds.
Content Content is written The content is vague in Sequencing of ideas in
clearly and concisely conveying a point of unclear. Includes little
with a logical sequence view and does not information – only one
of ideas and supporting create a strong sense of or two facts about the
information. The project purpose. Includes few topic. Information is
gives the audience a facts. Some of the incomplete, out of date
clear sense of the main information may not and/or incorrect.
idea. Information is seem to fit. Sources
accurate and current. used appear unreliable.
Writing Mechanics The text is written with The text is clearly Spelling punctuation,
no errors in grammar, written with little or no and grammar errors
capitalization, editing required for distract or impair
punctuation, and grammar, punctuation, readability. (3 or more
spelling. and spelling. errors.)
Layout The layout is visually The layout shows The layout is cluttered,
pleasing and structure, but some confusing, and does not
contributes to the elements appear use spacing, headings
overall message with cluttered, busy or and subheadings to
appropriate use of distracting with gaps of enhance the readability.
headings, subheadings white space or uses a
and white space. distracting background.
Text Elements The fonts are easy-to- Sometimes the fonts Overall readability is
read and point size are easy-to-read, but in difficult due to
varies appropriately for few places the use if inappropriate
headings and text. Use fonts, Italics, bold, color contrasting colors, poor
of Italics, bold and or busy background use of heading,
indentations enhances detracts and does not subheadings,
readability. The enhance readability. indentations, or bold
background and colors formatting.
enhance the readability
of text.
Pictures/ illustrations/ You have included more You have included 3 You have included 1 to
sounds than 3 meaningful picture/ illustrations to 2 pictures/ illustrations
pictures/ illustrations to support your research to support your
support your research information. Graphics research information.
information. Phot are relevant. Photo Graphics may lack
credits included. credits included. Most relevance. Photo credit
Images are proper size images are proper size, not included. Graphics/
and resolution, and all resolution. sounds do not enhance
images enhance the understanding of the
content. content, or are
distracting decorations
that create a busy
feeling and detract from
the content. Images are
too large/small in size,
poorly cropped or
color/resolution is fuzzy.
Timeliness/ Neatness The writer/ creator has The writer/ creator has The writer/ creator has
completed the not turned the prewriting not turned the prewriting
prewriting part of the part of the assignment part of the assignment
assignment on time, in on time or the in on time and the
and the assignment is assignment is not done assignment is nor done
done neatly. neatly. neatly.
Citations Sources of the Most sources of No way to check source
information/ photos are information / photos are of information.
properly cited so that documented to make it
the audience can possible to check on the
determine the credibility accuracy of information.
and authority of the
information presented.
All sources of
information are clearly
identified and credited.
(https://www.rcampus.com/rubricshowc.cfm?code=Z3XCB6&sp=yes&)

TASK 3: ELEMENTS OF DANCE! (PERFORMANCE TASK)

DIRECTIONS:

1. Pick a simple movement of your choice such as arm raising or bending. Explore the
elements of dance by doing the following exercises. Record a video when an element is
incorporated to the simple movement.
a) Space. Standing on one spot, execute a simple movement. Try to vary the size of
your movement by making it look smaller or larger. Observe yourself in a mirror
while doing this movement. Try executing the same movement while you face your
body in different directions. Now, add a basic walk with your chosen movement
and walk to a different direction on specific counts. Then see how it feels like to
change direction on every count. After changing directions of your walk, try tracing
a simple geometric pattern (i.e., circle, square, triangle, and so on). This geometric
shape is your floor pattern.
b) Timing. Gradually increase the tempo of your chosen movement and then slow it
down. Using the same floor pattern as in (a), vary the tempo of the pattern at
several points. Compare the variations.
c) Energy. Perform your chosen movement using the six different dance energies.
d) Bodily Shape. Try various shapes you can make with your body. Put some of the
shapes you have discovered into a series. Practice moving from one shape to
another.
e) Be guided with the following rubrics.

Dance Needs Satisfactory Very Good Excellent 5 pts

Composition Improvement 3 pts 4 pts
2 pts
The Body students use a students use students use students do not
majority of whole some whole only a few whole show any whole
body actions, body actions, body actions, body actions or
either gestures, either gestures, either gestures, locomotor
locomotor locomotor locomotor patterns
patterns, or body patterns or body patterns or body
shapes during shapes during shapes during
the dance. their dance. their dance.
Space Directions, Directions, Directions, Directions,
levels, shapes, levels, shapes, levels, shapes, levels, shapes,
focus and size focus and size focus and size focus and size
are interesting were full and are minimally are flat and lack
and enhance complete. manipulated. interest. Use of
ideas. Phrasings and space is 2
Use of space directions were dimensional and
was defined. effectively underdeveloped.
manipulated.
Time/ Exploration of Timing was Changes in
Dynamics Rhythm is rhythm and explored but timing have not
interesting and music is evident. phrasing was been utilized.
adds depth to Movement inconsistent. Timing with the
work. Movement clearly Rhythmic music was
has value communicate an phrasing was inconsistent,
without music. idea. Dynamics apprehensive. rhythmic
Dynamics are add to the value Dynamics are phrasing was
strong and to the lacking. undynamic and
enhance movement. lacked flow.
phrases.
Relationship students do not students use one
students use students have
have any formation with
more than one various
formation that is their group that
formation with formations in
practiced with looks like most of
their group that their group that
their full group. it is practiced. It
looks like it is were well
represents some
well rehearsed rehearsed and
matching, and almost all flowing from
following and
the moves are moves that
contrasting matching, matched,
moves. following or followed or
representing contrasted
contrasting moves.
moves.
Enter Title minimal some students have
students a vast
information information but strong amount of
provided of the not all the information of
information of
dance form and specifications their dance form
their style of
bristol board or the elements listed for dance, with
slideshow of provided. assignment. information
information above and
beyond
expectations.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=FX5B4XW&

2. Explore the Internet or any media sources and watch a dance clip or video of your choice.
Observe and identify the elements used. Answer the following questions in your report.
3. Describe the dance or movement pattern in terms of the following:
a) Space – What were the directions used? Does it shift from side to side? Move from
high and to low? Travel from one spot to another? Have a straight or curved path?
b) Timing – Was it fast or slow? Does it ever really stop? Was the rhythmic structure
even or uneven? Does it go with or oppose the music?
c) Dance Energies – What were the qualities of energies used? Was it sustained,
vibratory, percussive, suspended, swinging or collapsing? Were the movements
bound for free?
 d) Bodily Shapes – What kind of bodily shapes were used? Was it rounded, angular
or combination of two? Was it symmetrical or asymmetrical?
e) Group Shapes – Was it wide, narrow, rounded, angular? Was it symmetrical or
asymmetrical?
f) Be guided with the following rubrics.
Presentation Poor Fair 7 pts Good 8.5 pts Excellent
Rubric 5.5 pts 10 pts
Subject Student does not Student is Student is at Student
Knowledge have grasp of uncomfortable ease with demonstrates
information; with information expected full knowledge
student cannot and is able to answers to all (more than
answer answer only questions, but required) by
questions about rudimentary fails to elaborate. answering all
subject. questions. class questions
with
explanations and
elaboration.
Organization Audience cannot Audience has Student presents Student presents
understand difficulty information in information in
presentation following logical sequence logical,
because there is presentation which audience interesting
no sequence of because student can follow. sequence which
information. jumps around. audience can
follow.
Graphics/ Student uses Student Student's Student's
Visual Aids superfluous occasionally graphics relate graphics explain
graphics or no uses graphics to text and and reinforce
graphics that rarely presentation. screen text and
support text and presentation.
presentation.
Mechanics & Student's Presentation has Presentation has
Length presentation has three Presentation has no misspellings
four or more misspellings no more than two or grammatical
spelling errors and/or misspellings errors.
and/or grammatical and/or Presentation
grammatical errors. grammatical was within
errors. Presentation errors. specified length
Presentation was 3-4 minutesPresentation
was 5 minutes over or under was 1-2 minutes
over specified specified length.
over or under
length. specified length.
Voice/ Students did not Voice is good Student 's voice
Presentation speak in a tone Voice is with minimal was loud and
that could be acceptable - gaps in flow of clear.
heard by all many gaps in information Information was
students - too flow of easy to
soft. Informationinformation or understand
too hard to
times voice
understand. could not be
understood by
all.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=E7B69A
 FEEDBACK

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

INTEGRATION:

Ignacian Core/Related Value

Core Values: Faith
Related Values: Strong Faith on God
Question: How will you lead your companions passionately in pursuing mission even in the face
of adversity?

b. Social Orientation: Value of excellence

Question: How does physical activity affect your ability to concentrate on academics?

c. Lesson Across Discipline: Language

Question: How will you associate concepts with sports terminologies?

d. Faith Biblical Reflection:

“Trust in the Lord will all your heart and lean not on your own understanding, on all your ways
submit to Him, and He will make your paths straight.”–Proverbs 3:5-6
TEXBOOK REFERENCES:

 Mettler, B. (1980). The Nature of Dance as Creative Art Activity. Arizona: Mettler
Studios, Inc.
 Minton, S.C. (1984). Modern Dance: Body and Mind, A Basic Approach for Beginners.
Greely, Colorado: Morton Publishing Company.
 Rickett-Young, L. (1996). Essential Guide to Dance. London: Hodder & Stoughton
 Schrader, C. A. (1996). A Sense of Dance: Exploring Your Movement Potential. (1st ed.)
Champaign, Illinois: Human Kinetics.
 Schrader, C. A. (2005). A Sense of Dance: Exploring Your Movement Potential. (2nd
ed.) Champaign, Illinois: Human Kinetics.
 Aparato, C. R, Brebante. ZR T., Callo, L. F. and Dajime, P. F. (2017). Physical
Education and Health. (Volume II). Manila, Philippines. Rex Printing Company.
ONLINE REFERENCES:

 https://www.britannica.com/art/dance
 http://www.dancefacts.net/dance-history/history-of-dance/
 https://educationcloset.com/wp-content/uploads/2014/08/A-VERY-Brief-Overview-of-
Dance-History.pdf
 https://www.businessballs.com/health-and-wellbeing/dance-history-theory-benefits-
dance-teaching/
 https://www.reyn.org/Downloads/The_Benefits_of_Dance.pdf
 https://www.nationalartsstandards.org/sites/default/files/Dance_resources/ElementsOfD
ance_organizer.pdf,
 https://www.elementsofdance.org/,
 https://www.kpbsd.k12.ak.us/Workarea/DownloadAsset.aspx?id=36260
 https://www.westfordk12.us/sites/westfordmaps/files/uploads/types_of_graphic_organize
rs.pdf
 https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=GAB2X9&
 https://www.presentationmagazine.com/how-to-create-a-multimedia-presentation-
164.htm
 https://www.rcampus.com/rubricshowc.cfm?code=Z3XCB6&sp=yes&
 https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=FX5B4XW&
 https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=E7B69A

Prepared by: Reviewed and Checked by:

MS. RUBY C. BANAWAN, LPT MS. RUSTINE ROSE B. BUCTUAN, CFMP

Subject Teacher Strand Leader

Noted by:

DR. ALEXANDER F. SUAN

Senior High School Coordinator
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