PE 3: PATHFit 3

(WEEK 3 DAY 1)

LESSON 3

ELEMENTS OF DANCE AND COMPOSITION

Objectives
At the end of the lesson, the students can:

a. define and describe the meaning of each element of dance and composition.
b. create and perform with conviction the dance task and activities.
c. enjoy the journey and process of learning the concept of Physical Fitness and Health.
d. Express oneself through dance with creativity and emotionally connected.

❖ Introduction
In dance composition and the process of choreography in order to render a quality
output you have to know the elements that must be used. Elements of dance and
composition give you a profound idea on how and where you will start your own
composition to create your own choreography.

❖ Content
THE BODY HOW

In starting any composition and choreography we have to consider on how our body
works in order to understand the capacity and capabilities of its faculty. Let us explore
the ways we move “the body how”.

The body have the capacity to do certain things that we could utilize and improve.
“The body how” are parts to where you could utilize the faculties and concept of your
body.

• The body could have an Impulse

• The body movement could create movement Phrase
• The body could give meaning from movements through Gesture
• The body structure has the capacity to create Shape
• The body can perform actions through movement Problem solving

IMPULSE is a motivation to move an action usually coming from within. The

movement can be done with the use of the body through the simulation of the brain acting
to the way we think which provides impulses leading to the muscles. Our kinesthetic
senses are the reaction originating outside the body that produces an unplanned action
within the body that give the movements timing, beginning, ending and sequences.

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PHRASE is referring to the linking movements and action words. The action words
may cognate to movement sequences that produces our action that has beginning, timing,
sequence and ending. Each dance phrase has a beginning, middle and end. Movement
selected in a dance which flows from one to the other are naturally or maybe connected
by a transition movement phrase.

GESTURES are the movements that give meaning to the viewer in order to understand
its movement implications and relationship to composition and choreography. This may
refer to the personal vocabulary movement. These are the movements that communicates
meaning without using words. It is also the capacity of the body to give rich source of
movement material. Gestures can be identified by the literal uses and combined with
dance concepts and elements.

SHAPE is considered as the architecture of dance. All arts are interconnected, thus
shapes maybe incorporated through dance as if a painting in motion, or a structure
representation, or art form on motion. The body of a dancer must constantly change as
the dancer moves across in space wherein the body is identified and explored.

PROBLEM SOLVING is when it comes to solving a movement problem the body has
the capacity to give solutions in things through movements and action. As you are
thinking of the movements to resolve things through. In dance composition you think of
different movements that will best represent your concept. Thus, you create different sort
of movements that portray the resolution and resolve to the problem as you create and
show your choreography.

The Elements of Dance

The Elements of Dance is the underlying elements that are present and visible in
all dance experiences. The concept is the fundamentals in dance composition that creates
vocabulary which may help the students’ vocabulary to develop movement skills and
understanding dance as an artistic practice. To easily remember the elements of dance
just remember the acronym BASTE. “The dancer moves through space and time with
energy”

BODY – The Who (The Dancer)

ACTION – Does What (Moves)
SPACE – Where (Through Space)
TIME – When (And Time)
EFFRORT – How (With Energy)

BODY – The Who (The Dancer)

The body is the mobile figure that creates shapes, it is the architecture that is
mostly visible to the eyes, movements that are felt by the dancer, seen and interpreted by
the others. The body could be either still or moving and changes directions and travels
through the dance space. As the body moves the dancer may emphasize certain parts of
the body in a dance phrase or use the whole body all at once. Thought the movement
viewer may see varied shapes, may it be symmetrical or asymmetrical. Or the viewers may
see how the body faculty can be used along with the breathing. The body is the vessel of
many intentions that gives ideas, emotions, and identity that can be interpreted by the
viewers and the dancers himself.

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ACTION – Does What (Moves)

The main visual display of the dance is the actions that the viewer could see and
of the capacity of the dancers’ faculties. These movements are not limited to just the
streams of movements or sequences of steps but rather may include pauses and moment
of relatively stillness. Facial expression and movement with the structures of the body
such as movement of the eyes, the manner of breathing and even the movements of the
hairs are actions that is viable in dance. In the aspect of choreography dancers may use
his own movement vocabulary, a choreographed routine or dances that are traditionally
taught. Movements can be embellished and can be revise, such thing may also include
improvisations or the so called “on the spot” meaning doing spontaneous dance
movements. Action can either be locomotor or non-locomotor.

SPACE – Where (Through Space)

Dance is also a form of exploring the space. Dancers may interact in many ways
such as in at contact, at close or in distance. The area where the dancer’s moves are the
space either personal space or in general space. This includes transitions of movement
from one to another, variation in size, levels, directions and pathways. Formations also
talks about space whether in geometric patterns or abstract patterns this creates
relationship between dancers through space. The movement can be allocated inwardly or
outwardly into themselves. The patterns can vary in ways such as direction and focus
which can either be in relation towards movements or to natural settings. This spatial
relationship creates connections when making dance compositions and choreography.

TIME – When (And Time)

“When” is the keyword for the element of time, human being moves through time
whether moving or speaking everything moves in time. We move in broad spectrum of
rhythmic patterns with dynamics of consistent, inconsistent or unpredictable. In dance
we acquired our movements through rhythmic patterns and counts patters. Dance
movements may also show different timing relationships such as simultaneous or
sequential timing, brief to long duration, fast to slow speed, or accents in predictable or
unpredictable intervals. These movements may vary from:

Clock time: The time of dance is based on units of seconds, minutes, and/or
hours. This talks about the length of and duration of the dance and when will be the
dancing happen.

Sensed time: the time of dance is based on the impulses/kinesthetic senses of

the dances and the perceptions of the occurrence of tempo and timing.

Event-sequence: the time of dance can be in relation to an external and internal

signal of an event. Just like the waiting time from one combination to another which will
rely on the cues of movements or of music. The inherent rhythms in our movement and
our aural landscape are a rich source of variation in dance. Thus, this creates more
options and cues in creating a composition and choreography.

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EFFRORT – How (With Energy)

It is about how the movement is being executed and performed. That includes the
choices in variations on how the movement flows in relation to use of force, tension and
weight. The release of energy in dance maybe changed in an instant depending on the
intension needed by the movements and this means that the energy may be use in
concurrently in play manner. Some types of energy can be easily expressed in words,
others spring from the movement itself and are difficult to label with language. Sometimes
differences in the use of energy are easy to perceive; other times these differences can be
quite subtle and ambiguous. Perhaps more so than the other elements, energy taps into
the nonverbal yet deeply communicative realm of dance.

Watch the link to further learn.

Source: [Link]

Please visit the link for more information.

Source: [Link]

❖ Health and Nutrition

Best eating practices

Everyone has its own food goals, and health goals. We often have plans for our
health and fitness lifestyle. But food, exercise, and fitness go hand on hand. Though at
times we are discourage because after we tried it seems that it is still lacking and we go
back into tedium. We need self-motivation and external motivation in order for us to enjoy
and keep track on our health and fitness goals. One key is commitment and dedication
towards achieving your goal.

With these 5 basic tips on how to keep track on a healthy diet always remember to:

#1 Choose Water/Alkalinized Water

Always remember to keep track on your water intake. Choose water instead of
sweetened drinks. To make it more measurable by planning and recording your water
intake. Always remember to set boundaries on what you drink.

#2 Eat Slowly and Mindfully

Do not eat too fast because the nutrients may not be absorbed and will just go to
waste. Take time to chew your food so that the enzymes will break down the food
smoothly. To track make a list of food you eat in regular basis and cut some unnecessary
food. Remember to control and chew your food. To make this more measurable, write
down how often you will make an effort to take at least a half hour to finish your meal.

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#3 Stick to One Serving

Eating is one thing that Pilipino love the most especially when there are
celebrations. On the other hand, try to control your serving to at least one serving even if
you are craving. Challenge yourself to stick to one serving and also standard portion sizes.

#4 Eat Fruit and Vegetables

It is important that we have to take fruits and vegetables daily as for our vitamins
and minerals recommendation. Set a goal to fill half your plate with fruit and vegetables
at every meal. To keep track, record the food you eat and try to measure how much fruits
and vegetables you have eaten in a day.

#5 Swop to Wholegrains
Set an eating habit to control your rice intake. We as Filipinos love rice but if you
have target goals remember to control the amount of rice in your plate. Always remember
to control the scoops of your daily rice intake especially if you have fitness goals. Set a
goal to ask for brown rice and make it measurable e.g. ask for brown rice at least 3 times
a week at lunch.

In reality this is hard to follow but always remember to be patient and not to give
up. Always remember to have your goals and eyes on the prize. With you being conscious
on what you eat no matter how small or big step you start it well always affect and reflect
on your fitness and later on will affect your fitness.

Credit to: Health Hub. Ministry of Health Singapore

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 PE 3: PATHFit 3

FINAL PERFORMANCE OF DANCE

CHOREOGRAPHY AND COMPOSITION
❖ Final Activity: SUBMISSION OF THE FINAL OUTPUT
• Submit the personal E-portfolio from week 1 to week 10 to your leader.
• Compile all your personal video from week 1 to week 10 have it either edited as one
file or have it in a folder or link of your videos in Youtube.
• Submit the class hardbound and softbound compiled portfolio c/o to the class leader.
• Submission of your final video performance as part of your final exam.

RUBRICS AND CRITERIA

LEVEL CHOREOGRAPHY MUSICALITY CHARACTER ORIGINALITY COMPOSITION OVER ALL
AND AND PERFORMANCE
PERSONALITY CREATIVITY
Exceptional Demostrate Excellent Shows The Excellent Shows
(100-90) commitment timing with oustanding performance application of outstanding
with the music showcase of is outsnading elements of commitment in
outstanding and can go individuality with full of dance. materializing
approach and with the and attitude commitment Showed the own unique
consistent effort details of the towards in fullfilling flow of choreography.
in achieving an music. performance. the original choreographic
excellent Brilliant composition process and
choreography. listening and dance
skills. choreography. analysis.
Commendeble Demonstrate Good timing Shows good The Good Shows good
(89-85) commitment with the showcase of performance application of commitment in
with good music and individuality is good with elements of materializing
approach and can go with and attitude commitment dance. own unique
consistent effort the details of towards in creating Showed the choreography.
in achieving a the music. performance. original flow of
good Good composition choreographic
choreography. listening and process and
skills. choreography. dance
analysis.
Needs Demonstrate Has problem Has The Has elements There is low
Improvement effort in with timing individuality performance of dance. Poor commitment in
(84-80) achieving a with the and but poor needs choreographic materializing
choreography. music. Can with attitude originality process and own unique
But needs more listen yet towards lacks in dance choreography.
cleanliness and poor timing. performance. composition analysis.
consistency. and
choreography.

Unsatisfactory Just for the Just for the Just for the Just for the Just for the Just for the
(79-75) sake of sake of sake of sake of sake of sake of
performance. performance. performance. performance. performance. performance.

TO SOLVE. Example:
CHOREOGRAPHY MUSICALITY CHARACTER ORIGINALITY COMPOSITION TOTAL
AND AND (100)
PERSONALITY CREATIVITY
89 84 85 80 90 /5=Total
=89+84+85+80+90= 428÷5=85.6

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RUBRICS AND CRITERIA FOR WEEKLY EVALUATION

Targets EXCEPTIONAL COMMENDABLE NEEDS UNSATISFACTORY

(100-90) (89-85) IMPROVEMENT (79-75)
(84-80)
Go outside the box Uses the potential of The perfomance has Just for the sake of
and perform with performance with potential. Executed performing.
Personal excellent quality. quality. Executed the task but lacks of
Creativity and Has great showmanship. Has attitude. Somehow
Performance showmanship. Full enthusiam. Relevant, relevant but
of enthusiam. relatable and inconsistent.
Relevant, relatable connected.
and connected.
The task was They finished the task The finished the task Just for the sake of
excellently done. with good standing. but struggle to performing.
Activities to Oustanding in Followed the complete. Having
Achieve Dance following the instruction. Showed hard time following
Task instruction. understanding of the the instruction.
Complete the task purpose of activities.
with full
understanding.
Brilliant use of Good use of diffirent Having hard time Just for the sake of
Application of different elements elements and using elements and performing.
Elements and and principles of principles of dance. principles of dance.
principles of dance. Has great Execute the
Dance execution of composition and
composition and choreography with
choreography. understanding.
Demonstrate a Has good Showed hard time in Just for the sake of
thourough understanding on understanding on performing.
understanding of how to develop a a how to develop a a
how to develop a a choreography. Good choreography. There
choreography. porfolio/journal nice a
Oustanding content. Activities are porfolio/journal
portfolio/journal indicated and content but need
Content
content. Activities performed within a more dept. Did not
are well indicated safe and healthy utilizes the available
and performed environment within environment.
within a safe and the community or at
healthy home.
environment within
the community or
at home.
The plan meets the The plan almost Struggled to meet Just for the sake of
standard criteria in meets the standard the standard criteria performing.
relation to dance criteria in relation to in relation to dance
Organization principles learned. dance principles principles learned.
Well detailed design learned. Has detailed Executed
and execution of design and execution choreograhy and
choreograhy and of choreograhy and composition with
composition. composition. difficulty.
How to solve

Example:

=89+84+85+80+90= 428÷5=85.6

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 PE 3: PATHFit 3

RUBRICS AND CRITERIA FOR ESSAY

Targets EXCEPTIONAL COMMENDABLE NEEDS UNSATISFACTORY

(100-90) (89-85) IMPROVEMENT (79-75)
(84-80)
The student’s uses The student’s uses The student’s use of Just for the sake of
clear words and clear words and words seems passing the
phrases. The phrases. The understandable but activity.
choice and choice and lacks in variety.
Word choice placement of words placement of words
seems sort of accurate,
accurate, natural, though it seems
and not forced. overdone.

All sentences are The sentences are The sentences are Just for the sake of
well constructed constructed with constructed with passing the
Sentence
and have varied varied structure and varied structure and activity.
Structure,
structure and length. The student length. The student
Grammar,
length. The student makes few errors in makes apparent errors
Mechanics, &
makes no errors in grammar, in grammar,
Spelling
grammar, mechanics, and/or mechanics, and/or
mechanics, and/or spelling. spelling that interfere
spelling. with understnading.
The student’s The student’s The author’s purpose Just for the sake of
purpose of writing purpose of writing is of writing is somewhat passing the
is very clear, and somewhat clear, and clear, and there is activity.
there is strong there is some evidence of attention to
evidence of evidence of attention audience. The
Content/Voice
attention to to audience. The Student’s knowledge
audience. The student’s knowledge and/or experience with
author’s extensive and/or experience the topic is/are
knowledge and/or with the topic is/are limited.
experience with the evident.
topic is/are evident.
Demonstrate a Demonstrate a Demonstrate an Just for the sake of
thourough thourough understanding in the passing the
understanding on understanding in the development of the activity.
Focus and the development of development of the topic. Needs to be more
Details the topic. The idea topic. The idea is accurate and
is accurate and well needs to be more information content
supported with accurate and needs support.
information. more in formation
support.
The introduction is The introduction The introduction states Just for the sake of
inviting, states the states the main topic the main topic. A passing the
main topic, and and provides an conclusion is included. activity.
provides an overview of the
overview of the paper. A conclusion
Organization
paper. Information is included.
is relevant and
presented in a
logical order. The
conclusion is
strong.
How to solve

Example:

=89+84+85+80+90= 428÷5=85.6

Appendixes

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