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SPA-DANCE
Quarter 1 – Module 2:
Dance Interpretation

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99
SPA-DANCE – Grade 9
Quarter 1 – Module 1: Dance Interpretation

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: Cecilia G. Gabito
Editors: Name
Reviewers: Name
Illustrator: Name
Layout Artist: Name

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 Lesson Interpret and Perform
2 Dance Literature

Dance is use as a lifelong enrichment experience activity. It

engages the dancer’s physical, mental, and spiritual well-being to perform a
dance form as a work of art and as an expression of the person.

Folk dance tells us a story. It gives us a peek into ancestors’ lives

long ago, as well as the highlighted stories of people and culture. Effort and
care are needed to conserve and showcase these folkdances today so that
people will remember their beauty and future generations will be able to
appreciate wonderful heritage. Understanding of Philippine dances and Foreign Dance
literatures demonstrate increased knowledge, appreciation of significant historical experience
and learning different dance skills and technique, and enhanced the capacity to perform and
create dances which reflect the culture of a dance.

In this lesson, you will know two folk dances that have different variations. It portray
feelings, moods, depicts occupation and social activities. It is accompanied with dance literature
so you can see how it will be done properly.

DANCE LITERATURE

MILIGOY DE CEBU
Meaning: Cebu’s Miligoy (man’s name)
Place of Origin: Consolacion, Cebu
Ethnolinguistic Group: Cebuano
Classification: Social/Courtship
Background/Context:
Miligoy de Cebu, like its Waray counterpart, is a courtship dance that started with a
couple expressing their love for each other. At the turn of the century much of the original
courtship movements has disappeared, finding no proper expression in a group dance, and in
its place, familiar dance steps of some other dances have taken the place of flirtation, chasing
and gentle caresses.
Miligoy is a name of endearment given to a man who became popular in the dance
circles of Samar or Leyte, Miligoy was not only an expressive dancer but a Valentino as well.
Costume: FEMALE – Maria Clara of elegant type
(baro, alampay, saya, corpina, Inagua, paired shoes)
MALE - Barong Tagalog
(black or dark pants, black leather shoes,)
PROPS - 2 pairs of castanets per dancer
Musical Accompaniment: Rondalla
Music: Composed of two parts: A & B
Count: 1, 2, 3 to a measure
ENTRANCE
MUSIC B
Start with the R foot, take 16 waltz steps moving to proper places. Arms in
lateral position moving sideward right and left alternately. Click castanets three times to a
measure. 16M
I
MUSIC A
Partners face audience.
(a) Stamp R foot in place on count one of every measure. Arms are in reverse ‘T”

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 position (a little lower than the ordinary reverse “T” position). Click castanets once
for every stamp. 2M
(b) Waltz sideward right and left arms in lateral position moving sideward right and left.
Click castanets three times to a measure. 2M
(c) Take 2 sway balance steps with a waltz sideward right and left forearm turn to
sideward right and left alternately. Click castanets on counts (1,3; 1,2,3; 1,3; 1,2,3). 4M
(d) Repeat all (a-c) 8M
II
MUSIC B
Partners face the audience.
(a) Starting with the outside foot, take 2 slide steps sideward moving away from
partner. Arms are in reverse “T” position, clicking castanets on count one of every
measure. Bend trunk slightly sideward-inward. 2M
(b) Repeat (a) starting with the inside foot moving inward towards partner. 2M
(c) Repeat (a). 2M
(d) Starting with the inside foot, take 2 waltz steps forward moving half-way clockwise to
partner’s place, arms as in Figure 1(b). Boy passes in front of girl. Click castanets
three times to a measure. 2M
(e) Repeat all (a-d). This time girl passes in front of boy. 8M
III
MUSIC A
Repeat FIGURE 1.
IV
MUSIC B
Partners turn R shoulder toward each other.
(a) Take 2 mazurka steps sideward right, arms in 4th position, L arm high. Click
castanets three times to a measure. 2M
(b) Take 2 slide steps sideward right to partner’s place, passing back to back. Arms as
in (a). Click castanets on the first count of every measure. 2M
(c) Turn right about and repeat (a). 2M
(d) Waltz turn right to proper places, forearm turn to sideward, right and left alternately.
Click castanets as in (a). 2M
(e) Repeat all (a-d). 8M
V
MUSIC A
Partners face audience.
Repeat FIGURE II
VI
MUSIC B
Partners face each other.
(a) Execute a step-brush-swing-hop with the R foot obliquely forward right. Salok L arm
to 5th position, R arm overhead. 1M
(b) BOY: Kneel on R, half-stand on L, arms in 2nd position, palms up (1M) pause (4M)
GIRL: Lunge on L forward, arms in 2nd position (1M) starting with R foot, take 4 waltz
steps forward moving counterclockwise around the boy. Arms are in lateral
position moving sideward right and left. Click castanets on counts 2,3 of every
measure (4M). 5M
(c) Boy stands and partners take 2 waltz steps moving backward to proper places, arms
as in (b) of girl. 2M
(d) Repeat all (a-c). This time, girl kneels in (b) while the boy takes lunge position. 8M
VII
MUSIC B
Partners face each other.
(a) Starting with the R foot, take 4 waltz steps forward to meet partner at center, arms
as in Figure VI (c). 4M
(b) Take 2 waltz steps, boy moves forward while girl moves backward. Arms as in (a).
2M
(c) Boy takes a waltz turn right to proper place while girl executes the waltz turn in
place. Arms as in (a). 2M

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(d) Repeat (a). 4M
(e) Repeat (b) and (c). This time boy does the girl’s part and vice versa. 4M
EXIT
MUSIC B
Partners face each other and cross wrists, arms are extended sideward.
Click castanets three times to a measure.
(a) Take 2 waltz steps sideward toward audience and away. 2M
(b) Waltz turn clockwise. Move away from place leading to exit. 2M
(c) Repeat (a) and (b) three times more to exit. 12M

TARANTELLA
(Italian)

Costume: GIRLS; white skirt with bands of colored ribbons, white blouse, velvet
bodice, red apron, colored kerchief on head
BOYS; red knee breeches, full white shirt, red tie, blue stockings drawn
high above the knees, red jersey cap
Music: Divided into three parts (A, B and C)
Count: One, two to a measure one, two, three, four to two measures

I
MUSIC A
All face front.
(a) Step-swing-hop sideward R. Raise the R hand over head and swing the L arm
across the body on cts. 1, 2 (1M). Repeat to L and reverse the position of arms
cts. 3, 4,(1M) 2M
(b) Take four touch steps in front, R and alternately. Strike tambourine overhead on
every touch step (one touch step for every count) 2M
(c) Repeat (a) and (b), starting with the L foot. Reverse the position of arms. 4M

II
MUSIC B
All face front.
(a) Hop on the L foot four times, making one complete turn to the right (cts. 1-4), the R
foot is raised in front of the L knee. L hand overhead, R hand on waist. 2M
(b) Pivot turn right (4 cts.). Raise R hand overhead, L hand on waist. Strike the
tambourine as the position of the arms are reversed, shake tambourine continuously
overhead. 2M
(c) Repeat (a) and (b) starting with the other foot, turning to the left. Reverse the
positio of arms. 4M

III
MUSIC C
Partners turn backs to each other.
(a) Each dancer takes four slide (chassé) steps clockwise to move one position in the
set. Girl 1 moves to position of Girl 2, Girl 2 to Boy 2, Boy 2 to Boy 1, Boy 1 to Girl 1.
L hand overhead, R hand on waist.Take one count for each slide step. 2M
(b) Repeat (b) of Figure 1 (touch step). 2M
(c) Repeat (a) and (b), sliding to the next position clockwise in (a). 4M
(d) Repeat all, (a-c) finishing in proper places. 8M
IV
MUSIC A
Partners face each other.

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(a) Starting with the L foot, four skip steps forward to partner’s place. Pass each other
by L shoulders. Hands overhead, shake tambourine continuously. 2M
(b) Repeat Figure 1 (b). 2M
(c) Repeat (a) and (b), moving backward in (a), passing by L shoulders again. 4M
(d) Repeat all. (a-c). 8M
V
MUSIC B
“Matching Pennies”. Boy kneels on his L knee, facing partner. Girl stands close to
partner.
(a) Boy slaps his R knee with the L hand (ct. 1) and raises one finger (ct. 2). At the
same time the girl slaps her L knee with her L hand and raises one finger,
R hand on waist. 1M
(b) Repeat (a) three more times, raising two fingers, three fingers and then four fingers. 3M

(c) Girl skips eight times around partner counterclockwise, starting with L foot. With R
hand overhead, L hand on waist, shake the tambourine continuously for eight
counts. The boy looks at the partner as she turns around him. 4M
(d) Repeat all (a-c). 8M

VI
MUSIC C
Partners stand back to back with both hands raised overhead.
(a) Touch R toe across the L in front (ct. 1) step R close to L (ct. 2). Repeat the same
with the L foot (cts. 1,2). 2M
(b) Four slides (chassé) clockwise to partner’s place, starting with R foot. Take one
count for each slide. 2M
(c) Repeat (a) and (c) and (b), finish in proper place. 4M
(d) Repeat all (a-c). 8M
VII
MUSIC A
Partners face each other.
(a) Repeat Figure 1 (a). 2M
(b) Link or hook R elbow with partner and make one complete turn clockwise with four
skipping steps, starting with R foot. Girl hold tambourine with the L hand and shake
them continuously. 2M
(c) Repeat (a) and (b), linking L elbow with partner, reverse turn, transfer tambourine to
R hand. 4M
(d) Repeat all (a-c). 8M
VIII
MUSIC B
Partners stand side by side facing front.
(a) Hop on the L foot and at the same time place the R heel sideward right (ct. 1) hop on
L again and touch the R toe sideward right (ct. 2). Repeat the same (cts. 3, 4). These
four hops are taken moving sideward right. The L hand is raised overhead, R hand
on waist. 2M
(b) Repeat pivot-turn right (Figure II-b). R hand overhead, L hand on waist. 2M
(c) Repeat (a), hopping on the R foot, touching with the L, moving sideward left. 2M
(d) Pivot-turn left L hand overhead, R hand on waist. 2M
(e) Repeat all (a-d) 8M
IX
MUSIC C PLAY ONCE
Partners face each other.
(a) Pivot-turn R (2M), pivot-turn L (2M) hands as above. 4M
(b) Pivot-turn right twice around (4M). 4M

At the end of this figure girls hold their final position with the weight on the R foot, L foot
pointed sideward. R hand overhead, L hand on waist. The boys kneel on the L knee, L hand
overhead, R hand on waist. Partners look at each other.

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 PRACTICE TASK #1

Complete the details of the table below.

DANCE STEPS TIME SIGNATURE STEP PATTERN

1. Escotis step

2. Waltz step

3. Mazurka step

4. Hop step

5. Slide step

PRACTICE TASK #2

Rearrange the dance steps below in their proper order by

writing 1st, 2nd and 3rd on the space provided before the number.

TARANTELLA
FIGURE 1

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_____A. Take 4 touch steps in front R and L alternately. Strike the tambourine overhead on
every touch step.
_____B. Step-swing hop sideward R. Raise the R hand overhead and swing the L arm across
the body striking the tambourine.
_____C. Repeat A and B, starting with the L foot. Reverse the position of arms.

FIGURE VI
_____A. Four slides clockwise to partner’s place, starting with R foot.
_____B. Repeat A and B. Finish to proper place.
_____C. Touch R toe across the L in front, step R close to L. Repeat the same with the L foot.

MILIGOY DE CEBU

FIGURE I
_____A. Waltz sideward right and left arms in lateral position moving sideward
right and left. Click castanets three times to a measure
_____B. Stamp R foot in place on count one of every measure. Arms are in
reverse ‘T” position (a little lower than the ordinary reverse “T”
position). Click castanets once for every stamp.
_____C. Take 2 sway balance steps with a waltz sideward right and left, forearm
turn to sideward right and left alternately. Click castanets on counts.

FIGURE VII
_____A. Boy takes a waltz turn right to proper place while girl executes the
waltz turn in place.
_____B. Starting with the R foot, take 4 waltz steps forward to meet partner at
center, arms as in Figure V.
_____C. Take 2 waltz steps, boy moves forward while girl moves backward.

PRACTICE TASK #3

A. Perform the dance steps correctly in literature of Miligoy de Cebu with

accompaniment. Record your presentation in any available media based on
the criteria below.
MUSIC: https://www.youtube.com/watch?v=KMvPZNLgY5Q

B. Perform the dance steps correctly of Tarantella with music. Record your
presentation in any available media based on the criteria below.
MUSIC: https://www.youtube.com/watch?v=YvlP4KrIzls

WEIGHT SEQUENCE OF STEPS PERFORMS TO ARTISTIC

S RHYTHM PRESENTATION
30%
30% 40%

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 4 Perform steps & sequence Performs to the rhythm of Performs steps w/
w/ no more than 1 error in the music w/ no more than high level of mastery
the dance 1 exception

3 Performs steps and Performs to the rhythm of Performs steps w/

sequences with 2 errors in the music w/ no more than high mastery
the dance 2 exceptions

2 Performs steps and Performs to the rhythm of Performs steps w/

sequences with 3 errors in the music w/ no more than mastery but w/
the dance 3 exceptions limited yet growing
ability to execute the
steps

1 Performs steps and Performs to the rhythm of Performs steps w/

sequences with 4 or more the music w/ no more than general mastery but
errors in the dance 4 or more exceptions could hardly adapt
the ability to execute
the steps

ASSESSMENT

Choose the letter of the best answer. Write the chosen letter on a space provided
before the number.

_____1. In what country did the Tarantella originate?

A. Italy C. Poland
B. India D. China
_____2. In what province did the Miligoy de Cebu originate?
A. Capiz C. Cebu
B. Albay D. Quezon
_____3. Which of the following is not an example of 4/4 time signature
dance step?
A. Escotis C. Bleking
B. Chotis D. Schottishe
_____4. What is the time signature of sway balance?
A. 2/4 C. 3/8
B. 4/4 D. 3/4
_____5. Which of the following dance steps doesn’t belong to the group?
A. Close Step C. Contraganza
B. Touch Step D. Skip Step

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 Additional Activities

Open ended statements.

This activity aims to assess your understanding by completing these unfinished statements.

1. I learned that _____________________________________________________

___________________________________________________________________
___________________________________________________________________.
2. Folk dances differ in __________________________________because ____
___________________________________________________________________
_____________________.
3. I feel I am _________________________________________________________
_____________________________-in performing foreign dance.
4. Dancing are beneficial to one’s health because _____________________
__________________________________________________________________
_____________________________________.
5. _______________________________________ can be a way to enhance an
individual’s _______________________________________________________
_____________________________________________________.

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 https://www.youtube.com/watch?v=YvlP4KrIzls
 https://www.youtube.com/watch?v=KMvPZNLgY5Q
Recordings
 Perez, Vilma V. et.al. MAPEH Music, Art, Physical Education, and Health II:
 Sanay Guro 2014 National Training for SPA Teacher
 Aquino, Francisca Reyes. Foreign Folk Dances
Readings:
References
Pre-Test ACTIVITY #3
I. * Answers may vary.
Tarantella Miligoy de Cebu
1. Touch Step 1. Mazurka ASSESSMENT
2. Hop step 2. Waltz 1. A
3. Slide Step 3. Slide Step 2. C
4. Skip Step 4. SwaBalance 3. C
w/a waltz
4. D
5. C
ACTIVITY #1
ADDITIONAL ACTIVITIES
1. 4/4-Step,close,step,hop
2. ¾- Step,close,step * Answers may vary.
3. ¾- Slide,cut,hop
4. 2/4 -Step,hop
5. 2/4- Slide,close
ACTIVITY #2
1)
FIG.1 FIG. VI
A. 2nd 1. 2nd
B. 1st. 2. 3rd
C. 3rd 3. 1st
2)
FIG.1 FIG. VII
A. 2nd 1. 3rd
B. 1st 2. 1st
3. 3rd 3. 2nd
Answer Key