Department of Education

Bureau of Learning Delivery Teaching

and Learning Division

Grade Levels: Grades 11 and 12

Core Subject: Contemporary Philippine Arts in the Regions
Semester: First/Second

Content Standard: Understanding of the significant role of the

artists from the regions.
Performance Standard: Creates avenues to advocate the arts
from the different regions.

LEARNING COMPETENCY:
Defines Contemporary in the Philippines:
d. Visual Arts
e. Literature
(CAR 11/ 12 CAP-0b3)

Page 1 of 16
 Visual Arts and Literature in the Philippine Contemporary Arts

Welcome to Contemporary Philippine Arts from the Regions. This subject

.
presents a broad scope of the diverse modern expressions such as visual, writing,
plan or design, architecture, and indeed performing expressions. This permits you
to get it profoundly, the distinctive craftsmanship that can be found in your region.
This material also makes a difference; you get to obtain fundamental data and
imaginative instruments that are valuable as you seek after making your art forms.
In this module, you are going to define contemporary art forms in the
Philippines; these are Visual arts and Literature. I know you are familiar with them
and be ready to discover it along the way. Well, fasten your seatbelt because you
are about to explore them. Motivate yourself to learn because the enhancement of
knowledge is waving.

At the end of the module, you should be able to:

1. define Contemporary Art Forms in the
Philippines, (CAR11/12CAP-0b-3)
specifically:
d. Visual arts
e. Literature;
2. appreciate literature and visual arts as
contemporary art forms in the form of acrostic
poetry; and
3. present the differences and commonalities of
the two contemporary art forms.

Page 2 of 16
Directions: Read each item carefully and use your notebook to write your answers.

Part I. Clues…clues... Word Clues. From the given words and phrases, complete the
graph that you think would define the two major terms: Visual Arts and Literature.

Ceramics unmoving and moving shapes

Painting Combined use of words and meaning
Poetry

a.

Literature
Visual Arts

a.
b.
b.
c.

Part II. Multiple Choice. Read and answer each item carefully. Write your answers in
your activity notebook.
1. These are written works that are considered to be very good and have lasting
importance.
A. Architecture B. Film C. Literature D. Visual Arts
2. From the given choices below, what sums up literature?
1. Words 2. Creating meaning 3. Experience
A. 1 B. 1 & 2 C. 2 & 3 D. 1, 2, & 3
3. Visual art is best defined as:
1. Art form of language
2. Unmoving and moving images
3. Group of art genres seen by the eyes and perceived by the mind
4. Combined use of words, visual perception, and the scope is extensive.
A. 1 & 2 B. 2 & 3 C. 1& 3 D. 2& 4
4. Applied arts is also one of the salient features of visual arts. Which of the
following is an example of applied arts?
A. Conceptual art C. Performing arts
B. Fashion design D. Textile arts
5. If Visual arts are primarily for visual perception, then literature is for __________
A. Written works C. Books and writings published
B. Leaflets and printed matter D. All of the given choices

Page 3 of 16
 Contemporary Arts in the Philippines gives us a deeper
understanding of the different art forms essential in our
culture and something that we could be proud of and
showcase to other nations.
Do you want to know and understand the different
contemporary art forms we have here in the Philippines?

Task 1: Apprise 101

For this activity, you are going to read and understand first the general
information given when you hear visual arts and literature.

Contemporary arts
- Arts made and produced by artists living today. Artists work in and respond to
a global environment that is culturally diverse technology advancing, and
multifaceted. Contemporary art today is not restricted to the artist's individual
experience but is reflective of the world we live in.

Literature
- Works in which expression and form, in association with thoughts of changeless
and widespread interest, are essential highlights, like poetry, history, biography,
novels, and essays.
- The complete body of works of a particular dialect, period, individuals, etc.:
- The writings managing with a specific subject:

Visual Arts
- The arts created primarily for visual perception, as drawings, graphics,
painting, sculpture, and the decorative arts.
- The expression of painting, chiseling or sculpture, photography, etc., as
restricted to music, performance, and writing.

Page 4 of 16
Task 2: Word Power
Accomplish the diagram by writing meaningful information on what you have read
earlier. Choose either Visual Arts or Literature.

1. Pick your choice.

2. Draw a picture of what it means.
Write what it means in your own word.

Literature or
Visual Arts

3. Please write a sentence 4. Kindly do the same on the other word if

using the word you've picked. you have time.

Task 3: Share your points

1. How did you find the activity? Did you enjoy it?
2. Why do you think visual arts and literature are created?
3. Define contemporary literature and visual arts in one sentence each.

Page 5 of 16
 In the previous module, you were able to read and understand
Music, Dance, and Theater as contemporary art forms here in the
Philippines. Now, you are going to know more. This time you will
have a deeper understanding of literature and visual arts.

Visual Arts

It is a group of art genres that is seen by the eyes and

perceived by the mind. Unmoving, as well as moving images,
appeal to visual perception, and this makes the scope of
visual art very broad.
The modern breed of present-day Filipino
visual specialists is getting to be striking concerning
the expression of individual sentiments and
viewpoints. The influence of radical and
contemporary art movements in Europe and
America have penetrated the Philippine art scene
with the proliferation of installation and experimental
art. The institutionalization of museums and galleries
have also revitalized the Philippine art scene.

The public has long had a fascination with

artistic works; thanks to the advent of social media,
the Philippines is no longer confined to the dry
galleries of yesteryears. Instead, you can take a look
at some of the best contemporary art in the
Philippines by merely opening an app on your
phone, hopping over to the nearest art fair.

Page 6 of 16
 Literature

The flowering of the Philippine literature in the

various language continue especially with the
appearance of new publications after Martial Law
years and the rebirth of committed literature in the
1960s and 1970s.

Filipino journalists proceed to write in verse, brief

stories, novellas, novels, and expositions whether
these are socially committed, gender/ ethnic
related, or are individual in purposeful or not.
Filipino writers have become more conscious of
his art with the proliferation of writers workshops
here and abroad and the bulk of literature
available via the mass media, including the
internet.
The various awards, such as the Don Carlos Palanca Memorial Awards for literature, Philippine
Graphic, Home Life, and Panorama literary awards, encourage the writers to compete with his
peers. They hope that his work will be appreciated. (San Agustin, J., 2015)

In Philippine writings, “Filipino writing at present world comprises the diasporic involvement and
the integration of both the rural and urban familiarity. Authors have also discovered the western
category and have made authentic texts on prose verse, flash fiction, magic realism, and science-
fiction.

Now that you have learned various concepts about the different contemporary art
forms of the Philippines, it's time to do your next task. Take it easy, relax, and say, "all is
well."

Task 4: THINK & WRITE. From the given chart below, define the visual arts and
literature in two significant points.
keypoint 1
Visual Arts
keypoint 2
Contemporary
art forms
keypoint 1
Literature
keypoint 2
Page 7 of 16
Task 5: I AM A POET. Write an acrostic poem about visual arts and literature.
You may use words or phrases to describe the topic. The first word in each line
of your poem must begin with the letters of the word.

Task 6: SEGMENTED PYRAMID. With the use of the organizer found below,
what makes or comprises contemporary literature and visual arts?

1
Visual
Arts

Literature

3 2

3 2

Page 8 of 16
 Congratulations! You have just finished this module. But before you formally end
this journey, kindly complete first the statements below.

I have learned that ________________

______________________.

I have realized that ________________

______________________.

I will apply _____________________________________________.

As you move to the next journey of earning knowledge through the modules that you will
be answering soon.

Page 9 of 16
Compare and Contrast. From the given chart in task 4, complete the diagram below by
providing its difference and commonalities.

Page 10 of 16
Glossary

The following terms used in this module are defined as follows:

Contemporary – a marked by characteristics of the present period. Happening,

remaining, existing, or coming into being amid the same period

Contemporary arts – alludes to craftsmanship made and created by specialist

living nowadays. Today's craftsmen work in and react to a global environment
that's culturally varied, technologically progressing, and complex. At work in a wide
choice of mediums, contemporary artisans regularly reflect and comment on
current society.

Diasporic – (in literature) is consists of literary works written by authors, who have
settled in, then outside of their native country, and have written on the culture and
tradition of their homeland.

Installation art is used to describe large-scale, mixed-media constructions, which

are often designed for a specific place or a temporary period.

Literature – Printed works (such as verses, plays, and stories) are measured to
be good and have lifelong significance—the art form of dialect through the common
usage of words, making meaning and involvement.

Proliferation – rapid growth or increase in numbers

Visual Arts - It is a group of art genres that is seen by the eyes and perceived by
the mind. Unmoving, as well as moving images, appeal to visual perception, and
this makes the scope of visual art very broad. Are art forms such as ceramics,
drawing, painting, sculpture, printmaking design, crafts, photography, video,
filmmaking, and architecture.

Page 11 of 16
Sample of Literature and Visual Arts

1. Francisco Baltazar

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Flive.staticflickr.com%2F8782%2F17816079293_bedc8115fd_c.jpg&imgrefurl=https%3A%2F%2F
www.flickr.com%2Fphotos%2Fnccaofficial%2F17816079293&tbnid=TmRyYZpuHeW6jM&vet=12ahUKEwjE59_nx9DpAhVI3pQKHUHDC-
QQMygBegUIARD0AQ..i&docid=lWv9hsU2_JxQRM&w=738&h=773&q=francisco%20balagtas&hl=en&ved=2ahUKEwjE59_nx9DpAhVI3pQKHUHDC-
QQMygBegUIARD0AQ&fbclid=IwAR3Ed62wy-c5DTmfNisBsTFDwY2ThJLE8fpF_xf5qgKkx94nLY8n2_h3HcI

2. Lam-Ang

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2F5%2F58%2FLam-
Ang_Philippine_folklore_hero.JPG&imgrefurl=https%3A%2F%2Fcommons.wikimedia.org%2Fwiki%2FFile%3ALam-
Ang_Philippine_folklore_hero.JPG&tbnid=a3khxf0wUOTmaM&vet=12ahUKEwja4LeKyNDpAhUrzIsBHX05AwIQMygAegQIARBc..i&docid=ceD1chDn7pZ74M&w=1800&h=2333&q=biag%20ni
%20lam-ang&hl=en&ved=2ahUKEwja4LeKyNDpAhUrzIsBHX05AwIQMygAegQIARBc&fbclid=IwAR25wQaN4FtjNNYPggynBbcYzcVBNU3H9GPgYYrm5l_oqOWS1h-R1qxGfXA

3. Maria Makiling

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2Fthumb%2F2%2F2c%2FMariaMakiling_Philippinefolklore.JPG%2F788px-
MariaMakiling_Philippinefolklore.JPG&imgrefurl=https%3A%2F%2Ftl.m.wikipedia.org%2Fwiki%2FTalaksan%3AMariaMakiling_Philippinefolklore.JPG&tbnid=-
l_vHAlMPi8jIM&vet=12ahUKEwja4LeKyNDpAhUrzIsBHX05AwIQMygGegQIARBo..i&docid=U6WHMaBQX8UqAM&w=788&h=1024&q=biag%20ni%20lam-
ang&hl=en&ved=2ahUKEwja4LeKyNDpAhUrzIsBHX05AwIQMygGegQIARBo&fbclid=IwAR3Pl63x98jF5GNX1BuDR791isu9IStxr4ZmXNQr8AgVGGbBC4TvJAWWQi4

Page 12 of 16
4. Malakas at Maganda

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2Ff%2Ff3%2FMalakas_and_Maganda_Emerging_from_Bamboo_BambooM
an.jpg&imgrefurl=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FFile%3AMalakas_and_Maganda_Emerging_from_Bamboo_BambooMan.jpg&tbnid=xO88auBciRmQwM&vet=12ahUKEwiCp
7CQytDpAhVJ3pQKHYvjDz0QMygAegUIARDWAQ..i&docid=cOL4X1sk-
QsrkM&w=1800&h=1930&q=malakas%20at%20maganda&hl=en&ved=2ahUKEwiCp7CQytDpAhVJ3pQKHYvjDz0QMygAegUIARDWAQ&fbclid=IwAR0hN1xesp9IlMFCPXGMIPqK9Jiv_bsfS
Gc7T1t42xzvHjgHC92BonZg4Gc

5. Culture of the Philippines (Pahiyas Festival)

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2F8%2F88%2FPahiyas_Festival.jpg&imgrefurl=https%3A%2F%2Fen.wikipe
dia.org%2Fwiki%2FCulture_of_the_Philippines&tbnid=2Usmsf2kjjiNZM&vet=12ahUKEwjM6p7jy9DpAhUMzYsBHbCVAhkQMygEegQIARBw..i&docid=Aqh0dn5dz3jG-
M&w=702&h=478&q=okir%20islamic%20art%20in%20the%20philippines&hl=en&ved=2ahUKEwjM6p7jy9DpAhUMzYsBHbCVAhkQMygEegQIARBw&fbclid=IwAR2Lgf50MkhBAhKfkJ7eG2bT
764ULEStYAHFl7qKxArk_0pjSMDiaQVQOCw

6. Cultue of the Philippines (Parol)

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2Fc%2Fcf%2FParols_For_Sale.png&imgrefurl=https%3A%2F%2Fen.wikipe
dia.org%2Fwiki%2FCulture_of_the_Philippines&tbnid=eRSGC-SecgZohM&vet=12ahUKEwjM6p7jy9DpAhUMzYsBHbCVAhkQMygGegQIARB0..i&docid=Aqh0dn5dz3jG-
M&w=576&h=432&q=okir%20islamic%20art%20in%20the%20philippines&hl=en&ved=2ahUKEwjM6p7jy9DpAhUMzYsBHbCVAhkQMygGegQIARB0&fbclid=IwAR3L0T4wbVciAgLrfaLfHfr0k7
rQQs3azIr7WNwRXYzhiWOSAI_UeOt3yvw

Page 13 of 16
7. Arts of the Philippines (Pottery)

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2F3%2F36%2FAnnual_report_of_the_Director_to_the_Board_of_Trustees_f
or_the_year_.._%25281910%2529_%252818246004349%2529.jpg&imgrefurl=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FArt_of_the_Philippines&tbnid=RsV293bEyHCPhM&vet=12ahU
KEwjIxeaczNDpAhVFGKYKHaW6CZQQMygCegUIARD9AQ..i&docid=m3Kmxsv_3p0p1M&w=4096&h=2490&q=philippine%20art%20pre%20colonial%20period&hl=en&ved=2ahUKEwjIxeac
zNDpAhVFGKYKHaW6CZQQMygCegUIARD9AQ&fbclid=IwAR0gJ95RGFxjJ1esvtIiO6oBuglljb_oBmTzkffVUSa_FQyFf5U7keUs2rc

8. Spoliarium

Source: https://www.google.com.ph/search?q=spoliarium&tbm=isch&ved=2ahUKEwjF5P_3ztDpAhVJdJQKHWcfC80Q2-
cCegQIABAA&oq=spoli&gs_lcp=CgNpbWcQARgAMgQIABBDMgQIABBDMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BAgAEBg6BggAEAoQGFDtEFikHmDtKGgCcAB4AIABvA
GIAb4HkgEDMC43mAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=95DMXoWNDMno0QTnvqzoDA&hl=en#imgrc=AHcI7UVIP-tzOM

9. Islamic Geometric Pattern

Source: https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2Fc%2Fcf%2FIslamic_geometric_patterns_%2528Aydar_kadi_mosque%252
C_Bitola%252C_Macedonia%2529.jpg&imgrefurl=https%3A%2F%2Fcommons.wikimedia.org%2Fwiki%2FFile%3AIslamic_geometric_patterns_(Aydar_kadi_mosque%2C_Bitola%2C_Maced
onia).jpg&tbnid=f-gfRUi19CvdMM&vet=12ahUKEwjemuGc0tDpAhXBEKYKHUXXAsIQMygIegUIARD8AQ..i&docid=SqJkG1VK4u-
YHM&w=2872&h=2872&q=islamic%20art%20in%20the%20philippines&hl=en&ved=2ahUKEwjemuGc0tDpAhXBEKYKHUXXAsIQMygIegUIARD8AQ&fbclid=IwAR3L0T4wbVciAgLrfaLfHfr0k7
rQQs3azIr7WNwRXYzhiWOSAI_UeOt3yvw

Page 14 of 16
Answer Key

Try This

Part I (in any order)

• Visual Arts
a. Ceramics
b. Painting
c. Unmoving and moving shapes
• Literature
a. Poetry
b. Combined use of words and meaning

Part II. Multiple Choice

1. C
2. D
3. B
4. B
5. D

Task 2: Word Power

Answers may vary.

Task 3: Share your points

Answers may vary.

Task 4: Think and Write

Answers may vary.

Task 5: I AM A POET
Answers may vary.

Task 5: Segmented Pyramid

Answers may vary.

Assess what you have learned: Compare and Contrast

Answers may vary.

Page 15 of 16
12 PE and Health

Module

2 Elements of Dance

What I Need to Know

This module was designed and written with you in mind. It is here to
help you master the Elements of Dance. The scope of this module permits it
to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
Dance is an act or instance of moving one's body rhythmically usually
to music: an act or instance of dancing.
This module will help you describe the elements of dance.
Essential Learning Competency:
• Self- assesses health- related fitness (HRF) status, barriers to physical
activity assessment participation and one’s diet (PEH12FG-Ig-i-6)
• Engages in moderate to vigorous physical activities (MVPAs) for at least
60 minutes most days of the week in a variety of settings in-and-out of school
(PEH12FH-Ia-t-8)
Objectives:
At the end of this module, you as learner are expected to:
a. Identify the different elements of dance in a video presentation
b. Show enthusiasm in learning by self- assessing health- related fitness
status
c. Develop simple dance video incorporating the different elements of
dance.
 What I Know

ACTIVITY 1- PRE-TEST

ACTIVITY 1
FITNESS TESTS

Instructions: Perform the following activity individually. Make sure to stretch and
prepare your materials first before doing the activity. Remember to record your
physical fitness assessment result on your notebook.

A. 90 – DEGREE PUSH UP

Fitness Component: Strength

Strength Test: 90-Degree Push-up
Purpose: To identify the strength of the upper body
Equipment: exercise mat or any clean mat

Procedure:

a. Lie down on the floor or mat, face down in standard push-up

position: palms on the mat under the shoulders, fingers pointing
forward, legs straight, paralell to the floor and slightly apart, with
your toes supporting your feet.
b. Perform as many repetitions as possible, maintaning a cadence of 20
push-ups per minute (2 seconds going down and 1 second going up).

B. ALTERNATE HAND WALL TOSS

Fitness Component: Coordination

Coordination Test: Alternate Hand Wall Toss
Purpose: To measure hand-eye coordination
Equipment: Tennis Ball, Smooth Solid Wall, Stop Watch

Procedure:

a. Mark a distance of 2 to 3 feet. The performer will stand behind the

specified distance, facing the wall. Throw the ball underarm with one
hand against the wall and catch it with the other hand. Continue this
process until the end of a 30-second set period.
 Scoring:Record the number of catch within the 30-second set period.

Alternate Hand Wall Toss

Level of Competency
Boys Girls
Advance (5pts) 35 and above 35 and above
Proficient (4pts) 30-35 30-35
Approaching Proficiency 20-29 20-29
(3pts)
Developing (2pts) 15-19 15-19

Beginner (1pt) Below 15 Below 15

C. STORK BALANCE STAND TEST

Fitness Test: Balance

Balance Test: Stork Balance Stand Test
Purpose: To measure the ability to balance using the ball of the foot
Equipment: Flat non-slip surface, stopwatch

Procedure:

a. Remove the shoes. With your hands on you hips, plac eyou non-
supporting foot against the inside knee of the supporting leg. Raise
your heel and balance using the ball of your foot.
b. The stopwatch should be stopped in the following instances:
1. The hand(s) fall off the hips.
2. The supporting foot hops or moves in any direction or the heel
touches the floor.
3. The non-supporting foot loses contact with the knee.
Scoring: The best among the three trials shall be recorded.

Stork Balance Stand Test

Level of Competency
Boys Girls
Advance (5pts) 50 and above 50 and above
Proficient (4pts) 30-49 30-49
Approaching Proficiency 25-39 25-39
(3pts)
Developing (2pts) 11-24 11-24
Beginner (1pt) 10 10

What a Kick Start! You’re now ready… Let’s continue!

 What’s In

Have you watch Tiktok dance on Facebook?

1. Do you find yourself doing the dance video? Why?
2. With the trend nowadays of recording dance videos at home, can you
consider this as an exercise?
3. Do you think learning Tiktok dances will help you become physically
fit?
4. Can copying dance videos improve skill in dancing?

What’s New

I hope you are excited about the activities that you are going to do in this
module. Now, I want you to read and understand the element of dance.
What is Dance?

Dance is an act or instance of moving one's body rhythmically usually to music: an

act or instance of dancing.
The following are the Elements of Dance:

• BODY

• ACTION
• SPACE

• TIME
• ENERGY

You will now learn and understand in this module each of

Elements of Dance.
 What is It

DIFFERENT ELEMENTS OF DANCE

“Existence is a movement. Action is movement. Existence defined by the
rhythm of forces in Natural balance”

The Elements of Dance are the foundational concepts and vocabulary that
help students develop movement skills and understand dance as an artistic
practice.

The acronym BASTE helps students remember the elements:

Body

Action

Space
 Time

Energy

https://www.elementsofdance.org

BODY

BODILY SHAPES

This refers to how the entire body is molded in space on 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 from each other.

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.
ACTION

Any human movement included in the act of dancing— it can include

dance steps, facial movements, partner lifts, gestures, and even everyday
movements such as walking. Dance is made up of streams of movement and
pauses, so action refers not only to steps and sequences, but also to pauses
and moments of relative stillness.

Dancers may use movements that have been choreographed or

traditional dances taught by others who know the dances. Depending on the
dance style or the choreographer's decision, dancers may also revise or
embellish movement they have learned from others.

Movement can also be improvised, meaning that the dancers make it

up "on the spot" as they spontaneously dance. Movement that travels through
space is broadly called locomotor movement in contrast to axial movement,
which occurs in one spot.

Understanding and discussing action does not require extensive dance

terminology since movement can be categorized and described according to
its qualities. For example, while a “sashay” in American Square Dance might
be called a “chassé” in Ballet or an “undercurve” in Modern Dance technique,
we can also describe it as a “slide” since that essential characteristic is present
in all those steps.

https://www.elementsofdance.org/body.html

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 movement can travel in any 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.
TIME

The keyword for the element of time is When? Human movement is naturally
rhythmic in the broad sense that we alternate activity and rest. Breath and
waves are examples of rhythms in nature that repeat, but not as consistently
as in a metered rhythm.

Spoken word and conversation also have rhythm and dynamics, but these
timing patterns are characteristically more inconsistent and unpredictable.

Rhythmic patterns may be metered or free rhythm. Much of western music

uses repeating patterns (2/4 or 3/4 for example), but concepts of time and
meter are used very differently throughout the world. 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.

Time may also be organized in other ways including:

 Clock time: The dance is based on units of seconds, minutes, and/or

hours. For example, a certain section of a dance may be assigned a time
such as 30 seconds into which all the choreographed movement must
fit. A performance in a public setting may be set up to repeat
continuously between 12:00 Noon and 1:00 PM.
 Sensed time: Dancers pick up on each other's timing such as gradually
increasing from a walking tempo to a running tempo by cueing off each
other rather than a music score. Another example happens when
dancers hold a group shape then spontaneously move out of it based
on the group's organic impulse.
 Event-sequence: An internal or external event signals a change such as
repeating a traveling phrase over and over until everyone arrives at a
corner of the stage. You also see this at sports events when a touchdown
triggers a dance cheer.

https://www.elementsofdance.org/body.html

ENERGY

The movements here propelled by energy or force. A force can either initiate
or stop an action. Dance uses different energies and a varied use of theses
minimizes the monotony of the movements in a performance. There are six
qualities of dance energies presented below.

1. Sustained- movements are done smoothly, continuously, and with

flow and control does not have a clear beginning and ending.
 2. Percussive- movements are explosive or sharp in contrast with
sustained movement. They are accented with thrust of energy. They have clear
beginning and ending.

3. Vibratory- movements consists of trembling or shaking. A faster

version or percussive movements that produce a jittery effect. ( Minton, 2007)

4. Swinging- movements trace a curved line or an arc in space. The

movements are released and giving in to gravity on the downward part of the
motion, followed by an upward application of energy.

5. Suspended- movements are perched in space or hanging on air,

holding a raised leg in any direction is an example of a suspended movement.

6. Collapsing- movements are released in tennis 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)

What’s More

Instructions: Explore the internet or any media sources and watch a dance clip or
video of your choice. Observe and identify the elements used.

Describe the dance or movements pattern in terms of the following:

a. SPACE – What were the directions used? Does it shift from side to side? Move
form high 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? Were the rhythmic
structures even or uneven? Does it go with or opposite 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 or 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?

Good job! I know you can do it! More exciting

activities a head Good luck!
 What I Have Learned

MAKE ME COMPLETE!

Instructions: Complete and identify the different Elements of Dance. Write

your answer on a separate sheet.

ELEMENTS OF
DANCE
SPACE- __________- ____________-
BODILY
This is the area The DANCE ENERGIES- they are arranged in ways
SHAPES-
that are wide, narrow,
the performers movements rounded, angular,
occupy and may be symmetrical, or asymmetrical
where they executed in and are viewed together as a
varying tempo total picture or arrangement
move (speed) within a picture
SUSTAINED- Movements are done
________- smoothly, continuously, and with ____________-
The performers can go flow and control. balanced shape,
forward, side, backward, movements are
diagonal, circular, and so practically identical
on. ________________ - movements are or similar on both
explosive or shard in contrast with sides
sustained movements.
SIZE-
VIBRATORY -
ASYMMETRICAL-

________- __________________- movements

trace
a curved line or an arc in space.
movements can
be done in a
high, medium, SUSPENDED-
or low

FOCUS
__________________- movements are
released in tension and gradually or
abruptly giving in to gravity.

Great job! Get ready on the next activity.

 What I Can Do

“LET’S DO THIS”

Instructions: 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 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.

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 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.

Dance presentation will be assessed using the following criteria:

Dance Steps and Choreography 20 pts

*stepping’s created incorporates the HR-Fitness Component
and Concept chosen

Synchronization 20
pts
*performs showed effort in dancing

Enthusiasm 10
pts
*performance was done in positive vibe with great
amount of energy

Total 50 pts
 Assessment

Direction: Fill in the box to come up with the complete word/phase. Write your answer
on a separate sheet of paper.

1. Movements are explosive or sharp in contrast with sustained movement. They

are accented with thrust of energy. They have clear beginning and ending.

2. This is the area the performers occupy and where they move. It can be divided
into four different aspects, also known as spatial elements.

3. The movements here propelled by energy or force.

4. Any human movement included in the act of dancing— it can include dance
steps, facial movements, partner lifts, gestures, and even everyday movements
such as walking.

5. Movements trace a curved line or an arc in space. The movements are released
and giving in to gravity on the downward part of the motion, followed by the an
upward application of energy.
 6. Movements are released in tennis 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.

7. Movements are perched in space or hanging on air, holding a raised leg in any
direction is an example of a suspended movement.

8. Movements consist of trembling or shaking. A faster version or percussive

movements that produce a jittery effect.

9. Dance movement can travel in any direction. The performers can go forward,
side, backward, diagonal, circular and so on.

10. Asymmetrical- unbalanced shape, movements of two sides of the body do not
match or completely different from each other.

Additional Activities

Make a collage about Dance. Use indigenous materials and submit it

to your teacher.
CONGRATULATIONS! YOU FINISHED THE MODULE FOR WEEK 2
MODULE. YOU ARE NOW READY FOR WEEK 3 MODULE.
 Medical Transcription
12 Quarter 1 – Module 3: Practicing
Occupational Health and Safety
Procedures
(Hazard Identification)

I Need To Know….
The first step in keeping oneself safe is recognizing potential or possible
dangers. This lesson provides learners with ample information on how to spot
hazards in the workplace once they start working or running their own business. They
will also learn appropriate contingency measures, not only for their own safety, but also for
the safety of the people around them.

CONTENT STANDARD
The learner demonstrates an understanding of concepts and principles of
Occupational Health and Safety (OHS) Procedures in relation to hazards and risks in the
workplace.

PERFORMANCE STANDARD
The learner shall be able to consistently observe and practice occupational health and
safety procedures in the workplace.

LESSON 3: Practicing Occupational Health and Safety Procedures (OHS) –

Hazard Identification

After going through this module, you will be able to do the following:
1. Recognize possible health and safety problems in the workplace and
appropriate contingency measures; and

2. Determine the different types of hazards and their effects in the workplace.
I Will Check On This….
Direction: Write TRUE if the statement is true and FALSE if the statement is false.
Write your answers on a ½ sheet of pad paper.
1. Identifying potential health and safety problems are very essential in
maintaining a hazard free workplace.
2. Every facility should have a complete fire plan.
3. Rescue usually means moving the person from the danger to the safest area.
4. Sounding the alarm is the quickest way to get help.
5. Observing the workplace is a must.

6. Notify the first responding agency of any disabled, trapped, or injured

persons.
7. The letter “P” in the PASS system means picture.
8. Alarm is used to extinguish the fire.
9. Keep yourself panic and let other panic too.

10. Never re-enter the building unless directed to do so by the authorities, or the fire
department.

Lesson Overview….
HAZARD IDENTIFICATION

Keeping the workplace safe and healthy increases both the personal and
professional growth of each employee and brings profit to the company. It is
important to know the possible hazards that may come to anyone, how to avoid them
and what to do in case accidents happen.

What will you do if you spot a hazard or danger in your workplace? This and
other related questions will be discussed in this lesson. “Think safe” must be
observed at all times. Vital information such as Preparing for Emergencies, Standard
Fire Orders, the PASS system in operating a fire extinguisher, and Emergency
Evacuation Procedures will be tackled in this lesson.
 Occupational Health and Safety (OHS)

It is a cross-disciplinary area concerned with protecting the safety, health, and

welfare of the people engaged in work or employment. The goal of all occupational
health and safety programs is to foster a safe work environment. As a secondary
effect it may also protect co-workers, family members, employers, customers,
suppliers, nearby communities, and other members of the public who are driven
together by the workplace environment. It may involve interactions among many
subject areas, including chemistry, health, and physics.

Hazard identification is the process used to identify all the possible situations
in the workplace where people may be exposed to injury, illness or disease.

Identifying Health and Safety Problems

Identifying potential health and safety problems are very essential in maintaining a
hazard free workplace. There are some of the ways to help you identify these
hazards:

• Observe your workplace;

• Investigate complaints from workers;
• Examine accidents and near-miss records;
• Examine sickness figures;

• Use simple surveys to ask your co-workers about their health and safety
concerns;
• Use check lists to help you inspect your workplace;

• Learn the results of inspections done by the employer, the union or anyone
else; and
• Read reports or other information about your workplace.
 Contingency Measures

Preparing for emergencies

Every facility should have a complete fire plan.
The facility must have regular fire drills, so the staffs know
what to do in an emergency. Employees should:
• Know the location of at least two fire alarm pull boxes
in the work area;

• Be able to find and operate fire alarm pull boxes in the dark;

• Know where portable fire extinguishers are located

and learn how and when to use them;

• Know where exits are;

• Always remember not to block an exit; and

• Know how to shut off oxygen and other piped gas systems,
if (and only if) they are instructed to do so.

Standard Fire Orders R.A.C.E.

R: Rescue person in immediate danger
Rescue usually means moving the person from the danger to the safest area.
The goal should be to get everyone out of the room, not out of the building, unless
the fire spreads and evacuation of the facility becomes necessary.

After the occupants are rescued from the room on fire, the next step is to
move the people in adjoining rooms. These are the rooms on either side, across the
hall, above or below the room on fire.
A: Alarm must be sounded
Sounding the alarm is the quickest way to get help. It alerts the other
staff members and initiates the process that alerts the fire department.
Most serious health care facility fires can be traced to a delay in
sounding the alarm and failure to close doors.

Extra care should be taken by those working in high noise areas,

such as the laundry, to ensure everyone in the area is aware that there
is a fire.

C: Contain fire by closing all doors in the area

When everyone has been removed from the room that contains the fire,
close the door/doors to the room. Closing the door/s accomplishes
two things:
• The fire and smoke are contained in the room and prevented from
spreading to other areas; and

• The sprinkler system will be activated sooner. The sprinkler system is heat
sensitive and activates when the air temperature reaches a preset level.
The air temperature will rise faster if the doors are closed.

E: Extinguish small fires

• If the rescue alarm, and contain procedures have been followed and the fire
department has not arrived, try to extinguish small fires using one of the following
techniques:

• Covering it to exclude air;

• Using a fire extinguisher; or

• Pouring water on it (unless it is an electrical or grease fire). If the fire cannot be

extinguished, leave the area and close the door.
When not to fight fire
• The fire is spreading beyond the starting point;

• It is already a large fire;

• The fire could block your escape route;

• You are unsure how to operate the extinguisher; or

• You are in doubt whether the extinguisher is proper for the type of fire at hand.

The PASS System

Most people find it helpful to remember a simple acronym, PASS, to

successfully operate a fire extinguisher:
P: Pull the pin. The first step is to pull out the pin that is located on the top of the fire
extinguisher. Pulling the pin releases the fire extinguisher’s locking mechanism that
allows you to operate it.

A: Aim. After pulling the pin, aim the fire extinguisher at the base of the fire. It is
important to aim at the base of the fire, not the flames, since the fuel of the fire is
located at its base.

S: Squeeze the lever. Slowly squeeze the lever to release the extinguishing agent
in a controlled manner. To stop the discharge, let go of the lever. Remember that the
extinguisher only holds a limited amount of extinguishing agent, usually lasting
around 10 seconds, so use it wisely.

S: Sweep. Move the fire extinguisher back and forth across the base of the fire until
it has been completely extinguished. Stand a safe distance away, and as the fire
begins to recede, move forward.

After a fire has been extinguished, do not immediately leave the scene. Instead,
monitor the area for a few minutes to ensure that the fire does not reignite.
 Emergency Evacuation Procedures

The following procedures apply to any evacuation situation:

1. Become familiar with your building. Know the location of emergency exits.

2. In any emergency situation, contact the authorities. Always have the

emergency hotline numbers written near the phones. For National Capital
Region, dial 117. This is the emergency hotline for the Philippine National
Police (PNP) and the Bureau of Fire Protection.

3. In the event an evacuation is necessary, you will be directed by the

authorities, the fire department, or building coordinators to evacuate.

4. Remain calm. Try to keep others calm as well.

5. Exit the building using stairwells. Never use the elevators. Close and secure
all doors behind you.

6. Proceed to the designated meeting area(s). Keep quiet and listen for
directions from the authorities, or the fire department.

7. Notify the first responding agency of any disabled, trapped, or injured

persons.

8. Never re-enter the building unless directed to do so by the authorities, or the

fire department.
I Will Do this…..
Direction: Define or describe the following terms related to the topic of the lesson.
Write your answers on a ½ sheet of pad paper.
1. Contingency measure =
_____________________________________________________.

2. Fire Plan =
_____________________________________________________.

3. Fire Alarm =
_____________________________________________________.

4. Hazard Identification =
_____________________________________________________.

5. Extinguish =
_____________________________________________________.

6. Sprinkler system =
_____________________________________________________.

7. Escape route =
_____________________________________________________.

8. Grease fire =
_____________________________________________________.

9. Evacuation =
_____________________________________________________.

10. PASS System =

________________________________________________________.
I Learned this…..
Direction: Answer the following questions. Write your answers on a ½ sheet of pad
paper
1. Have you ever experienced being in a fire hazard scenario? What did you do
to get yourself and others to safety?

2. How important is it to keep calm and think fast during times of calamity and
danger?

3. What is the most important reminder you would like to impart to others when
dealing with danger of hazards?
4. How do you decide when to fight fire or not?
5. What should be your number one goal during fire emergencies? Why?

I Practice this…..
Direction: Provide the required information under each category.

A. Ways to Identify Health and Safety Problems in the Workplace

1.
2.
3.
4.
5.

B. Ways to prepare for Emergencies

6.
7.
8.
9.
10.

C. Give the 4 standard fire orders.

11.
12.
13.

14.
I Apply this…..
Direction: Read the questions carefully. Write the letter of the correct answer in your
answer sheet.
1. Which of the following detects a potential health and safety problem?
A. Observance of health protocols during inspection
B. practice punctuality as a habit
C. Examine health complaints from a co-worker
D. Using facemask in the workplace

2. Which of the following that best describes a well-prepared employee?

A. Being able to operate a fire alarm
B. Know where the entrance and exit points
C. Both Statements A & B
D. Statement A only

3. The following statements show the value of sounding fire alarm, except one,
which one?
A. Sounding the alarm is the quickest way to get help
B. More workers will be alerted during fire emergency
C. The fire department will be informed the soonest time
D. It will be mistaken as a noise coming from a nearby laundry shop

4. What situation that we are advised not to fight a fire?

A. When the fire is already spreading vigorously
B. When the fire is about to start
C. If we can operate the fire extinguisher easily
D. All of the Above
5. We adopt the acronym “PASS” to successfully operate a fire extinguisher.
What is the letter “P” stands for?
A. Pull the trigger
B. Pull the pin
C. Press the pin
D. Push the pin

6. Why is it important to aim the fire extinguisher at the base of the fire?
A. The fire extinguisher only holds a limited amount
B. The fuel of the fire is located at its base
C. The fire extinguisher only last for 30 seconds
D. It releases the extinguishing agent in a controlled manner

7. Which of the statements that is against to established safety evacuation

procedures?
A. Exit the building immediately using the functioning elevators
B. Becoming familiar with the vital locations
C. Posting the emergency hotline numbers near the phones
D. Remaining calm while trying to keep others calm as well

8. Which statement demonstrates good judgment after you have just fully
extinguished a fire?
A. Immediately leave the scene for safety
B. Monitor the area for a few minutes to ensure the fire does not reignite
C. Go back to your work right away to increase productivity
D. Take pictures for posting in your social media account

9. What is the best way to stop the virus from spreading during the pandemic?
A. Observe social distancing while working outside
B. Washing of hands after buying food from a sari-sari store
C. Staying at home and observing all health protocols
D. Watching legit news to obtain the needed information
 10. The following are considered sound healthy approach during the pandemic,
EXCEPT one, which one?
A. Eating a balance diet and taking vitamin C
B. Getting the right amount of sleep every night
C. Keep yourself inform by watching the television all the time
D. Tending a floral garden as a hobby

I Test myself…….
Direction: Write TRUE if the statement is true and FALSE if the statement is false.
Write your answers on a ½ sheet of pad paper.
1. Never re-enter the building unless directed to do so by the authorities, or the
fire department.

2. Every facility should have a complete fire plan.

3. Rescue usually means moving the person from the danger to the safest area.

4. Identifying potential health and safety problems are very essential in

maintaining a hazard free workplace.

5. The letter “P” in the PASS system means picture.

6. Notify the first responding agency of any disabled, trapped, or injured

persons.

7. Observing the workplace is a must.

8. Sounding the alarm is the quickest way to get help.

9. Keep yourself panic and let other panic too.

10. Alarm is used to extinguish the fire.