CHAPTER 2:

Fundamentals of Rhythm
Dance and Movements
(Week 2 - 3)
 II. Fundamentals of Rhythm

Every individual has rhythm. It is found in all of nature and is natural to every
individual. Rhythm is most clearly seen through dance- the art of movement.

What is rhythm?
 Is the regular recurrence of accented and unaccented beats.
Rhythms
 Is a term, which denotes an aspect of a quality of movement that is sometimes
thought of as dance.
 When an individual moves in response to a particular rhythm or music, we call the
movements as rhythmic movements or rhythms.
 Structured forms, which start creative rhythmic movements, called rhythms.
Rhythmic activities
 are the physical manifestations of the mental and emotional response of the
individual to rhythm.
 They are activities, which a child responds to physically, socially, and mentally to
regular patterns of sound.
They are also a source of enjoyment for people of all ages. Through these activities,
skills and the sense of rhythm are acquire and developed feelings are expressed, basic
principles of time, space and force can be experienced.
Everyone reacts to music or rhythm in one form or another. A head swaying, a foot
tapping, fingers snapping, shoulders and body moving while a musical piece played are
physical reactions.
Dance
 refers to movement set to music where there emerges organization, structure and
pattern.

 A composition implies arrangement of parts into a form.

Dancing
 Is a means of expressing one’s emotions through movement disciplined by rhythm.

 It is an act of moving rhythmically and expressively to an accompaniment.

 The word dancing came from an old German word “danson” which means to
“stretch”. Essentially, all dancing is made up of stretching and relaxing.
Rhythmic fundamentals

In the field of dance, there are certain fundamental knowledge and rhythmic skills
considered important for proficiency and efficiency in bodily movements.

Elements of Rhythm:

1. Beat - the underlying pulse of a rhythm.

2. Tempo - rate of speed of a movement.

3. Intensity - variation of stress of movement.

4. Pitch - lowness or highness of a tone.

5. Accent - emphasis on certain beats.

6. Meter - the regular recurrence of beats which divides a musical design into measure.

7. Phrase - measures grouped together.

8. Bar - in music a vertical line across a staff dividing it into equal measures of time.

9. Count - a pulse beat, a time limit.

10. Note - a printed symbol of a musical tone.

11. Measure - a group of pulse beats.

12. Note pattern - refers to a note or set of notes with or without rest used for a certain
dance step.

13. Step pattern - refers to the movement or movements done for each of the dance steps.

Elements of movement Space:

1. Direction - is the line of movement taken which maybe forward, backward, sideward,
diagonal, upward, or a combination of those mentioned.

2. Level - is movement through space that maybe done at a high, low, or medium level.

3. Range - refers to the area covered as the body moves. It may be small as when the
movement is done in one’s place; or large when movement covers a wide area as when
getting away from one’s place.
4. Floor Pattern - the path or design that is made while moving in space is what is termed
as floor pattern. It may take a form of a circle, square, straight line or zigzag.

Movement Qualities:
 Movement expression is attained through the elements of time, force and space

PHASES OF THE DANCE PROGRAM

1. Creative Rhythms
Are sometimes called fundamental rhythms or natural dances. A creative
rhythm is an end product of exploration and improvisation of movements as children
learn to move the parts of their body and to use them as instruments of expression.

2. Folk/ Ethnic dance

Is a cultural art form handed down from generation to generations. It
communicates the customs, beliefs, rituals, and occupations of the people of a
region or country. Folk dancing belongs to the people. It emanates from them. Ethnic
tribes have their specific tribal art forms originated and danced by the people of the
tribe.
 Examples of folk dances are the rural and country dances, jotas, mazurkas,
pandanggos, among others with foreign influence.

 Examples of ethnic dances are the dances of the mountain peoples of the
Cordilleras, dances of the ethnic groups in the Cagayan Valley Region and the ethnic
dances in the Mindanao Regions.
3. Social and Ballroom Dance
The setting of the social and ballroom dance is a social gathering with the more
formal atmosphere than the simple and informal parties in which the recreational dances
are the usual forms. Social and ballroom dancing are generally held in the evenings.
The participants are usually in formal attire.
4. Recreational Dance
Includes dance mixers, square dance round and couple dances. Many of these
dances have simple patterns and combinations of walking steps, polka step and the
waltz step. The setting is usually informal gatherings and parties, reunions etc.

5. Creative Dance
Is the highest form of dance. It is the end-product of exploration and improvisation of
movements as the dancer or the choreographer expresses his feelings or emotions, ideas,
and interpretations. This is a dance with a definite form, a beginning and an ending. The
principles of art form are all observed in the composition of the dance.
Examples of creative dance are ballet, jazz,and modern or contemporary dance.
OBJECTIVE OF RHYTHMIC ACTIVITIES

1. Develop skills necessary for recreational enjoyment.

2. Maintain good posture and physical efficiency.

3. Promote emotional freedom.

4. Develop a balanced and well-coordinated body.

FUNDAMENTAL DANCE POSITIONS

There are five fundamental or basic positions in dance that are commonly termed as
1st position, 2nd position, 3rd position, 4th position, and 5th position of the feet and arms.
1st position

Feet: Heels close together, toes apart with an angle of about 45 degrees.

Arms: Both arms raised in a circle in front of chest with the finger tips
about an inch apart.
2nd position

Feet: Feet apart sideward of about a pace distance.

Arms: Both raised sideward with a graceful curve at shoulder level.

3rd position

Feet: Heel of one foot close to in-step of other foot.

Arms: One arm raised in front as in 2nd position; other arm raised upward.

4th position

Feet: One foot in front of other foot of a pace distance.

Arms: One arm raised in front as in 1st position; other arm raised overhead.

5th position

Feet: Heel of front foot close to big toe of rear foot.

Arms: Both arms raised overhead.

 Example image of Fundamental Dance:
Position of Arms

Position of Feet

THE BASIC NATURAL MOVEMENTS:

1. Locomotor movements

Are those that move the body in space in any direction with the feet as the moving
base.

Examples: walking, running, jumping, hopping, skipping, leaping, galloping and

sliding

2. Non-locomotor

Are those in which various parts of the body move in space with a fixed base.

The base may be standing, kneeling, sitting or lying.

Non-locomotor movements:

1. Flexion
- Bending or shortening of a body part occurring at a joint.

2. Extension
- Turning, twisting or circling
 3. Pendular
- Swinging/ swaying arms forward, backward or sideward.

4. Percussive
- Striking and hitting: pushing and pulling.

5. Vibratory
- Shaking and beating.

6. Sustained
- A slow, smooth flowing movement with a balance of movement throughout
the entire series.

7. Suspended
- A sharp movement followed by a series of slow or prolonged movements
until a peak is reached.

VALUES OF DANCING

1. Physical fitness

2. Cultural

3. Social

4. Recreational

E- Reference:
http://hnupe.weebly.com/pe-
2.html#:~:text=FUNDAMENTAL%20DANCE%20POSITIONS,of%20the%20feet%20and%20arms.
ACTIVITY 1: Essay Writing
Instructions:
1. Write an essay about “The importance of Rhythm, Dance and Movement.”
2. Explain your essay in 300-500 words.
3. The activity must be done on a short bond paper using normal margin. Please
ensure a double spacing format.
4. Outputs should use font Century Gothics, font size 12.
5. Send your essay at my email account: quennie.teacher@gmail.com using this
format “complete name_course and section_subject_activity no.” ex. Quennie Rose
Gelig_BPE4-1_FITT3_Activity 1.
6. You may submit your essay on or before September 25, 2020.
7. This essay will be evaluated using the rubric below:
Criteria 4 3 2 1 Points
Focus & Focus & There is one There is one The topic and
Details Details clear, well topic. Main main ideas are
There is one focused topic. ideas are not clear.
clear, well Main ideas somewhat
focused are clear but clear.
topic. Main are not well
ideas are supported by
clear and detailed
are well information.
supported
by detailed
and
accurate
information.
Organization The The The There is no
introduction introduction introduction clear
is inviting, states the states the introduction,
states the main topic main topic. A structure, or
main topic, and provides conclusion is conclusion.
and an overview of included.
provides an the paper. A
overview of conclusion is
the paper. included.
Information
is relevant
and
presented in
a logical
order. The
conclusion
is strong.
Word Choice The author The author The author The writer
uses vivid uses vivid uses words uses a limited
words and words and that vocabulary.
phrases. phrases. The communicate Jargon or
The choice choice and clearly, but the clichés may be
and placement of writing lacks present and
placement words is variety. detract from
of words inaccurate at the meaning.
seems times and/or
accurate, seems
natural, and overdone.
not forced.
Sentence All Most Most Sentences
Structure, sentences sentences are sentences are sound
Grammar, are well well well awkward, are
Mechanics, constructed constructed constructed, distractingly
& Spelling and have and have but they have repetitive, or
varied varied a similar are difficult to
structure structure and structure understand.
and length. length. The and/or length. The author
The author author makes The author makes
makes no a few errors in makes several numerous
errors in grammar, errors in errors in
grammar, mechanics, grammar, grammar,
mechanics, and/or mechanics, mechanics,
and/or spelling, but and/or spelling and/or spelling
spelling. they do not that interfere that interfere
interfere with with with
understanding understanding. understanding.
TOTAL

Transmutation Table
Point’s % Point’s %
16 100 8 77
15 100 7 73
14 97 6 70
13 93 5 67
12 90 4 63
11 87 3 60
10 83 2 57
9 80 1 53