MODULE 1 [HISTORY AND NATURE OF DANCES]

PROGRAM: BTVTED Year Level: 1ST Section: 1A

COURSE CODE: PHED02 DESCRIPTION: RHYTHMIC ACTIVITIES

LEARNING OUTCOMES
1. Discuss the history and nature of dances;
2. Identify the benefits of dance and creative movement; and
3. Share common knowledge and experiences of dancing
through written self-reflections.

Prepared Reviewed and Checked

KEVIN L. GARCIA, LPT DR. JASCELYNN N. OLIMPIADA,LPT

Instructor Program Head/ Dean
Recommending Approval Approved

DR. JOEVELL P. JOVELLANO, CSAS PROF. MICHAEL E. LIRIO, CPA, MMPA

Vice President for Academic Affairs President and College Administrator

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 Tanauan City College
Learning Module Format

Program: Bachelor of Technical-Vocational Topic: HISTORY AND NATURE OF DANCES

Teacher Education
Course: Education Instructor: GARCIA, KEVIN L.
Code PHED02 Module #: 1 Week #: 1-2 # of Page: 7

I. Preliminaries
Introduction to the Dance, the movement of the body in a rhythmic way, usually to music and within a given
Module Objective space, for the purpose of expressing an idea or emotion, releasing energy, or simply taking
delight in the movement itself.

Section Topics Learning Outcomes Assessment/ Modality

Evaluation

Section 1: History and Nature of 1. Discuss the history and nature of  Essay on Online
Dances dances; nature of submission
dances thru
Section 2: Basic Motives of Dance 2. Identify the benefits of dance and and its
creative movement; and
benefits Moodle
Section 3: Benefits of Dance and
other Creative Movements 3. Share common knowledge and
experiences of dancing through written
. self-reflections.

II. Instructions
Keywords and concepts

Content Lecture/ Discussion

History and Nature of Dances

From the earliest moments of known human history, dance accompanied ancient rituals, spiritual
gatherings and social events. As a conduit of trance, spiritual force, pleasure, expression,
performance and interaction, dance became infused into our nature from the earliest moments of
our existence - from the moment when first African tribes covered themselves in war-paint to the to
the spreading of music and dance across all four corners of the world. Without a doubt, dancing
remains one of the most expressive forms of communications that we know.

The oldest proof of existence of dancing comes from the 9000 year old cave paintings that were
found in India, which depicts various scenes of hunting, childbirth, religious rites, burials and most
importantly, communal drinking and dancing. Since dancing itself cannot leave clearly identifiable
archeological artifacts that can be found today, scientist looked for secondary clues, written word,
stone carvings, paintings and similar artifacts. Period when dancing became widespread can be
traced to the third millennia BC, when Egyptians started using dance as integral parts of their
religious ceremonies. Judging by the many tomb paintings that survived the tooth of time, Egyptian
priests used musical instruments and dancers to mimic important events - stories of gods and
cosmic patterns of moving stars and sun.

This tradition continued in ancient Greece, where dance was used very regular and openly to
public (which eventually brought the birth of the famous Greek theatre in 6th century BC). Ancient
paintings from 1st millennia clearly speak of many dance rituals in Greek culture, most notably the

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one before start of each Olympian Games, precursor to the modern Olympic Games. As centuries
went on, many other religions infused dance in the core of their rituals, such as Hindu dance
"Bharata Nhatyam" which is preformed even today.

Of course, not all dances in those ancient times were intended for religious purposes. Ordinary
people used dance for celebration, entertainment, seduction and to induce the mood of frenzied
exhilaration. Annual celebration in honor of Greek god of wine Dionysus (and later Roman god
Bacchus) included dancing and drinking for several days. 1400BC year old Egyptian painting
showed the group of scantily dressed girls who danced for the wealthy male crowd, supported by
the several musicians. This kind of entertainment continued to be refined, until medieval times and
the start of the Renaissance when ballet became integral part of the wealthy class.

European dances before the start of Renaissance were not widely documented, any only few
isolated fragments of their existence remain found today. The most basic "chain shaped" dance
practiced by commoners was most widespread across Europe, but the arrival of Renaissance and
new forms of music brought many other styles in fashion. Renaissance dances from Spain, France
and Italy were soon surpassed by Baroque dances which became widely popular in French and
English courts. After the end of French Revolution, many new types of dances emerged with
focused on less restrictive woman clothing, and tendency for skipping and jumping. These dances
soon became even more energetic in 1844 with the beginning of so called
"international polka craze" which also brought us the first appearance of famous waltz.

After the short period of time when great ballroom masters created wave of complicated dances,
the era of modern day 2 person dance started with the careers of famous ballroom dances Vernon
and Irene Castle. After those early years of 20th century many modern dances were invented
(Foxtrot, One-Step, Tango, Charleston, Swing, Postmodern, Hip-hop, breakdancing and more)
and the expansion of musical brought those dances into worldwide popularity.

Definition of Dance

Dance, the movement of the body in a rhythmic way, usually to music and within a given space,
for the purpose of expressing an idea or emotion, releasing energy, or simply taking delight in the
movement itself.

Dance is a powerful impulse, but the art of dance is that impulse channeled by skillful performers
into something that becomes intensely expressive and that may delight spectators who feel no
wish to dance themselves. These two concepts of the art of dance—dance as a powerful impulse
and dance as a skillfully choreographed art practiced largely by a professional few—are the two
most important connecting ideas running through any consideration of the subject. In dance, the
connection between the two concepts is stronger than in some other arts, and neither can exist
without the other.

Although the above broad definition covers all forms of the art, philosophers and critics throughout
history have suggested different definitions of dance that have amounted to little more than
descriptions of the kind of dance with which each writer was most familiar.
Thus, Aristotle’s statement in the Poetics that dance is rhythmic movement whose purpose is “to
represent men’s characters as well as what they do and suffer” refers to the central role that dance
played in classical Greek theatre, where the chorus through its movements reenacted the themes
of the drama during lyric interludes.

A truly universal definition of dance must, therefore, return to the fundamental principle that dance
is an art form or activity that utilizes the body and the range of movement of which the body is
capable. Unlike the movements performed in everyday living, dance movements are not directly
related to work, travel, or survival. Dance may, of course, be made up of movements associated

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with these activities, as in the work dances common to many cultures, and it may even accompany
such activities. But even in the most practical dances, movements that make up the dance are not
reducible to those of straightforward labour; rather, they involve some extra qualities such as self-
expression, aesthetic pleasure, and entertainment.

Basic Motives of Dances

One of the most basic motives of dance is the expression and communication of  emotion. People
—and even certain higher animals—often dance as a way of releasing powerful feelings, such as
sudden accesses of high spirits, joy, impatience, or anger. These motive forces can be seen not
only in the spontaneous skipping, stamping, and jumping movements often performed in moments
of intense emotion, but also in the more formalized movements of “set” dances, such as tribal war
dances or festive folk dances. Here the dance helps to generate emotions as well as release
them.

All of these characteristics may produce a state of mind and body that is very different from that of
everyday experience. The dance requires unaccustomed patterns of muscular exertion and
relaxation as well as an unusually intense or sustained expenditure of energy. The dancer may
become intensely aware of the force of gravity and of a state of equilibrium or disequilibrium that
normal activities do not generate. At the same time, the dance creates a very
different perception of time and space for the dancer: time is marked by the rhythmic ordering of
movement and by the duration of the dance, and space is organized around the paths along which
the dancer travels or around the shapes made by the body.

Benefits of Dance and other Creative movements

• Learning Benefits- The brain works by electrical current thereby needing oxygen and water to
function well. Movement (dance) helps to provide one of these two elements, oxygen. Another
wonderful thing happens with movement. The brain produces a neuro-chemical called endorphins.
This chemical causes a feeling of energy and makes the brain more conducive to learning.

• Behavioural Benefits- Dance can help calm children that suffer with hyperactivity disorders as
well as those that suffer from self-destructive behaviors. The act of dance seems to help calm and
focus these troubled young minds.

• Physical Benefits- Dance will help develop muscles, tone the body, improve circulation, improve
posture, balance, and coordination and promote greater flexibility. Flexibility is often overlooked as
a benefit but can really decrease the chances of injury especially in an active child. Dance helps
keep the body conditioned and the mind focused which heightens one’s ability to perform other
physical activities.

• Mental Benefits- Children who are involved in dance will excel in their academics and tend to be
more creative. The art of dance helps teach a child to focus, creativity, and discipline, all in which
are mandatory in any area of education.

• Social Benefits- Dance improves sensitivity, understanding, appreciation, and consideration for
others, both for their similarities and differences. Dance can broaden your child’s horizons by
introducing them to other people and help them better relate later in life to those they may face
and also in their future careers.

• Esthetic Benefits- Dance awakens consciousness of beauty, lending new meaning to

movement and form.

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 • Emotional Benefits- Dance helps develop self-confidence and self-esteem in a stimulating
environment. “The advantage of the arts (music and dance) is that they link cognitive growth to
social and emotional development. Students care more deeply about what they study, they see
the links between subjects and their lives, their thinking capacities grow, they work more diligently,
and they learn from each other.”

Creative Movement

Creative movement, dance, and drama are powerful imaginative tools that we use to help children
explore, form a positive image of them and build healthy self-identities. It also serves as a
wonderful way for the little ones to work on their self-awareness and self-esteem while being
physically active. The beautiful thing about it is that there is no definite right or wrong when
children are engaged in creative movement, dance, and drama. Therefore, it creates a safe
environment for children to explore outside of their comfort zones.

Creative movements require bodies, hearts, and minds to work in sync. The movements are to be
coordinated with what the child is trying to express while ensuring balance. This process helps to
exercise the brain as it works out the complexity of combining both the dexterity and the emotive
language of the movements.

Benefits of creative movement:

1. Body awareness. To work on their coordination, body control, balance, stamina, and overall
strength.
2. Spatial awareness. To move in their own personal space, be aware of other children’s
personal space and respect others as everyone move together in a shared space.
3. Self-confidence. Taking risks in activities, performing for an audience and to trust their ideas
and abilities.
4. Concentration. Develop a sustained focus of mind and body.
5. Cooperation and Collaboration. Working in groups, listening and responding, offering
suggestions, exploring others’ ideas.
6. Problem-solving. Look at problems in new ways and practice their critical thinking skills.
7. Imagination. Making creative choices, thinking of new ideas, and interpreting familiar materials
in new ways.
8. Fun! Learning through play and at the same time improves motivation and reduces stress.

Creative movement is a wonderful way to get active with your child at home. You may feel that you
do not have the expertise to do so but have no fear, it is not that difficult! You can add creative
movement, drama and dance elements into your everyday routine.

III. Viable and vibrant Activities

Description of the Learning Activities

ESSAY WRITING/SELF-REFLECTION

Answer the following questions in essay format.

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1. Do you like dancing?

2. Can you dance? Or do you dance? Is there any dance you are good at?

3. Would you consider dancing as enjoyable or it is an embarrassing torture? Why?

4. Traditionally it has been the man's responsibility to ask a woman to dance. Is that still the case
in your society? In what situation?

5. If you're a woman, have you ever asked a man for a dance? If you're a man, how do you feel
when you ask a woman to dance?

6. Do you ever go to see dance performances?

7. What dances from other countries do you like?

8. How does dancing affect your everyday life? How does creative movements and becoming it as
a hobby can make a change in your present situation?

Always submit your output on or before deadline. 

IV. Opportunity to reflect and articulate students’ acquired knowledge.

Purpose of the activity

This module will discuss to you the definition, the nature and the history of dances. This will let you
identify what dances are and its benefits.

Evaluations Criteria

Follow these guidelines in making your essay:

 Make sure to have your original answer for this activity. Refrain from copying your answer
thru online browsers.

 Limit your answers to a minimum of 250 words but not more than 350 words.

 Be specific with your answers; relate your answers with your past experiences if possible.

 Submit your answers on time.

Summary and Reflection

[This section required student to fill up a learning journal]

V. Textbooks and other References

[This section contains textbooks and references used in the module. It also covers possibly additional
resources supplemental or complementary materials relevant to the module essential for students to extend
their learning through enriching activities and evaluation.]
[Specify a time period within the duration of the module for student to browse the required materials]

The TCC Learning Module Component Details

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 Each course module shall independently design from students’ available resource to ensure
that students will learn from the designed teaching and learning materials. Further, it is intentionally
designed containing components with acronym PIVOT which is the same acronym of the City
Government and the College Core Values (Professionalism, Integrity, Value for Excellence, Open for
Innovation, Teamwork) to instill amongst TCCians the spirit of these core values exceptionally in the
midst of crisis.

P
reliminaries. An introduction to the module objectives, contents, its rationale or purpose, list of
assignments, activities, lecture notes, test/quizzes, and due dates. This is a place to provide a
rationale and highlight the module’s relevance by describing how it fits into the course, and
may provide a brief overview of new material. It is also a place to remind students what they have
already learned and how this new information will build on their previous knowledge.

 Introduction: A general statement about the nature of the module and its relation to the
course as a whole. The introduction should not only introduce the topic of the module, but
should also forecast the content and organization of the module itself.
 Module Learning Objectives: These objectives should be the specific outcomes that relate to
each individual module, not the objectives that relate to the entire course. Students should be
explicitly and clearly told what they are expected to learn in each module. It is very important to
make sure that the module outcomes align properly with the assessments in the same module.
 Learning outcomes are direct statements that describe the knowledge, skills, and attitudes
that students are expected to reliably demonstrate in successfully completing a course. They
describe learning that is significant and durable– learning that really matters in the long term.
Learning Outcomes should be observable, assessable in some way, and both rigourous and
flexible (rigourous in that they specify the complexity of learning expected and flexible in that
the learning may be demonstrated in a variety of ways).

I
nstructions. This part of the module discourses the subject matter. It contains lectures and
instructions supported by any reading or visual material like instructor prepared text, PowerPoint
slides, Web sites, articles, graphic organizers, or other media and material. This would also be the
place to link discussion boards, audio files, video conferencing, and chat room discussions that are
serve as the means of interaction between students and faculty for this module period and help
students meet the objectives associated with this period of time in the course.

 Key Words and Concepts: A list of keywords with definitions, perhaps listed for emphasis so
that the student will be on the alert for an explanation or definition later in the module.
 Content Lectures/Discussions: This can be a very broad area to cover and may include
multiple topics separated into sections. Therefore, you may want to link your discussion to your
presentation related to the module.

V
iable and vibrant Activities. This is where faculty would list assignments/activities related to
this specific course module. This section contains activities that ways for students to engage
with each other in discussion and with the information and concepts. This section actively
engages students with the course material and explicitly practice or review, apply, analyze or
synthesize through discussion, exercises, laboratories, problem solving, case studies, role plays, test,
quiz, essay, journal or portfolio entry, peer evaluation, or self-evaluation and other methods.

 Collaborative and interactive activities that will facilitate communication between and
among students, including group projects, discussion questions, or other types of
communication and collaboration.
 Assignments. While the assignments were listed in the preliminaries, here is a chance to
describe the assignments in detail and to provide students with the needed information and
resources, including the due dates. If there are more than one type of assignment the module
may have a page for each.

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O
pportunity to reflect and articulate students’ acquired knowledge. This section provides
clear and explicit details on how students will evaluate/ assess their work/performance. This
section encourages students to fill up the college Standard Learning Journal (SLJ), it further,
explained how the faculty will give feedback to students regarding their learning and accomplishment
of the module objectives.

 Evaluations. All assessments should contain detailed explanations of their purpose, with full
descriptions of how students are to complete and submit them. Assessment and Evaluation
tools are specified under this section.
 Summary and Reflection. This section provides a way to engage the student in a dialogue
about what they have learned by completing the module. This dialogue might take place in an
online or classroom discussion, in a small-group activity, or through a writing assignment. It
might also contribute to a student’s grade for participation.
 Standard Learning Journal. A standardized form use to record the collection of notes,
observations, thoughts and other relevant materials built up over a period of time and maybe a
result of a period of study, learning and/or working experience. Its purpose is to enhance
student’s learning through the process of writing and thinking about your learning experiences.
Student learning journal is personal to them and will reflect their personality, preferences and
experiences. (With Attached copies of Learning Journal Guidelines and SLJ Form).

T
extbooks and other References. This part contains textbook and reference used in the
module. It also covers possibly additional resources supplemental or complementary materials
relevant to the module essential for students to extend their learning through enriching
activities and evaluation. Be certain to clearly and explicitly designate a note for optional materials or
required materials. Specify a time period within the duration of the module for student to browse the
required materials.

Notes:

1. This Learning Module will be submitted to the office of Academic Affair along with the course
syllabus before the actual opening of classes on August 17, 2020.
2. Faculty are required to divide their lessons into eight(8) major modules.
3. Each module requires Powerpoint Presentation and Learning Module in Soft and Hard copies.
4. Each faculty member will be required to create account per subject from the required LMS.
5. Only materials and activities specified in the module will be allowed to upload in the LMS
(Learning Management System).

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