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Physical Education
Learning Activity Sheet
Quarter 4 – MELCs 4 & 5
Regional and National Dances
with Asian Influences

REGION VI - WESTERN VISAYAS

Physical Education 8
Learning Activity Sheet No. 4
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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.

This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written permission
from the DepEd Regional Office 6 – Western Visayas.

Development Team of Learning Activity Sheet

Writer: Ma. Cecilia G. Ibabao
Content Editor: Yolanda Boladas
Reviewers: Ronie C. Reteracion Philip Jayson D. Falcis
Hazekiah P. Parreno Sherwin Silverio
Illustrator: Francis Gil V. Berana
Lay-out Artist: Laurence U. Dadivas
Schools Division Quality Assurance Team:
Reviewers: Ronie C. Reteracion
Shirley A. De Juan
Division Management Team:
Salvador O. Ochavo, Jr.
Jose Niro R. Nillasca
Segundina F. Dollete
Shirley A. De Juan
Ronie C. Reteracion
Regional Management Team:
Ramir B. Uytico
Pedro T. Escobarte, Jr.
Elena P. Gonzaga
Donald T. Genine
Celestino Dalumpines IV
Athea Landar

Printed in the Philippines ______________________

Department of Education – Region VI
Office Address: Duran Street, Iloilo City
Telefax: (033) 336-2816 (033) 509-7653
E-mail Address: region6@deped.gov.ph

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Introductory Message
Welcome to Music 8 Quarter 4!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Music Activity Sheet will help you facilitate the teaching-learning activities
specified in each Most Essential Learning Competency (MELC) with minimal or no
face-to-face encounter between you and learner. This will be made available to the
learners with the references/links to ease the independent learning.

For the learner:

The Music Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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 LEARNING ACTIVITY SHEET
Name of Learner:
Grade:
Section:
Date:

Physical Education 8 Learning Activity Sheet No. 3

Regional and National Dances with Asian Influences
I. Learning Competency with Code
• Executes the skills involved in the dance. (PE8RD-IVd-h-4)
• Exerts best effort to achieve positive feeling about self and others
(PE8PF-IVd-H-38

II. Background Information for Learners

Lesson 1- Rhythmic Patterns of Selected Regional and National Dances
with Asian Influences.
Rhythm - the regular recurrence of accented and unaccented beats. A
term which denotes an aspect of a quality of movement that is sometimes
thought of a dance. When an individual moves in response to a particular
rhythm or music, we call the movement as rhythmic movements or rhythms.
On the other hand, 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 sounds. They are also a source of enjoyment to people of all ages.
Through these activities, skills and the sense of rhythm are acquired and
developed, feelings are expressed, basic principles of time, space and force
can be experienced.
Rhythmic pattern is a succession of musical events obtained within a
single metric unit that corresponds to a single main beat. For the sake of
simplicity rhythmic patterns are notated without rests, except for those that start
with a rest.
III. Accompanying Textbooks:
Physical Education and Health Learner’s Material-8 (pp.153-159)
Kto12 Enhanced Basic Educ. Cur. Guide Grade 8 Health
IV. Activity Proper:
V.
Activity 1: Listening While Playing
a. Close your eyes and listen to the recorded music of Sua-Ku-Sua and
Pangalay. What is the time signature of the music? Is it done in duple,
triple or quadruple meter? Why do you say so?
b. Feel the beat and rhythm of the music and do the following activities
with eyes open:
1. Clap your hands in time with the music.

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 2. Stomp your feet and create some rhythmic patterns using the
same music.
3. Use any material that could be used as percussive instruments
such as a beat-box and produce rhythmic sounds.
4. Use body gestures or accompany the music being played with
vocal sounds.
5. For variation, repeat items one to two using the recorded music
of Binislakan, Sakuting and Tiklos.

Well done. How did you feel while doing the activity? Do you think that
feeling the beat and rhythm of the music plays an important role in any dance
performance in so far as proper timing is concerned? You will find the answer
after doing the next activity. Now you can do another activity to enhance the
skills you’ve learned.

Activity 2: Let’s Get Loud!

a. In your home ask your siblings, your parents or any relatives at home
who can do this activity with you. Group yourselves to at least two
groups.
b. Using any medium for sound production, you and your group mates will
produce sound in time with the rhythm of the music commonly used in
regional and national Folk dances. Using the duple meter, the basis in
producing the sound, divide your group into two and create different
rhythmic combinations for sixteen measures to be played simultaneously
with your groupmates.
You can use any of the following that could produce sounds.
• Clapping your hands
• Stamping your feet
• Snapping your fingers
• Using any materials as percussion instruments
c. This time create a rhythmic combination using the triple meter for
another sixteen (16) measures.
d. Always observe the principles of accent, intensity, dynamics and tempo
in your routine.
e. After a ten-minute rehearsal, perform your output (See to it that your
performance is being documented or recorded) Perform the rhythmic
combination in duple meter first, then triple meter, or vice versa.
Refer to the following rubrics to be used for evaluation.

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Analytic Rubric for the Assessment of Learners Performance in Rhythm

Weight Musicality Degree of Difficulty Characterization

(Timing, dynamics (Complexity & (Behavior during
and mastery) intricacy in the use of performance)
rhythmic patterns in
40% various meters) 20%
40%
5 MASTERFUL: Performs SKILLFUL: Creates MATURE:
rhythmic composition skillful composition of Demonstrates proper
with high level of complex and intricate characterization and
musicality while rhythmic patterns in appropriate behavior in
observing proper timing duple, triple and the performance and
dynamics and mastery quadruple meters with high level of
confidence
4 STRATEGIC: Performs COMPETENT: Creates a SENSITIVE:
rhythmic compositions certain degree of skillful Demonstrates proper
with a certain level of composition of complex characterization and
musicality, while rhythmic patterns in appropriate behavior in
observing proper timing duple, triple and the performance and
and mastery, but with quadruple rhythmic with a certain level of
limited ability to perform patterns confidence
with dynamics
3 ABLE: Performs PRACTITIONER: Creates AWARE: Demonstrates
rhythmic compositions a commonly accepted generally acceptable
with mastery and limited composition of simple characterization and
but growing ability to rhythmic patterns in proper behavior toward
perform with timing and duple, triple and the performance and
dynamics quadruple meters with a certain level of
confidence
2 APPRENTICE: APPRENTICE: Creates DECENTERING:
performs rhythmic rhythmic patterns but Demonstrates
compositions with could hardly distinguish inconsistent
general mastery but differences among duple, characterization and
could hardly adapt to triple a quadruple meters demonstrates low level
varying dynamics and of confidence
timing
1 NOVICE: Performs NOVICE: Cannot create EGOCENTRIC:
rhythmic patterns with any rhythmic pattern at Demonstrates little or
low or no mastery, all. no characterization and
timing and dynamics behaves inappropriately
towards the
performance

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 Source: 2010 New Secondary Education Curriculum Teaching Guide

You’re smart! Now I think you are ready for the next activity which is
more challenging than the previous one. Keep going….

Activity 3. Dance into the Groove!

With the same grouping that you had in Activity 2, Let’s Get Loud, perform again
the rhythmic combinations that you composed while doing the following:
1. Based on the video you saw in the previous lesson, create a dance using
any hand or body movements that would jibe with the sound or rhythmic
pattern you created.
2. Always observe the elements of space and movement while doing the
routine.
3. Perform the whole routine of dance and sound improvisations with proper
expressions and gestures.

Did you enjoy the activity? You must be sweating out now. Perspiring
while doing the activity is a good indication of good health because your
heart beats faster as it pumps harder while dancing. You know pretty well
that dancing is a good exercise, thus, you are keeping your heart healthy.

1. Guide Questions
Why do we need to learn the rhythmic pattern of a song? Is it important in
dancing? Why?

VI. Reflection:
Direction: Fill in the Gap
1. In this activity, I have realized that _________________________________
_____________________________________________________________
2. I can create rhythmic patterns by___________________________________
_______________________,and using any __________________________.
3. To complete the rhythm, the principles of accent, intensity, ______________,
and ______________ should be observed.
4. I can make my life more colorful and meaningful by being ________________
in the same manner as it can be applied to music.
5. For me, rhythm is as just as important as ________________ because
without it, ____________________________________________________.

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VII. References:

www.slideshare.net/CaseyBanugan/philippine-folk-dances-with-asian-influence
http://www.britannica.com
hnupe.weebly.com
www.bosanovaguitar.com.lesson

VIII. Answer Key

Refer to the Scoring Rubrics

Activity 2. Let’s Get Loud!

Refer to the Scoring Rubrics

Groove!
Activity 3. Dance into the

Answers may vary.

Reflection: Fill in the Gap