K to 12 BASIC EDUCATION PROGRAM

SPECIAL PROGRAM IN THE ARTS (SPA)

Grade 7-10

DANCE
General Course Description/Rationale:

The Department of Education in partnership with National Commission for Culture and the Art envisions the development of
a dance community which is transformative, dynamic and progressive yet able to sustain the Filipino identity, thus, the systematic
and the culturally rooted dance education curriculum. Dance in the Philippines has been part of the history: it tells how the people
lives and their way of living, the celebration of the important events of the people and of the community, rituals, festivals, etc.

The SPA dance education curriculum recognizes that all students have the right to an arts education as a fundamental part
of basic education. This dance curriculum enables students to discover their own innate capacity for communication of ideas,
thoughts, and feelings through the medium of dance. The dance curriculum will cover dance history, creative work and processes,
dance forms and techniques, performance and production, aesthetics, meaning and significance of movements to the Philippine
communities and the foreign influences to the Philippine dances, techniques and movements.

All of the art forms provide ways in which people can bring shape and order to the fragmented and rapidly changing world.
Dance provides a primary medium for expression involving the total self. A person's self-concept, one’s own identity and self-
esteem are improved through the use of body movements. Perceptions, thoughts, and emotions are grounded in a physical
experience through dance. As a participatory experience, dance nurtures and fosters a sense of respect to cultural diversity. The
value of group work and cooperation is inherent and reinforced.

The dance curriculum focuses on the holistic development of the students providing them with exploration, selection,
organization, and evaluation experiences. These experiences include appreciation of cultural and social heritage, exploration of
values and ideas, movement skills development and refinement, sensory integration, originality in movement, creative approach to
learning, performance, expression, critical and creative thinking, aesthetic cognition, and development of self-esteem, respect for
others, self-discipline and other life skills.
 LEARNING AREA STANDARD:

The learner demonstrates understanding of the concepts and principles of dance, dance aesthetics, history, choreography
and dance performance within the cultural and historical context of Philippines, Asian and the World as a whole and master the
application of these concepts and principles, resulting in the development of dance artists and dance works imbued with creativity,
sense of community and pride of place, with due recognition and inspiration from the indigenous traditions, equipped with
knowledge and skills for career in dance and its contribution to social development.

KEY STAGE STANDARD GRADES 7 – 10

The learner demonstrates an appreciation and understanding of the concepts, principles, history, choreography and dance
performance within the cultural and historical context of Philippines, Asian and the World as a whole. This results in the development of
dance artists imbued with creativity, sense of community and pride, equipped with knowledge and skills for career in dance and its
contribution to social development.
 CURRICULUM GUIDE FOR SPA- DANCE GRADE 7
GRADE LEVEL STANDARD:

The learner demonstrates understanding and appreciation of the basic concepts and principles of dance, its forms, genres,
and movement vocabulary, develop awareness of the human body as a means of artistic expression and perform dance steps
combinations in the context of local and creative dances.

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES CODES

STANDARD
FIRST QUARTER

UNIT TOPIC 1: THE BASIC CONCEPT

The learner ... The learner ... The learner ...
OF DANCE

 demonstrates  exhibits skills on the 1. defines dance

 The Meaning of Dance  As an emotional
SPA_BD7-Ia-1
1. Dance as Emotional Expression understanding of the different dance
expression.
2. Dance as Artistic Expression basic concepts, forms/genres.
 As an artistic expression.
characteristics and SPA_BD7-Ia-j-2
2. discusses the functions of
 Functions of Dance functions of dance, SPA_BD7-Ib-j-3
dance.
- for self-expression movement vocabularies,
3. identifies the nature and
- communication (non-verbal) forms/genres and its
characteristics of each
- religious worship relationships for the SPA_BD7-Ib-j-4
dance form.
- social affirmation enhancement of
4. differentiates dance
- therapy individual aesthetic
forms/genres.
- entertainment potentials. SPA_BD7-Ib-j-5
5. explains the relationships
of the different dance
 Introduction to Dance forms/genres. SPA_BD7-Ib-j-6
Forms/Genre and Its 6. executes dance
Relationships movements of some
genres using the basic
-Folk/Indigenous Dance concepts, characteristics
-Ballet and functions of the
-Modern Dance dance.
-Contemporary Dance
 -Ballroom /Social Dance
-Popular Dance

 Performance of dance
movements of some genres

SECOND QUARTER

UNIT TOPIC 2: THE CONCEPT OF The learner ... The learner ... The learner...
MOVEMENT and MOVEMENT SPACE
IN RELATION TO DANCE  demonstrates  performs basic dance 1. defines the meaning of
understanding of the movement SPA_MD7-IIa-1
dance movements.
 The Body as the Major concepts of dance combinations 2. explains the importance of
Material/Medium for Dance movement and space in (locomotor and non- SPA_MDIIa-2
body as a medium of
 Movement as the Major Element relationship to dance. locomotor) in relation communication for dance.
(The Use of Body) to space. 3. communicates ideas and
1. Locomotor Movements expressions through
a. walk simple body movements
b. run SPA_MDIIa-j-3
using locomotor and non-
c. hop locomotor movements.
d. leap 4. executes dance
e. jump movements combinations
f. skip (locomotor and non-
g. gallop locomotor) in relation to
h. slide SPA_MDIIa-j-4
personal and general
space.
2. Non-locomotor Movements 5. explores movement
a. bend combinations (locomotor
b. twist and non-locomotor) in
c. stretch/extend SPA_MDIIa-j-5
relation to personal and
d. rotate general space.
e. vibratory
f. sustained/ suspend
 g. sway
 Basic Movement Combinations
THIRD QUARTER
UNIT TOPIC 3: ELEMENTS AND
PRINCIPLES OF DANCE MOVEMENTS
 Basic Elements of Dance
1. Rhythm( tempo, underlying
beat, phrase, accent,
syncopation)
2. Force ( Sustained, swing,
ballistic, percussive,
vibratory, collapsing)
3. Space (range, level, focus,
direction, space design)
 Movement Framework of
Rudolph Laban
The four major constructs of
Laban System:
1. Body
( Awareness and Styles)
2. Space
3. Effort
4. Relationship
 Performance of movement
The learner ... The learner ... The learner…
 demonstrates 1. describes the elements of SPA_D-PED7-IIIa-
 creates basic
knowledge and dance. 1
movement SPA_D-PEDIIIa-j-2
understanding of the 2. correlates relationship
combinations using
basic elements of dance among the different
the elements of dance
and movement movement patterns.
in accordance with the SPA_D-PEDIIIa-j-3
framework of Rudolph 3. performs movement
movement framework
Laban. combinations in relation to-
of Rudolph Laban.  Rhythm
 Force
 Space
4. relates one’s movement to a
partner or group. SPA_D-PEDIIIb-j-
5. performs simple movement 4
patterns applying the basic
elements and principles of SPA_D-PEDIIIb-j-
dance. 5
 combinations using basic
elements of dance
FOURTH QUARTER
UNIT TOPIC 4: CREATING
MOVEMENT COMBINATIONS
 Movement phrases inspired by
the local cultural
experience/regional dances
- Creating movement
combinations/phrases
The learner ... The learner ... The learner ...
 develops  creates movement
understanding of combinations inspired
movement by the local cultural
combinations inspired experiences and/or a
by the local cultural regional dance.
experiences and/or a
regional dance.
Note:
The performance
standard for the 4th
Quarter will be
showcased in
collaboration with all the
other Art Disciplines.
1. enumerates various SPA_D-MCI7-IVa-
dances of the 1
locality/region.
2. differentiates movement SPA_D-MCI7-IVa-
characteristics of the local f-2
and/or /regional dances.
3. creates short movement SPA_D-MCI7-IVa-
phrases inspired by the j-3
local cultural experiences.
4. communicates ideas and SPA_D-MCI7-IVa-
expressions of the local j-4
culture through short
movement phrases.
5. performs movement SPA_D-MCI7-IVa-
combinations through a j-5
mini-production.

GRADE LEVEL STANDARD:
The learner demonstrates an increased knowledge, appreciation and understanding of Philippine dances and its relationship to other
significant historical experiences, learn different dance skills and technique, equipped with the appropriate dance vocabulary, and enhanced
capacity to perform the different dances in the Philippines and other Asian countries.
CONTENT
FIRST QUARTER
UNIT TOPIC 1: PHILIPPINE
FOLKDANCES
( Local/Regional and National)
The Philippine Folkdance I:
Journey through the different
local/regional and national
dances.
 Dance Warm-ups and
Exercises
 Fundamental positions of
hands and feet
 Basic Hand/Arm
movements (Kumintang,
Lateral, Hayon-Hayon,
Salok, etc.)
 Dance Terminologies
(Abrasete, Do-si-
do,clockwise, etc.)
CURRICULUM GUIDE FOR SPA- DANCE GRADE 8
STRAND A- FOLKDANCE
CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES CODES
STANDARD
The learner ... The learner … The learner …
 demonstrates  performs skillfully 1. executes with the correct SPA_D-PF8-Ia-1
knowledge, selected local/ technique the fundamental
understanding and regional /national positions of hands and feet. SPA_D-PF8-Ia-j-2
appreciation of the dances from Luzon, 2. executes the different hand /arm
significant historical Visayas and movements in folkdance. SPA_D-PF8-Ia-j-3
context of Mindanao, based on 3. identifies different terminologies
local/regional/ dance literature. used in folkdance. SPA_D-PF8-Ib-j-4
national dances. 4. performs basic dance steps in
2, 3, 4 time signatures
4 4 4 used in the dances. SPA_D-PF8-Ib-j-5
5. describes the nature and
characteristics, historical
background and basic dance
steps of selected Philippine SPA_D-PF8-Ib-j-6
folkdances. SPA_D-PF8-Ib-j-7
6. demonstrates the dance sequence
  Basic dance steps of the of the suggested dances.
following: 7. performs local dances that
incorporate the elements of dance SPA_D-PF8-Ib-j-8
1. At least two (2) local/ such as time, rhythm and space
regional dances and movements. SPA_D-PF8-Ib-j-9
8. shows appreciation of one’s SPA_D-PF8-Ib-j-9
2. At least three (3) culture while performing the local SPA_D-PF8-Ib-j-
National Dances - and national dances 10
Luzon(1), Visayas (1), 9. instill the value of preserving local
and Mindanao (1) dances.
10. recognizes National Artists in
Suggested Dances: Dance and their contributions to
the development of Philippine
Pandanggo na Tapis dances.
Reference:
Pangasinan Folkdances
by M. Friese

Miligoy de Cebu
Reference: Sayaw, Vol.IV

Pansak si Laley and Pansak

si Bangku
Researcher: PFDS Sayaw
Book

SECOND QUARTER

UNIT TOPIC 2: STAGING

PHILIPPINE FOLKDANCES
( Local and National)
The learner . . . The learner … The learner …
 Stage Geography
1. Parts of Stage  develops  showcases and 1. describes the parts, types, and
2. Division understanding of the skillfully performs functions of stage. SPA_D-SPF8-IIa-1
 3. Types of Stage
a. Proscenium
b.Thrust
c. Arena
 Staging Folkdances
-Mechanics in Staging
Dances
1. Style and Nuances
2. Related Materials on
the Dance
3. Performing Area
4. Casting/Choice in
Number of
Participants
5. Elements of Dance
6. Principles of Dance
Movements
7. Beginning and ending
the Dance
(Entrance and Exit)
basic concepts of selected local and 2. defines dance staging SPA_D-SPF8-IIa-2
staging Philippine national dances. 3. explains the importance of SPA_D-SPF8-IIa-j-
Folkdances for staging Philippine folkdance 3
productions and/or (local/national). SPA_D-SPF8-IIa-j-
performances. 4. illustrates how the stage is 4
effectively used for the
enhancement of performance. SPA_D-SPF8-IIa-j-
5. enumerates the process on how 5
to stage a folkdance. SPA_D-SPF8-IIa-j-
6. recognizes the importance of 6
quality performance. SPA_D-SPF8-IIj-7
7. showcases the Philippine dances
through a mini-recital.

 Performance Showcase
of the Local and National
Dances

THIRD QUARTER

UNIT TOPIC 3: DANCE WITHIN

THE ASIAN CONTEXT The learner ... The learner … The learner …

 History and Significance

 demonstrates
of Dances from:  performs at least 3 1. describes the nature and
knowledge,
Asian dances based characteristics of Asian dances. SPA_D-DAC-IIIa-
understanding and
Brunei, Cambodia, on published dance 2. discusses the origin/location of j-1
 Singapore, Thailand,
Indonesia, Malaysia,
Lao PDR, Vietnam,
Myanmar, China,
Korea, Japan, etc.
 Basic steps of the
selected Asian dances
 Performance of Selected
Asian Dances
Cheoyongmu
(Korea)
Japanese Parasol
(Japan)
appreciation of the
different Asian dances
and their relation with
Philippine Dances.
literature. Asian folk dance through its
costume/music. SPA_D-SPF8-IIa-j-
3. gives the meaning of dance 2
movements and gestures of the
selected dance. SPA_D-SPF8-IIa-j-
4. demonstrates basic steps used in 3
Asian dances.
5. performs Asian dances with SPA_D-SPF8-IIa-j-
respect to its culture 4
6. compares and contrasts the SPA_D-SPF8-IIa-j-
characteristics of Philippine 5
Dances with Asian Dances in SPA_D-SPF8-IIa-1
terms of basic steps, music, SPA_D-SPF8-IIa-j-
costumes, etc. 6

Chinese Fan Dance

(China)

Reference:

FOURTH QUARTER
UNIT TOPIC 4: STAGING
ASIAN DANCES

 Staging Selected ASIAN

The learner ... The learner … The learner …
Dances
 develops knowledge  showcases and 1. explains the importance of staging
and understanding skillfully performs ASIAN dances. SPA_D-SAD8-IVa-
of the basic selected ASIAN 2. illustrates how the stage is j-1
concepts of staging dances. effectively used for the SPA_D-SAD8-IVa-
ASIAN dances for enhancement of the performance. j-2
production/ 3. recognizes the importance of
performances. quality performance.
4. showcases ASIAN dances. SPA_D-SAD8-IVa-
j-3
Note: SPA_D-SAD8-IVa-
j-4
The performance
standard for the 4th
Quarter will be
showcased in
collaboration with all the
other Art Disciplines