DIVISION OF NAVOTAS CITY

SENIOR HIGH SCHOOL

Health Optimizing Physical

Education 3
Quarter 1 – Module 1:
Dance Cognition

S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
Health Optimizing Physical Education 3 for Senior High School
Alternative Delivery Mode
Quarter 1 – Module 1: Dance Cognition
First Edition, 2020

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
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Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Teresa C. Arias
Editors: Ernifer O. Cosmiano
Reviewers: Ernifer O. Cosmiano
Illustrator:
Layout Artist: Teresa C. Arias
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Buenafe E. Sabado, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Ernifer O. Cosmiano, EPS in MAPEH
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Editha O. Peregrino, Division SHS Focal Person

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City

____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: navotas.city@deped.gov.ph
____________________________________________
 SENIOR HIGH SCHOOL

Health Optimizing
Physical Education 3
Quarter 1 – Module 1:
Dance Cognition
Introductory Message
For the facilitator:

Welcome to the Health Optimizing Physical Education 3 for Senior High School
Alternative Delivery Mode (ADM) Module on Dance Cognition.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Health Optimizing Physical Education 3 for Senior High School
Alternative Delivery Mode (ADM) Module on Dance Cognition

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

iii
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
This module was designed and written with you in mind. It is here to help you
master the nature 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.

The module is divided into three lessons, namely:

• Lesson 1 – Nature and History of Dance
• Lesson 2 – Self- awareness of health status in identifying health issues that
may hinder physical activities (PAs) participation
• Lesson 3 - Explain proper care in maintaining safety use of facility and
equipment

After going through this module, you are expected to:

1. understand the nature of different dances;
2. self- assess health-related fitness (HRF) status, barriers to PAs
participation.
3. demonstrate proper etiquette and safety in using facility and equipment.

1
Activity 1.1 Picture Perfect

Identify the correct dance performance based from the pictures below. Write the
chosen answer on a separate sheet of paper.

1. 5.

2. 6.

3. 7.

4 8.

2
Lesson

1 Nature and History of Dance

HISTORY OF DANCE
Dance is considered as the oldest among all the arts, as it comes from our
innate expressions of collective feelings and action. The word dance rooted from
the German word damson, which means “to stretch” or “to drag”. Therefore, the
music from the early man came from humming, stamping of feet, clapping,
snapping or any sound that can produce rhythm. It doesn’t require an instrument
as an art because the dancer’s body is the instrument itself.

PREHISTORIC PERIOD
Dance is considered as part of communication in prehistoric era. As it
involved everyday movement and life events that were meaningful to an individuals
and tribes: birth, puberty, courtship, marriage and death. Most of the tribes
integrates dance in their religious ceremonies and festivities based on their beliefs
and superstition. Below is an example of prehistoric dance ritual.

Stone age: The feast detail by Viktor Mikhailovich Vasnetsov

https://commons.wikimedia.org/wiki/File.jpg

ANCIENT CIVILIZATION

Ancient Egypt

Dance in ancient Egypt is known as their medium of expressing their

religious services and teaching about their ancient myths. It was also a form of
entertainment in their celebration of festivities and life events.

3
 Musicians and dancers in the
banquet in the tomb of Nebamun.

http://www.gildedserpent.com/cms/2009/10/19/deagonnakedbdpart1/

Ancient Greece

Dance in ancient Greece were incredibly systematic and structured. They

maximized their movement as they, incorporate their rituals, symbols and
gestures and were accompanied by music, both vocal and instrumental. Dancers
were also required to sing during a performance.

A Pyrrhic dance illustrated by Thomas

Baxter

https://www.rawpixel.com/image/421019/free
illustration-image-thoma-baxter-greece-greek

Ancient Rome

In the Roman era dance were predominantly performed for religious,

social and entertainment purposes. They oftentimes emphasized
burlesque, overtly erotic, antic and direful elements. Wealthy Romans
generally do not dance and choose to hire and watch dancers. These
dance performers were less respected as artists and participants of
religious events.

4
 Artist impression of Salii or the 24 dancing
priest doing a war dance that worshipped
the god Mars

By Adamah

https://eaglesanddragonspublishing.com/dancing-
priests-and-the-month-of-mars/

Ancient Crete

Cretan civilization existed from 3000 to 1400 BC, it was a cultural link in
ancient world between Egypt and Greece. Cretans were known to be
sophisticated and rich in arts and culture. According to the Greek writer Homer,
the Cretans had an excellent army because they used dance to perfect their
training.

The Greek poet Sappho, described a circle dance performed

by Cretan women; as they held hand around an outside altar
and “purified” which is the center of their formation

https://www.cambridge.org/core/books/performance-and-culture-in-platos-
laws/cretan-harmonies-and-universal-
morals/34936E422FBB43A705E904E4D103CCB3

Try this
Close your eyes for at least 60 seconds. Imagine yourself living in any of
these era and you are performing a dance which was prevalent in these
period. How does it feel? Let us know your thoughts in this process.

5
Activity 1.2
In a 1/4 illustration board and with your knowledge of the dances during
the prehistoric and ancient civilization, create a timeline of the historic
development of dance. Create an artistic presentation in any form.

Notes to the Teacher

Rubrics in grading the activity:
Innovation/ ingenuity 30%
Creativity 30%
Content 40%
TOTAL 100%

You may also ask your learner to have a further research or the
different type of dance that prevails in different period. They can
have an advance reading for the next topic.

6
THE MIDDLE AGES ERA

In the Middle Ages, dances were categorized into two: liturgical (church) and
society (secular). With this, dance themed included sacred dance and life- span
events that were connected to religious activities and other occasions.

A peasant wedding dance during the medieval

period.

https://commons.wikimedia.org/wiki/File:Pieter_Brueghel_the_Younger_-
_Peasant_Wedding_Dance_(Paris,_Louvre).jpg

RENAISSANCE
In the 12th century, feudalism and knighthood bound the codes of decorum,
loyalty, bravery, romantic love and chivalry. As knight cannot wear their armour
when they dance because of its weight; chivalry transformed dancing, giving it a
code of etiquette, manners and courtly love.

An example of court dance of the

Renaissance Era

https://picryl.com/media/ballroomdancingf4605

7
BAROUQUE ERA
Is the standard name given to the style of dancing that had its origins during
the 17th century and dominated the 18th century until the French Revolution.
Louis XIV was a major influence in its development and promotion. At the age of
fourteen, Louis XIV was an accomplished dancer: as the sun god Apollo in the
‘Ballet de la Nuit’ (1653).
An Image of King Louis XIV in Ballet de la
An example of court dance in Baroque Era Nuit 1653

https://www.brb.org.uk/post/tuesday-trivia-
things-you-might-not-know-about-ballet
https://www.hisour.com/baroque-dance7860/

https://www.hisour.com/baroque-dance7860/

Do you know that Queen Elizabeth I become the queen

of England and Ireland in the 15th century? During her reign,
arts flourishes and produced known artist like William
Shakespeare, Leonardo da Vinci and etc.

8
Activity 1.3 Ancient
Ancient
Crete
Rome

21st Middle age Ancient

Century Renaissance
Greece

Station
Baroque Ancient
Egypt

Prehistoric

http://myris.jesima.com/article/2709

EXPRESS YOURSELF

9
 Notes to the Teacher
Let the learner express their interpretation of the illustration. It
can be oral or in written form. They can mention the challenges
and opportunity that every era have encountered in terms of
dance propagation.
Rubrics:
Clarity of thoughts organization 40
Connection to outside experience 30
Originality 30
Total 100

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Lesson 2.

Activity 2.1 Self- assessment of HRF status and Barriers to

Physical Activity Participation
Direction: Listed below are the common reason why people do not get as
much as Physical Activities (PAs) as they think they could. Please read each
statement and indicate how likely you are to say each of the following statements:
Very Somewhat Somewhat Very
How likely are you to say? Likely Likely Unlikely Unlikely

1. My day is so busy now, I just don’t think I can 3 2 1 0

make the time to include physical activity in my
regular schedule.

2. None of my family members or friends like to do

anything active, so I don’t have a chance to 3 2 1 0
exercise.

3. I’m just too tired after work to get any exercise. 3 2 1 0

4. I’ve been thinking about getting more exercise,

3 2 1 0
but I just can’t seem to get started

5. I’m getting older so exercise can be risky. 3 2 1 0

6. I don’t get enough exercise because I have 3 2 1 0

7. I don’t have access to jogging trails, swimming

3 2 1 0
pools, bike paths, etc.

8. Physical activity takes too much time away from

3 2 1 0
other commitments—time, work, family, etc.

9. I’m embarrassed about how I will look when I

3 2 1 0
exercise with others.

10. I don’t get enough sleep as it is. I just couldn’t

3 2 1 0
get up early or stay up late to get some exercise.

11. It’s easier for me to find excuses not to exercise

3 2 1 0
than to go out to do something.

12. I know of too many people who have hurt

3 2 1 0
themselves by overdoing it with exercise.

11
 Very Somewhat Somewhat Very
How likely are you to say?
Likely Likely Unlikely Unlikely

13. I really can’t see learning a new 3 2 1 0

sport at my age.

14. It’s just too expensive. You have to

take a class or join a club or buy the 3 2 1 0
right equipment.

15. My free times during the day are

3 2 1 0
too short to include exercise.

16. My usual social activities with 3 2 1 0

family or friends to not include
physical activity.

17. I’m too tired during the week and 3 2 1 0

I need the weekend to catch up on my
rest.

18. I want to get more exercise, but I 3 2 1 0

just can’t seem to make myself stick
to anything.

19. I’m afraid I might injure myself or 3 2 1 0

have a heart attack.

20. I’m not good enough at any 3 2 1 0

physical activity to make it fun.

21. If we had exercise facilities and 3 2 1 0

showers at work, then I would be
more likely to exercise.

Follow these instructions to score yourself:

• Enter the circled number in the spaces provided, putting together the
number for statement 1 on line 1, statement 2 on line 2, and so on.
• Add the three scores on each line. Your barriers to physical activity fall into
one or more of seven categories: lack of time, social influences, lack of energy, lack
of willpower, fear of injury, lack of skill, and lack of resources. A score of 5 or
above in any category shows that this is an important barrier for you to overcome.
(1) _____ + (8) _____ + (15) _____ = ______ (Lack of time)
(2) _____ + (9) _____ + (16) _____ = ______ (Social Influence)
(3) _____ + (10) _____ + (17) _____ = ______ (Lack of energy)
(4) _____ + (11) _____ + (18) _____ = ______ (Lack of will power)
(5) _____ + (12) _____ + (19) _____ = ______ (Fear of injury)

12
(6) _____ + (13) _____ + (20) _____ = ______ (Lack of skill)
(7) _____ + (14) _____ + (21) _____ = ______ (Lack of resources)

Centre for Disease Control and Prevention: Overcoming Barriers to Physical Activity. Physical
Activity for everyone

⚫ How will you resolve the obstacle that hampers you in participating in Physical
Activities?
⚫ Do you see the importance of this evaluation activity? Elaborate your answer.

Discussion points:
Health- Related Fitness (HRF) as you have learned in previous years plays a
vital role in holistic development. It also serves a prevention of lifestyle disease and
illness. Therefore, physical activities should not be taken for granted despite of any
reason. Remember this HRF components?
⚫ Cardiovascular Endurance
⚫ Muscle Strength
⚫ Muscle Endurance
⚫ Flexibility
⚫ Body Composition

Notes to the Teacher

Ask the learner to give an example of exercises that will compensate
different health- related fitness.

13
Lesson 3. Proper Etiquette and Safety in the Use of Facility
and Equipment

Whether you are involved in training, exercise or just a simple physical

activity, you still need to use facility and equipment. In doing so, taking care of
these means not only protecting ourselves but for the welfare of other users as well,
especially in this time of new normal because of the Covid 2019 pandemic. Can you
give an example of the safety etiquette that we should practice in our current
situation?

1. Dance in Prehistoric era was formed as a natural expression of collective

feeling and actions.
2. In Ancient Civilization; Egypt, Greece, Rome and Crete were the earliest
propagates dances and used it to symbolized their life events, rituals and
their means to communicate to their respective Gods and Goddesses.
3. Middle age (Renaissance and Baroque) associated dance either in church or
the society. Court dances were famous in this era. The status in the society
corresponds to the dance that is performed in this period.
4. Self- assess the barrier that hinder in physical activities participation.
5. Make a plan in overcoming the obstacle that keeps me away in doing PAs.
6. Be aware in observing minimum health requirements in participating PAs
7. Practice safety etiquette in the use of facility and equipment.

14
 In our current situation, how can you keep yourself physically active without
compromising health concern? Fill out the table below

Physical Activity Do’s Don’t

A. Walking

B . Zumba

C. Jogging

D. Weight exercise

E. Yoga

F. Badminton

Notes to the Teacher

You may add other physical activities for your learners.

15
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which is NOT a display of good practice in doing physical activity.

a. Disinfecting the dumbbell s before and after use.

b. Maintaining social distancing while jogging
c. Not wearing a mask while doing zumba session with friends
d. Washing hand before entering the house

2. How many personal barriers that a person might experience in his/her

active life?

a. 5
b. 7
c. 9
d. 8

3. Why does people from the prehistoric period doesn’t need instruments in
their dance performance?

a. Because no available instruments in that time.

b. It is forbidden to use any instrument in dance performance.
c. People in prehistoric period thought that dance is a sacred art form.
d. Because they considered the dancer body as a instrument.

4. What is known as the one of the oldest form of social dance?

a. Waltz
b. Tango
c. Rumba
d. Jazz

5. How does the Greek writer Homer describe the Ancient Cretan civilization
in relation of having an excellent army?

a. They used dance to perfect their training.

b. They used dance as a leisure.
c. They require their soldier to be a good dancer.
d. All of the above.

16
You can ask your household to answer the evaluation form on Self- assessment of
HRF status and Physical barriers in participating PAs (pp.15-16). Make a
recommendation in surpassing the barriers to keep a good HRF.

17
 18
Assessment What's More What I Know
1. C 1. Cheer dance
2. B 2. Tango
3. D 3. Singkil
4. A 4. Banga
5. A 5. Tinikling
6. Rumba
7. Pandanggo sa
ilaw
8. Zumba
References
Porto, J. A., Marcelita, A. L., Collao, M. P., Gabayan, P. A., & Kamus, H. R. (2017). Dance for Life.
Quezon City: C & E Publishing.

(Carmichael, 2009)

(Kilnnk Blog, 2013) (Official, 2015) (Soriano, 2008) (Moraleda, 2010) (Melo, 2016) (Vasnetsov, 2007)
(Tewell, 2019) (PhD., 2009) (Baxter) (ADAMAH, 2015) (Giffin, 2013) (Younger, 2013) (PICRYL, 2017)
(Shemesh) (publicdomainvectors.org) (hisour.com) (brb.org.uk, 2017) (myris.jesima.com, 2017)

(n.d.). Retrieved June 06, 2020, from publicdomainvectors.org:

https://publicdomainvectors.org/en/free-clipart/Thinking-girl-vector-image/77299.html

(n.d.). Retrieved June 06, 2020, from hisour.com: https://www.hisour.com/baroque-dance-7860/

(2009, October 19). Retrieved from www.gildedserpent.com.

Kilnnk Blog. (2013, October 27). Retrieved June 06, 2020, from Wordpress.com:
https://remit2homeblog.wordpress.com/2013/10/27/cultural-dance-singkil-sayaw-sa-
singkil/

(2017, August 08). Retrieved June 06, 2020, from brb.org.uk: https://www.brb.org.uk/post/tuesday-
trivia-things-you-might-not-know-about-ballet

(2017). Retrieved June 06, 2020, from myris.jesima.com: http://myris.jesima.com/article/2709

ADAMAH. (2015, March 08). Retrieved June 06, 2020, from eaglesanddragonpublishing.com:
https://eaglesanddragonspublishing.com/dancing-priests-and-the-month-of-mars/

Baxter, T. (n.d.). Retrieved June 06, 2020, from www.rawpixel.com:

https://www.rawpixel.com/image/421019/free-illustration-image-thoma-baxter-greece-
greek

Carmichael, D. W. (2009). Retrieved June 6, 2020, from http://davecskatingphoto.com/.

Gialogo, R. C., & Gialogo, R. C. (2016). Fit for Life. Quezon City: Phoenix Publishing.

Giffin, M. (2013, June). Retrieved June 06, 2020, from cambridge.org:

https://www.cambridge.org/core/books/performance-and-culture-in-platos-laws/cretan-
harmonies-and-universal-morals/34936E422FBB43A705E904E4D103CCB3

goldfish. (2011, March 20). Retrieved June 06, 2020, from fishgold.net:
https://fishofgold.files.wordpress.com/2011/03/greek4musetitlebk.jpg

Jerome A. Porto. (2017). Dance for Life. Manila.

Melo, H. (2016, February 25). Retrieved June 06, 2020, from flicker.com:
https://www.flickr.com/photos/dancestationbg/26693279984/

Moraleda, D. (2010, September 12). Retrieved June 06, 2020, from flicker.com:
https://www.flickr.com/photos/inboundpass/4986516947

19
Official, N. (2015, June 09). Retrieved June 06, 2020, from
https://www.flickr.com/photos/nccaofficial/18443742669

PhD., A. D. (2009, October 19). Retrieved June 06, 2020, from www.gildedserpent.com:
http://www.gildedserpent.com/cms/2009/10/19/deagonnakedbdpart1/

PICRYL. (2017). Retrieved June 06, 2020, from picryl.com: https://picryl.com/media/ballroom-

dancing-ef4605?zoom=true

Porto, J. A., Marcelita, A. L., Collao, M. P., Gabayan, P. A., & Kamus, H. R. (2017). Dance for Life.
Quezon City: C & E Publishing.

Ryan C. Gialogo, R. C. (2016). Fit for Life. Manila: Phoneix Publishing.

Shemesh, M. (n.d.). Retrieved June 06, 2020, from publicdomainpictures.net:

https://www.publicdomainpictures.net/en/view-image.php?image=128827&picture=clip-
art-smiley-face

Soriano, R. (2008). WorldartsWest.org. Retrieved June 06, 2020, from

http://worldartswest.org/main/edf_performer.asp?i=55

Tewell, J. (2019, November 19). Retrieved June 06, 2020, from flicker.com:
https://www.flickr.com/photos/johntewell/49088901747

Vasnetsov, V. M. (2007, November 26). Wikimedia Commons. Retrieved June 06, 2020, from
common.wikimedia.org:
https://commons.wikimedia.org/wiki/File:%D0%9A%D0%B0%D0%BC%D0%B5%D0%BD%D0
%BD%D1%8B%D0%B9_%D0%B2%D0%B5%D0%BA._%D0%9F%D0%B8%D1%80%D1%88%D0
%B5%D1%81%D1%82%D0%B2%D0%BE.jpg

Younger, P. B. (2013, January 22). Retrieved June 06, 2020, from wikimedia.org:
https://commons.wikimedia.org/wiki/File:Pieter_Brueghel_the_Younger_-
_Peasant_Wedding_Dance_(Paris,_Louvre).jpg

20
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph