Health Optimizing

Physical Education 3
1st Semester – Module 1:
The Nature of Dance

Photo credits: Charisse D. Archival and Ruby Arcdines

Health Optimizing Physical Education 3 – Grade 12
1st Semester Module 1 - Nature of Dance
Revised Copy, 2021

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. 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.

Development Team of the Module

Developer / Compiler : Charisse Archival , MT1 , CC Don Carlos A. Gothong MNHS

Editor : Renezar T. Ferrolino, Division MAPEH Coordinator

Wilson C. Gonzales, TIII, CC Don Carlos A. Gothong MNHS

Reviewer : Alice S. Ganar

PSDS-OIC South District 8

Management Team : Rhea Mar A. Angtud, EdD

Schools Division Superintendent
Bernadette A. Susvilla, EdD
Assistant Schools Division Superintendent
Grecia F. Bataluna
Chief, Curriculum Implementation Division
Luis O. Derasin Jr, EdD
EPSvr AP, Senior High School Coordinator
Vanessa L. Harayo
EPSvr, LRMDS
Renezar T. Ferolino
Division MAPEH Coordinator

Printed in the Philippines by: DepEd Cebu City Division, RO7

Office Address: New Imus Road, Cebu City_____
Telefax: (032) 2551516/328-2020__
E-mail Address: cebucity@deped.gov.ph__________

i
 12

Health Optimizing
Physical Education 3
1st Semester – Module 1:
The Nature of Dance

ii
Introductory Message

For the facilitator:

Welcome to the Health Optimizing Physical Education (HOPE) 3 Alternative Delivery

Mode (ADM) Module on The Nature of Dance!

This module was collaboratively designed, developed and reviewed by teachers from
public schools to assist you in meeting 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.

For the learner:

Welcome to the Health Optimizing Physical Education (HOPE) 3: First Quarter

Lessons on The Nature of Dance

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

iii
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:

This part includes an activity that aims to

What I Know check what you already know about the
(Pre-Test) lesson to take.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
(Review/Springboard) one.

In this portion, the new lesson will be

introduced to you in various ways; a story,
What’s New
(Presentation of the Lesson) a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What Is It the lesson. This aims to help you discover
(Discussion) and understand new concepts and skills.
This section provides activities which will
What’s More help you transfer your new knowledge or
(Application) skill into real life situations or concerns.

This includes key points that you need to

What I Have Learned
(Generalization)
What I Can Do
(Enrichment Activities)
remember.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
(Post Test) competency.

This contains answers to the following:

• What I Know
Answer Key
• What’s In
• What’s More

iv
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. Submit the accomplished module at every end of the week.
7. Upon submission claim the module for the following week.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator through text, phone call, chat, or the online
classroom during the virtual orientation with students.

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!

About the Module

This module was designed and written with you, students, in mind. It is here to help
you achieve optimum health through active engagement in 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 Most Essential Learning Competencies (MELCs) released by the
Department of Education (DepEd) for this school year 2020 – 2021.

The 1st Quarter is divided into 4 lessons, namely:

• Lesson 1- Nature and Elements of Dance

• Lesson 2- Traditional Dance
• Lesson 3- Modern and Contemporary Dance
• Lesson 4- Ballroom Dance

v
 First Semester - Module 1
Lessons 1-4
The Nature of Dance

----------------------------------------------------------------------------------------------------------------
Quarter : First Quarter

Content Standard : Demonstrates understanding of dance in optimizing

one’s health as a habit; as requisite for physical activity
assessment performance, and as a career opportunity.

Performance Standard : Leads dance events with proficiency and confidence

resulting in independent pursuit and in influencing
others positively

Competencies : Self-assesses health-related fitness (HRF) status,

barriers to physical activity performance, and one’s diet
(PEH12FH-Ig-i-6)

Sets FITT goals based on training principles to achieve

and/or maintain HRF (PEH12FH-Ii-j-7)

Engages in moderate to vigorous physical activities

(MVPAs) for at least 60 minutes most of the days of the
week in a variety of settings in-and-out of school
(PEH12FH-Ia-t-8)

Analyzes physiological indicators such as heart rate,

rate of perceived exertion and pacing associated with
MVPAs to monitor and/or adjust participation or effort
PEH12FH-Ik-t-9)

Duration : 8 Weeks

Topic : The Nature of Dance

1
 What I Know

I. Encircle the letter of your answer.

1. What is the expression of rhythmic body movements and steps set to music?
A. dance C. physical fitness
B. movement D. physical activity
2. Movements executed in stationary place are _______________.
A. static C. locomotor
B. amoebid D. non-locomotor
3. This refers to the force propelled in dance movements.
A. body C. bodily shapes
B. space D. dance energies
4. Direction, size, level, and focus are elements of _______________.
A. body C. bodily shapes
B. space D. dance energies
5. It refers to the speed or tempo of the movements in dance of an underlying
sound following a beat or pulse.
A. time C. action
B. space D. dance energies
6. Which refers to how the entire body is molded in space or the configuration of
the body parts?
A. time C. bodily shapes
B. space D. dance energies
7. It is an indigenous dance of any specific culture of the common people.
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
8. It is a style of dancing wherein dancers are free to express their feelings through
movements without adhering to any rules.
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
9. Which dance is a set of partner dances, enjoyed socially and competitively?
A. folk dance C. ballroom dance
B. modern dance D. contemporary dance
10. Which dance is the most vigorous?
A. jive C. mambo
B. waltz D. rhumba

• Determine which describes best the picture.

A. narrow, angular group shape

B. narrow, rounded group shape
C. wide, angular group shape
D. wide, rounded group shape

11.

2
 A. narrow, angular shape
B. narrow, rounded shape
C. wide, angular shape
D. wide, rounded shape

12.

A. locomotor, low level movement

B. locomotor, high level movement
C. non-locomotor, low level movement
D. non-locomotor, high level movement

13.

A. locomotor, low level

B. locomotor, high level
C. non-locomotor, medium level
D. non-locomotor, high level

14.

A. locomotor, symmetrical
B. locomotor, asymmetrical
C. non-locomotor, symmetrical
D. non-locomotor, asymmetrical

15.

3
 Lesson 1 Nature and Elements of Dance
Week 1-2

What I Need To Know

At the end of this lesson, you are expected to:

• discuss the nature and elements of dance;
• identify the elements of dance;
• execute some dance steps and figures; and
• assess fitness level and performance after a dance activity.

What’s In

Recall the concepts you learned by answering the crossword puzzle:

Down:

1. _________ fitness;
consists of those
components of
physical fitness
that have a
relationship with
good health
2. the ability to
sustain a prolonged
stressful effort or
activity
3. any body
movement that
works your
muscles and
requires more
energy than resting
like walking,
running, dancing,
and swimming,
5. the capacity to
withstand great
force or pressure
Across:

4. _______________ physical activity; requires a large amount of effort

6. the ability to move joints effectively through a complete range of motion
7. _______________ physical activity; requires an average amount of effort
8. describes the amount of fat, bone, water, and muscle in the body
9. an act of changing a body’s position or location in space
10. ability to perform daily tasks with vigor and alertness

4
 What’s New

Look and Tell

Instructions: Study the pictures and try to give a name for each. Identify the
things that made them different from each other and the things that
made them the same. Write your answers on a separate sheet of paper.

1 2

https://www.youtube.com/watch?v=z3kGfTVJV6o https://www.youtube.com/watch?v=91sd4Jnwgjs

3 4

https://www.youtube.com/watch?v=iXOuzMZ8TtU https://www.youtube.com/watch?v=3vN0xtnnAgE

Answer:

Picture #1: _____________________________ Picture #3: _________________________

Picture #2: _____________________________ Picture #4: _________________________

In what characteristics are they different? How are they alike? _____________________
__________________________________________________________________________________
_________________________________________________________________________________.

5
 What Is It

What you see in the pictures are different kinds or forms of dance.

What is dance?

Dance is an art of rhythmic bodily movements that projects ordered sequence of

moving visual patterns of line, solid shape and color (Thomas Munro in Kraus and
Gaufman, 1981).

Though dance is expressed in different forms, traditional, modern, contemporary,

ballroom, and street dance, it basically uses the same elements in creating a work of
art.

The Five Elements of Dance:

1. Body
- the mobile figure or shape, felt by the dancer, seen by others
- the medium which dancers use to express and communicate ideas,
emotions, and identity
- creates lines and shapes by moving or positioning it and its parts

• Head
• Neck
• Trunk
- chest - buttocks - hips
- waist - back
• Upper Extremities
- shoulders - hands - arms
- palms - elbows - fingers
- wrists
• Lower Extremities
- legs - feet - knees
- heels - ankles - toes

- bodily shapes and group shapes can be rounded or angular, wide or

narrow, and can be classified as:
o symmetrical – balanced shape, movements are practically identical
or similar on both sides
o asymmetrical – unbalanced shape, movements on both sides are
different from each other

2. Action
- any human movement included in the act of dancing, in relatively still or
changing as the dancer moves in place or travels through the dance area
- can include dance steps, facial movements, partner lifts, gestures, and
even everyday movements such as walking
- also includes pauses and moments of relative stillness

6
 Movement that travels through space is broadly called locomotor
movement in contrast to axial movement, which occurs in one spot.

Axial / Non-locomotor Locomotor

- movements that are done - movements that travel
in stationary place. through space
✓ Bend or flex ✓ Walk
✓ Lift or raise ✓ Run
✓ Stretch, extend or straighten ✓ Crawl
✓ Twist ✓ Gallop
✓ Circle ✓ Leap
✓ Swing ✓ Jump
✓ Turn or rotate ✓ Hop
✓ Skip
✓ Slide

Preparatory movements to locomotor:

✓ Point – toes touching the floor, knees extended
✓ Step – transferring of weight from one foot to another
✓ Place – touching the floor with the whole of the foot
✓ Spring – pushing off the leg/s in the air

3. Space

- the area the performers occupy and where they move

- can be divided into four different aspects, also known as spatial elements:
o direction – dance movements can travel in any direction.
forward, side, backward, diagonal, circular, etc.
o level – movements can be done in a high, medium, or low
o size – movements can be varied by doing larger or smaller actions
o focus – performers may change their focus by looking at different directions

4. Time

- Movements may be executed in varying tempo (speed).

- Dancers move with the tempo of an underlying sound known as beat or pulse.
- Timing patterns in dance are characteristically consistent and predictable.
- Rhythmic patterns may be metered or free rhythm.
- Dance movements may also show different timing relationships:
o simultaneous or sequential timing
o brief to long duration
o fast to slow speed
o accents in predictable or unpredictable intervals.

5. Energy

- is about how the movement happens.

- includes variations in movement flow and the use of force, tension, and weight.

7
 Qualities of dance energies:
o Sustained – movements done smoothly, continuously, and with flow and
control, having no clear beginning and ending
o Percussive – movements are explosive or sharp, accented with thrust, having
clear beginning and ending
o Vibratory – movements consist of trembling or shaking, a faster version of
percussive that produces a jittery effect
o Swinging – movements trace a curved line or an arc in space and are
performed in a relax manner
o Suspended – movements are perched in space or hanging on air, as in raising
a leg in any direction
o Collapsing – movements are released in a tension and gradually or abruptly
giving in to gravity, letting the body descend to the floor

What’s More

Instructions: Answer the following questions below. Write your answers on your
paper.

1. Dance involves movement. Could it be used as a body workout? How?

2. What fitness components can dancing be developed in our body? In what way?
3. Tell if the following dance movements are moderate or vigorous.
a. walking - ________________
b. running - ________________
c. jumping - ________________

* Study the pictures in items 4-6. Write the letters of your answer.

a. b. c.

4. Which picture shows the highest level of the arms?

5. Which shows an angular body shape?
6. Which forms a symmetrical shape?

8
 What I Have Learned

• Dance is a group of rhythmic body movements and steps set to music.

• Dance is expressed in different forms but share the same basic elements.
• There are 5 elements of dance:
a. Body - used to express ideas and emotions by forming shapes
b. Action - movements of the body that are axial / non-locomotor
(stationary) or locomotor (travel in space)
c. Space - where dancers occupy and move
d. Time - the tempo of the dance usually based on the beat of the
music
e. Energy- the level of force in executing the movement
• Dance involves movement and could be a good body workout.

What I Can Do

Before you engage yourself into the fun and exciting physical activities, please take
time to read and answer the survey below:

Physical Activity Readiness PAR-Q & YOU

(A Questionnaire for People Aged 15 to 69)

Questionnaire – PAR-Q
(Revised -Sept 2017)

• Regular physical activity is fun and healthy, and increasingly more people are
starting to become more active every day.

• Being more active is very safe for most people. However, some people should
check with their doctor before they start becoming much more physically active.

• If you are planning to become much more physically active than you are now,
start by answering the seven questions in the box on the next page.

• Common sense is your best guide when you answer these questions. Please read
the questions carefully and answer each one honestly. Answer YES or NO.

• Copy this template on a sheet of paper and write your response.

9
 YES NO
Has your doctor ever said that you have a heart condition and that
____ ____ you should only do physical activity recommended by a doctor?

____ ____ Do you feel pain in your chest when you do physical activity?

In the past month, have you had chest pain when you were not
____ ____ doing physical activity?

Do you lose your balance because of dizziness or do you ever lose

____ ____ consciousness?

Do you have a bone or joint problem (for example, back, knee or

____ ____ hip) that could be made worse by a change in your physical
activity?

Does your doctor currently prescribe drugs for your blood

____ ____ pressure or for a heart condition?

Do you know of any other reason why you should not do physical
____ ____ activity?

-Source of the PAR-Q: The Canadian Society for Exercise Physiology

“I have read, understood and completed this questionnaire. Any questions I had
were answered to my full satisfaction.”

Signature:___________________________________ LRN: ____________________

Name: _______________________________________ Date:____________________

________________________________________________
(Signature over printed name of parent / guardian)

Self-Assessment:
If you answered YES to one or more questions:
1. Talk with your doctor by phone or in person BEFORE you start becoming
much more physically active or BEFORE you have a fitness appraisal.
2. Tell your doctor about the PAR-Q and which questions you answered YES.
3. You may be able to do any activity you want – as long as you start slowly and
build up gradually, or you may need to restrict your activities to those which
are safe for you.
4. Talk with your doctor about the kinds of activities you wish to participate in
and follow his/her advice.
5. Find out which community programs are safe and helpful for you.

10
If you answered NO honestly to all PAR-Q questions, you can be reasonably sure that
you can:
1. Start becoming much more physically active. Begin slowly and build up
gradually. This is the safest and easiest way to go.
2. Take part in a fitness appraisal. This is an excellent way to determine your
basic fitness so that you can plan the best way for you to live actively
3. It is also highly recommended that you have your blood pressure evaluated. If
your reading is over 144/94, talk with your doctor before you start becoming
much more physically active.

Delay becoming much more active:

1. if you are not feeling well because of a temporary illness such as a cold or a
fever – wait until you feel better.
2. if you are or may be pregnant – talk to your doctor before you start becoming
more active

Ready, Set, Go!

Now is your time to dance. In doing the task, please take note of the restrictions, if
you have, based on the result of your PAR-Q. Never sacrifice your health and safety.
Remember, your safety is our priority. So be safe and have fun dancing!

Instructions:

• Learn and perform any trending dance craze that you know.
Example:
✓ Mathematics Dance Challenge
✓ Tala Dance Craze by Sarah Geronimo
✓ Marikit Dance Challenge
• Document your performance by video recording or taking pictures. Submit
this to your teacher. Make sure to save a copy. At the end of the quarter, you
will be required to compile all your documented performance as an output.
• Observe the composition of the dance. Guide questions are given to help you
with the points to focus.
• Reflect on and assess your performance.
• Write your answers on another sheet of paper.

SELF-REFLECTION:
A. About the Dance

Name of Dance (Music): _________________________________

1. What shapes did your body make? Please draw or describe.
2. Identify at least three movements used in the dance.
3. How did you execute these movements in space? Describe in terms of:
a. direction
b. level
c. size
d. focus
4. What qualities of energy were these movements executed?
5. How do you find the tempo of the dance?

11
B. About your Performance
1. How well did you perform the dance? Rate your performance from 1 to 5.
Explain your answer.
2. Did you feel tired and have difficulty breathing while dancing?
3. Were you able to execute the steps correctly? What were the barriers that had
affected your performance, if there’s any?
4. How can you improve your level of performance in dancing or in any physical
activity?

RUBRIC FOR SCORING:

Above Meets Approaching Below

Expectations Expectations Expectations Expectations
4 3 2 1
Reflective The reflection The reflection The reflection The
explains the explains the attempts to reflection
student’s own student’s demonstrate thinking does not
thinking and thinking about about learning but is address the
learning his/her own vague and/or unclear student’s
processes, as learning about the personal thinking
well as processes. learning process. and/or
implications for learning.
future learning.
Analysis The reflection is The reflection The reflection The
an in-depth is an analysis of attempts to analyze reflection
analysis of the the learning the learning does not
learning experience and experience but the move beyond
experience, the the value of the value of the learning a description
value of the derived to the student or of the
derived learning learning to self others is vague learning
to self or others, or others. and/or unclear. experience.
and the
enhancement of
the student’s
appreciation for
the discipline.
Making The reflection The reflection The reflection The
Connections articulates articulates attempts to articulate reflection
multiple connections connections between does not
connections between this this learning articulate any
between this learning experience and connection to
learning experience and content from other other
experience and content from courses, past learning or
content from other courses, learning experiences, experiences.
other courses, past learning or personal goals,
past learning, experiences, but the connection is
life experiences and/or future vague and/or
and/or future goals. unclear.
goals.

12