Compilation of some selected foreign folk dance from Asia, Europe and America...

1. Selected Foreign Folk Dances in Asia, Europe and America Contents

2. Vision Mission Goals Objectives Chapter I Chapter II Chapter III Chapter IV About

4. Mission The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall undertake research and extension services, and provide progressive leadership in its areas of specialization. Contents

8. Chapter I Fundamentals of Foreign Folk Dance Contents Next>>

9. Chapter I Fundamentals of Foreign Folk Dances Introduction Objectives Lesson 1 Fundamental Dance Positions Lesson 2 Basic Steps Lesson 3 Terminologies In Foreign Folk Dance Chapter Evaluation <<Back

14. Chapter II Foreign Folk Dance from Asia Next>> Contents

15. Chapter II Foreign Folk Dance From Asia Introduction Objectives Lesson 1 Chinese Fan Dance Lesson 2 Japanese Parasol Dance Chapter Evaluation <<Back

17. Their dances are more on ritual such as in wedding, feast of a saint and/or thanksgiving for a good harvest. The dances reflect the enjoyment they feel when they are doing the dances. <<Previous Chapter II

19. Chapter III Foreign Folk Dance from Europe Next>> Contents

20. Chapter III Foreign Folk Dance From Europe Introduction Objectives Lesson 1 Varsovienne Lesson 2 Tarantella Lesson 3 Irish Lilt Chapter Evaluation <<Back

22. You will learn to dance Varsovienne from Germany, Irish Lilt from Ireland and Tarantella from Italy. The instructions will be given in English. You will learn to dance to interesting rhythms of authentic traditional music. The dances are more on feet movement because of the climate. You will learn dances with interesting symbolic meaning and historic background. You will learn dances only for men, dances only for women and couple dances. <<Previous Chapter III

24. Chapter IV Foreign Folk Dance from America Next>> Contents

25. Chapter IV Foreign Folk Dance From America Introduction Objectives Lesson 1 La Cucaracha Lesson 2 Red River Valley Chapter Evaluation <<Back

27. In this Chapter, two folk dances will be featured, the La Cucaracha from Mexico and the Red River Valley from United States of America which is a square dance. You will feel the lifestyle of the American as you do the dance because it shows the tradition of the American in their daily life . <<Previous Chapter IV

29. Lesson 1 Fundamental Dance Positions Chapter I Introduction Lesson Objectives Exercise 1.1

37. Lesson 2 Basic Steps 2/4 Time Signature 3/4 Time Signature Chapter I Introduction Lesson Objectives Exercise 1.2

41. Basic Steps in 2/4 Time Signature Bleking Step Chasse (slides) Pivot Turn Rocking Step Shuffling Steps Skip Step Step-Hop Step-Swing-Hop Step-Point Step-Swing Touch Step Close Step Abbreviations Lesson 2

45. Rocking Step - count 1, 2 to a measure. Fall onto L foot forward and raise R foot in rear (ct. 1), fall onto R foot backward and raise L foot in front (ct. 2). The body is inclined slightly forward and backward in a rocking motion. 2/4 Time Signature

54. ABBREVIATIONS USED Ct. – count Cts. – counts L – left R – right 3/4 Time Signature

55. Basic Steps in 3/4 Time Signature Mazurka Shuffling Steps Varsovienne Step Waltz Balance Waltz Step Redoba Step-Swing-Hop Step-Point Step-Swing Touch Step Bleking Step Cross Waltz Step-Hop Abbreviations Lesson 2

69. Lesson 3 Terminologies in Foreign Folk Dance Chapter I Terminologies Lesson Objectives Exercise 1.3

71. The following terminologies are the terms used in Foreign Folk Dancing: Terminologies ABBREVIATIONS USED L – left R – right Lesson 3

72. Clockwise Counter Clockwise Hop Free Foot Free Hand Curtsy Elbow Swing Spin Folded Arms Close Position Inside Hand Inside Foot Do-si-do Honor partner Promenade Swing partner Abbreviations Terminologies

73. Clockwise Circling with the R shoulder facing the center. Terminologies

74. Counterclockwise Circling with the L shoulder facing the center. Terminologies

75. Hop Stepping with one foot and going down with the same foot. Terminologies

76. Free Foot The foot without the weight of the body. Terminologies

77. Free Hand The hand not in used and holding nothing. Terminologies

78. Curtsy Slightly bend the knee and the body with the head down as a sign of salute. The weight of the body is only on one foot; the other foot is cross at the rear of the other foot. Terminologies

79. Elbow Swing Partners are holding hands with the R elbow and swing like a hand of a clock with continues jump. Terminologies

80. Folded Arms Raise the hands up in front of the chest shoulder level with the one arm over the other. Terminologies

81. Spin It is done by turning rapidly with the used of small steps. Terminologies

82. Inside Foot The foot that is nearer to the partner. Terminologies

83. Do-si-do Partners or opposites, facing each other, move forward, pass each at hers R (L), move backward turning around, and pass each other’s L(R) to original places. Terminologies

84. Honor partner Bow to partner. Terminologies

85. Promenade Partners start side by side facing counterclockwise in the circle, R hands placed above L hands and walk around the set. Terminologies

86. Swing partner Waltz around clockwise with partner in ballroom dance position R to R shoulders and facing opposite directions. Terminologies

87. Inside Hand The hand close to the partner. Terminologies

88. Close Position The partners are facing each other but the girl is standing in the R side of the boy. Terminologies

89. Lesson 1 Chinese Fan Dance (China) Video Chapter II Introduction Lesson Objectives Exercise 2.1

91. This is a simple but interesting dance especially suitable for girls. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 1

92. Costume Music & Count Formation Figures Content

93. COSTUME: Girl – Chinese blouse and long, loose drawers of any color. Chinese sandals and a big fan. Content

94. MUSIC - divided into six parts: A, B, C, D, E, and finale. COUNT - one, two or one, and, two to a measure. Content

95. FORMATION One to any number of participants may take part in this dance. If many are taking part they may be arranged in any desired formation. Content

96. Figure 1 Music A - play once Pause (2M) (a) Shuffling steps forward to place. Arms folded in front, hands tucked inside sleeves. The fan is kept in one pocket or left hanging at the right side of the waist. The body is swayed very slightly to right (1M) alternately for seven measures. (7M) Content

97. Figure 2 Music B - play two times (a) Take small jump forward, bending knees slightly. Arms are still in front. Bend head Forward as the jump is made (cts. 1, 2). Slowly straighten knees and raise head to erect position (cts. 1, 2). (2M) (b) Repeat (a) three more times. (6M) (c) Repeat (a) and (b), jumping backward. (8M)

99. Figure 4 Music C - play once (a) Step R foot sideward (ct. 1) close L to R foot (ct. 2). Arms in reverse “T” position, forefingers pointing upward (the other four fingers are loosely close). (1M) (b) Bend knees slightly at the same time, dipping both hands toward the chest without the lowering the elbows and nodding head forward (ct. 1), straighten knees and head, hands return to first position (ct. 2). (1M)

100. (c) Repeat (a) and (b) to left side, starting with the L foot. (2M) (d) Repeat all (a-c). (4M).

101. Figure 5 Music D - play two times (a) Take fan and open. Hold with the R hand and cover face so eyes just show. Turn head right (cts. 1, 2), turn to front (cts. 1, 2), turn to left (cts. 1, 2), turn to front again (cts. 1,2). (4M) (b) Close the fan and strike it lightly against the palm of the L hand (four taps for every count). Move L hand from sideward left – overhead - sideward right (4M). The fan is continuously tapped against the palm. (4M)

102. (c) Kneel and sit on heels. (1M) (d) Repeat all (a and b) in kneeling position. (8M) (e) Stand and keep fan. (1M)

105. Finale Music Finale (a) Close fan and keep. Bow low (1M), straighten trunk (1M). Repeat once more (2M). (4M) (b) Three-step turn right in place and bow low. (3M). Lesson 1

106. Lesson 2 Japanese Parasol Dance (Japan) Video Chapter II Introduction Lesson Objectives Exercise 2.2

108. This is a very colorful, easy dance for girls. It is customary with Japanese girls to use umbrella for rain and sunshine. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 2

109. Costume Music & Count Formation Figures Content

110. COSTUME: Girls - Bright color kimono, bright colored flowers in hair, a Japanese parasol, and Japanese wooden shoes. Content

111. MUSIC - composed of three parts: A, B and C. The Music used here is “Mikado”. COUNT - one, two to a measure or one, two, three, four to two measures. Content

112. FORMATION - In groups of four facing the audience. The open parasol is held with two hands over the head, the hands holding the handle at chest level. They stand about four feet away from each other. One to any number of sets may take part in this dance. O O O O O O O O 1 2 3 4 1 2 3 4 O O O O 1 2 3 4 Content

113. Figure 1 Music A (a)Starting with the R foot, execute shuffling steps forward. Twirl the parasol overhead (8 cts.) (4 M) (b) With shuffling steps turn around in place clockwise. Twirl the parasol over the R shoulder (4 cts.) (2M) (c) Repeat (b) turning counterclockwise. Transfer parasol to the L shoulder (4cts.) (2M) Content

114. (d)Turn right about and repeat (a) going to proper place. Twirl the parasol overhead. Finish facing front (4M) (e) Repeat (b) and (c) (4M)

116. (c) Repeat (a) and (b) (4M) (d) With No.1 leading, execute shuffling steps moving clockwise. Each group makes its own circle. Twirl parasol on the R shoulder (8 cts.) (4M) (e) Turn right about and repeat (d) counterclockwise. Transfer parasol to the L shoulder (4M).

118. (c) In kneeling position, sit in heels (Japanese Fashion). Raise the head and look around the parasol at the right side (4 cts.) and to left side (4 cts.)4M (d) Repeat (c) (4M)

120. (d) Repeat (a) and (b) (6M) (e) All take parasol and stand up with the R foot first (4cts.) (2M)

122. (d)Turn right about, (a) and (b) (4M). (e) Execute shuffling steps forward to form a square, each girl occupying a corner, facing a common center (4M). Lesson 2

123. Lesson 1 Varsovienne (Germany) Video Chapter III Introduction Lesson Objectives Exercise 3.1

125. This is a very delightful dance for girls but boys may take part if desired. NOTE : the dance may be repeated as many times as desired. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 1

126. Costume Music & Count Formation Figures Content

127. COSTUME: Girls – Short full dark skirt, white blouse, short sleeves, black velvet bodice, white stockings, colored apron, hair in two braids, large black bow. Boys – Black knickers, colored stockings, gray coat, and full shirt, round green felt hat with ribbons. Content

128. MUSIC - composed of two parts: A and B. COUNT - one, two, three to a measure. Content

129. FORMATION - Double circle facing counterclockwise, boys in the inside and girls in the outside circle. The boy places his R arm across the shoulder of the girl, takes her R hand over her R shoulder, L hands joined in front. The girl is a little bit to the right of boy. This is known as Varsovienne position. Content

130. Figure 1 Music A. (a)Starting with the R foot, take eight varsovienne steps, moving counterclockwise. (16M) Content

132. Lesson 2 Tarantella (Italy) Video Chapter III Introduction Lesson Objectives Exercise 3.2

134. A popular dance in Italy, they use tambourine which is hold by the girl. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 2

135. Costume Music & Count Formation Figures Content

136. COSTUME: GIRLS -White skirt with bands of colored ribbons, white blouse, velvet bodice, red apron, colored kerchief on head. BOYS - Red knee breeches, full white shirt, red tie, blue stocking drawn high above the knees, red jersey cap. Content

137. MUSIC - is divided into three parts: A, B, AND C COUNT - one, two to a measure one, two, three, four to measures. Content

138. FORMATION - Partners stand side by side, girls at the right of the partners. Each girl carries a tambourine in her R hand. Two couples Nos. 1 and 2, form a set, one to any number of sets may take part. Content

142. (c) Repeat (a) and (b), sliding to the next position clockwise in (a) (4M) (d) Repeat all, (a-c) finishing in proper places (8M)

145. (c)Girl skips eight times around partner counterclockwise, starting with L foot. With R hand overhead, L hand waist, shake the tambourine continuously for eight counts. The boy looks at the partner as she turn around him (4M) (d) Repeat all (a-c) (8M)

146. Figure 6 Music C - Partner stand back to back with both hands raise overhead. (a)Touch R toe across the L in front (ct. 1), step R close to L (ct. 2). Repeat the same with the L foot (cts. 1,2) (2M) (b) Four slide (chasse) clockwise to partner`s place, starting with R foot. Take one for each slide (2M) (c) Repeat (a) and (b) finish in proper place (4M) (d) Repeat all (a-c) (8M)

149. (c) Repeat (a), hopping on the R foot, touching with the L, moving sideward (2M) (d) Pivot-turn left L hand overhead, R hand on waist (2M) (e) Repeat all (a-d) (8M)

150. Figure 9 Music C (play once) - Partner face each other. (a)Pivot-turn right (2 M), pivot-turn left (2 M) hands as above (4M) (b) Pivot-turn right twice around (4 M) At the end of this figure, girls hold their final position with the weight on the R foot, L foot pointed sideward. R hand overhead, L hand on waist. The boys kneel on the L knee, L hand overhead, R hand on waist. Partners look at each other. Lesson 2

151. Lesson 3 Irish Lilt (Ireland) Video Chapter III Introduction Lesson Objectives Exercise 3.3

153. This is very lively dance especially suitable for girls. NOTE: the changes of weight to another foot are done with a spring so it is like a small leap. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 3

154. Costume Music & Count Formation Figures Content

155. COSTUME: Girls – Emerald green blouse, short dark skirt, and white handkerchief on the head tied under chin, green stockings, flat black shoes. Content

156. MUSIC - composed of one part of sixteen measures. COUNT - one, two, or one, two, and to a measure or one, two, three, four to two measures. Content

157. FORMATION - This is solo dance but any number of participants may take part. They may be arranged in any desired position. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Content

158. Figure 1 Rocking (a)Take twelve rocking steps forward and backward alternately, starting with the L foot falling forward (12cts.). Hands holding skirt. (16M) (b) Break: jump to feet apart sideward (ct. 1) , jump to feet together (ct. 2), hop on L and raise the R foot in rear with knee bent (ct. 3), hop on L foot again and kick R foot forward (ct. 4). Hands on waist. (2M) (c) Repeat all (a and b), starting with the other foot forward. (8M) Content

160. Figure 3 Toe and heel (a) Spring and face to right putting weight on R foot, L toe touching backward (to left of starting position) (ct. 1), spring and face left about, rotating the leg and placing L heel where the toe was (ct.2), hop on R to face front and face L toe front and L toe touching near the R foot in 1 st position (ct. 3), hop on R and kick the L foot obliquely forward left (ct. 4). Arms folded in front. (2M) (b) Repeat (a), starting with the other foot and facing the opposite direction. (2M)

161. (c) Repeat (a). (2M) (d) Break – repeat fig. 1(b). (2M) (e) Repeat all (a-d), starting with the other foot. (8M)

162. Figure 4 Leg Twist and Kick (a) Repeat fig. III, except that the toe and the heel are not placed on the floor on (cts. 1, 2). (16M)

164. (d) Break as in fig. I (b). (2M) (e) Repeat all (a-d), starting with the other foot. (8M)

166. (b) Repeat (a) (cts. 1-4). (2M) (c) Break as in fig. 1 (b). (2M) (d) Repeat all (a-c), starting with the other foot. Finish the break with a stamp on the L foot on fourth count instead of swinging it forward. (8M) Lesson 3

167. Lesson 1 La Cucaracha (Mexico) Video Chapter IV Introduction Lesson Objectives Exercise 4.1

169. La Cucaracha means “The Little Cockroach.” This is a dance known to all Mexico. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 1

170. Costume Music & Count Formation Figures Content

171. COSTUME: Girl – white short- sleeved blouse heavily embroidered in beads with a full skirt of green and red (occasionally white). The skirt reaches down to the ankle. High heeled slippers are worn. Over the blouse a long sash or scarf called a “roboza” is arranged in a certain way. At its middle it is drawn straight across the waist of breast, crossed at the back, and the ends drawn up over the shoulders and left hanging down loosely each side in front od else the ends are tucked down each side under the sash in front. The hair is worn in two braids. Next>>

172. Boys – white “blouse” shirt, a low-cut vest, a jacket cut something like a long bolero, and long rather tightly fitting pants decorated sometimes with silver buttons. On his head he has a huge sombrero and on his arm he carries his brightly colored “zarape.” Content

173. MUSIC – is divided into two parts A and B. COUNT - one, two, three to a measure. Content

174. FORMATION – couples are arranged informally around the room. The boy clasps his hands around his back; the girl holds her skirt gracefully at the side. For class instruction or demonstration, the participants may be arranged in any desired formation. Partners stand by side, the girl is on the right of the boy. Content

175. Figure 1 Music A – play once. Partners stand side by side facing front. Throughout the figure partners turn slightly away and toward each other. They perform cross-waltz steps in place. The first step (ct. 1) is strongly accented with a decided “dop” of the knees in this dance. Starting with the inside foot, take eight cross-waltz steps in place. Girl holding skirt, boy clasp hands behind (8 M). Content

176. Figure 2 Music A – play once. Partners face each other and do the cross-waltz steps revolving around each other. Starting with the R foot take eight cross-waltz steps forward moving clockwise. Crossing the R foot over L, turns the body to the left and brings them into a position touching R elbows. When L foot is across the R, the left elbows are touching (8M).

177. Figure 3 Music B – play two times. Partners stand side by side facing front. The following direction is for the boy; it is reverse for the girl. (a) Boy steps sideward L (ct. 1), step R close to L foot (ct. 2), step L sideward left again (ct. 3). Stamp R foot in place (ct. 1), pause (cts. 2, 3), put weight on the R foot (2M).

178. (b) Three step turn L away from partners (cts. 1, 2, 3). Stamp R foot twice, keeping the weight on the L foot (cts. 1, 2), pause (ct. 3) (2M). (c) Step R sideward toward partner (ct. 1), step L close to R (ct. 2), step R sideward again (ct. 3). Step L foot on place (ct. 1), stamp R foot twice (cts. 2, 3) (2M).

179. (d) Starting with the R foot, three steps sideward R to change place with partner. The girl passes in front of the boy (cts. 1, 2, 3). Stamp L foot (ct. 1), pause (cts. 2, 3) (2M) (e) Repeat all (a-d) starting with the opposite foot, finish in original position (8M)

180. Figure 4 Music A – play once. Partners are still side by side facing front. (a) Starting with the outside foot, take seven cross-waltz steps forward. Hands as in figure 1 (a) (7M). (b) Boy takes one waltz balance forward R, the girl spins around clockwise (1M)

182. (c) Repeat (a) returning to position. The boy passes in front this time (2M). (d) Repeat all (a and b) (4M).

183. Figure 6 Music A – play once. Repeat figure 1 (8M)

184. Figure 7 Music A – play once. Partners face each other. Repeat figure 2 at the last measure the boy places his sombrero on the girl’s head (8M). Lesson 1

185. Lesson 2 Red River Valley (U.S.A.) Video Chapter IV Introduction Lesson Objectives Exercise 4.2

187. A popular square dance in America, dance accompanied with a song lyric. This dance is traditionally performed with one boy at the middle of two girls in each of three, but can also be performed with one girl at the middle and two boys at the sides. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 2

189. Costume Music & Count Formation Figures Content Song

190. COSTUME: Girls - dressed in gay printed or checkered skirt and white blouse. Boys - denim trousers, checkered shirts and straw hats. One leg of the trousers may be rolled up to give a rustic touch. Content

191. MUSIC - composed of one part of sixteen measures COUNTING - one, two to a measure. Content

192. FORMATION - each set of three (two girls at the sides and one boy at the middle) faces another set of three. There should be an even number of sets. Eight sets make a convenient number but more sets may participate, if desired. O O O O O O O O X X X X X X X X O O O O O O O O Content

197. (c) Each boy swings his partner at the R while the L partner stands still. (4M) (d) The boy releases the R girl and goes to the L partner and swings her. The right-hand girl stands still. (4M)

200. A. Identify the Position of the Arms and Feet C. Basic Step or Dance Term B. Fix me up! D. Evaluation Chapter Evaluation 1 Chapter I

204. 1. Place R heel in front and hop on the L foot (ct. 1), with a spring reverse the position of the feet, that is L heel is placed in front (ct. 2). This is taking one count for each movement. Place R heel in front (ct. 1), step R close to L (ct. 2). This is taking two counts for each movement. 2. Slide R foot sideward (ct. 1), cut R sideward with the L foot (ct. 2), hop on L and bring the R foot in front or in rear of the L ankle (ct. 3). Clues

205. 3. Fall onto L foot forward and raise R foot in rear (ct. 1), fall onto R foot backward and raise L foot in front (ct. 2). 4. The movements are the same as in step-hop, but done in one count only. Step on R (ct. 1) and hop on R (ct. ah). There are two skip steps in one measure. This may be executed in any direction. 5. Point R foot in front (ct. 1), step R close L foot (ct. 2).

206. 6. Step R across L in front and raise slightly the L foot across in rear (ct. 1), step L close to R in third in rear (ct. 2), step R forward (ct. 3). 7. Step R foot forward (ct. 1), close L to R in third in rear or in first position and raise both heels (ct. 2), lower heels with the weight of the body on the R foot (ct. 3). 8. Slide R foot diagonally forward R (ct. 1), step L close to R in third in rear or in first position (ct. 2), step R sideward (ct. 3). Point L foot in front (cts. 1, 2, 3).

207. 9. Step R foot in fourth in front and bend the R knee slightly (ct. 1), execute a quarter turn right with a push on the ball of the L foot and raise the R foot slightly off the floor (ct. and). 10. Tiny sliding steps forward on the balls of the feet. Execute as many steps as necessary. Fix me up!

209. Answer the following. 1. What are the basic steps you had encountered in Foreign Folk Dance that are also basic steps in the Philippine Folk Dance? Differentiate each. 2. Which is easier the Philippine Folk Dance or the Foreign Folk Dance? Explain. Chapter Evaluation 1

210. A. Complete the Table C. Evaluation B. Basic Steps Chapter Evaluation 2 Chapter II

211. Complete the Table Copy the table below and write the information needed to complete the table. Chapter Evaluation 2 Basic Steps Used Terminologies Encountered Chinese Fan Dance Japanese Parasol Dance

214. A. Complete the Table C. Basic Steps B. Which comes first? Chapter Evaluation 3 D. Evaluation Chapter III

215. Complete the Table Copy the table below and write the information needed to complete the table. Chapter Evaluation 3 Basic Steps Used Terminologies Encountered Varsovienne Tarantella Irish Lilt

220. A. Complete the Table C. Basic Steps B. Complete the Song! Chapter Evaluation 4 D. Evaluation Chapter IV

221. Complete the Table Copy the table below and write the information needed to complete the table. Chapter Evaluation 4 Basic Steps Used Terminologies Encountered La Cucaracha Red river Valley

222. Complete the Song!!! Complete the Red River Valley Song by filling up the missing word. Red River Valley Song Verse 1: Now you lead right down to the valley, And you circle to the left and to the right. Now you _______ with the girl in the valley, And you _______ with your ______ River Girl.

223. Verse 2: Now you lead right down to the valley, And you circle to the left and to the right. Now the girls make a _______ in the valley, And the boys _______ so _______. Verse 3: Now you lead right down to the valley, And you circle to the left and to the right. Now you _______ your girl in the ________. Chapter Evaluation 4

227. A. Practice Quiz B. Creative Work Exercise 1.1 Lesson 1

230. Creative Work Perform the Fundamental Dance Positions of the arms and the feet in 2/4 time signature. Exercise 1.1

231. A. Practice Quiz B. Creative Work Exercise 1.2 Lesson 2

233. Creative Work Create a movement pattern using 2 or more dance steps in 4 measures in 2/4 or ¾ time signatures. Exercise 1.2

234. A. Practice Quiz B. Creative Work Exercise 1.3 Lesson 3

235. Dance Terms Puzzle Box Find the ten different terminologies inside the puzzle box then write there definitions. Puzzle Box

236. Exercise 1.3 F E E T F O O T H Y E O R L K M M J Z M K D L H E M L N S P I N A D N M E R Q T O A F N E C L C H W D H A G E D I P U S A E A D J M A A O R G D N V O K O R V S T I D A D S W R M B A S K H S B I T P S K N Y O G M R D K D H I E S I W K C O L C

237. Creative Work Create a dance figure with a combination of three basic steps and three terminologies using 16 measures in 2/4 or 3/4 time signature. Exercise 1.2

238. A. Practice Quiz B. Shall We Dance!!! Exercise 2.1 Lesson 1

240. Shall We Dance Perform the Chinese Fan Dance in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

241. Exercise 2.1 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

242. A. Practice Quiz B. Shall We Dance!!! Exercise 2.2 Lesson 2

244. Shall We Dance Perform the Japanese Parasol Dance in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

245. Exercise 2.2 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

246. A. Practice Quiz B. Shall We Dance!!! Exercise 3.1 Lesson 1

248. Shall We Dance Perform the Varsovienne in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

249. Exercise 3.1 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

250. A. Practice Quiz B. Shall We Dance!!! Exercise 3.2 Lesson 2

252. Shall We Dance Perform the Tarantella in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

253. Exercise 3.2 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

254. A. Practice Quiz B. Shall We Dance!!! Exercise 3.3 Lesson 3

256. Shall We Dance Perform the Irish Lilt in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

257. Exercise 3.3 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

258. A. Practice Quiz B. Shall We Dance!!! Exercise 4.1 Lesson 1

260. Shall We Dance Perform the La Cucaracha in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

261. Exercise 4.1 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

262. A. Practice Quiz B. Shall We Dance!!! Exercise 4.2 Lesson 2

264. Shall We Dance Perform the Red River Valley in front of the class with music and proper costume. After the dance, copy the checklist then answer: CHECKLIST After answering the checklist, write your conclusion about the dance and about your performance.

265. Exercise 4.2 Questions: Yes No 1. Did you execute the basic steps accurately? 2. Did you follow the dance steps properly? 3. Have you felt the essence of the dance? 4. Did you perform the whole dance properly? 5. Did you love the dance?

266. Authors Acknowledgement Foreword Preface Contents

267. FOREWORD This Teacher’s Guide Module entitled “ Selected Foreign Folk Dances in Asia, Europe and America ” is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor in Secondary Education based on CHED Memorandum Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies.

268. The students are provided with guidance and assistance of selected faculty members of the College through the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the Internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems. These kind of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation of instructional materials.

269. The output of the group’s effort may serve as an educational research of the institution in providing effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for secondary teachers and students. FOR-IAN V. SANDOVAL Computer Instructor / Adviser Educational Technology 2 MARILYN E. VILLARANDA Module Consultant LYDIA R. CHAVEZ Dean College of Education ABOUT

270. This modular workbook is filled with information to give students a ready reference and instructional material for foreign folk dance. It is designed to enable the students to learn by himself and/or by the guidance of his instructor, to discover new basic steps, terminologies and dances from different countries and to acquire new knowledge and skills in dancing. Preface

271. The modular workbook consists of four different chapters: the fundamentals of foreign folk dance, foreign folk dance from Asia, foreign folk dance from Europe, and foreign folk dance from America which are broken down into simple lessons, with accompanying activities and exercises. Written in simple language, each lesson features the fundamental dance positions, basic steps, terminologies in foreign folk dance and examples of foreign folk dance from different countries from the continents featured in this workbook.

272. At the end of the discussions, the students may now perform the qualities and skills of a folk dancer more on foreign folk dance. He may now share this knowledge to others who need motivation to learn. This workbook can help to inspire, to praise, to entertain and to enrich life. Selected Foreign Folk Dance in Asia, Europe and America is as easy as that. But being a person who posses’ knowledge, skills and attitude in dancing is a different thing. This modular workbook can show you why. The Authors ABOUT

273. The researchers would like to thank the following persons for the assistance extended to them: To Prof. Lydia R. Chavez, Dean of the College of Education, for the approval of the request to print the module in the school to lessen their financial group distribution; To Prof. Marilyn E. Villaranda, module consultant, for her valuable comments, suggestions and sharing of knowledge to make this modular workbook more meaningful and also for letting them borrow her books and other compilations related to the topic; ACKNOWLEDGEMENT

274. To Mr. For-Ian V. Sandoval, module adviser, for giving his idea to make this modular workbook an interesting one, encourage them to finish this modular workbook and spending time in giving instructions and sharing his knowledge in the making of this modular workbook; To their beloved parents and siblings for the moral and financial supports in making this modular workbook; To the Bachelor of Secondary Education Students, especially to the MAPEH major, for sharing their ideas and for being their inspiration while finishing this modular workbook;

275. To their friends, who also serve as an inspiration while doing this modular workbook; and Most of all, to our Almighty God, for giving His endless blessings, knowledge and strength to make this modular workbook possible. Authors ABOUT

276. About the Authors: Herbert A. Cadapan Manvee A. Jopio France Marie D. Salazar ABOUT

277. Herbert Acelajado Cadapan was born on November 5, 1990, son of Mr. and Mrs. Nolasco S. Cadapan. He finished his elementary education at Siniloan Elementary School (2003), Siniloan, Laguna and his secondary education at Santa Maria Academy (2007), Santa Maria, Laguna. He obtained his Bachelor of Secondary Education, Major in Music, Arts, Physical Education and Health (MAPEH) at the Laguna State Polytechnic University (2011). BACK

278. Manvee Astejada Jopio was born on June 14, 1989, son of Mr. and Mrs. Angelito A. Jopio. He finished his elementary education at Polillo Elementary School (2003) , Polillo, Quezon and his secondary education at Balian National High School (2007) , Balian, Pangil. He obtained his Bachelor of Secondary Education, Major in Music, Arts, Physical Education and Health (MAPEH) at the Laguna State Polytechnic University . BACK

279. France Marie Dagle Salazar was born on May 16, 1991, daughter of Mr. and Mrs. Francisco B. Salazar. She finished her elementary education at Famy Elementary School (2003) , Famy, Laguna and her secondary education at Famy National High School (2007) , Famy, Laguna. She obtained her Bachelor of Secondary Education, Major in Music, Arts, Physical Education and Health (MAPEH) at the Laguna State Polytechnic University (2011). BACK