The document discusses the benefits of incorporating dance education into school curriculum. It identifies four main benefit categories: 1) Aesthetic benefits by clarifying and intensifying human experience. 2) Intellectual benefits by reinforcing formal learning and providing an alternative teaching mode. 3) Social and cultural benefits by promoting self-awareness and understanding of one's own and other cultures. 4) Physiological benefits by promoting good health, particularly for students with disabilities. The document also outlines the process of presenting folk and ethnic dances on stage, considering factors like faithfully representing the dance within performance limitations and the ability of available performers.

1. Prof. Lordinio A. Vergara
Director, Center for Sports Development
Former Head, Center for Cultural Arts
Philippine Normal University

2. The learner demonstrates understanding of integrating physical
activity behaviors in achieving a healthy lifestyle
Key Stage Standard
The learner demonstrates understanding of the concept of physical
activities in achieving, sustaining, and promoting an active lifestyle for
health, lifelong fitness and wellness.
Learning Area Standard

3. BENEFITS OF DANCE EDUCATION
In a policy statement on dance
education by the National Dance
Association in the United States, the
following justifications were cited for
the incorporation of dance into the
curriculum:

4. 1. Dance as an art is a form of education – it clarifies
Aesthetic Benefit
and intensifies the human experience.
2. It reinforces formal learning, as it relates to other
academic areas.
3. It provides an alternative to the usual modes of Intellectual Benefits
education and is valuable in reaching children who may
not respond to more formal modes of teaching.
4. It promotes self- and social awareness, helping
students confront and understand themselves, and
Social and Cultural
cooperate effectively with others.
Benefits
5. It promotes a fuller understanding of one’s own
culture and those of other peoples’.
6. It promotes good health and may be of particular
Physiological Benefits
value to students with physical or mental disabilities.
Generally, these six points can be classified into four groups, with each group
constituting a particular benefit. E.g. Points 2 and 3 are values that benefit the
intellectual development of students.

5.  Preliminary Arrangements
 Knowing the Group
 Developing Lesson Plans
 Teacher Preparation
 Teaching a Single Dance
 Dance Styling
 Group climate in Dancing

6. Quarter 4: Local and Indigenous Dances
The learner demonstrates The learner performs skillfully • Discuss the
understanding of local and local and indigenous dances nature/background of
indigenous Philippine as physical activity that local and indigenous
dances that promote promotes physical fitness. dances
physical fitness. • Explain significant
benefits to health and
fitness when folk
dancing
• Perform basic steps
peculiar to each dance
• Execute rhythmic
patterns of selected local
and indigenous dances
through various ways
• Describe costumes,
props and accessories of
local and indigenous folk
dances
• Interpret dance figures
correctly following the
step by step instruction
of the teacher
• Perform figures of the
dance with grace, form
and sense of rhythm

7. Quarter 4: Regional/National Dances with Asian Influence
The learner demonstrates The learner performs skillfully 1. Promote folk dancing as a
understanding of regional regional and Philippine National physical activity within
and Philippine National Dances to promote fitness, the family
Dances to promote the health and wellness in the 2. Trace the origin/location
fitness, health and family. of folk dance by its
wellness of the family. costume/music
•Binislakan/Sakuting/ Sua- 3. Execute rhythmic patterns
ko-Sua/Pangalay of selected regional and
national dances with
Asian influence
(Binislakan/Sakuting/ Sua-
ko-Sua/Pangalay)
4. Demonstrate mastery of
basic steps in folk
dancing
5. Identify the meaning of
the gestures and hand
movements of folk dance
identified
6. Interpret folk dance
literature
7. Relate folk dancing to the
enhancement of one’s
character through cultural
education

8. Quarter 4: Social and Ballroom Dances
The learner The learners participate • Discuss the nature
demonstrates actively with members of and background of
understanding of the the community in social and ballroom
benefits that can be performing and/or dances
derived from patronizing social and • Describe the
engaging in social ballroom dances to benefits of social
dances to promote promote physical dancing in the
community wellness. activities as a means to community
•Social dance achieve lifelong fitness, • Demonstrate
•Ballroom dance health and wellness fundamentals of
among the members of social and ballroom
the community. dances
• Create other styles
and combinations of
social dances for the
community
• Engage consistently
in social and
ballroom dances
with the community
to attain health and
fitness

9. Quarter 4: Other Dance Forms (Hip-hop, Street Dance, Festival Dance, Contemporary
etc.)
The learners The learners participate 1. Discuss the nature and
demonstrate actively with members of the background of other
understanding of the society in performing and/or dance forms
benefits that can be patronizing other dance 2. Identify the benefits of
derived from engaging forms to promote physical participating in other
in other dance forms to activities as a means to dance forms
achieve lifelong fitness. achieve lifelong fitness, 3. Demonstrate
health and wellness among fundamentals of other
the members of the society. dance forms
4. Create other styles of
other dance forms
5. Engage consistently in
other dance forms to
appreciate worldwide
trends and improve
one’s fitness and health.

11. Dances belonging to group without Western influences. In pre-colonial days, pagan
rites were practiced all over the islands. Animistic rituals to celebrate planting, harvest,
birth, death, and all kinds of community activity were common occurences.

12. Community dances that emanates among the people of the area commonly with
Spanish and American Influences. These dances were introduced by Spain to
replace ethnic dances in the different festivities celebrated in the region.

13. MODULE 4
 Session 1 – Overview of Philippine Folk
and Ethnic Dances
 Session 2 – Understanding Local and
Indigenous Dances
 Session 3 – Dance Movements of
Selected Local and Indigenous Dances
 Session 4 – Other Philippine Folk Dance
Movements and Steps

14.  Session 5 – Understanding
Tinikling
 Session 6 – The Basics of
Tinikling
 Session 7 – The Cultural and
Fitness Benefits of Tinikling
 Session 8 – Tinikling Challenge

15.  Choreography is the art of planning and
arranging dance movements into a
meaningful whole; the process of
building a dance compositions.
 Choreographer – a person responsible
for composing, presenting a dance on
stage, and supervising a production.

17. The Process of Presenting Folk
and Ethnic Dances on Stage

18.  Should it be attempted?
 Will the whole effect – dance, music,
and costumes – be of interest to the
intended audience?
 Can it be faithfully represented within the
limitations of the staging process?
 Can both music and dance be
reasonably performed by the available
performers?

19.  Aesthetics
 Composition
 Costuming
 Chronological and Geographic Integrity
 Music