L I G A O N A TI O N A L H I G H S C H O O L

SENIOR HIGH SCHOOL (301837)

Ligao City
PHYSICAL EDUCATION 3-DANCE
WORKSHEET 4
PHASES OF DANCE PROGRAM
I. OBJECTIVE
➢ Discuss the different Phases of Dances
➢ Participate in an organize event that targets health issues and concerns.
➢ Engage to moderate to vigorous physical activities (MVPAs) for at least 60minutes most days of
the week in a variety of setting in-and-out of school.

II. DISCUSSION
The Dance Program offers a rich array of dance experiences for the many and diverse students. It
welcomes the newcomer as well as supports the continuing progress of trained dancers.

The program includes a range of technique courses in different styles and genres of dance, multiple
performance ensembles, courses in composition and choreography, and dance studies courses that
introduce students to dance as an exciting area of research and inquiry.

PHASES OF THE DANCE PROGRAM

1. Creative Rhythms

This are actually for children in the elementary grades.

These activities are sometimes called fundamental
rhythms or natural dances. A creative rhythm is an end
product of exploration and improvisation of
movements as children learn to move the parts of their
body and to use them as instruments of expression.

2. Folk/ Ethnic dance

Is a cultural art form handed down from generation to

generations. It communicates the customs, beliefs, rituals,
and occupations of the people of a region or country. Folk
dancing belongs to the people. It emanates from them. Ethnic
tribes have their specific tribal art forms originated and
danced by the people of the tribe.

Examples of folk dances are the rural and country

dances, jotas, mazurkas, pandanggos, among others with
foreign influence.

Examples of ethnic dances are the dances of the mountain peoples of the Cordilleras, dances of the
ethnic groups in the Cagayan Valley Region and the ethnic dances in the Mindanao Regions.
 3. Social and Ballroom Dance

The setting of the social and ballroom dance is a

social gathering with the more formal atmosphere
than the simple and informal parties in which the
recreational dances are the usual forms. Social and
ballroom dancing are generally held in the evenings.
The participants are usually in formal attire.

4. Recreational Dance

Includes dance mixers, square dance round and

couple dances. Many of these dances have simple
patterns and combinations of walking steps, polka step
and the waltz step. The setting is usually informal
gatherings and parties, reunions etc.

5. Creative Dance

Is the highest form of dance. It is the end-product of

exploration and improvisation of movements as the
dancer or the choreographer expresses his feelings or
emotions, ideas, and interpretations. This is a dance with
a definite form, a beginning and an ending. The
principles of art form are all observed in the composition
of the dance.

Examples of creative dance are ballet, jazz, and modern

or contemporary dance.

THREE-PHASE CHOREOGRAPHIC PROCESS

The choreographic process may be divided for analytical purposes (the divisions are never distinct
in practice) into three phases: gathering together the movement material, developing movements into
dance phrases, and creating the final structure of the work.

Gathering the movement material

The way in which the choreographer accumulates movement material depends on the tradition in
which he or she works. In certain dance forms it may be simply a question of creating variations within a
traditional pattern of movements. Although each choreographer draws material from diverse sources and
often employs contrasting styles, most dance works of a single choreographer show a characteristic style
of movement. Dances, however, are rarely if ever a loose collection of isolated movements. One of the most
important features of any choreographer’s style is the way in which movement material is connected
into dance phrases.

Developing movements into phrases

A phrase, loosely speaking, is a series of movements bound together by a physical impulse or line
of energy and having a discernible beginning and end. (A rough analogy can be made with the way a singer
phrases a multiplicity of notes within a single breath.)

Many factors work to make the spectator perceive a series of movements as a phrase. The first is
the recognition of some kind of logical connection between the movements that prevents them from
appearing arbitrary and isolated. It may be that one movement flows easily and naturally into another within
the phrase and that there are no awkward transitions or that there is some clearly visible pattern to the
movement (such as the basic three-step phrase in the waltz).

Rhythm is a significant factor, and movements are often clearly linked by a recognizable pattern of
accents. A movement’s accent is measured by its force and duration; thus, a hard, sharp movement has a
strong accent, while a soft, gradual movement has a weak one. Even a single movement, such as a head
roll, may begin with a strong accent and end with a weak one. In phrases that have perfectly regular rhythm,
the strong and weak accents recur in the same sequence and always over the same duration of time.

Creating the final structure

The third phase of the choreographic process, creating the overall structure of the dance, may be
influenced by a variety of considerations, including the purpose of the dance. If the work is to be a narrative
piece, the plot will obviously determine the way in which the dance material is to be structured. It may have
to follow a strict succession of events, create characters in a particular order, and bring the drama to climax
at the proper moments. Similarly, if the dance forms part of a ritual, the material may have to strictly follow
sanctioned form and procedure.

III. ACTIVITY PROPER

TASK 1.
1. Why is it necessary to follow the phases of dance program if an individual wants to become a
great dancer?
2. Looking at the dancers nowadays, can you say that they also follow the phases of dance
program before achieving the skills they have now on their specific dance genre/field? Why or
why not?
TASK 2
Expected Output.
- With your group, create a simple dance routine using the music that will be provided by your
teacher. You can choose what genre of dance and its basic movements to be use. Your group can also
use the different dance formations that were discussed in the previous module

RUBRICS
THE GROUP MET THE THE GROUP MET THE THE GROUP THE GROUP
STANDARDS WITH STANDARD PROGRESS TOWARDS UNSATISFACTORY
DISTINCTION THE STANDARD PROGRESS TOWARDS
THE STANDARD
(15 points) (12 points) (9 points)
(5 points)
Students skills in this Students skills in this Students skills in this Students had great
activity were excellent, activity were good, activity were fair, difficulty using the skills
performed the skills performed the skills performed the skills successfully during this
correctly all the time. correctly most of the time inconsistently or unit.
but have trouble with awkwardly and needs a
some of the body lot more practice.
positions.