PE (REVIEWER)
INTRODUCTION TO DANCE
“Dance is an activity which can take many
forms and fill many different needs. It can be
recreation, entertainment, education,
theraphy, and religion. In its purest and most
basic form, dance is the art, the art of body
movement."

Barbara Matthew, 1980
Dance is a universal language and can
transcend all cultures. It also gives them an
opportunity to explore cultural dance forms
from across the world, which also fosters
acceptance and understanding of others.
Period of Dances
PRE- HISTORIC PERIOD
THEME/NATURE
•
DANCE IS AN AESTHETIC OR EVEN
ENTERTAINING EXPERIENCE

Myers, 2005
THE TRUEST EXPRESSION OF PEOPLE IS IN ITS
DANCE AND ITS MUSIC. BODIES NEVER LIE.

AGNES DE MILLE
" The art of motion, where the motion is its end,
without need to justify itself."

PURPOSE OF DANCE
•
used dance as a gesture in order
to communicate.
•
means of expressing and
reinforcing tribal unity and
strength.
•
approach for courtship and
mating, and as a means of
worship, and therapeutic
experiences.
ALWIN NIKOLAIS (AMERICAN
DANCER AND CHOREOGRAPHER)
FOUR REASON WHY PEOPLE DANCE
1. To please the Gods
The Shaman, a magical physician and leader
of religion and dance, used dance to beg the
gods for healing, or to appease the anger of
the gods, or to plead for a good harvest.
Young men danced themselves nearly to
death as a coming-of-age ritual. Women
danced to ensure fertility or to relieve labor
pains.
2. To please the others
Dancing promotes a general sense of wellbeing in students. As they master new skills,
perform in front of others and receive
positive reinforcement, their confidence
reaches new levels.
3. To please themselves or selfexpression
Dancing gives students a chance to express
themselves freely and creatively. In other
words, it serves as an outlet for emotional
and physical release.
4. To build community within an
ethnic or social interaction
A form of religious ritual and
social expression within
primitive cultures.
MEDITERRANEAN AND EASTERN
CIVILIZATIONS
THEME/NATURE
•
It was only during this time that
the real knowledge of dance
came about.
ANCIENT EGYPT
THEME/NATURE
•
Dance was in full bloom and
richly recorded. It is reflected in
their wall paintings, reliefs, and
in the literary records of
hieroglyphs.
PURPOSE OF DANCE
•
Most of the dance during this
ear were mainly a medium of
religious expression.
ANCIENT GREEKS
THEME/NATURE
•
Dance was closely linked with
other kinds of experiences.
•
•
Plato- gave importance to dance
in education as stated in his
education on the Laws.
DANCE: the noble (fine and
honorable) and the ignoble
(imitating what is mean or ugly).
•
ANCIENT ROME
THEME/NATURE
•
Romans gave less importance to
dancing.
•
Gave lesser value for the arts as
the nation grew wealthy and
powerful.
•
Romans ceased to create and
perform dances.
•
The development of the
Catholic Church in Europe,
following the fall of Rome
transformed the history of
dance.
•
The Church was the sole
custodian of learning and
education, as well as the source
of morals.
•
When the first Christian
emperors came, theatrical
entertainment was prohibited.
PURPOSE OF DANCE
•
Taught as aid to military
education.
•
A form of entertainment and
display.
•
Greek philosophers such as
Plato, Aristotle and Socrates
supported this art as an
integration of the body and
soul.
DARK AND EARLY MIDDLE AGES
THEME/NATURE




•
•
•
The beginning of SOCIAL
DANCING. Peasants performed
Two basic types of dances: the
ROUND DANCE and COUPLE
DANCE.
ROUND DANCE- move in open
or closed circle.
COUPLE DANCE- considered as
scandalous when it was first
seen.
Nobility soon followed the
peasant's lead in dancing but in
a more refined and courtly
form.
Peasants dances have large
movements and wide-stepping
figures and they danced on
grass.
Noblemen danced on smooth
floor, wood or polished marble
called a ballroom.
PURPOSE OF DANCE
•
Dance became brutal and
sensationalized and it was used
more often for gruesome
purposes. Kraus et al, 1981
•
Dance became an integral part
of the corruption in the latter
days of the Roman Empire.
•
Dance still existed and was
performed within the Church
during religious ceremonies.
•
Christian fathers approved the
use of dance, if its form and
intent were holy and profound.
•
Dance then became part of
worships and church services.
PURPOSE OF DANCE
•
•
Performed in village squares
and were eventually welcomed
in the castles and chateaus of
feudal lords.
People amused themselves by
doing dances that were social in
character.
Court dances emerged as part
of the chivalric way of life.
EARLY RENAISSANCE
THEME/NATURE
•
Dance was wholly accepted in
the courts.
•
•
The entertainers now became a
valuable appendage to the
courts of Italy and France.

They were to serve the secular
goals of the wealthy and
powerful nobles.
PURPOSE OF DANCE
•
Folk dance (Traditional)
Dance and art, in general gained
impetus. The old restraints were
loosened, and clerical ideas and
purposes no longer dominate all
creative expressions of the
human spirit (Kraus and
Gaufman, 1981)
15TH AND 16TH CENTURIES
THEME/NATURE
•
New court dances performed by
the nobility came about and
gave rise to the art of ballet in
Italy and France.
•
Contemporary dances that were
stylistic variations of ballet
emerged and evolved in Europe.
Modern Dance (Free)

Other dance forms also came
light and have been widely
recognized worldwide (Kraus
and Gaufman, 1981)


Ballet (Backbone of the dance)
It is a dance style that requires intricate
movements to relay the message of a
story. The basic dance steps in ballet
usually use the entire dance styles. This
dance typically uses technique and
requires enormous diligence and
dedication to perfect.
Jazz (Jolly and Enthusiastic)

It is naturally combined with upbeat
music such as hip-hop or show tunes to
add a theatrical flair. Jazz dancers
frequently have more freedom to
express their unique character through
their dance presentations. These dances
usually have a lot of leaps, quick
footsteps, turns, and other unique
moves.
a style of dance that progressed from
hip-hop principles and is typically
performed to hip-hop music.
Breakdancing is the most familiar type
of hip-hop dance, but other classes
include crumping, popping, and locking.
It is usually very bouncy, that permits
the dancer to have freedom of
movement within the repetitive music,
and can integrate it to one’s personality.
Ballroom (With Partner)
DIFFERENT STYLES OF DANCES

is deeply rooted in the ballet syllabus. It
started as a free and expressive form of
dancing. This style began in the 20th
century as a response to classical ballet.
In current years, it has involved
fundamentals, not usually related to
dance, such as speech and film.
Hip-hop (Breakdancing)
PURPOSE OF DANCE
•
are the indigenous dances of any
specific "folk" or the common people. It
is commonly for leisure or ceremonial
dances that are usually executed by
members of a community.
It is well known as the social dance,
because of the communication between
the two dance partners. The common
types of ballroom dances are Cha Cha,
Foxtrot, jive, lindy hop, mambo, pasa
doble, quickstep, rumba, samba, tango,
Vietnamese waltz, and the waltz. There
is a competitive form of ballroom
dancing, which is called a dance sport.
Cheer dance (Team Activity)

is an event that consists of cheers and
organized routines for sports team
motivation, audience entertainment, or
competition.This focuses on dance
techniques and basic elements of
cheerleading, including stunts and
advance gymnastics skills.
BENEFITS OF DANCING ON
DIFFERENT ASPECTS
PHYSICAL
•
•
•
Based on the research from
WHO, Globally almost half of all
deaths are associated with noncommunicable diseases (NCDs).
In Thailand, the government is
working to increase the level of
physical activity to prevent
NCDs. They are using tai chi,
yoga, dancing, and other
healthy programs.
These are mostly done in public
parks. This all fits within WHO's
efforts to develop a global
action plan to promote physical
activity.
Develops cardiovascular and
muscular endurance
•
Improves coordination, balance,
flexibility, and body composition
•
Lower risk of cardiovascular
diseases
•
Improves lipid metabolism
•
Enables joint mobility ( hip
motion and spine flexibility)
•
Helps improves and maintain
bone density, thus helping
prevent osteoporosis
•
Helps recover coordination and
neuromuscular skills after injury
MENTAL/ EMOTIONAL
•
Contributes to the individual's
potential for self-actualization in
society
•
Promotes a place or a country's
rich culture through showcasing
the different cultural dances
•
Brings the people around the
world to a closer understanding
of the lives of the people
presented
CULTURAL
ELEMENTS OF DANCE
SPACE
-
This is the area that performers occupy
and where they move in and around. It
can be divided into four different
aspects, also known as spatial elements.
DIRECTION
-
Dance movements can travel in any
direction. The performers can go
forward, sideward, backward, diagonal,
circular, and so on. They may also face
any direction while executing a single
movement or several phrases.
SIZE - Movements can be varied by doing larger
or similar actions.
LEVEL- Movements can be done in a high,
medium or low level.
•
Helps keep the brain sharp
FOCUS - Performers may change their focus by
looking at different direction.
•
Decreases incidence of
dementia and Alzheimer's
disease
TIMING
•
Decreases depressive symptoms
•
Increases self-esteem and
improve body image
•
Aids in releasing emotional and
physical tension
•
Gives a sense of togetherness
within a group
•
Encourages positive social
interaction and Interpersonal
relationship in a group
-
SOCIAL
The movements in timing may be
executed in varying tempo (speed). The
timing can be altered by moving faster
or slower than the regular beat. When a
sequence of a movement or group of
phrases is done in varying tempo, it
generates rhythmic patterns. The
addition of silences or pauses also adds
to rhythmic patterns.
DANCE ENERGIES
-
Dance movements are propelled by
energy or force. A force can either
initiate or stop an action. Dance uses
different energies, and varied use of
these minimizes the monotony of the
movements in performance.
SUSTAINED- Movements are done smoothly,
continously, and with flow and control. They do
not have a clear beginning and ending.
PERCUSSIVE- Movements are explosive or sharp
in contrast with sustained. movements. They
are accented with a thrust of energy.
VIBRATORY- Movements consists of trembling
or shaking. They are faster version of percussive
movements that produce a jittery.
SWINGING- Movements trace a curved line in
an arc in space. The movements are relaxed and
giving in to gravity on the downward part of the
motion, followed by an upward application of
energy
SUSPENDED- Movements are perched in space
or hanging on air. Holding a raised leg in any
direction is an example of a suspended
movement.
COLLAPSING- Movements are released in
tension and gradually or abruptly giving in to
gravity. Melting or oozing action in a downward
direction.
BODILY SHAPES
-
The entire body is molded in space or
the configuration of body parts. The
body can be rounded, angular, or a
combination of two. Other body shapes
can be wide to narrow and high to low.
SYMMETRICAL- Balanced shape; movements
are practically identical or similar on both sides.
ASYMMETRICAL- Unbalanced shape;
movements of two sides of the body do not
match or are completely different from each
other.
-
CHARACTERISTICS OF A GOOD DANCE
DANCE MUST HAVE A BEGINNING, MIDDLE,
AND END.
BEGINNING- Form of shape, pose or an
entrance
MIDDLE- Development or the exploration of
the main idea
END- Clear and in a form of shape, pose or exit.
FORM
-
A group of dancers perform movements
in different group shapes. They are
arranged in wide, narrow, rounded,
angular, symmetrical or asymmetrical
ways and are viewed together as a total
picture or arrangement within a picture
frame (Minton, 2007).
DANCE APPRECIATION &
COMPOSITION
A good dance displays a significant meaning or
conveys a message. Dance may be presented
abstractly and symbolically but still convey
emotion and meaning
Is the instrument by which ideas and
elements are arranged or combined into
a logical sequence which results in unity
and consistency. It is organizing factor
or any work or dance composition
(Lockhart, 1982).
PHRASES
-
A Phrase is the smallest unit of form in
the whole dance" (Bloom and Chaplin,
1988). It can be related to a sentence in
writing compositions.
MOTIF
-
A good dance contains a theme or a
motif to be able to convey its meaning
or intention to the audience. It may be a
single movement or a short phrase of
movement that embodies the style and
intention.
UNITY
-
GROUP SHAPES
-
(McGreevy-Nichols et al. 2005)
The interconnectedness phases of the
dance are coherent and flow smoothly
together. The movements fits together
and each plays an important role that
contributes to the entirety of a dance.
CONTINUITY AND DEVELOPMENT
-
The phrases of the dance that are
organized progressively, making each
movement phrase move naturally into
the next.
VARIETY AND CONTRAST
-
Variety and contrast in movement
phrases add excitement and flavor in
the dance. Changing the direction, use
of energy, timing of a movement phrase
and avoiding repeating them in the
exact way are ways to add variety to the
dance.
TRANSITION
-
This is the link between movements,
phrases, and sections of the dance. It
makes the logical progression of the
dance flow smoothly. Also, it is vital
because it keeps the unity and
continuity of dance.
REPETITION
-
This is where the apex of energy in the
dance is reached (Schrader, 1996). It is
similar to a climax in a story where a
series of events culminates.
*FAST AND ENRAGED BLAST OF ENERGY
AND ACTION
ALL THESE CHARACTERISTICS ARE
ORGANIZED TO THE DEVELOPMENT OF A
MEANINGFUL DANCE.
It is easier to recognize a good dance when all
these characteristics have been applied in the
choreography.
CHOREOGRAPHIC FORMS IN DANCE
-
-
-
These forms contain/motif which
progress in a specific order.
-
The simplest of the sequential forms
and is similar to a verse and a chorus of
a song. It is a binary form with two
contrasting sections (A) and (B). Each
section contains elements that contrast
in tone or quality. Examples of which
are light and dark, huge and tiny, love
and hate.
ABA (THREE-PART) FORM
-
Several themes that are woven together
in choreography. The main theme is
seen against one or more other themes.
GROUND BASS
-
Single theme starts the dance and is
repeated all the way through the dance
while other contrasting themes are
simultaneously performed with it. This
form is best done in a group working
either in contrast to each other or
against a soloist
ROUND OR CANNON
-
AB (TWO-PART) FORM
-
The motif is a series of movements to
which variations are added throughout
the development of the entire
choreography. It can take form of subtle
adjustments in dynamics, space, style,
mood, and tempo (Rickett-Young, 1996)
CONTRAPUNTAL FORMS
Selecting the structure which best
expresses the dance idea is
fundamental (Rickett-Young, 1996)
SEQUENTIAL FORMS
In this form, the unifying theme (A)
returns after each contrasting theme.
(A) appears after every contrasting
section at least three times, but it can
itself be varied (Rickett-Young, 1996). It
can be described as ABACADAEAFA
development of idea (Minton, 2007).
THEME AND VARIATIONS FORM
VARIOUS CHOREOGRAPHIC FORMS IN DANCE
-
composed of introductory theme (A), a
contrasting theme (b), a restatement of
the original theme (A). A- Unifying and
central of interest B- Gives contrast Aexact repetition or a variation or
development.
RONDO FORM (ABACA)
It emphasizes movements and phrases
that are important to the dance and
gives a feeling of closure to a work
(Minton, 2007). This function to make
clearer the meaning or intention of the
dance (Ricket-Young, 1996).
CLIMAX
-
-
consists of two or more movement
phrases or theme in which the main
movement phrases is imitated exactly
and completely by the successive
movements, but done in staggered
manner (McGreevy- Nichols et al. 2005).
FUGUE OR ACCUMULATION
-
a choreographic form that is constructed by
adding on different movement or dance
phrases in every repetition of the main
movement theme (McGreevy-Nichols et
al.2005). The movement phrases or the
motif can be developed by reversing,
inverting, augmenting or diminishing
throughout the dance (Rickett-Young, 1996)
SUITE
-
EVALUATING A GOOD DANCE
every section of the dance (beginning,
middle, and end) use different tempos
and qualities. Commonly, it has a
moderate beginning, a slow middle
section, and a fast and lively end section
(Minton, 2007)
EPISODIC FORMS
-
Episodic forms are not musical forms;
instead, they are found in literature.
They tell a story through connected and
progressive sections called episodes.
Narrative form is an episodic form that
tells a story or conveys an idea and the
sequence of the story determine the
structures of the dance (McGreevyNichols et al.2005). Classical ballet often
uses this form(Ricket-Young, 1996)
OTHER COMPOSITIONAL FORMS
-
CHOREOGRAPHERS
-
Mostly come from natural structures
such as season, life cycles and everyday
life experiences. All these present rich
materials for organic dance structure.
COLLAGE
-
different movement phrases are performed by
different dancers simultaneously in the same
space. The dancers may execute a tableau at a
different location on the stage and connect
transitional movements for each scene to
produce a progression of moving snapshots
(Minton, 2007)
CHANCE
The movement phrases are performed in
random order and spatial placing. Originally, the
dance phrases were arranged by tossing coins to
decide on choices and the order or
performance, hence, coming from the word by
chance.
They will evaluate according to the
specific demands that the performance
places on them.
AUDIENCES
-
They will evaluate according to the
particular context of the dance.
STEPS IN ASSESSING A DANCE
DESCRIPTION
-
consists of "a series of movement phrases that
are often unrelated but have been brought
together to create a single dance with
beginning, a middle, and an end" (McGreevyNichols et al.2005) .
TABLEAU
They will evaluate a part of an ongoing
process of developing a personal style
which is both spontaneous and
organized.
DANCERS
NATURAL STRUCTURES
-
The success of any dance performance
may depend on who the evaluators are.
Appreciation on the importance of
dance comes from the points of view of
the choreographer, the dancer, or the
audience.
involves close observation of all the
elements, characteristics, and
components of a dance as described in
the previous sections of this worktext.
The evaluator/critic noted down the
VARIATION, UNITY, SPACE, TIME
TRANSITIONS, CLIMAX and so on.
INTERPRETATION
-
involves an appreciation of the ideas,
content, images, and style contained
within the dance.
EVALUATION
-
takes into consideration how effectively
features (elements and characteristics)
and the context of the dance have been
utilized in the actual performance of the
dancers to portray the content and the
quality of the dance.
NATURE OF INQUIRY & RESEARCH
INQUIRY
 Is a learning process that motivates you
to obtain knowledge or information
about people, things, places, or events.
 This is an investigation to discover new
information that could add to an
existing knowledge to clarify doubts and
even to solve existing problems.
RESEARCH
 Is a process of executing various mental
acts for discovering and examining facts
and information to prove the accuracy
and truthfulness of your claims or
conclusions about the topic of your
research.
CHARACTERISTICS OF RESEARCH
 Accuracy- It must give factual and exact
data
 Objectivity- It must deal with facts and
not with mere opinions
 Timeliness- It must work on a topic that
is fresh, new, and interesting to the
present society
 Relevance- Its topic must be
instrumental in improving society or in
solving problems affecting the lives of
people in community
 Clarity- It must succeed in expressing its
central point or discoveries
 Systematic-It must take place in an
organized or orderly manner
 Ethical- Data or information from
respondents must be handled with
utmost confidentiality and honesty
IMPORTANCE OF DOING RESEARCH
A. IT ADDS TO THE EXISTING BODY OF
KNOWLEDGE
- The findings in a research study can
provide added information to better
understand issue or phenomena by
confirming or contesting previous
results.
SAMPLE:
College Educators Life Balance during K-12
Transition: Focus on Wellness
The study explored the relationship of K-12
Action Plans to educators' life balance (Ramos,
2019).
B.
-
IT CAN IMPROVE OR ENHANCE
CURRENT PRACTICES
Research can evaluate current practices
in terms of effectiveness and efficiency.
SAMPLE:
Teacher-Parent Collaborative Ethics in
Facilitating Students' Homework
The study highlighted the role of teachers in
initiating collaboration with parents in doing
the homework of the students (Miguel &
Abulon, 2019).
C. IT CAN INFORM POLICY
- The results of a research study can be a
starting point for changing policies that
could affect the whole organization,
community, or society.
SAMPLE:
Urban Poor and Climate Adaptation: The
Issue of Equity in Two Emerging Urban
Areas of Eastern Indonesia
The study looked at equity issue in the
climate adaptation particularly in the
context of the urban poor (Fathoni, 2018).
TYPES OF RESEARCH
TYPES OF RESEARCH BASED ON APPLICATION
Basic Research
 It is called as Fundamental or Pure
research. It expands the person's
knowledge. This type of research is not
going to create or invent anything new.
Instead, it is based on Basic science
investigation.
Examples:
-
A study looking at how alcohol
consumption impacts the brain
A study examining whether a vegetarian
diet is healthier than one with meat
Applied Research
 It is a scientific study that seek to solve
various practical problems in the day to
day life. It find answers or solutions to
everyday problems, cure illness,
develop innovative technologies etc.
Examples:
-
A study trying to decrease fraud on
social media platforms
-
A study searching for ways to
encourage high school graduates to
attend college
TYPES OF RESEARCH BASED ON PURPOSE
Descriptive Research
 This type of research aims at defining or
giving a verbal portrayal or picture of a
person, a thing, an event, a group, or a
situation among others.
Examples:
-
What are the attitudes, values, and
motivations of an entrepreneur?
What are the characteristics and
features of the financial world?
Correlational Research
 It shows relationships or
connectedness between two factors,
circumstances, or agents called
variables that affect the research.
Examples:
-
Evaluating the link between student
success and parents' involvement
The association between school
bullying and absenteeism
Explanatory Research
 This type of research is also called
"casual research." It focuses on the
reasons behind the occurrence of
something and on the present or future
effects of such happening.
Examples:
-
Influence of Peer Pressure on DecisionMaking
Effect of Nutrition on Concentration
Exploratory Research
 This type of research is also called
"formulative research." It has the
purpose of exploring a certain topic,
specifically, one that was not given
clear explanations or results in previous
research studies.
Examples:
-
Teenage Social Media Habits
Technology Use for Learning
Action Research
 This type of research studies an
ongoing practice of a school, an
organization, a community, or any
institution for the purpose of obtaining
results that will bring about
improvements in the system.
Examples:
-
Improving Teaching Techniques
Promoting Environmental Sustainability
TYPES OF RESEARCH BASED ON TYPES OF DATA
NEEDED
Qualitative Research
 It is based on information derived from
understanding of the behavior of
people and institutions, their values,
rituals, symbols, beliefs, emotions,
presented in the form of words directly
obtained from the person studied.
Examples:
-
The advantages of online learning over
physical learning
Self-esteem among people from low
socioeconomic backgrounds
Quantitative Research
 It involves measurement of data that
presents research findings in reference
to numerical forms such as using
percentages, fractions, and numbers.
Examples:
-
The ozone hole and its impact on the
environment
Children's nutrition and its impact on
cognitive development