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Module Presentation Selected Foreign Folk Dances in Asia, Europe and America
 

Module Presentation Selected Foreign Folk Dances in Asia, Europe and America

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    Module Presentation Selected Foreign Folk Dances in Asia, Europe and America Module Presentation Selected Foreign Folk Dances in Asia, Europe and America Presentation Transcript

    • Selected Foreign Folk Dances in Asia, Europe and America Contents
    • Vision Mission Goals Objectives Chapter I Chapter II Chapter III Chapter IV About
      • Vision
      • A premier University in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, ASIAN countries.
      Contents
    • 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
      • Goals
      • In pursuit of College Vision/Mission, the College of education is committed to develop the full potential of the individuals and equip them with knowledge, skills and attitudes in Teacher Education allied fields to effectively respond to the increasing demands, challenge and opportunities of changing time for global competitiveness.
      Contents
      • Objectives of Bachelor of Secondary Education
      • To serve as positive and powerful role models in the pursuit of learning thereby maintaining high regards to professional growth.
      • Focus on the significance of providing whole some and desirable learning environment.
      • Facilitate learning process in diverse types of learners.
      Contents Next>>
      • Use varied learning approaches and activities, instructional materials and learning resources.
      • Use assessment data plan and revise teaching–learning plans.
      • Direct and strengthen the links between school and community activities.
      • Conduct research and development in Teacher Education and other related.
      Contents <<Previous
    • Chapter I Fundamentals of Foreign Folk Dance Contents Next>>
    • 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
      • According to the history, dance is an outlet of different emotions and a pattern of our daily lives of different society accompanied by certain music. It also refers to the movement set to music where organization, structure, and pattern merge. It is a composition that implies arrangement of parts into a form.  
      •  
      Chapter I Next>>
      • In watching the dances from different countries of the world, it is exciting to see the natural and entertaining movements that are revealed while dancing. They are changing their movements from very simple to more difficult movements that make the audience entertain.
      Next>> <<Previous Chapter I
      • One of the most anticipated dance is the folk dance, a cultural art form handed down from generation to generation. We are very much familiar with the Philippine Folk Dance, now we will take up Foreign Folk Dances are the movements of emotions and culture within a specific country which sometimes declared as the national dance. Those folk dances don’t include the folk dances of your own country but of the others. Folk dances are based on the culture and beliefs of the people inhabiting the area and considered to be a wonderful activity rich in social values, imagination and dramatization.
      <<Previous Chapter I
      • Chapter Objectives
      • . To define what is Foreign Folk Dance;
      • . To recall and perform the fundamental dance position of the arms and the feet;
      • . To be aware of some basic steps in Foreign Folk Dance;
      • . To lend attention to the different terminologies needed in dancing the Foreign Folk Dance; and
      • . To perform the basic steps of Foreign Folk Dancing.
      Chapter I
    • Chapter II Foreign Folk Dance from Asia Next>> Contents
    • Chapter II Foreign Folk Dance From Asia Introduction Objectives Lesson 1 Chinese Fan Dance Lesson 2 Japanese Parasol Dance Chapter Evaluation <<Back
      • Each country throughout Asia has their own special forms of dances based on their culture, tradition and history. Life style, social & living environment also play a great role in many ethnic dances. The music and instrument reflect the difference and uniqueness of each region.
      Chapter II Next>>
    • 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
      • Chapter Objectives
      • . To be aware of the examples of Foreign Folk Dances in the different countries of Asia;
      • . To recall the basic dance steps and the terminologies to be used in the dances originated from Asia;
      • . To react actively upon the meaning of the dance and its symbols;
      • . To display attitude while performing the dance; and
      • . To perform the dances from Asia with accuracy of steps and with the proper attire (costume), music and formations.
      Chapter II
    • Chapter III Foreign Folk Dance from Europe Next>> Contents
    • Chapter III Foreign Folk Dance From Europe Introduction Objectives Lesson 1 Varsovienne Lesson 2 Tarantella Lesson 3 Irish Lilt Chapter Evaluation <<Back
      • Europe has a long tradition of dancing. Most of their folk dances are formed for the need of the people to socialize, interact and enjoy unlike the dances from Asia.
      Chapter III Next>>
    • 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
      • Chapter Objectives
      • . To be aware of some selected Foreign Folk Dance in the different countries of Europe;
      • . To recall the basic dance steps and the terminologies to be used in the dances originated from Europe;
      • . To react actively upon the meaning of the dance and its symbols;
      • . To display attitude while performing the dance; and
      • . To perform the dances from Europe with accuracy of steps and with the proper attire (costume), music and formations.
      Chapter III
    • Chapter IV Foreign Folk Dance from America Next>> Contents
    • Chapter IV Foreign Folk Dance From America Introduction Objectives Lesson 1 La Cucaracha Lesson 2 Red River Valley Chapter Evaluation <<Back
      • 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.
      Chapter IV Next>>
    • 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
      • Chapter Objectives
      • . To be aware of some selected Foreign Folk Dance in the different countries of America;
      • . To recall the basic dance steps and the terminologies to be used in the dances originated from America;
      • . To react actively upon the meaning of the dance and its symbols;
      • . To display attitude while performing the dance; and
      • . To perform the dances from America with accuracy of steps and with the proper attire (costume), music and formations.
      Chapter IV
    • Lesson 1 Fundamental Dance Positions Chapter I Introduction Lesson Objectives Exercise 1.1
    • Lesson 1
      • Lesson Objectives:
      • To recall the Fundamental Dance Positions of the arms and the feet; and
      • To perform the Fundamental Dance Positions of the arms and the feet in dancing Foreign Folk Dances.
      • There are five fundamental or basic positions in dance that are commonly termed as positions of the arms and the feet.
      1st Position 2nd Position 3rd Position 4th Position 5th Position Lesson 1
    • 1 st Position
      • Arms : Both raised forward in a circle in front of chest with the finger tips about an inch apart.
      • Feet: Heel close together; toes apart with and angle of about 45 degrees.
      Introduction
    • 2 nd Position
      • Arms: Both raised sideward with a graceful curve at shoulder level.
      • Feet: Astride sideward about a pace or 1 foot distance. 
      Introduction
    • 3 rd Position
      • Arms: One arm raised sideward as in 2 nd position; other arm raised upward.
      • Feet: Heel of one foot close to in-step of other foot.
      Introduction
    • 4 th Position
      • Arms: One arm raised in front as in 1 st position; other arm raised overhead. 
      • Feet: One in front of other foot of a pace distance.
      Introduction
    • 5 th Position
      • Arms: Both arms raised over head.
      • Feet: Heel of front close to big toe of rear foot.
      Introduction
    • Lesson 2 Basic Steps 2/4 Time Signature 3/4 Time Signature Chapter I Introduction Lesson Objectives Exercise 1.2
    • Lesson 2
      • Lesson Objectives:
      • To execute the basic steps with accuracy while dancing;
      • To enumerate the basic steps in the different dance patterns: 2/4 and 3/4 time signature; and
      • To define each basic steps.
      • The following basic steps are arranged in alphabetical order. It is divided into two groups, the 2/4 and the 3/4 time signature. You will notice that some basic steps are found on both groups, it is because they can be executed in both time signatures. These steps will be used on the following chapters.
      Lesson 2
      • ABBREVIATIONS USED
      • Ct. – count
      • Cts. – counts
      • L – left
      • R – right
      2/4 Time Signature
    • 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
      • Bleking Step - count 1, 2 to a measure.
      • 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.
      2/4 Time Signature
      • Chasse (slides) - count 1, and 2, and to a measure.
      • Slide R sideward (ct. 1), step L close to R or cut R with the L (ct. and). Two chasse steps or two slides in one measure.
      2/4 Time Signature
      • Pivot Turn - count 1, and 2, and a measure.
      • Step R foot in fourth in front (or a little close to fifth position 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). Repeat this movement three more times to complete the turn in two measures. This may be done in 2 or more measures.
      2/4 Time Signature
    • 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
      • Shuffling Steps - count 1, and, 2, and, or 1, ah, and, ah, 2, ah, and, ah to a measure.
      • Shuffling steps are tiny sliding steps forward on the balls of the feet. Execute as many steps as necessary.
      2/4 Time Signature
      • Skip Step - count 1 , ah, 2, ah to a measure.
      • 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.
      2/4 Time Signature
      • Step-Hop - count 1, 2 to a measure.
      • Step R foot forward (ct. 1), hop on the same foot and raise the L foot in front or in rear (ct. 2).
      2/4 Time Signature
      • Step-Swing-Hop - count 1, 2 to a measure.
      •  
      • Step R foot sideward (ct. 1), swing the L foot across the R in front and hop on the R at the same time (ct. 2).
      2/4 Time Signature
      • Step-Point - count 1, 2 to a measure.
      •  
      • Step R foot sideward (ct. 1), point L in front or obliquely L forward (ct. 2).
      2/4 Time Signature
      • Step-Swing - count 1, 2 to a measure.
      •  
      • Step R foot sideward (ct. 1), swing the L foot across the R in front (ct. 2). This may be executed in any direction.
      2/4 Time Signature
      • Touch Step - count 1, 2 to a measure.
      •  
      • A. Point R foot in front (ct. 1), step R close L foot (ct. 2).
      •  
      • B. Hop on L and point R in front (ct. 1), with a spring reverse the position of the
      • feet (ct. 2). This is taking the step in one count.
      2/4 Time Signature
      • Close steps – count 1, 2 to a measure
      •  
      • Step R in any direction (ct. 1) then close L to R (ct. 2).
      2/4 Time Signature
    • ABBREVIATIONS USED Ct. – count Cts. – counts L – left R – right 3/4 Time Signature
    • 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
      • Blecking step - count 1, 2, 3 to a measure.
      • Place R heel in front (cts. 1, 2) step R close to L foot (ct. 3). This is taking three counts for each movement.
      3/4 Time Signature
      • Mazurka - count 1, 2, 3 to a measure.
        • 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). This is done with one foot leading and usually in a sideward or forward direction.
      3/4 Time Signature
      • Shuffling Steps -1, and, 2, and, 3, and or 1, ah, and, ah, 2, ah, and, ah, 3, ah, and, ah to a measure.
        • Shuffling steps are tiny sliding steps forward on the balls of the feet. Execute as many steps as necessary.
      3/4 Time Signature
      • Cross Waltz – count 1, 2, 3 to a measure.
        • 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). There is a slight bending of the knees on ct. 1. Step on the ball of the rear foot on ct. 2. This step is usually done in forward or sideward direction.
      3/4 Time Signature
      • Waltz Balance - count 1, 2, 3 to a measure.
        • 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). This may be done in any direction.
      3/4 Time Signature
      • Varsovienne Step - Music ¾ time. Count 1, 2, 3 to a measure.
        • 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). Bend the body toward the pointing foot.
      3/4 Time Signature
      • Waltz step – count 1, 2, 3 to a measure
        • Step R sideward (ct. 1) then close L to R (ct. 2) and step R in place (ct. 3)
      3/4 Time Signature
      • Redoba – count 1, 2, 3 to a measure
        • Slide R diagonally forward (ct. 1), cut R with L (ct. 2) and cut L with R (ct. 3).
      3/4 Time Signature
      • Step-swing-hop – count 1, 2, 3 to a measure
        • Step R in any direction swing L (ct. 1), across R in front (ct. 2) and hop on R (ct. 3).
      3/4 Time Signature
      • Step-hop - count 1, 2, 3 to a measure.
        • Step R foot forward (cts. 1, 2), hop on the same foot and raise the L foot in front or in rear (cts. 3). This may be done in any direction.
      3/4 Time Signature
      • Step-point - count 1, 2, 3 to a measure.
        •   Step R foot sideward (cts. 1, 2), point L in front or obliquely L forward (ct. 3). This step may be done in all directions.
      3/4 Time Signature
      • Step-swing - count 1, 2, 3 to a measure.
        •   A. Step R foot sideward (ct. 1), swing the L foot across the R in front (cts. 2, 3).
        •   B. Step R foot sideward (cts. 1, 2), swing the L foot across the R in front (ct. 3).
      3/4 Time Signature
      • Touch step - count 1, 2, 3 to a measure.
      •  
        • A. Point R foot in front (cts. 1, 2), step R close to L (ct. 3).
      •  
        • B. Point R foot in front (ct. 1), step R close to L (cts. 2, 3).
      3/4 Time Signature
    • Lesson 3 Terminologies in Foreign Folk Dance Chapter I Terminologies Lesson Objectives Exercise 1.3
    • Lesson 3
      • Lesson Objectives:
      • To define the different terminologies used in foreign folk dancing; and
      • To apply the terminologies in dancing foreign folk dance .
    • The following terminologies are the terms used in Foreign Folk Dancing: Terminologies ABBREVIATIONS USED L – left R – right Lesson 3
    • 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
    • Clockwise Circling with the R shoulder facing the center. Terminologies
    • Counterclockwise Circling with the L shoulder facing the center. Terminologies
    • Hop Stepping with one foot and going down with the same foot. Terminologies
    • Free Foot The foot without the weight of the body. Terminologies
    • Free Hand The hand not in used and holding nothing. Terminologies
    • 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
    • Elbow Swing Partners are holding hands with the R elbow and swing like a hand of a clock with continues jump. Terminologies
    • Folded Arms Raise the hands up in front of the chest shoulder level with the one arm over the other. Terminologies
    • Spin It is done by turning rapidly with the used of small steps. Terminologies
    • Inside Foot The foot that is nearer to the partner. Terminologies
    • 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
    • Honor partner Bow to partner. Terminologies
    • Promenade Partners start side by side facing counterclockwise in the circle, R hands placed above L hands and walk around the set. Terminologies
    • Swing partner Waltz around clockwise with partner in ballroom dance position R to R shoulders and facing opposite directions. Terminologies
    • Inside Hand The hand close to the partner. Terminologies
    • Close Position The partners are facing each other but the girl is standing in the R side of the boy. Terminologies
    • Lesson 1 Chinese Fan Dance (China) Video Chapter II Introduction Lesson Objectives Exercise 2.1
      • Lesson Objectives:
      •   To interpret Chinese fan dance with the proper counting, costume and formations;
      • To identify the basic steps and terminologies used in Chinese Fan dance; and
      • To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 1
    • 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
    • Costume Music & Count Formation Figures Content
    • COSTUME: Girl – Chinese blouse and long, loose drawers of any color. Chinese sandals and a big fan. Content
    • MUSIC - divided into six parts: A, B, C, D, E, and finale. COUNT - one, two or one, and, two to a measure. Content
    • 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
    • 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
    • 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)
      • Figure 3
      • Music C - play once
      • Swing R foot forward (ct. 1), swing the same foot sideward right (ct. 2), three steps in place (R, L, R) (cts. 1, and, 2). Arms still folded in front. Twist the body a little to the rightas the R foot is swing the side. (2M)
      • (b) Repeat (a) to the left, starting with the L foot. (2M)
      • (c) Repeat (a) and (b). (4M)
    • 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)
    • (c) Repeat (a) and (b) to left side, starting with the L foot. (2M) (d) Repeat all (a-c). (4M).
    • 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)
    • (c) Kneel and sit on heels. (1M) (d) Repeat all (a and b) in kneeling position. (8M) (e) Stand and keep fan. (1M)
      • Figure 6
      • Music E - play once
      • Point R foot in intermediate in front (obliquely), bend 1 knee slightly. Point R (b) forefinger to R foot and look at the R foot at the same time (ct. 1). Put the feet together and straighten knees, arms in reverse “T” position, forefingers pointing upward (ct. 2). Raise the heels(c. 1) lower heels (ct. 2). (2M)
      • (b) Repeat (a) with L foot and L hand. (2M)
      • (c) Repeat (a) and (b). (4M).
      • Figure 7
      • Music F - play once
      • Take fan and open with the R hand, starting with the R foot, execute shuffling forward moving clockwise. Hold fan at chest level, fanning vigorously. Bend the body slightly forward. (8 cts.). (4M)
      • (b) Turn right about. Repeat (a), counterclockwise (8 cts.). (4M).
    • 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
    • Lesson 2 Japanese Parasol Dance (Japan) Video Chapter II Introduction Lesson Objectives Exercise 2.2
      • Lesson Objectives: 
      • To interpret Japanese Parasol Dance with the proper counting, costume and formations;  
      • To identify the basic steps and terminologies used in Japanese Parasol Dance; and 
      • To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 2
    • 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
    • Costume Music & Count Formation Figures Content
    • COSTUME:   Girls - Bright color kimono, bright colored flowers in hair, a Japanese parasol, and Japanese wooden shoes. Content
    • 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
    • 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
    • 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
    • (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)
      • Figure 2
      • Music B
      • Step R sideward (ct. 1), step L close to R foot (ct.2), bend knees slightly (ct. 3), straighten knees (ct. 4). Bend the head slightly to the right side, parasol resting on the R shoulder (do not twirl) (2M)
      • (b) Repeat (a) to the left side, starting with the L foot. Transfer the parasol to the L shoulder (cts. 1-4) (2M)
    • (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).
      • Figure 3
      • Music C
      • All bend forward and drop on knees. Place the parasol behind. Bend trunk slowly forward until the head touches the floor (obeisance) (8cts.) (4M)
      • (b) Raise the trunk slowly and take parasol with both hands and place it in front (8 cts.) (4M)
    • (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)
      • Figure 4
      • Music A
      • Each girl rolls her own parasol around self clockwise ( 4cts.) and counterclockwise (4cts.) (4M)
      • (b) Roll it in front to sideward right (2cts.), and to sideward left (2cts.)2M
      • (c) Repeat (b) (2M)
    • (d) Repeat (a) and (b) (6M) (e) All take parasol and stand up with the R foot first (4cts.) (2M) 
      • Figure 5
      • Music B
      • All face right, holding parasol with two hands at thigh level ( top toward the audience, handle toward the rear).
      • (b) Execute shuffling steps forward, twirling parasol clockwise (4cts.) (2M)
      • (c) Turn left about, repeat (a), parasol top toward audience (4tcs) (2M)
    • (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
    • Lesson 1 Varsovienne (Germany) Video Chapter III Introduction Lesson Objectives Exercise 3.1
      • Lesson Objectives:
      •   To interpret Varsovienne with the proper counting, costume and formations;
      •   To identify the basic steps and terminologies used in Varsovienne; and
      •   To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 1
    • 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
    • Costume Music & Count Formation Figures Content
    • 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
    • MUSIC - composed of two parts: A and B.   COUNT - one, two, three to a measure. Content
    • 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
    • Figure 1 Music A. (a)Starting with the R foot, take eight varsovienne steps, moving counterclockwise. (16M) Content
      • Figure 2
      • Music B.
      • Take two mazurka steps diagonally forward right. (2M)
      • (b) Take one Varsovienne step to right. (2M)
      • (c) Take two mazurka steps diagonally forward left. (2M)
      • (d) Take one Varsovienne step to left. (2M)
      • (e) Repeat all(a-c). (2M)
      Lesson 1
    • Lesson 2 Tarantella (Italy) Video Chapter III Introduction Lesson Objectives Exercise 3.2
      • Lesson Objectives:
      • To interpret Tarantella with the proper counting, costume and formations;
      • To identify the basic steps and terminologies used in Tarantella; and
      • To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 2
    • 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
    • Costume Music & Count Formation Figures Content
    • 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
    • MUSIC - is divided into three parts: A, B, AND C     COUNT - one, two to a measure one, two, three, four to measures. Content
    • 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
      • Figure 1
      • Music A – All face front.
      • Step-swing-hop sideward R. Raise the R hand over head and swing the L arm across the body on ets.1,2 [1M]. Repeat to L and reverse the position of arms cts. 3,4, (1M) 2M
      • (b) take four touch steps in front, R alternately. Strike tambourine overhead on every touch steps (one touch step for every count) (2M)
      • (c) Repeat (a) and (b), starting with the L foot. Reverse the position of arms. (4M)
      Content
      • Figure 2
      • Music B - All face front.
      • Hop on the L foot times, making one complete turn to the right (cts. 1-4), the R foot is raised in front of the L knee. L hand overhead, R hand on waist (2M)
      • (b) Pivot turn right (cts. 4). Raise R hand overhead, L hand on waist. Strike the tambourine as the position of the arms are reversed, shake tambourine continuously overhead (2M)
      • (c) Repeat (a) and (b) starting with the other foot, turning to the left. Reverse the position of arm (4M)
      • Figure 3
      • Music C - Partners turn their backs to each other.
      • Each dancer takes four slide (chasse) steps clockwise to move one position in the set. Girl 1 moves to position of Girl 2, Girl 2 to Boy 2, Boy 2 to Boy 1; Boy 1 to Girl 1. L hand overhead, R hand on waist. Take one count for each slide step (2M)
      • (b) Repeat (b) of figure 1 (touch step) (2M)
    • (c) Repeat (a) and (b), sliding to the next position clockwise in (a) (4M) (d) Repeat all, (a-c) finishing in proper places (8M)
      • Figure 4
      •   Music A - Partner face each other.
      • Starting with the L foot, four skip step forward to partner`s place. Pass each other by L shoulders. Hands overhead shake tambourine continuously (2M)
      • (b) Repeat figure 1 (b) (2M)
      • (c) Repeat (a) and (b), moving backward in (a), passing by L shoulder again (4M)
      • (d) Repeat all (a-c) (8M)
      • Figure 5
      • Music B
      • “ Matching Pennies.” Boy kneels on his L knee, facing partner. Girl stands close to partner.
      • Boy slaps his R knee with the L hand (ct.1) and raise one finger (ct.2). At the same time the girl slaps her L knee with her L hand and raise one finger, R hand on waist (1M)
      • (b) Repeat (a) three more times, raising two fingers, three fingers and then four finger (3M)
    • (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)
    • 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)
      • Figure 7
      • Music A - Partners face each other.
      • Repeat figure 1 (a) (2M)
      • (b) Link or hook R elbow with partner and make one complete turn clockwise with four skipping steps, starting with R foot. Girls hold the tambourine with the L hand and shake them continuously (2M)
      • (c) Repeat (a) and (b), linking L elbow with partner, reverse turn, transfer tambourine to R hand (4M)
      • (d) Repeat all (a-c) (8M)
      • Figure 8
      • Music B - Partners stand side by side facing front.
      • Hop on the L foot and the same time place the R heel sideward right (ct. 1), hop on L again and touch the R toe sideward right (ct. 2). Repeat the same (ct. 3, 4). These four hops are taken moving sideward right. The L hand is raise overhead, R hand on waist (2M)
      • (b) Repeat pivot-turn right (figure II - b). R hand overhead, L hand on waist (2M)
    • (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)
    • 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
    • Lesson 3 Irish Lilt (Ireland) Video Chapter III Introduction Lesson Objectives Exercise 3.3
      • Lesson Objectives:
      • To interpret Irish lilt with the proper counting, costume and formations;
      • To identify the basic steps and terminologies used in Irish lilt; and
      • To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 3
    • 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
    • Costume Music & Count Formation Figures Content
    • COSTUME:   Girls – Emerald green blouse, short dark skirt, and white handkerchief on the head tied under chin, green stockings, flat black shoes. Content
    • 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
    • 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
    • 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
      • Figure 2
      •   Kick
      • Hop on R foot and raise L foot in rear (ct. 1), hop on R and kick L foot forward (ct. 2), hop on L and raise foot in rear (ct. 3), hop on L foot again and kick R foot forward (ct. 4). Hands on waist. (2M)
      • (b) Repeat (a) two more times. (4M)
      • (c) Break – repeat fig. 1 (b). (2M)
      • (d) Repeat all (a-c). (8M)
    • 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)
    • (c) Repeat (a). (2M) (d) Break – repeat fig. 1(b). (2M) (e) Repeat all (a-d), starting with the other foot. (8M)
    • 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)
      • Figure 5
      •   Side Steps
      • Placing the L foot across the R in Front, take six small steps sideward right (cts. 1, and, 2, and, 1, and), step L (ct. 2), hop on L and swing the R leg forward (ct. and). Hold skirt. (2M)
      • (b) Repeat (a) with R across the L in front, moving sideward left. (2M)
      • (c) Repeat (a). (2M)
    • (d) Break as in fig. I (b). (2M) (e) Repeat all (a-d), starting with the other foot. (8M)  
      • Figure 6
      •   Kick and Change
      • Hop on R and L toe touching in rear of R heel (ct. 1), hop on R and kick L foot diagonally forward left (ct. 2), hop on L and raise R foot in rear (ct. 3), hop L foot and R foot still raised up in rear (ct. 4). Hop on L and R toe touch in rear of L heel (ct. 5), hop on L and kick R foot diagonally forward right (ct. 6), hop on R raise L foot in rear (ct. 7), hop on R and holding the L foot still up in rear (ct. 8). Hands in waist. (4M)
    • (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
    • Lesson 1 La Cucaracha (Mexico) Video Chapter IV Introduction Lesson Objectives Exercise 4.1
      • Lesson Objectives:
      • To interpret La cucaracha with the proper counting, costume and formations;
      • To identify the basic steps and terminologies used in La cucaracha; and
      • To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 1
    • 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
    • Costume Music & Count Formation Figures Content
    • 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>>
    • 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
    • MUSIC – is divided into two parts A and B.   COUNT - one, two, three to a measure. Content
    • 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
    • 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
    • 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).
    • 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).
    • (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).
    • (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)
    • 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)
      • Figure 5
      • Music B – play once.
      • Partners side by side, as this step is being performed couples move little backward.
      • (b) Starting with the inside foot, take three steps sideward to partner’s place. The gorl passes in front of the boy (cts. 1, 2, 3). Stamp twice with the inside foot (cts. 1, 2), pause (ct. 3) (2M).
    • (c) Repeat (a) returning to position. The boy passes in front this time (2M). (d) Repeat all (a and b) (4M).
    • Figure 6   Music A – play once. Repeat figure 1 (8M)
    • 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
    • Lesson 2 Red River Valley (U.S.A.) Video Chapter IV Introduction Lesson Objectives Exercise 4.2
      • Lesson Objectives:
      • To interpret Red River Valley with the proper counting, costume and formations;
      • To identify the basic steps and terminologies used in Red River Valley; and
      •   To perform the basic steps and terminologies learned from the previous chapter.
      Lesson 2
    • 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
      • NOTE:
      • Dancers may start with either foot (L or R).
      • (2) The steps must be light and springy.
      • (3) The dancers sing “good and loud”.
      • (4) The whole dance may be repeated as many times as desired.
      Lesson 2
    • Costume Music & Count Formation Figures Content Song
    • 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
    • MUSIC - composed of one part of sixteen measures   COUNTING - one, two to a measure. Content
    • 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
      • 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 swing with the girl in the valley,
        • And you swing with your Red River Girl.
      Content
      • 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 wheel in the valley,
          • And the boys do – si - do so polite.
      Content
      • Verse 3
          • Now you lead right down to the valley,
          • And you circle to the left and to the right.
          • Now you lose your girl in the valley,
          • And you lose your Red River Girl.
      Content
      • Figure 1
      • Sing verse 1
      • Dancers of each set join hands. Walk eight steps diagonally forward R, passing the opposite set by L shoulders and facing a new set (8 cts.). (4M)
      • (b) Upon reaching the new set, all six join hands in a circle and walk four steps to L (4 cts.) and four to R (4 cts.). (4M)
      Content
    • (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)
      • Figure 2
      •   Sing verse 2
      • Repeat figure 1 (a). (4M)
      • (b) Repeat figure 1 (b). (4M)
      • (c) The four girls of the two sets form a R hand star and walk eight steps clockwise. Finish in proper places (8 cts.). (4M)
      • (d) The two boys perform do-si-do, passing by each other’s R shoulder first-four steps forward and four steps backward (8 cts.) (4M)
      • Figure 3
      • Sing verse 3
      • Repeat figure I (a). (4M)
      • (b) Repeat figure I (b). (4M)
      • (c) The right-hand girls change places, passing by each other’s L shoulder, by taking eight steps.(4M)
      • (d) The left-hand girls do the same, passing each other by R shoulders. (4M)
      Lesson 2
    • 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
      • Identify the Position of the Arms and Feet
      •   Write down on your answer sheet the position describe by the statement.
      • Both raised sideward with a graceful curve at shoulder level.
      • Both arms raised over head.
      • One arm raised sideward as in 2 nd position ; other arm raised upward.
      • Both raised forward in a circle in front of chest with the finger tips about an inch apart.
      • One arm raised in front as in 1 st position ; other arm raised overhead.
      • Heel close together; toes apart with an angle of about 45 degrees.
      • Heel of front close to big toe of rear foot.
      • Astride sideward about a pace or 1 foot distance.
      • Heel of one foot close to in-step of other foot.
      • One in front of other foot of a pace distance.
      Chapter Evaluation 1
    • Fix Me Up!!!   Arrange the following scrambled words to form the basic dance steps. Clues are given for easy understanding.  
      • lebkign tpes
      • zurakma
      • igncokr pset
      • kspi tsep
      • chtou tsep
      •  
      • oscrs altwz
      • wltza alnceba
      • pvtio urtn
      • vsoveiarnen pets
      • flifsnhg teps  
      Clues Chapter Evaluation 1
    • 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
    • 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).
    • 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).
    • 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!
    • Basic Step or Dance Term Tell whether the following words falls under the basic steps or dance terms. Write your answer on the space provided.
      • Clockwise
      • Pivot Turn
      • 3. Free Foot
      • 4. Free Hand
      • 5. Cross Waltz
      6. Chasse 7. Counterclockwise 8. Rocking Step 9. Skip Step 10. Curtsy Chapter Evaluation 1
    • 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
    • A. Complete the Table C. Evaluation B. Basic Steps Chapter Evaluation 2 Chapter II
    • 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
      • Basic Steps
      • Write on your answer sheet the step pattern of the following basic steps from the dances “Chinese Fan Dance” and “Japanese Parasol Dance”.
      • Shuffling Step
      • Swing Step
      • Close Step
      Chapter Evaluation 2
      • Answer the following
      • What are the symbols of the two dances featured in this chapter? Explain why it is the symbol of the dance.
      • Compare and contrast the two dances, Chinese Fan Dance or Japanese Parasol Dance.
      •   Describe the two dances, Chinese Fan Dance or Japanese Parasol Dance.
      •   Which do you prepare Chinese Fan Dance or Japanese Parasol Dance? Why?
      Chapter Evaluation 2
    • A. Complete the Table C. Basic Steps B. Which comes first? Chapter Evaluation 3 D. Evaluation Chapter III
    • 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
      • Which Comes First?
      • Arrange the following title of the figures of the dance “Irish Lilt” according to the flow of the dance.
        • Toe and Heel
        • Rocking
        • Leg Twist and
        • Side steps
        • Kick and Change
        • Kick
      Chapter Evaluation 3
      • Basic Steps
      • Write on your answer sheet the step pattern of the following basic steps from the dances “Varsovienne”, “Tarantella” and “Irish Lilt”.
      • Rocking Step
      • Step-Swing-Step
      • Mazurka
      Chapter Evaluation 3
      • Answer the following
      • Enumerate the three basic steps used in the dance “Irish Lilt”, “Varsovienne” and “Tarantella”.
      • From what country is the dance “Varsovienne” originated? Do these dances reflect the lives of its countrymen?
      • What does Tarantella mean?
      • Compare and contrast the three dances featured on this chapter.
      • Which of the three dances, “Irish Lilt”, “Varsovienne” and “Tarantella” you prepare most? Why?
      Chapter Evaluation 3
    • A. Complete the Table C. Basic Steps B. Complete the Song! Chapter Evaluation 4 D. Evaluation Chapter IV
    • 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
    • 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.
    • 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
      • Basic Steps
      • Write on your answer sheet the step pattern of the following basic steps from the dances “La Cucaracha” and “Red River Valley”.
      • Cross-Waltz
      • Waltz Balance
      Chapter Evaluation 4
      • Answer the following
      • Enumerate the three basic steps used in the dance La Cucaracha and Red River Valley.
      • From what country is the dance Red River Valley originated? Do these dances reflect the lives of its countrymen?
      • What does La Cucaracha mean?
      • Compare and contrast the two dances, La Cucaracha and Red River Valley.
      •   Which of the two dances, La Cucaracha and Red River Valley you prepare most? Why?
      Chapter Evaluation 4
    • A. Practice Quiz B. Creative Work Exercise 1.1 Lesson 1
      • Fill in the Blanks
      • Complete the sentence with the appropriate word or phrase.
      • 4 th position: One arm ________ in front as in 1 st position; other arm raised over head.
      • 1st position: Heel close together; toes apart with or angle of about ________ degrees.
      • 2 nd position: Astride sideward about a pace or ________ distance.
      • 3 rd position: One arm raised sideward as in ________; other arm raised upward.
      • 4 th position: One in front of other foot of a ________ distance.
      • 5 th position: Both arms raised ________.
      • 5 th position: Heel of front close to big toe of ________ foot.
      • 2 nd position: Both raised sideward with a graceful curve at ________ level.
      • 3 rd position: Heel of one foot close to ________ of other foot.
      • 1 st position: Both raised ________ in a circle in front of chest with the finger tips about an inch apart.
      Exercise 1.1
    • Creative Work Perform the Fundamental Dance Positions of the arms and the feet in 2/4 time signature. Exercise 1.1
    • A. Practice Quiz B. Creative Work Exercise 1.2 Lesson 2
    • Identification   Identify the basic steps given the following dance patterns. Exercise 1.2
      • slide, cut, hop
      • slide, step, slide step
      • step, hop, step, hop
      • slide, close, step, point
      • step, point
      • fall and raise, fall and raise
      • step, close
      • place heel, close
      • step, swing
      • cross, step, close
    • 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
    • A. Practice Quiz B. Creative Work Exercise 1.3 Lesson 3
    • Dance Terms Puzzle Box Find the ten different terminologies inside the puzzle box then write there definitions. Puzzle Box
    • 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
    • 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
    • A. Practice Quiz B. Shall We Dance!!! Exercise 2.1 Lesson 1
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the Chinese? How?
      Exercise 2.1
    • 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.
    • 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?
    • A. Practice Quiz B. Shall We Dance!!! Exercise 2.2 Lesson 2
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the Japanese? How?
      Exercise 2.2
    • 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.
    • 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?
    • A. Practice Quiz B. Shall We Dance!!! Exercise 3.1 Lesson 1
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the German? How?
      Exercise 3.1
    • 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.
    • 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?
    • A. Practice Quiz B. Shall We Dance!!! Exercise 3.2 Lesson 2
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the Italian? How?
      Exercise 3.2
    • 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.
    • 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?
    • A. Practice Quiz B. Shall We Dance!!! Exercise 3.3 Lesson 3
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the Irish? How?
      Exercise 3.3
    • 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.
    • 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?
    • A. Practice Quiz B. Shall We Dance!!! Exercise 4.1 Lesson 1
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the Mexican? How?
      Exercise 4.1
    • 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.
    • 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?
    • A. Practice Quiz B. Shall We Dance!!! Exercise 4.2 Lesson 2
      • Answer the following:
      •   
      • Write down the fundamental dance position of the arms and the feet used in this dance.
      • Enumerate the basic steps used in the dance and write their corresponding dance patterns.
      • Enumerate the terminologies in foreign folk dance that you have encountered in the dance then write their definitions.
      • What is the symbol of the dance? Why?
      • Does the dance show the culture of the American? How?
      Exercise 4.2
    • 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.
    • 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?
    • Authors Acknowledgement Foreword Preface Contents
    • 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.
    • 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.
    • 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
    • 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
    • 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.
    • 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
    • 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
    • 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;
    • 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
    • About the Authors: Herbert A. Cadapan Manvee A. Jopio France Marie D. Salazar ABOUT
    • 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
    • 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
    • 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