21 chapter evaluation 3
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This document is a chapter evaluation that asks students to complete tasks related to three dances: Varsovienne, Tarantella, and Irish Lilt. It includes filling in a table with terminology and basic steps for each dance, ordering the figures of the Irish Lilt dance, writing the step patterns for basic steps, and answering questions about the dances' origins, basic steps used, meanings, comparisons, and preparation. The evaluation examines the student's understanding of key elements of these three specific dances.
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Sirtaki is a popular Greek dance choreographed for the film Zorba the Greek, based on a slow and fast style of hasapiko dance. Tarantella refers to various fast Italian folk dances typically in 6/8 time accompanied by tambourines. Csárdás is a traditional Hungarian folk dance originating from taverns and popularized by Roma bands in Hungary and neighboring regions.
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This document describes 5 positions for dance or exercise. The 1st position involves raising the arms in a circle in front of the chest with the heels close and toes apart. The 2nd position has the arms opening to the sides below shoulder level with the feet apart sideways. The 3rd position raises one arm overhead while the other remains in the 2nd position, with one heel touching the other foot's instep.
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28 references
The document provides a list of references for books, websites, and pictures related to physical education, health, music, and dance. It includes 4 book references, 10 website references on various folk dances from different countries, and 11 picture references also showing different folk dances. The references cover topics such as dance education, Chinese fan dance, Irish lilt dance, tarantella dance of Italy, and la cucaracha dance.
23 chapter iv lesson 1
This document provides instructions for performing the traditional Mexican dance "La Cucaracha." The objectives are to correctly interpret the dance with proper steps, costumes and formations. The dance involves partners performing basic steps like cross-waltz steps while turning and moving around each other to traditional Mexican music divided into parts A and B. The costumes distinguish male and female roles and involve items like embroidered blouses, skirts, and sombreros. Terminology for the dance steps is also defined.
22 chapter iv
This document discusses two American folk dances: La Cucaracha from Mexico and the Red River Valley square dance from the United States. It aims to introduce students to selected folk dances from America through learning basic dance steps, meanings, and performances that convey the traditions and lifestyles of American culture.
20 chapter iii lesson 3
The document provides instructions for performing an Irish dance called the Irish Lilt. It includes the objectives, costume, music, formation, and 6 figures that outline the basic steps and terminology. The steps include rocking, kicking, toe and heel movements, leg twists, side steps, and kicking with changes. It concludes with a practice quiz to test understanding of the dance and instructions to perform the dance for the class.
17 chapter iii
Europe has a long tradition of folk dancing formed for social interaction and enjoyment unlike Asian dances, and this document provides instructions to learn dances from Germany, Ireland, and Italy including the Varsovienne, Irish Lilt, and Tarantella. The chapter objectives are to learn about selected European folk dances through recalling basic steps and terminology, understanding dance meanings and symbols, accurately performing dances with proper attire, music, and formations.
15 chapter ii lesson 2
This document provides instructions for performing the Japanese Parasol Dance, including objectives, costume, formation, music, and steps. The dance tells the story of Japanese girls using colorful parasols. It involves basic steps like shuffling forward and turning, as well as symbolic motions like bowing with the parasol. Performing the dance helps learn the culture and traditions of Japan.
14 chapter ii lesson 1
This document provides instructions for performing a Chinese fan dance, including costumes, music, formations and steps. The dance uses a fan as a prop and incorporates basic movements like shuffling steps, jumps, foot swings and turns. It is meant to showcase Chinese culture through the dance's costumes, music and symbolic use of the fan. Performing the dance accurately involves following the detailed steps and practicing the techniques described.
13 chapter ii
Each country in Asia has unique folk dances shaped by its culture, traditions, lifestyle, and environment. The music and instruments used in these dances reflect regional differences. Many Asian folk dances are performed for rituals like weddings or harvest celebrations, expressing the enjoyment felt by the dancers.
09 chapter i lesson 1
The document outlines 5 fundamental dance positions involving the arms and feet. The 1st position involves raising both arms forward in a circle with fingertips apart and heels together, toes apart at a 45 degree angle. The 2nd position has both arms raised sideways with a curve and feet astride sideways about a pace apart. The 3rd position has one arm raised sideways and the other upward, with one heel close to the other foot's instep.
08 chapter i
Dance is an expression of emotion that reflects the culture and daily life of different societies through organized movement set to music. Folk dances in particular are cultural art forms passed down through generations that represent the emotions, culture, and beliefs of the people in a specific country or region, sometimes becoming the national dance. Watching folk dances from around the world is exciting to see the natural movements that entertain audiences and range from simple to more complex choreography.
07 table of contents
This table of contents outlines 4 chapters that teach foreign folk dances from Asia, Europe, and America. Chapter I covers fundamentals like dance positions, basic steps, and terminology. Chapters II-IV each have 2 lessons teaching the dances of specific cultures, including Chinese fan dance, Japanese parasol dance, German varsovienne, Italian tarantella, Irish lilt, Mexican la cucaracha, and American red river valley dance.
06 acknowledgement
The researchers thank their dean, module consultant, module adviser, parents, fellow students, friends, and God for their assistance in creating a modular workbook. Their dean approved printing the workbook to reduce costs, the consultant provided comments and knowledge, and the adviser shared ideas and instruction to make the workbook interesting and encourage completion.
05 preface
This modular workbook is designed to teach students about foreign folk dances from Asia, Europe, and America through four chapters. Each chapter provides lessons on fundamental dance positions, basic steps, terminology, and examples of folk dances from different countries with accompanying activities and exercises written in simple language. The goal is for students to learn foreign folk dances independently or with an instructor to gain new knowledge and skills in dancing different cultures.
04 foreword
This foreword introduces a teacher's guide module on selected foreign folk dances from Asia, Europe, and America. The module was produced to fulfill requirements for an Educational Technology 2 course, which teaches traditional and innovative educational technologies. Students worked with faculty advisers to select, produce, and utilize appropriate technology tools to develop the module. Through computers and the internet, students and advisers were able to design alternative delivery systems for instructional materials. The output provides an educational research resource for the institution and a supplementary reference for secondary teachers and students.
03 goals objectives
The College of Education is committed to developing students' full potential through knowledge, skills, and attitudes in teaching and related fields to meet the changing demands of a globalized world. The Bachelor of Secondary Education program aims to: (1) serve as role models who pursue lifelong learning and professional growth, (2) provide a positive learning environment for all students, and (3) facilitate learning for diverse students through varied teaching approaches and community involvement.
02 vision mission
This document outlines the vision and mission of a university located in CALABARZON, Philippines. The vision is for the university to become a premier institution in the region by offering academic programs and services that meet the needs of the Philippines and global economies, particularly in Asian countries. The mission is for the university to provide advanced education and professional/vocational training in fields like agriculture, science, engineering, education, law and IT. It also aims to conduct research, extension services, and leadership in its areas of specialization.
02 foreword 2
This document is a teacher's instructional presentation on selected folk dances from Asia, Europe, and America. It was created as part of an educational technology course to introduce traditional and innovative teaching technologies. Students worked with faculty advisers to design and develop alternative delivery systems for instructional materials using computers and the internet. The output provides an educational research resource and supplementary reference for teachers and students.
01 cover page
This document lists the names of three students, Herbert A. Cadapan, Manvee A. Jopio, and France Marie D. Salazar, along with the module consultant Prof. Marilyn E. Villaranda and module adviser Mr. For-Ian V. Sandoval.
Module presentation
This document provides an overview of selected chapters from a book about foreign folk dances from Asia, Europe, and America. It includes the following:
- Chapter summaries that describe the dances that will be covered from each respective region, including basic dance positions, steps and terminology.
- Learning objectives for each chapter that focus on understanding the cultural origins and performing the dances accurately.
- Lesson plans that define fundamental dance positions and common basic steps used across different time signatures.
19 chapter iii lesson 2
This document provides the lesson objectives, costume descriptions, music structure, counting, and formations for performing the Tarantella dance from Italy. It then outlines 9 figures that describe the basic steps and movements to be performed at different parts of the music. These include steps like hopping, pivoting, sliding, and linking arms. The dance involves partners facing and turning from each other. It concludes with self-assessment questions and a performance reflection for students.
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21 chapter evaluation 3
- 1. Chapter Evaluation 3 Name:_____________________________ Date:_____________ PE Schedule:____________ Rating:__________ A. Complete the Table: Write the information needed on the column to complete the table below. TERMINOLOGIES BASIC STEPS USED ENCOUNTERED Varsovienne Tarantella Irish Lilt
- 2. B. Order of Figures Arrange the following title of the figures of the dance “Irish Lilt”. Write the number before the title. _____ Toe and Heel _____ Rocking _____ Leg Twist and _____ Side steps _____ Kick and Change _____ Kick C. Basic Steps Write down on the space provided the step pattern of the following basic steps from the dances “Varsovienne”, “Tarantella” and “Irish Lilt”. 1. Rocking Step - ____________________________________________________ _________________________________________________________________ 2. Step-Swing-Step - __________________________________________________ _________________________________________________________________ _ 3. Mazurka - ______________________________________________________ _________________________________________________________________ D. Answer the following. 1. Enumerate the three basic steps used in the dance “Irish Lilt”, “Varsovienne” and “Tarantella”. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ___ 2. From what country is the dance “Varsovienne” originated? Do these dances reflect the lives of its countrymen?
- 3. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ___ Chapter Evaluation 3 3. What does Tarantella mean? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ___ 4. Compare and contrast the three dances featured on this chapter. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ____ 5. Which of the three dances, “Varsovienne”, “Tarantella” or “Irish Lilt”, you prepare most? Why? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ____ Chapter Evaluation 3