1. Dance is an art form that can fulfill many purposes such as recreation, entertainment, education, therapy, and religion. It involves body movement, often to music, and can communicate ideas, emotions, or spiritual experiences. 2. The origins of dance date back to prehistoric times and it has historically been used for religious rituals, social expression, and courtship in many cultures. Over time, dance developed as an art form in places like Ancient Egypt, Greece, Rome, and during the Renaissance period in Europe. 3. Elements of dance include spatial elements like direction and level, timing, dance energies, bodily shapes, and group shapes. These elements are used to analyze and appreciate dance compositions. A

1. Chapter 1
Brief History
&
Nature of Dance

2. What
isDance?

3. - is an activity which
can take many forms & fill
many different needs. It can
be recreation, entertainment,
education, therapy & religion.

4. -the art of body movement
movement with an implied
purpose such as the
communication of aesthetic or
emotional idea, participation
with music and or the
achievement of certain mind-
body states, sometimes
spiritual – mystical ones, or

5. -in a sociological point of
view, dance is usually
considered to be a
cultural rather than
natural
phenomenon and
may be accepted or
adapted by other
cultures and for

6. 1. to please gods
2. to please others
3. to please themselves or self-
expression
4. to build community within an ethnic
group
*Four Reasons why
people dance;;;;;:::

7. Historyof
Dance:

8. -dances thrived at
different periods of
history & mostly were
a result of
intercultural
exchange and

9. - the origins of
dance is rooted in
the prehistoric past

10. -dance has been a major form
of religious ritual & social
expressions within primitive
cultures;1. used as a way of expressing and
reinforcing tribal unity & strength
2. as an approach for courtship and mating
3. as means of worship, communication
and therapeutic experience

11. - dance become full blown and
was richly recorded their wall
paintings, relief& in the literary
record in hieroglyphs
Ancient Egypt
- medium of religious expression

12. -dance was closely linked with other
kinds of experiences
Ancient Greeks
-dancing was taught as an aid to military
education among the boys in Athens and
Sparta
-dancing is also a form of
entertainment and display
-dance is also used in education

13. * Plato, Aristotle & Socrates
supports dancing as an art
because it integrates the body
and soul of the person

14. - gave less important to dancing
when the nation grew wealthy &
powerful
-Romans ceased to create and
perform within the arts themselves
Ancient Rome

15. - dance become brutal and &
sensationalized as their entertainers
were slaves & captives from many
nationalities & more often for gruesome
purposes
- become an integral part of the
corruption in the latter days of the
Roman Empire resulting in the
condemnation of dance by the early
Christians

16. -transformed the history of dance
-was the sole custodian of learning
and education as well as the source of
morals
Catholic Church
in Europe

17. *
Christian Emperors >
- -------prohibited theatrical
entertainment
Christian Fathers
>
approved the use of dance during
religious activities provided that its
form and intent were holy and
profound.

18. = dance was condemned as
an entertainment but some
singers, dancers, poets,
actors, musicians & jugglers
continued to wander and
performed in village squares
and were eventually
welcomed in castles and
Dark Ages

19. 1. round dance
dancers hold each other by hand, forming a long
chain and move about in open or closed circle or
in an extended line
- common people amused themselves by
doing dances that were social in character
that marked the beginning of social dances;
2. couple dance
was considered as scandalous dance

20. -dance and art gained impetus, the old
restraints were loosened and clerical
ideas and purposes no longer
dominate all creative expressions of
the human spirits
Early Renaissance
- dance was wholly accepted in the
courts as the gradual increase in the
capitalist class produced patrons of
learning and art in Europe.

21. -a vast dance movement occurred
in Europe
15th and 16th
Centuries
-new court dances performed by
the nobility came
- art of Ballet was introduced in
France & Italy

22. -spring season was ushered
in with dance and ritual
where all boys after the age
of thirteen were taught
dancing as an important part
of their education.
China

23. = dancing was a form of
worship. The old philosophers
ranked it with poetry and drama.
They made it a compulsory part
of the education of all children
starting from 5 years old.
Japan

24. = Hebrews gave dancing a high
place in the ceremony of worship
like when Moises bade the children
to dance after the crossing of the
Red Sea, Miriam danced to a
song of triumph and David danced
in a procession before the Ark of the
Covenant
Israel

25. BenefitsofDance&
CreativeMovement

26. Physical

27.  develops cardiovascular and
muscular endurance
 improves coordination, balance,
flexibility and body composition
 lowers risk of cardiovascular diseases
 lowers body mass index

28.  improves lipid metabolism
 enables joint mobility (hip motion &
spine flexibility)
 helps improves and maintain bone
density, thus helps prevent osteoporosis
 helps recover coordination and
neuromuscular skills after injury

29. Social

30.  gives sense of togetherness within
a group
 encourages positive social
interaction and interpersonal
relationship in a group
 contributes to the individual’s
potential for self- actualization in
society

31. Cultural

32. promotes cultural
values

33. Chapter 2
Elements of
Dance

34. * Elements of
dance are
beneficial to anyone
who were
interested in
recognizing,

35. Space

36. > divided into four aspects
known as spatial
elements:
>> >the area where
performers occupy and
move

37. > dance movements can travel any
direction
> performers can go forward, backwards,
sideward,
diagonal, and so on.
> they may also face any direction while
1. Direction

38. -movements that can
be varied by doing
larger or
smaller actions
2. Size

39. -movements can
be done in a high,
medium or low
level
3. Level

40. -performers may
change their focus by
looking at different
directions
4. Focus

41. * shows a movement is done in
different sizes
* show how to vary focus
@ both pictures shows the use of spatial elements and how
movement is done at different levels

42. Timing

43. > may be executed in varying tempo
(speed) that generates rhythmic patterns
> can be varied by moving faster or
slower than the normal beat

44. Dance
Energies

45. > minimizes the monotony
of the movements in a
performance

46. 1. sustained
> movements are done smoothly, continuously
and flow & control. It does not have a clear
beginning or ending
6 qualities;
2. percussive
> movements are explosive or sharp in contrast
with sustained movements
> they are accented with thrust of energy and
with a clear beginning and ending

47. 3.Vibratory
> movements consist of trembling or shaking
> a faster version of percussive movements that
produces a jittery effect
4.swinging
> movements trace a curved line or an arc in
space
> movements are relaxed and giving in to
gravity on the downward part of the motion
followed by an upward application of energy

48. 5. suspended
> movements are perched in space or hanging on
air
> example is holding a raised leg in any direction
6. Collapsing
> movements are released in tension and
gradually or abruptly giving in to gravity, letting
the body descend to the floor

49. Bodily
Shapes

50. > refers to how the entire body is
molded in space or the configuration
of body parts
> the body can be rounded,
angular, or a combination of the two
> can be from wide to narrow and
from high to low

51. 2 types:
1.symmetrical
> balanced shape
> movements are practically identical or
similar on both sides

52. 2. asymmetrical
> unbalanced shape
> movements of two sides of the body do not match or
completely different from each other

53. Group
Shapes

54. > group of dancers performs movements in
different group shapes
> performers were arranged in ways that
are wide narrow, rounded, angular,
symmetrical, or asymmetrical and are
viewed together as a total picture or
arrangement within a picture frame

55. Symmetrical narrow groupshape

56. asymmetrical rounded
group shape

57. Chapter 3
Dance
Appreciation
& Composition

58. * What makes a good dance?
> a good dance displays a significant meaning or
conveys a message that sometimes portrays life
experiences
> a good dance may be presented abstractly and
symbolically but still conveys emotion and
meaning
> a good dance lifts and transports the audience
from their seats during the performance
> it has a beginning, middle and an end/conclusion

59. 1. beginning
> may come in a form of shape, a pose or an entrance
2. Middle
> consists of a development or the exploration of the main idea

60. 3. ending/conclusion
> should be clear and may be in a form of shape, a pose or
an exit
>a good dance must have a shape or a form for its
choreography to be effective

61. A. Form
> is the instrument by which ideas and
elements are arranged or combined into logical
sequence which results in unity and
consistency, and by means of which the
content or idea can be expressed and
communicated
> is the organizing factor of any work or dance
composition

62. B. Phrase
> is the smallest unit of form in the
whole dance
> should vary in length and shape; but
most dances these days uses equal
length of phrase

63. C. Motif
> is a single movement or a short phrase of
movement that embodies the style and intention
of the dance
> a good dance uses a motif in which the
movements are repeated, varied and developed
by manipulating the movement components or
elements

64. Stages in assessing a dance:
1. Description
> involves close observation of all the
elements, characteristics and components of
a dance
> the evaluator notes down the composition of
the dance in terms of the elements and the
characteristics of dance
Example : space, time transitions, climax,
variations, unity and others

65. 2. Interpretation
> involves appreciation of the ideas, content,
images and style contained within the dance
Example : choreography
3. Evaluation
> takes into consideration how effectively the
features 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