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.
This document provides an overview of chapters in a book about selected foreign folk dances from Asia, Europe, and America. It includes introductions to the dances from each region and objectives for learning the fundamental dance positions, basic steps, and specific dances like the Chinese Fan Dance, Irish Lilt, and La Cucaracha. Lessons cover terminology, formations, and accurately performing the dances through practicing steps, movements, and traditional music.
This document provides the lesson objectives, costume descriptions, music, counting, and formation for performing the Red River Valley square dance. The objectives are to properly perform the dance's steps, terminology, and formations. The dance involves sets of three people (two facing each other with one in the middle) moving in a circle while swinging partners or doing do-si-dos. Correct execution of the dance's basic elements is evaluated through a practice quiz and performance.
Detailed Lesson Plan for MAPEH 9 (RPMS )verna arco
This document outlines a lesson plan on dressings and bandages for first aid. It includes learning objectives, materials, activities, and assessment. The key points are:
- Dressings cover wounds to prevent infection and stop bleeding, while bandages are used to apply pressure, cover wounds/burns, and immobilize injuries. Common bandages include triangular, ace, and tubular.
- Proper techniques for applying dressings include washing hands, positioning the dressing beyond the wound edges, and securing it. Bandaging techniques depend on the injury but generally involve firm and secure wrapping without restricting circulation.
- Activities include demonstrating bandaging techniques in groups and discussing why dressings and bandages are important
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.
Physical Education Grade 7 K-12 Folk dance 4th qtrElmer Llames
Folk dances in the Philippines reflect the country's history and traditions. They developed from daily life and events like harvests or the arrival of colonizers like the Spanish. Popular folk dances include the Tinikling, which mimics birds hopping between bamboo poles; the Pandanggo sa Ilaw, a graceful dance balancing oil lamps; and the Itik-Itik, a mimetic dance imitating duck movements in rice paddies. Regional dances often tell stories through their choreography and costumes. Folk dances remain an important part of Philippine culture and a way to preserve historical customs.
The document provides an overview of selected foreign folk dances from Asia, Europe, and America. It includes chapters that cover the fundamentals of foreign folk dances, specific dances from different regions, and objectives for learning about these dances. The chapters aim to teach students about basic dance positions and steps, as well as the cultural meanings behind folk dances from various countries.
The document provides a detailed lesson plan for teaching 7th grade students about Philippine festivals. The objectives are for students to describe the origins and cultural backgrounds of selected festivals. Key points of the lesson include identifying religious and non-religious festivals, examining examples like Panagbenga, Pahiyas, Sinulog, and Ati-atihan, and discussing how festivals express Filipino culture. Students are engaged through discussion, readings, and an activity where they must answer questions while passing around a mask.
The document provides information about the Sakuting folk dance of the Ilocos region in the Philippines. It discusses the origins of Sakuting in the banned Filipino martial art of Arnis. It describes the dance's influences from China and Spain, costumes, music, basic steps and figures. It includes activities where students practice identifying details about Sakuting and perform sections of the dance. The assignment asks students to choreograph and record a full version of Sakuting in costume and gather social media reactions.
This document provides an overview of chapters in a book about selected foreign folk dances from Asia, Europe, and America. It includes introductions to the dances from each region and objectives for learning the fundamental dance positions, basic steps, and specific dances like the Chinese Fan Dance, Irish Lilt, and La Cucaracha. Lessons cover terminology, formations, and accurately performing the dances through practicing steps, movements, and traditional music.
This document provides the lesson objectives, costume descriptions, music, counting, and formation for performing the Red River Valley square dance. The objectives are to properly perform the dance's steps, terminology, and formations. The dance involves sets of three people (two facing each other with one in the middle) moving in a circle while swinging partners or doing do-si-dos. Correct execution of the dance's basic elements is evaluated through a practice quiz and performance.
Detailed Lesson Plan for MAPEH 9 (RPMS )verna arco
This document outlines a lesson plan on dressings and bandages for first aid. It includes learning objectives, materials, activities, and assessment. The key points are:
- Dressings cover wounds to prevent infection and stop bleeding, while bandages are used to apply pressure, cover wounds/burns, and immobilize injuries. Common bandages include triangular, ace, and tubular.
- Proper techniques for applying dressings include washing hands, positioning the dressing beyond the wound edges, and securing it. Bandaging techniques depend on the injury but generally involve firm and secure wrapping without restricting circulation.
- Activities include demonstrating bandaging techniques in groups and discussing why dressings and bandages are important
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.
Physical Education Grade 7 K-12 Folk dance 4th qtrElmer Llames
Folk dances in the Philippines reflect the country's history and traditions. They developed from daily life and events like harvests or the arrival of colonizers like the Spanish. Popular folk dances include the Tinikling, which mimics birds hopping between bamboo poles; the Pandanggo sa Ilaw, a graceful dance balancing oil lamps; and the Itik-Itik, a mimetic dance imitating duck movements in rice paddies. Regional dances often tell stories through their choreography and costumes. Folk dances remain an important part of Philippine culture and a way to preserve historical customs.
The document provides an overview of selected foreign folk dances from Asia, Europe, and America. It includes chapters that cover the fundamentals of foreign folk dances, specific dances from different regions, and objectives for learning about these dances. The chapters aim to teach students about basic dance positions and steps, as well as the cultural meanings behind folk dances from various countries.
The document provides a detailed lesson plan for teaching 7th grade students about Philippine festivals. The objectives are for students to describe the origins and cultural backgrounds of selected festivals. Key points of the lesson include identifying religious and non-religious festivals, examining examples like Panagbenga, Pahiyas, Sinulog, and Ati-atihan, and discussing how festivals express Filipino culture. Students are engaged through discussion, readings, and an activity where they must answer questions while passing around a mask.
The document provides information about the Sakuting folk dance of the Ilocos region in the Philippines. It discusses the origins of Sakuting in the banned Filipino martial art of Arnis. It describes the dance's influences from China and Spain, costumes, music, basic steps and figures. It includes activities where students practice identifying details about Sakuting and perform sections of the dance. The assignment asks students to choreograph and record a full version of Sakuting in costume and gather social media reactions.
This document discusses dance injury prevention for the PSU Dance Corps. It provides an overview of the group and goals of injury prevention education. Key points covered include common dance injuries, injury risks, and prevention strategies like proper stretching, nutrition, rest, and modifying techniques. Participants demonstrated improved stretching technique and expressed interest in further injury prevention education.
The document provides information about rhythmic activities and Philippine folk dances. It discusses different types of rhythmic activities including dance, folk dance, social dance, and ballroom dancing. It then focuses on introducing various Philippine folk dances, describing their history, values, classification, characteristics, and examples. The objectives are to deepen knowledge about rhythmic activities and Philippine folk dances.
This document provides information about running and swimming as individual sports. It begins by discussing the background of athletics and track and field events like sprints, middle distance, long distance, hurdles, and relays. It then describes key running skills like body position, arm carriage, leg and foot action, and the sprint start. The document also discusses facilities and equipment used in athletics. It concludes by discussing swimming as a sport and providing a brief history of swimming.
This document provides information about regional and national dances with Asian influences that are taught in a Grade 8 Physical Education class in the Philippines. It begins with an introduction explaining the purpose of learning these dances and their health benefits. It then discusses how indigenous Philippine dances have been modified over time due to cultural influences from other Asian countries through trade and settlement. The document proceeds to outline specific dances that will be covered, including the Binislakan dance from Pangasinan, influenced by China, the Sua-ku-Sua courtship dance from Sulu influenced by China, Malaysia and Indonesia, and provides background information on their origins, movements, costumes, and cultural significance. The objectives and expectations of learning these dances are also presented
The document outlines the basic dance steps for 2/4 and 3/4 time signatures. It defines 16 basic steps for the 2/4 time signature including the bleking step, chasse, pivot turn, rocking step, and others. It also defines 12 basic steps for the 3/4 time signature including the mazurka, waltz balance, varsovienne step, and others. The document provides the musical counts and movement for each basic step.
The document provides a lesson plan for teaching Philippine folk dances in Mapeh 1 class. The objectives are to identify different Philippine folk dances, understand their history and origins, learn basic dance steps, and perform a dance presentation. Students will view pictures and videos of folk dances, discuss their origins and characteristics, and get assigned to subgroups to practice and perform one dance. Their performance will be evaluated based on accurate movements, music, costumes, cultural representation, and creativity. After, students will write a reflective paper about what they learned.
Folkdance, Ballroom dance and Modern contemporaryCharisseTano1
The document provides an overview of dance, including its origins, purposes, features, styles, and significance. It defines dance as rhythmic body movement accompanied by music that communicates emotions. Dance originated as a form of expression during important life events for many early societies. Key features of dance include music, movement, theme, techniques, design, and costumes. Different styles discussed include traditional/ethnic dances, modern/contemporary dances, and ballroom dances. The document encourages learning various dance styles and exploring how dance promotes holistic development. It also introduces Philippine folk dances as cultural reflections of history and daily life.
This document provides information about a learner's material for Physical Education and Health for Grade 10 in the Philippines. It was collaboratively developed by educators from schools, colleges, and universities. The material covers various topics including active recreation, lifestyle and weight management, risk factors for lifestyle diseases, physical activity and fitness assessment, and proper nutrition. The overall goal is for learners to understand the importance of maintaining an active lifestyle and making healthy choices to promote personal, family, and societal fitness.
1. The document outlines a daily lesson plan for a Grade 9 class on community and environmental health. It includes objectives, content, procedures, activities, and evaluation.
2. The lesson procedures involve establishing classroom rules, reviewing the previous lesson, presenting new content through a video and discussion, and practicing new skills through group and pair activities.
3. Formative assessment is integrated through discussion questions. A quiz and assignment are used for evaluation. Reflection on teaching strategies and student learning is also included.
The Cha Cha is a social Latin dance characterized by lively, flirtatious movements driven by passion and energy. It involves small steps and hip motions performed to 4/4 time music. To dance the Cha Cha, partners must find the right music, attire, and dance position with the man's right hand on the woman's back and left hands joined at eye level. The basic step involves the man stepping forward on count 2 while the woman steps back, then they exchange weights on count 3 before moving sideways in tandem on counts 4 and 1. Proper Cha Cha technique keeps the feet turned out and weight fully transferred between steps.
Physical education k to 12 curriculum guideGeronimo Roda
This document outlines the Physical Education curriculum for grades 1-10 in the Philippines. It has 5 strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. The goal is to promote lifelong fitness and a healthy lifestyle. Some key points covered include:
- The curriculum is based on the principle of "Move to Learn, Learn to Move" and the Philippine Constitution's mandate to promote physical education.
- Activities are designed to develop fitness, health, and proficiency in movement.
- Each strand is developed across grade levels with age-appropriate activities.
- It uses an integrated approach to help students apply concepts to various physical
This document provides an overview and instructions for the Mexican dance "La Cucaracha". It describes the costumes worn, music structure, basic counting, formations and 7 figures or steps that make up the dance. The objectives are to learn the proper execution of steps, terminology and formations used in performing La Cucaracha.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Grade 10 quarter iii media based arts and designUllees Selim
1. Photography was originally viewed as a technical process of capturing light and images, as evidenced by its Greek roots meaning "light writing."
2. While initially not considered an art form, 20th century photographers elevated photography to an aesthetic art through skillful composition and framing of moments.
3. Two key aspects of photography that contribute to its power as a communication tool are its ability to capture authentic details of a moment in time.
The document summarizes the Mag-asik dance of the Tiruray people in the Philippines. Some key points:
- The Mag-asik is performed by Tiruray girls in Maguindanao province and involves dancing around a large, colorful scarf placed on the floor.
- The dance features small, heavy steps with graceful arm movements to the music of gongs.
- The dancers wear traditional Tiruray costumes including skirts, jackets and scarves as they perform a series of figures moving around the scarf individually and in a circle.
- The Mag-asik dance is part of Tiruray culture and celebrates sowing seeds
This document provides an overview of traditional folk dances from the different regions of the Philippines. It describes dances from Luzon like the Idaw, Banga, and Idudu; dances from the Visayas like Tinikling, Sublí, and Maglalatik; and dances from Mindanao like Singkil, Kini Kini, and Pangalay. The dances depict various aspects of Filipino culture like hunting rituals, fetching water, gender roles, courtship, and legends. Each dance has unique movements, costumes, props, and cultural significance within their respective local communities.
LIFESTYLE AND WEIGHT MANAGEMENT (Physical Activity and Eating Habits)JanRhoJM2321
This document discusses the importance of lifestyle and weight management through physical activity and healthy eating habits. It states that daily routines, activities, and eating practices can impact health both positively and negatively even at a young age. The document encourages prioritizing health at any age through proper lifestyle and weight management, and lists healthy foods and exercise as important factors. It includes a self-assessment checklist and directions to provide examples of healthy and unhealthy practices and bring pictures of physical activities to class.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
This document provides information about dance, including its objectives, nature, and importance as a form of communication. It discusses several key elements of dance including time, space, and force. It also describes different choreographic forms like theme and variations and rondo. Additionally, it outlines characteristics of different dance styles such as ballet, tap, jazz, and modern. It emphasizes that dance is a way to convey ideas and tell stories through movement.
This document provides an introduction to the fundamentals of foreign folk dances. It discusses how dance emerged from daily life and culture, and how foreign folk dances showcase the natural movements and culture of different countries. The chapter objectives are to define foreign folk dance, demonstrate fundamental positions and basic steps, understand relevant terminology, and perform basic foreign folk dance steps.
This chapter discusses folk dances from different Asian countries. It introduces Chinese fan dancing and Japanese parasol dancing as examples. The objectives are to learn about Asian folk dances, recall their basic steps and terminology, understand the meaning and symbols of the dances, accurately perform the dances with the proper attire, music, and formations. Life styles, traditions, cultures, and environments unique to each Asian region are reflected in their distinctive folk dances.
This document discusses dance injury prevention for the PSU Dance Corps. It provides an overview of the group and goals of injury prevention education. Key points covered include common dance injuries, injury risks, and prevention strategies like proper stretching, nutrition, rest, and modifying techniques. Participants demonstrated improved stretching technique and expressed interest in further injury prevention education.
The document provides information about rhythmic activities and Philippine folk dances. It discusses different types of rhythmic activities including dance, folk dance, social dance, and ballroom dancing. It then focuses on introducing various Philippine folk dances, describing their history, values, classification, characteristics, and examples. The objectives are to deepen knowledge about rhythmic activities and Philippine folk dances.
This document provides information about running and swimming as individual sports. It begins by discussing the background of athletics and track and field events like sprints, middle distance, long distance, hurdles, and relays. It then describes key running skills like body position, arm carriage, leg and foot action, and the sprint start. The document also discusses facilities and equipment used in athletics. It concludes by discussing swimming as a sport and providing a brief history of swimming.
This document provides information about regional and national dances with Asian influences that are taught in a Grade 8 Physical Education class in the Philippines. It begins with an introduction explaining the purpose of learning these dances and their health benefits. It then discusses how indigenous Philippine dances have been modified over time due to cultural influences from other Asian countries through trade and settlement. The document proceeds to outline specific dances that will be covered, including the Binislakan dance from Pangasinan, influenced by China, the Sua-ku-Sua courtship dance from Sulu influenced by China, Malaysia and Indonesia, and provides background information on their origins, movements, costumes, and cultural significance. The objectives and expectations of learning these dances are also presented
The document outlines the basic dance steps for 2/4 and 3/4 time signatures. It defines 16 basic steps for the 2/4 time signature including the bleking step, chasse, pivot turn, rocking step, and others. It also defines 12 basic steps for the 3/4 time signature including the mazurka, waltz balance, varsovienne step, and others. The document provides the musical counts and movement for each basic step.
The document provides a lesson plan for teaching Philippine folk dances in Mapeh 1 class. The objectives are to identify different Philippine folk dances, understand their history and origins, learn basic dance steps, and perform a dance presentation. Students will view pictures and videos of folk dances, discuss their origins and characteristics, and get assigned to subgroups to practice and perform one dance. Their performance will be evaluated based on accurate movements, music, costumes, cultural representation, and creativity. After, students will write a reflective paper about what they learned.
Folkdance, Ballroom dance and Modern contemporaryCharisseTano1
The document provides an overview of dance, including its origins, purposes, features, styles, and significance. It defines dance as rhythmic body movement accompanied by music that communicates emotions. Dance originated as a form of expression during important life events for many early societies. Key features of dance include music, movement, theme, techniques, design, and costumes. Different styles discussed include traditional/ethnic dances, modern/contemporary dances, and ballroom dances. The document encourages learning various dance styles and exploring how dance promotes holistic development. It also introduces Philippine folk dances as cultural reflections of history and daily life.
This document provides information about a learner's material for Physical Education and Health for Grade 10 in the Philippines. It was collaboratively developed by educators from schools, colleges, and universities. The material covers various topics including active recreation, lifestyle and weight management, risk factors for lifestyle diseases, physical activity and fitness assessment, and proper nutrition. The overall goal is for learners to understand the importance of maintaining an active lifestyle and making healthy choices to promote personal, family, and societal fitness.
1. The document outlines a daily lesson plan for a Grade 9 class on community and environmental health. It includes objectives, content, procedures, activities, and evaluation.
2. The lesson procedures involve establishing classroom rules, reviewing the previous lesson, presenting new content through a video and discussion, and practicing new skills through group and pair activities.
3. Formative assessment is integrated through discussion questions. A quiz and assignment are used for evaluation. Reflection on teaching strategies and student learning is also included.
The Cha Cha is a social Latin dance characterized by lively, flirtatious movements driven by passion and energy. It involves small steps and hip motions performed to 4/4 time music. To dance the Cha Cha, partners must find the right music, attire, and dance position with the man's right hand on the woman's back and left hands joined at eye level. The basic step involves the man stepping forward on count 2 while the woman steps back, then they exchange weights on count 3 before moving sideways in tandem on counts 4 and 1. Proper Cha Cha technique keeps the feet turned out and weight fully transferred between steps.
Physical education k to 12 curriculum guideGeronimo Roda
This document outlines the Physical Education curriculum for grades 1-10 in the Philippines. It has 5 strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. The goal is to promote lifelong fitness and a healthy lifestyle. Some key points covered include:
- The curriculum is based on the principle of "Move to Learn, Learn to Move" and the Philippine Constitution's mandate to promote physical education.
- Activities are designed to develop fitness, health, and proficiency in movement.
- Each strand is developed across grade levels with age-appropriate activities.
- It uses an integrated approach to help students apply concepts to various physical
This document provides an overview and instructions for the Mexican dance "La Cucaracha". It describes the costumes worn, music structure, basic counting, formations and 7 figures or steps that make up the dance. The objectives are to learn the proper execution of steps, terminology and formations used in performing La Cucaracha.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Grade 10 quarter iii media based arts and designUllees Selim
1. Photography was originally viewed as a technical process of capturing light and images, as evidenced by its Greek roots meaning "light writing."
2. While initially not considered an art form, 20th century photographers elevated photography to an aesthetic art through skillful composition and framing of moments.
3. Two key aspects of photography that contribute to its power as a communication tool are its ability to capture authentic details of a moment in time.
The document summarizes the Mag-asik dance of the Tiruray people in the Philippines. Some key points:
- The Mag-asik is performed by Tiruray girls in Maguindanao province and involves dancing around a large, colorful scarf placed on the floor.
- The dance features small, heavy steps with graceful arm movements to the music of gongs.
- The dancers wear traditional Tiruray costumes including skirts, jackets and scarves as they perform a series of figures moving around the scarf individually and in a circle.
- The Mag-asik dance is part of Tiruray culture and celebrates sowing seeds
This document provides an overview of traditional folk dances from the different regions of the Philippines. It describes dances from Luzon like the Idaw, Banga, and Idudu; dances from the Visayas like Tinikling, Sublí, and Maglalatik; and dances from Mindanao like Singkil, Kini Kini, and Pangalay. The dances depict various aspects of Filipino culture like hunting rituals, fetching water, gender roles, courtship, and legends. Each dance has unique movements, costumes, props, and cultural significance within their respective local communities.
LIFESTYLE AND WEIGHT MANAGEMENT (Physical Activity and Eating Habits)JanRhoJM2321
This document discusses the importance of lifestyle and weight management through physical activity and healthy eating habits. It states that daily routines, activities, and eating practices can impact health both positively and negatively even at a young age. The document encourages prioritizing health at any age through proper lifestyle and weight management, and lists healthy foods and exercise as important factors. It includes a self-assessment checklist and directions to provide examples of healthy and unhealthy practices and bring pictures of physical activities to class.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
This document provides information about dance, including its objectives, nature, and importance as a form of communication. It discusses several key elements of dance including time, space, and force. It also describes different choreographic forms like theme and variations and rondo. Additionally, it outlines characteristics of different dance styles such as ballet, tap, jazz, and modern. It emphasizes that dance is a way to convey ideas and tell stories through movement.
This document provides an introduction to the fundamentals of foreign folk dances. It discusses how dance emerged from daily life and culture, and how foreign folk dances showcase the natural movements and culture of different countries. The chapter objectives are to define foreign folk dance, demonstrate fundamental positions and basic steps, understand relevant terminology, and perform basic foreign folk dance steps.
This chapter discusses folk dances from different Asian countries. It introduces Chinese fan dancing and Japanese parasol dancing as examples. The objectives are to learn about Asian folk dances, recall their basic steps and terminology, understand the meaning and symbols of the dances, accurately perform the dances with the proper attire, music, and formations. Life styles, traditions, cultures, and environments unique to each Asian region are reflected in their distinctive folk dances.
This chapter discusses foreign folk dances from Europe. It will teach students three specific dances: Varsovienne from Germany, Irish Lilt from Ireland, and Tarantella from Italy. Students will learn the dances through English instructions and perform them to authentic traditional music from each region. The dances emphasize foot movements as they were formed based on the climate in Europe. Students will learn both partner dances and solo dances, as well as dances performed only by men or only by women. The objectives are to learn about selected folk dances from Europe, recall the dance steps and terminology, understand the meaning and symbols of each dance, and accurately perform the dances including proper attire, music, and formations.
This document provides an overview of different dances, including their nature, background, phases, and classifications. It discusses that dance refers to movement set to music that has organization and pattern. It notes dance is a beautiful art form that has grown substantially and is now also a lucrative profession. The document then covers various phases of dance programs, types of folk and Philippine folk dances, fundamental positions, natural movements, common terms, and classifications of dances.
This document outlines the course information, program outcomes, learning plan, and assessments for a Physical Education rhythmic activities course. The course introduces students to basic dance movements and skills needed to perform Philippine folk dances and social dances. Over the course of the semester, students will learn various dance concepts and styles, and demonstrate their skills through performances assessed during preliminary, midterm, and final exams. The goal is for students to gain an appreciation of dance as an expression of culture and a form of healthy recreation.
This document provides information about rhythmic activities and Philippine folk dances. It discusses different types of rhythmic activities like dance, folk dance, social dance, and ballroom dancing. It then focuses on introducing Philippine folk dances, describing their history and values. Various Philippine folk dances are classified according to location, occupation, religion, and groups. Characteristics of Philippine folk dances and dos in folk dancing are also outlined.
Here are the answers to your questions:
1. The step pattern of Touch Step is Point, Close.
2. The count pattern of Change Step is 1, and, 2.
3. The dance step with a step pattern of Step, Close is Close Step.
4. The Count pattern of the Change Step with Arms in Lateral Position, L & right alternately is 1, and, 2.
5. The Count Pattern of Change Step, arms in reverse “T” while doing kumintang clockwise is 1, and, 2.
This chapter features two folk dances: La Cucaracha from Mexico and Red River Valley, a square dance from the United States. By performing these dances, students will experience aspects of American lifestyle and traditions conveyed through daily activities like dancing. The chapter objectives are to introduce students to selected folk dances from America, teach the basic dance steps and terms, understand the meaning and symbols of the dances, and accurately perform the dances with proper costumes, music, and formations.
Rhythmic activities have existed for thousands of years and originated from ancient Greek Olympics. They now include a wide variety of physical activities performed to a steady beat, such as dance, games, drumming, and other culturally specific traditions. Rhythmic activities provide benefits like expression, fitness, and community. They vary significantly between cultures and regions.
This document contains a daily lesson log for a physical education class on festivals and dancing. The objectives are for students to understand how festival dancing can improve cardiovascular endurance and contribute to a healthier lifestyle. Students will learn about warm-up exercises, target heart rate ranges, calorie needs, and weight management. They will practice locomotor movements and design a festival dance incorporating physical fitness principles to develop or maintain their fitness levels.
The document discusses folk dances in the Philippines. It defines a folk dance as one that reflects the life of people in a certain country or region, as opposed to ritual dances. It notes several folk dances native to the Philippines, including Tinikling, Pandanggo, Cariñosa, and Subli. It also outlines the five fundamental positions of the arms and feet that are important to learn in folk dancing, describing each position. The document appears to be from a physical education class, as it discusses evaluating students on their ability to execute the five positions while dancing.
Dance in the K-12 PE Curriculum: Contents, Processes, and OutcomesKirth Teodosio
The document discusses the benefits of incorporating dance into the curriculum. It outlines 6 key benefits: 1) dance is an art form that intensifies the human experience, 2) it reinforces formal learning, 3) it provides an alternative teaching method for students who may not respond well to formal teaching, 4) it promotes self- and social awareness, 5) it promotes cultural understanding, and 6) it has physiological benefits and may help students with disabilities. Overall, dance education provides aesthetic, intellectual, social/cultural, and physiological benefits to students.
Introduction-to-Dance-Activities of Philippine Folk DancesClaireCabalhug
This document provides an overview and introduction to a dance activities course. The course will cover a wide variety of dance forms from folk dances to modern dances to social dances. It will explore the techniques, history, and cultural significance of different dance styles. Students will learn foundational dance techniques, develop their creative expression, and gain an appreciation for various dance cultures. The course aims to promote physical, emotional, cognitive, and social benefits through dance. Classes will include training sessions, workshops, and a final performance showcase. Students will be assessed based on their participation, performances, and written assignments.
This document provides an overview of a physical education lesson on religious festival dances in the Philippines. It includes:
1) Learning objectives to describe festival dance characteristics, execute basic festival dance steps, and understand festivals' importance in culture and fitness.
2) An introduction to the Saranda festival in honor of St. Anthony of Padua, including basic steps like the touch step and bleking step.
3) A discussion of what religious festivals are and other examples in the Philippines.
4) An activity where students practice basic festival dance steps in groups, with a rubric to evaluate their performance.
5) An assignment for students to design a poster promoting a religious festival of their choice.
This document contains a daily lesson log for a Physical Education class in the 7th grade at Hinunangan National High School. The lesson focuses on Philippine folk dances. The objectives are for students to understand the benefits of dancing, how indigenous dances influence Filipino culture, and to learn the skills and history of various Philippine festival dances. The content will cover different famous festival dances from the Philippines. Students will learn about the costumes, accompaniments, purposes, traditions, and cultures associated with each dance. The teacher will review previous lessons, introduce new dances, show examples, and discuss concepts and skills to help students meet the objectives.
This document provides information about regional and national dances of the Philippines with Asian influences that are taught in Grade 8 Physical Education. It includes backgrounds and contexts of dances like Binislakan, Sakuting, Sua-ku-Sua, and Pangalay. Details are given on the meanings of the dances, their places of origin, influencing countries, costumes, music, and movements. The objectives are to discuss dance origins through costumes and music, execute the dances appropriately, and identify their meanings and interpretations.
The document discusses the nature and background of different dances. It describes dancing as a vibrant art form that provides social interaction and health benefits. Various dance forms are discussed including folk/ethnic dances which reflect local customs, social/ballroom dances typically performed at formal gatherings, recreational dances for informal settings, and creative dances which are choreographed artistic performances. The document also outlines fundamental dance positions and basic natural movements including locomotor, non-locomotor, and values of dancing such as physical fitness, culture, social aspects, and recreation.
Ballet originated in Italian courts during the Renaissance period and was brought to the Philippines in the early 20th century. It involves graceful movements and poses done to music. The document then provides instructions and photos for basic ballet exercises like pliés, side stretches, and rises that involve bending, stretching, and balancing on the toes to warm up the body for dance.
Dance consists of rhythmic movements set to music. It can be performed for entertainment, rituals, or to express emotions. Dance incorporates elements of time, space, and dynamics through movements of the body and transitions between positions. Key elements of dance include content/theme, movement, music, and spectacle. The tinikling dance from Leyte exhibits the skill and dexterity of Filipino dancers through fast footwork between bamboo poles that represents the movement of a long-legged rice bird.
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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.
This document is a chapter evaluation that contains questions about two folk dances: La Cucaracha and Red River Valley. It asks the student to:
1) Complete a table with the basic steps and terminology for each dance.
2) Fill in missing words in the lyrics of the Red River Valley song.
3) Write out the step patterns for basic steps in La Cucaracha.
4) Answer questions about the dances such as the basic steps used, their origins, meanings, and a comparison of the two dances.
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.
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.
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.
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.
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.
The document is a chapter evaluation that asks students to complete a table with information about a Chinese Fan Dance and Japanese Parasol Dance, describe basic steps from each dance, answer questions comparing and contrasting the two dances, and explain which dance they would prefer to perform and why. It requires students to demonstrate their understanding of key terminology, dance moves, symbols and cultural aspects of the two dances covered in the chapter.
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.
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.
This document contains an evaluation for a physical education class that covers identifying positions of the arms and feet, arranging scrambled dance steps into their proper names, and identifying whether terms refer to basic steps or dance terminology. Students are asked to write out positions, unscramble steps, and indicate whether words fall under basic steps or terminology based on clues and examples provided.
This document defines terminology used in foreign folk dancing and provides examples of 10 terms:
1. Clockwise and counterclockwise refer to the direction of circling or turning.
2. Close position describes how partners stand facing each other.
3. Terminologies like curtsy, do-si-do, elbow swing, folded arms, free foot, free hand, honor partner, inside foot, inside hand, and promenade are defined with their dance steps or movements.
4. Students are asked to find and write the 10 terms in a puzzle box along with their definitions and practice quizzes are provided to apply the terminology.
The document defines and describes 13 basic dance steps arranged alphabetically. The steps are divided into those used in 2/4 time and 3/4 time signatures. Each step is defined in 1-3 sentences with a focus on the foot and body movements involved. For example, the Bleking step in 2/4 time is defined as "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)." Practice questions are then provided to test understanding of identifying the steps from movement patterns.
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.
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.
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.
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.
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.
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.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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2. Vision Mission Goals Objectives Chapter I Chapter II Chapter III Chapter IV About
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4. 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
9. 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
15. Chapter II Foreign Folk Dance From Asia Introduction Objectives Lesson 1 Chinese Fan Dance Lesson 2 Japanese Parasol Dance Chapter Evaluation <<Back
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17. 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
20. Chapter III Foreign Folk Dance From Europe Introduction Objectives Lesson 1 Varsovienne Lesson 2 Tarantella Lesson 3 Irish Lilt Chapter Evaluation <<Back
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22. 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
25. Chapter IV Foreign Folk Dance From America Introduction Objectives Lesson 1 La Cucaracha Lesson 2 Red River Valley Chapter Evaluation <<Back
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27. 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
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29. Lesson 1 Fundamental Dance Positions Chapter I Introduction Lesson Objectives Exercise 1.1
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37. Lesson 2 Basic Steps 2/4 Time Signature 3/4 Time Signature Chapter I Introduction Lesson Objectives Exercise 1.2
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41. 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
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45. 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
69. Lesson 3 Terminologies in Foreign Folk Dance Chapter I Terminologies Lesson Objectives Exercise 1.3
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71. The following terminologies are the terms used in Foreign Folk Dancing: Terminologies ABBREVIATIONS USED L – left R – right Lesson 3
72. 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
73. Clockwise Circling with the R shoulder facing the center. Terminologies
74. Counterclockwise Circling with the L shoulder facing the center. Terminologies
75. Hop Stepping with one foot and going down with the same foot. Terminologies
76. Free Foot The foot without the weight of the body. Terminologies
77. Free Hand The hand not in used and holding nothing. Terminologies
78. 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
79. Elbow Swing Partners are holding hands with the R elbow and swing like a hand of a clock with continues jump. Terminologies
80. Folded Arms Raise the hands up in front of the chest shoulder level with the one arm over the other. Terminologies
81. Spin It is done by turning rapidly with the used of small steps. Terminologies
82. Inside Foot The foot that is nearer to the partner. Terminologies
83. 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
85. Promenade Partners start side by side facing counterclockwise in the circle, R hands placed above L hands and walk around the set. Terminologies
86. Swing partner Waltz around clockwise with partner in ballroom dance position R to R shoulders and facing opposite directions. Terminologies
87. Inside Hand The hand close to the partner. Terminologies
88. Close Position The partners are facing each other but the girl is standing in the R side of the boy. Terminologies
89. Lesson 1 Chinese Fan Dance (China) Video Chapter II Introduction Lesson Objectives Exercise 2.1
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91. 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
93. COSTUME: Girl – Chinese blouse and long, loose drawers of any color. Chinese sandals and a big fan. Content
94. MUSIC - divided into six parts: A, B, C, D, E, and finale. COUNT - one, two or one, and, two to a measure. Content
95. 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
96. 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
97. 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)
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99. 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)
100. (c) Repeat (a) and (b) to left side, starting with the L foot. (2M) (d) Repeat all (a-c). (4M).
101. 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)
102. (c) Kneel and sit on heels. (1M) (d) Repeat all (a and b) in kneeling position. (8M) (e) Stand and keep fan. (1M)
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105. 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
106. Lesson 2 Japanese Parasol Dance (Japan) Video Chapter II Introduction Lesson Objectives Exercise 2.2
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108. 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
110. COSTUME: Girls - Bright color kimono, bright colored flowers in hair, a Japanese parasol, and Japanese wooden shoes. Content
111. 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
112. 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
113. 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
114. (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)
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116. (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).
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118. (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)
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120. (d) Repeat (a) and (b) (6M) (e) All take parasol and stand up with the R foot first (4cts.) (2M)
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122. (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
123. Lesson 1 Varsovienne (Germany) Video Chapter III Introduction Lesson Objectives Exercise 3.1
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125. 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
127. 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
128. MUSIC - composed of two parts: A and B. COUNT - one, two, three to a measure. Content
129. 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
130. Figure 1 Music A. (a)Starting with the R foot, take eight varsovienne steps, moving counterclockwise. (16M) Content
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132. Lesson 2 Tarantella (Italy) Video Chapter III Introduction Lesson Objectives Exercise 3.2
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134. 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
136. 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
137. MUSIC - is divided into three parts: A, B, AND C COUNT - one, two to a measure one, two, three, four to measures. Content
138. 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
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142. (c) Repeat (a) and (b), sliding to the next position clockwise in (a) (4M) (d) Repeat all, (a-c) finishing in proper places (8M)
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144.
145. (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)
146. 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)
147.
148.
149. (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)
150. 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
151. Lesson 3 Irish Lilt (Ireland) Video Chapter III Introduction Lesson Objectives Exercise 3.3
152.
153. 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
155. COSTUME: Girls – Emerald green blouse, short dark skirt, and white handkerchief on the head tied under chin, green stockings, flat black shoes. Content
156. 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
157. 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
158. 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
159.
160. 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)
161. (c) Repeat (a). (2M) (d) Break – repeat fig. 1(b). (2M) (e) Repeat all (a-d), starting with the other foot. (8M)
162. 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)
163.
164. (d) Break as in fig. I (b). (2M) (e) Repeat all (a-d), starting with the other foot. (8M)
165.
166. (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
167. Lesson 1 La Cucaracha (Mexico) Video Chapter IV Introduction Lesson Objectives Exercise 4.1
168.
169. 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
171. 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>>
172. 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
173. MUSIC – is divided into two parts A and B. COUNT - one, two, three to a measure. Content
174. 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
175. 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
176. 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).
177. 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).
178. (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).
179. (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)
180. 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)
181.
182. (c) Repeat (a) returning to position. The boy passes in front this time (2M). (d) Repeat all (a and b) (4M).
183. Figure 6 Music A – play once. Repeat figure 1 (8M)
184. 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
185. Lesson 2 Red River Valley (U.S.A.) Video Chapter IV Introduction Lesson Objectives Exercise 4.2
186.
187. 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
190. 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
191. MUSIC - composed of one part of sixteen measures COUNTING - one, two to a measure. Content
192. 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
193.
194.
195.
196.
197. (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)
198.
199.
200. 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
201.
202.
203.
204. 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
205. 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).
206. 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).
207. 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!
208.
209. 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
210. A. Complete the Table C. Evaluation B. Basic Steps Chapter Evaluation 2 Chapter II
211. 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
212.
213.
214. A. Complete the Table C. Basic Steps B. Which comes first? Chapter Evaluation 3 D. Evaluation Chapter III
215. 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
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217.
218.
219.
220. A. Complete the Table C. Basic Steps B. Complete the Song! Chapter Evaluation 4 D. Evaluation Chapter IV
221. 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
222. 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.
223. 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
235. Dance Terms Puzzle Box Find the ten different terminologies inside the puzzle box then write there definitions. Puzzle Box
236. 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
237. 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
240. 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.
241. 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?
244. 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.
245. 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?
248. 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.
249. 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?
252. 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.
253. 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?
256. 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.
257. 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?
260. 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.
261. 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?
264. 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.
265. 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?
267. 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.
268. 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.
269. 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
270. 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
271. 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.
272. 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
273. 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
274. 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;
275. 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
276. About the Authors: Herbert A. Cadapan Manvee A. Jopio France Marie D. Salazar ABOUT
277. 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
278. 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
279. 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