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STUDY GUIDE FOR MODULE NO. 1
Chapter 1 (Rhythmic Patterns and Counts)
MODULE OVERVIEW
In this unit/chapter we will able to discuss the meaning of RHYTHM and also tackle the basic
rhythmic pattern and the different Values of Notes and Rests. We also discuss the different ethnic
musical instruments of the Northern highlander and the Muslims.
MODULE LEARNING OBJECTIVES
At the end of this Module, you should be able to:
1. Discuss the objectives of rhythmic activities.
2. Explain the definition of Rhythm.
3. Identify different system of rhythmic patterns, the values of notes and rests and fundamentals of
rhythm.
4. Enumerate and discuss the different phases of the rhythmic activity program.
5. Discuss the ethnic musical instruments of Northern Highlanders and the Muslim.
LEARNING CONTENTS (title of the subsection)
1. Rhythmic Pattern
2. Note/s
3. Rest/s
4. Value of each Notes and Rests
5. Ethnic Musical Instruments
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LEARNING ACITIVITY
RHTYHM PATTERN ACTIVITIES:
Click this video/s:
1. [Link]
2. [Link]
3. [Link]
4. [Link]
5. [Link]
6. [Link]
MUSICAL INSTRUMENTS ACTIVITIES:
Click this video/s:
1. [Link]
2. [Link] (GANGSA SOUND)
3. [Link] (TUNGALI SOUND)
4. [Link]
5. [Link]
UNIT TEST
A. Multiple Choice. Write the letter of the correct answer.
1. This activity is to interpret events, feelings, occupations of animals into body movements.
a. mime b. singing games c. creative rhythm d. dance
2. This time signature indicates that there are 4 beats in one measure.
a. 2 4 b. 3 4 c. 4 4 d. 6 8
3. These kinds of dances are used for religious purposes.
a. military b. domestic c. mediatorial d. modern
4. How many sixteenth notes will receive one beat?
a. 1 b. 2 c. 3 d. 4
5. It is the regular recurrence of accented and accented beats.
a. folk dance b. time signature c. rhythm d. notes
6. The rhythmic pattern of two quarter notes and one eighth note.
a. 1,2,3 b. 1 and 2 c. 1,2, and d. 1 and 2 and
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7. The equivalent beat of half rest.
a. 1 b. 2 c. 3 d. 4
8. A group of notes between two bars that tells the time signature.
a. beat b. note pattern c. measure d. count
9. The new generation dances that are popular today is
a. modern dances b. folk dances c. Pop dances d. Social dances
10. The most practical way to identify rhythmic pattern is through
a. beating b. counting c. step pattern d. note pattern
11. This is a Muslim percussion brass musical instruments called agongs or gongs of
graduated sizes.
a. Dabakan b. Kulintang c. Biyula d. Bulaw
12. This is a nose flute blown by a single nostril.
a. Tulali b. Kubing c. Gangsa d. Bilbil
13. The musical instruments of the highlanders which is a wooden clappers.
a. pattung b. kalghang c. bunkaka d. tunggali
14. The Muslim musical instruments that compose 4 sets of large gongs.
a. agong b. dabakan c. kandingan d. kulintang
15. It is a bamboo xylophone used to accompany Muslim dances.
a. Babandil b. Biyula c. Bulaw d. Gabbang
B. Identify the time signature, measure, musical note pattern and rhythmic pattern of the ff:
1. FOUR EIGHTH NOTES, AND ONE QUARTER NOTE
Tine Signature
Measure
Musical Note Pattern
Rhythmic/Counting Pattern
2. FOUR SIXTEENTH NOTES, TWO EIGHTH NOTES AND ONE QUARTER NOTE
Tine Signature
Measure
Musical Note Pattern
Rhythmic/Counting Pattern
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C. Identify the time signature of the following measures:
________ 1.
________ 2.
SUMMARY
1. Create simple rhythmic movements.
2. Appreciate rhythmic activities.
3. Have a mastery of the different basic skills in rhythmic activities.
4. Show a refine sense of rhythm.
5. Develop a desirable social graces and attitudes.
REFERENCES
Course Book in Physical Education
Rhythmic Activities.
Authors: Mr. Januario M. Cuchapin
Dr. Ramil L. Dacal
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STUDY GUIDE FOR MODULE NO. 2
Chapter 2 (Fundamental Arms and Feet Positions, Dance
Formations and Dance Terms)
MODULE OVERVIEW
In this unit or chapter we will discuss the basic Fundamental Position of the Arms and Feet.
We will also tackle the common dance formations and dance terms common to all dances.
The following are the different fundamental hands and feet positions and dance terms used
in our folk dances. Many of our basic positions and dance results of cross-cultural influenced like
American, French, Malayan, and more on Spanish as these are being handed down from generation
to generation the way that these are being executed, interpreted, and expressed have become
traditionally Filipino. Though many are Spanish origin, there are some terms that we can call our
own.
MODULE LEARNING OBJECTIVES
At the end of this Module, you should be able to:
1. Identify and execute correctly the different fundamental arms and feet positions used on our folk
dances.
2. Identify and execute properly the different dance terms used in our folk dances.
3. Discuss intelligently the fundamental principles of hands movements.
4. Execute the different warm-up exercises.
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LEARNING CONTENTS (title of the subsection)
a. Fundamental Feet Position
b. Fundamental Hands/Arms Position
c. Other Arms position
d. Fundamental Principles of Arm Movements
e. Fundamental Arm and Feet Warm up Exercises
f. Fundamental Hands Position Warm up Exercises
g. Combination of Hands and Feet Warm up Exercise
h. Common Dance Formation
i. Dance Terms Common to all Dances
j. Common Terms for Arms and Hands Movement
a. Common Feet Movements
LEARNING ACTIVITY 1
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SUMMARY
Study Guide in (Course Code and Course Title) Module No.__
1. Create simple warm up exercise using the fundamental position of the arms and feet.
2. Appreciate fundamental positon activities and the dance terms.
3. Have a mastery of the Dance terms to all Dances.
4. Show a refine of the fundamental position of the arms and feet and the dance terms.
5. Develop a desirable social graces and attitudes.
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REFERENCES
Course Book in Physical Education
Rhythmic Activities.
Authors: Mr. Januario M. Cuchapin
Dr. Ramil L. Dacal
PANGASINAN STATE UNIVERSITY
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STUDY GUIDE FOR MODULE NO. 3
Chapter 3 (Fundamental Dance steps, Step Pattern and
Rhythmic Patterns)
MODULE OVERVIEW
In this unit/chapter we will able to discuss the Dance Steps, Step Pattern and the Rhythmic Pattern in
2/3, ¾ and 4/4 Time Signature. We also tackle the dance turns.
The following fundamental dance steps are commonly used in our folk dances. Some of our
dance steps are terms in their country of origin. In terms of execution, we have our own way of
doing the movements with slight modification from the original.
MODULE LEARNING OBJECTIVES
At the end of this Module, you should be able to:
1. Identify the different fundamental dance steps used on our folk dances.
2. Identify the different step pattern and rhythmic pattern of a particular dance steps.
3. Correctly execute dance combination from the different dance steps.
4. Make a simple dance combination from the different dance steps.
LEARNING CONTENTS (title of the
LEARNING CONTENTS (title of the subsection)
a. Dance steps, step pattern and rhythmic pattern.
b. Dance steps that can be both in 2/4 Time Signature and ¾ Time Signature
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c. Dance Steps in 2/4 Time signature
d. Dance Steps in 3/4 Time signature
e. Dance Steps in 4/4 Time signature
f. Different Turns
LEARNING ACTIVITY 1
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SUMMARY
1. Create simple dance steps in 2/4, ¾ and 4/4 time signature.
2. Appreciate the dance steps in 2/4, ¾ and 4/4 time signature.
3. Have a mastery of the dance steps in 2/4, ¾ and 4/4 time signature.
4. Show a refine movements in dance steps in 2/4, ¾ and 4/4 time signature.
5. Develop a desirable social graces and attitudes.
REFERENCES
Course Book in Physical Education
Rhythmic Activities.
Authors: Mr. Januario M. Cuchapin
Dr. Ramil L. Dacal
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STUDY GUIDE FOR MODULE NO. 4
Chapter 4 (Social Dances)
MODULE OVERVIEW
You can trace the history of social dance back as far as primitive cultures dancing to
celebrate a birth or mourn a death. In later years, social dance continued to develop and evolve,
mingling the dances of other cultures such as the Middle East, Africa and Europe.
The early social dances of the 14th to 16th centuries involved professional dances with subtle,
relatively simple steps. The dances usually involved couples interacting with each other, or long
lines of dancers. The dances were lively, filled with flirtations, conversations, and even “poaching”
where partners would switch in the middle of the dance.
MODULE LEARNING OBJECTIVES
At the end of this Module, you should be able to:
1. Describe the nature and background of the dance.
2. Execute the basic position of social dance.
3. Discuss the importance of communication to oneself.
LEARNING CONTENTS (title of the subsection)
a. Introduction to ballroom dance
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Study Guideb. Benefits
in (Course ofand
Code ballroom dances
Course Title) Module No.__
c. Ballroom dance styles
d. Personal Grooming
e. Standard dances
f. Latin dance
g. Club dances
h. Ballroom dance holds/Position
LEARNING ACTIVITY
CLUB DANCES
Watch this video:
1. CHA CHA CHA
a. [Link]
b. [Link]
c. [Link]
d. [Link]
e. [Link]
f. [Link]
g. [Link]
2. SWING
a. [Link]
b. [Link]
c. [Link]
d. [Link]
3. TANGO
a. [Link]
b. [Link]
c. [Link]
d. [Link]
e. [Link]
f. [Link]
LATIN DANCES
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[Link]
Study Guide in (Course Code and Course Title) Module No.__
[Link]
[Link]
SUMMARY
1. Define and discuss the meaning of ballroom dance.
2. Appreciate and analyze the benefits of ballroom dance into one’s life.
3. Become familiar with the proper grooming and etiquette in dancing.
4. Understand the principles underlying leading and following in ballroom dancing.
5. Interpret and demonstrate different dance holds/positions in ballroom dance.
6. Differentiate and classify the characteristics of different styles of ballroom dance.
7. Develop good rapport, trust and self-confidence in demonstrating dance.
8. Develop a desirable social graces and attitudes.
REFERENCES
Course Book in Physical Education
Rhythmic Activities.
Authors: Mr. Januario M. Cuchapin
Dr. Ramil L. Dacal
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
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[Link]
Study Guide in (Course Code and Course Title) Module No.__
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
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