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PE & HEALTH 12 Quarter 1 -Module 2: Art Dance: Ballet and Modern SENIOR
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SENIOR HIGH SCHOOL

PE & HEALTH 12
Quarter 1 – Module 2:
Art Dance: Ballet and Modern
Physical Education & Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Art Dance: Ballet and Modern
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Nestor A. Castaños Jr.

Editor: Bernley Joy M. Nobleza
Reviewers: Divina B. Sanchez, Elpedio P. Mabiya
Illustrator:
Lay-out Artist:
Management Team: Regional Director: RAMIR B. UYTICO, EdD, CESO IV
CLMD Chief: ROSEMARIE M. GUINO, EdD
Regional EPS In-Charge of LRMS: JOY B. BIHAG
Regional ADM Coordinator: RYAN R. TIU, PhD
Regional Learning Area EPS: NOVA P. JORGE, EdD
Schools Division Superintendent: MANUEL P. ALBAÑO, Ph.D.
CID Chief: FELICIDAD ESPINOSA
Division EPS-LRMDS: ROBERT POSION
Division SHS Coordinator: GINA P. DILOY
School Principal: FRANCISCO B. LATORRE
School SHS Coordinator: NESTOR A. CASTAÑOS JR.

Printed in the Philippines by _________________________________________

Department of Education – Schools Division of Leyte – Region VIII
Senior High School Department, Merida Vocational School
Poblacion, Merida Leyte
Tel No.: 09173275698
E-mail Address: meridavocationalshs@gmail.com
 12

P.E AND HEALTH

First Quarter – Module 2:
Art Dance: Ballet and Modern
(Week 3-4)
Foreword
To the implementer:

Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Art Dance:
Ballet and Modern!

This module has been collaboratively designed, developed, and reviewed by

educators from both the public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners’ progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module

For the learner:

Welcome to the P.E. and Health 12 Self-Learning Module (SLM) on Art Dance:
Ballet and Modern!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies
that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!

ii
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.

You will be enabled to process the contents of the learning resources while
being an active learner.

This module has the following parts and corresponding icons.

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn
in the module.

This part includes an activity that aims

What I Know
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.

This is a brief drill or review to help you

What’s In
link the current lesson with the previous
one.

In this portion, the new lesson will be

What’s New
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion

What is It
of the lesson. This aims to help you
discover and understand new concepts
and skills.

This comprises activities for

What’s More
independent practice to solidify your
understanding and skills of the topic.
You may check the answers using the
Answer Key at the end of the module.

This includes questions or blank

What I Have Learned
sentence/paragraph to be filled in to
process what you learned from the
lesson.

This section provides an activity which

What I can do
will help you transfer your new
knowledge or skills into real life
situations or concerns.

iii
 This is a task which aims to evaluate
Assessment
your level of mastery in achieving the
learning competency.

In this portion, another activity will be

Additional Activities
given to you to enrich your knowledge or
skills of the lesson learned. This also
tends retention of learned concepts.

This contains answers in the module.

Answer Key

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

The dance that we know today is the direct outcome of all versions of the
previous forms. These are the ballet and modern/contemporary dance. Ballet
and modern dancing have unique physical demands and specific injury risks.
There are also some physical demands that are common to a wide variety of
dance forms. Many types of dance that includes ballet and modern dancing
involves jumping, turning, toe pointing, back arching, and lifting.

In this module, we will discuss the history, nature, characteristics, and basic
movements of ballet and modern dance that can be considered moderate-to-
vigorous physical activity (MVPA). Moderate activity requires a moderate
amount of effort and raises your heart rate to a degree. Vigorous activity
demands a large amount of effort that raises your heart rate considerably and
forces you to breathe intensely. These activities can also produce sprains,
fractures, tendonitis, hip, knee injuries and many others. Some guidelines
will be pointed out in order to reduce your risk of injury, thus, safety in
dancing will be upheld. These includes knowing proper posture, injury
causes, symptoms and preventions and proper etiquette and safety in the use
of facilities and equipment.

At the end of this module, you will engage dancing ballet/modern

contemporary dance as MVPA. You will be given activities to display and
enhance your skills in ballet and modern/contemporary dancing. As you go
on and overcome the challenges provided for you, you will learn that these
dance is fun and exciting, while at the same time help improve your fitness
while promoting safety in dancing.

The module is divided into three lessons, namely:

 Lesson 1 – Ballet Dance
 Lesson 2 – Modern Dance
 Lesson 3 – Safety in Dancing

After going through this module, you are expected to:

1. discuss the nature of ballet and modern dances;
2. demonstrate proper etiquette and safety in the use of facilities and
equipment; and
3. engage in moderate to vigorous physical activities (MVPAs) for at least
60 minutes most days of the week in a variety of settings in and out-of-
school.

1
 What I Know

Instructions. Choose the letter of the best answer. Write the letter of your
choice on a separate sheet of paper.

1. Ballet was taken from the Italian word ________, meaning to dance, and
__________, referring to dances performed in a ballroom.
a. ballare, ballo c. plie, releve
b. baile, ballerinas d. saute, chasse

2. In the end of the ____ century, classical ballet rapidly grew in popularity
in Russia.
a. 18th c. 20th
b. 19th d. 21st

3. Who paved the way for the introduction of classical ballet in the
Philippines?
a. Spanish colonizers c. American colonizers
b. French colonizers d. Russian colonizers

4. Which of the following does not belong to the group?

a. Chaines c. Jete
b. Arabesque d. Hinge

5. Modern dance, a term to describe ______ dance, is a style of dancing

where dancers are free to express their feelings through movements
without adhering to any rules in dance particularly that of ballet.
a. contemporary c. jazz
b. ballroom d. hiphop

6. Which of the following best characterized modern dance?

a. It requires an erect spine, turned out hips, proportioned and
balanced action
b. Dancers are barefoot, often work with feet and legs parallel
c. Dancers needs proper elevation, alignment, pointing of the foot
and flexibility
d. All of the above

2
7. The pioneering artists who studied ballet but found it not suitable to
their temperament and movement style were Ruth St. Denis, Ted
Shawn and ___________.
a. Catherine de Medici c. Isadora Duncan
b. Michael de Vinci d. None of the above

8. Below are basic movements of modern/contemporary dance, except

one. Which one is it?
a. Spiral c. Contraction
b. Stag Leap d. Develope

9. Dance may look effortless, but it requires a lot of strength, flexibility

and stamina. It also comes with a high risk of injuries such as______?
a. sprain, fracture, tendonitis, hip and knee injuries
b. asthma, hypertension and lung cancer
c. all of the above
d. none of the above

10. How can you prevent overuse injuries and even some traumatic dance
injuries?
a. practice proper hygiene and care
b. get enough rest and avoid overtraining
c. use dancing equipment that you already know how to use
d. return the dancing equipment properly or leave the dance venue
clean

3
 What’s In

Locomotor and Non-Locomotor Movements

Prior to learning ballet and modern dance, it is essential to review on

locomotor and non-locomotor movements. Inside the bowl are different
movements. Try to categorize it as: (A.) Locomotor or (B.) Non-Locomotor.

1. Twisting A B 6. Bending

9. Stretching

Fundamental Position of the Arms and Feet

There are also five fundamental or basic positions in dance that are commonly
termed as: (1.) first position, (2.) second position, (3.) third position, (4.) fourth
position, and (5.) fifth position of the arms and feet. Label the corresponding
positions accordingly.

a b c d e

4
 Notes from the Teacher
 Return this module on _______________________
 Do not write anything on this module. Other learners will be using
this, TOO.
 Use separate sheets in answering the learning tasks in this module.
 Provide a folder organizer compilation of all activities (clear book,
long size, color ___________).
 For clarification, you may contact your teacher/facilitator at mobile
number _________________________________.

What’s New

How far do you know of this dance moves? Identify if the picture illustration
of a dance move is (A.) Ballet or (B.) Modern. Count the number of correct
response and check the results in the interpretation table found at the Answer
Key page of this module.

1 2 3 4 5

6 7 8 9 10

5
 What is It

Lesson
Ballet Dance
1
Brief History

Ballet was taken from the Italian word “ballare”, meaning to dance, and
“ballo”, referring to dances performed in a ballroom. It started as a
performance in the royal court where the male servants would execute a
movement related to the course they are serving during a court dinner. It was
in the 15th century during the Renaissance period when ballet began in Italy.
From Italy, Catherine de Medici (Queen of France) brought it to her country
which marked the staging of ballet and further developed at the French courts
during the 16th century. In 1672, ballet then also became a profession. Ballet
in the French courts became so popular that it spread and influenced the
entire Europe. Many of the features that we see in ballet today began only
during the Romantic era in the 19th century. Ballet was imported to Russia
during the country’s first period of Westernization when many European
fashions, including dance, were emulated. The end of the 19th century gave
birth to classical ballet in Russia where it rapidly grew in popularity. Ballet
and the arts in general experienced an enormous change during the 20th
century. This was due to the Russian Revolution, World Wars, and liberation
of women. It was also in this time that ballet reached in the United States.
The American colonization paved the way for the introduction of classical
ballet in the Philippines. Although ballet in the Philippines started a little later
compared to European and Western countries, it does not fall far behind when
it comes to producing world-class ballet performances. Several ballet
companies such as Ballet Philippines and Ballet Manila have prospered and
are recognized internationally. They also have trained and produced dancers
of international caliber.

Ballet today has become multifaceted and several of its forms are linked
together to create what is now known as modern ballet. Ballet acts as
backbone for many other genres of dance. It was created from techniques that
have been established over centuries. It is a type of dance compelled with
rigorous code of technical guidelines. Considering the five fundamental
positions of the feet and legs and accompanying positions of the arms and
hands, one can say that the language of ballet is objective, specific, and fix.

6
Nature and Characteristics:

 It requires an erect spine, turned out hips, proportioned and balanced

action, and carving fluid lines.
 Elevation, alignment, pointing of the foot, moving and posing of arms
(port de bras), flexibility, and lightness are the other foundations for a
ballet dancer.
 In classical manner, will require for an adagio (slowly), and with male
and female dancers performing together (a pas de deux) or four (quatre)
 Used pantomime to clarify movement.
 Have the capability to convey stories that bring an audience to another
world.
Fundamental Movements:

Term Illustration Performance Tips

 Can be done in all five positions
 (Grand-Plie) – full bend, bend
deeper and let the heels come off
1. Plie the ground while coming up
(plee-ay) Straighten the knees and stand
tall
 To bend  (Demi-Plie)- half bend

 Begin with a demi-plie in order to

2. Releve push up from the floor
(ruh-leh-vay)  Straighten the knees and lift the
 To rise heels at the same time keeping
the toes on the floor

 This can be done in all five

3. Saute positions
(soh-tay)  Start in a demi-plie, execute a
vertical jump into the air and end
 To jump
in starting position

7
  Raise one leg and extend behind
4. Arabesque the body
(ah-ra-BESK)  You can use a variety of arm
shapes to harmonize with its
long, extended line

 Start in releve position

5. Balance  Shift feet in 5th position with a
(ba-iahn-SAY) rock step and bend side
 End with a deme- plie

1. 2. 3.
6. Chaines
(sheh-NAY)  Start in 1st position in a releve
 A series of  Execute a rapid traveling turns
rapid turn, on demi-pointe staying in 1st
a chain or positions
links
4. 5. 6.

7. Changement
 Begin in fifth position demi-plie,
(shanzh-MAHN)
 Spring straight up, change the
 To change position of the feet in the air
placement  Land with the opposite foot front
of heels 1. in fifth position demi-plie
2. 3.
with a jump

8
  Start in a 1st or 3rd demi-plie
position
8. Chasse 1. 2.  Shift the weight so the front leg
(sha-SAY) slides along the floor to 4th or 2nd
position
 A chasing
 Pull both legs together in the air
/connecting
3. 4. in the chasse to the side
step
 Both feet land together in the
starting demi-plie position

 Lift the foot from 5th position to

9. Developpe touch the ankle
 Raise the foot to the knee in retire
(dayv-law-PAY)
keeping the hip level and not
 To unfold lifting with the leg

 Start in 5th position demi-plie

 Do a degage (raise) in plie with
the working foot, pushes off the
standing leg straight up, and
10. Jete then lands on the working leg
with the standing leg in a coupe
(zhuh-TAY)
position.
 It means  In Grand Jete, this step is
thrown executed by brushing the leg high
into the air, pushing off the back
leg, and performing a leap. In
both cases, this step may be
executed in various directions

Lesson
Modern Dance
2
Brief History

Modern dance developed independently in America and Germany. It was then

known in Germany as Ausdruckstanz, meaning expressive dance. Modern
dance, a term to describe contemporary dance, is a style of dancing where
dancers are free to express their feelings through movements without
adhering to any rules in dance particularly that of ballet. It is a dance style
that rejects many of the strict rules of classical ballet, focusing instead on the
expression of inner feelings. At the beginning of the 20th century, a group of

9
pioneering dancers started creating a new movement that suited the tempo
and pulse of the new century. The pioneering artists were Isadora Duncan,
Ruth St. Denis, and Ted Shawn. All of them studied ballet but found it not
suitable to their temperament and movement style. They also found it
confining and rejected it. Duncan’s style of dancing emanates from the center
of the body where energy flow outward, providing impulses for actions. Her
aim was to create the classical ideals of the ancient Greeks through her
dancing, putting less emphasis on theatrical effects and focus in pure
movement and the use of the body. Unlike ballet, dancers of modern dance
use their own interpretations instead of structured steps. They thrust aside
classical ballet stance of an upright, erect body, and instead often opt for
deliberate falls to the floor. Beauty and ethereal qualities of the human
situation is what is mostly being emphasized in ballet, while modern dance
portrays the actual human situation as it is.

Nature and Characteristics:

 Dancers are barefoot, often work with feet and legs parallel, have
flexible torso, and use weight and gravity to create movements and
shapes.
 The choreography uses all level and points in space, including the floor.
 Dancers may be placed sideways or even with backs turned to the
audience.
 Explore the body in action, and give attention to choreographic
materials that mirror social affairs with potential for movement from
contemporary life.
 Uses minimal prop designs and costumes.
 Movement are spontaneous performed by dancers in response to
suggestions by the choreographer, thus allows considerable freedom to
the dancer.

Fundamental Movements:

Term Illustration Description

The dancers stands with the

head and the spine in
1. Laterals
alignment and the
supporting foot turned out

10
 A torso twist that begins in
the pelvis. As the body
turns, each level is
2. Spiral separately articulated all the
way up the spine-pelvis,
lower spine, mid-section,
shoulders , neck, and head

Is a very high jump in a

split, but although both legs
are parallel to the floor, the
front leg is bent from the
knee inward. Most often the
3. Stag Leap arms are either thrust up in
a V with palms facing out
and down, or one-forward,
one-to-the-side in a ninety-
degree angle and palms
down

The supporting knees is

slightly bent; the other leg is
up in the air and bent
behind the body. The arm
on the supporting side is
4. Stag Turn thrust straight back with
the palm down. The opposite
arm is thrust cleanly
forward with the palms
down as the dancer turns
around

Is a hop that lands in a deep

second-position plie- the feet
5. Primitive Squat
are turned out heel to heel
and the knees are bent

11
 A series of moves but the
basic movement makes a
“tabletop” of the body. The
6. Flat Back
dancer strands in a second
position- feet turned out
heel-to-heel

The dancer balances on the

balls of the feet, keeps a
straight back and head, and
7. Hinge sends the knees forward as
the torso tilts back and the
arms are held straight out in
front

The action begins in the

pelvis, and articulates up
the spine as the breath is
exhaled. The dancer aims to
8. Contraction lengthen the space between
each vertebra as the move
progresses to the neck and
the head, which are always
in alignment with the spine

This occurs upon inhalation

and also begins in the
pelvis. The move travels up
the spine in the same order
9. Release
as the contraction, restoring
the torso to a straight
alignment. It typically
counters the contraction

12
 An action that tilts the
breastbone up rather than
ending with the spine and
upper body in an upright
neutral position. The
10. High Release shoulder blades appear to
rest on a bar or shelf. The
head remains aligned with
the spine and the rib cage
remains over the hips. The
lower back is not bent.

Lesson
Safety in Dancing
3
Dance may look effortless, but it requires a lot of strength, flexibility and
stamina. It also comes with a high risk of injuries. Whether you are a dancer,
the parent of a dancer or a dance teacher, you should be aware of the most
common dance injuries and learn how to avoid them. Dance is a physically
demanding activity. Dancers perform repetitive movements for several hours
a day. Studies have shown that dancing five hours a day or longer leads to an
increased risk of stress fractures and other injuries. The following are to be
considered in order to promote safety in dancing:
Proper Posture

Good posture is vital for control, safety, and expression. Poor posture or
alignment of one part ricochets throughout the rest of the body. The correct
postural line runs from the ear lobe, the center of the shoulder and hip, in
front of the ankle, and down through the foot. The shoulders, hips, and knees
should be on the same level along the imaginary line. Dance programs usually
emphasize the importance of core stability and body awareness. However,
having improper posture while dancing may cause problems in the future and
lead to some chronic injuries. The following faulty alignment in training must
be avoided:

1. weight too far back,

2. failing to turn out from the hips,
3. twisted hips,
4. feet overturning/rolling, and
5. misuse of muscle groups.

13
Knowing Dance-Related Injuries
There are two types of musculoskeletal injuries: acute and chronic. Acute injuries
occur when the mechanical force that is absorbed by the musculoskeletal structure
is more than what it is accustomed to. Chronic injuries occur due to repetitive
trauma and the body is not given enough time to recover. Below are common acute
dance-related injuries, cause, symptoms and prevention:

Type of Injury Cause Symptom Prevention

Exercises that
Twists the ankle Pain at the side of strengthen the ankle
Ankle sprain
after a jump the ankle and improve
balance
Exercises that
Dancer’s Twists the foot Pain at the outer strengthen the foot
Fracture when turning part of the foot and improve
balance
Sudden movement Pain and stiffness in Proper posture and
Back Strain
of the trunk the low back technique
Exercises that
Twists the knee Pain and weakness strengthen the knee
ACL Tear
after a jump in the knee and improve
balance
Forearm Falls on an Pain and deformity Fall on the side or
Fracture outstretched arm near the wrist buttocks

Stress Prolonged repetitive Pain at the front of

Adequate rest
Fracture loading the leg

Achilles Pain near the heel

Excessive training Adequate rest
Tendonitis in the morning
Patellofemoral
Pain at the side of Strengthening and
Pain Muscle imbalance
the knee flexibility exercises
Syndrome
Poor foot mechanics Pain at the sole
Plantar Proper technique
and hard dance when they take a
Fasciitis and footwear
floor step after sleeping

Hip and Knee Prolonged repetitive Pain that worsen

Adequate rest
Osteoarthritis loading over time

Majority of overuse injuries and even some traumatic dance injuries can be
prevented. Follow these guidelines to reduce your risk of injury:

1. Warm up thoroughly before you start dancing and include stretches.

2. Make sure that you are using the correct posture or technique.
3. Eat well and stay hydrated before, during and after dancing.
4. Get enough rest and avoid overtraining.

14
 5. Do cross-training exercises to build strength and endurance in all parts
of your body.
6. Always wear proper shoes and attire.
7. Lead a healthy lifestyle and get to know your body.
8. When injuries happen, address them immediately and get advice from
a doctor or physical therapist.
Proper Etiquette and Safety in the Use of Facilities and Equipment

Aside from precautionary measures in dance injury prevention, proper

etiquette and safety in the use of facilities and equipment in dancing has to
be taken into considerations:

1. Take care in using dancing facilities and equipment. It is in good form

to handle them with care and use them solely on their purpose. This is
to prevent having them misplaced, stolen or become unnecessary
clutters in the training area than can cause accidents.
2. Only use dancing equipment that you already know how to use and do
not leave or pass on equipment that is in complete disarray or dirty.
3. Be alert and aware in the dancing/training area.
4. In performing exercises and movement in general, practice good form
first.
5. Bring back all equipment in place after use.
6. Do not hug the equipment.
7. Return the dancing equipment properly or leave the dance venue clean.
Doing exercises in improper form deficit it's benefits. Do not monopolize
the equipment. Allow everyone a fair use of the facilities.
8. Practice proper hygiene and care. Take a bath or a deodorant if needed.
Do not force yourself to engage in physical activity if you are feeling
sick.
9. Move on the double; do not loiter around the venue or hang on the
equipment doing nothing. Do not handle it until such time the
teacher/facilitator gives instructions on how to operate the said
equipment. You could break the equipment or cause harm to yourself
or others.
10. Be nice, as a general rule!

15
 What’s More

Activity 1.1. Fill Me In!

Below is the brief history of ballet and modern dance. Fill in the missing words
in the paragraph. Pick the words scattered in the ballet shoes.

Ballet was taken from the Italian word (1.) , meaning to dance, and “ballo”,
referring to dances performed in a ballroom. It was in the (2.) century
during the Renaissance period when ballet began in Italy. From Italy,
Catherine de Medici (Queen of France) brought it to her country which marked
the staging of ballet and further developed at the French courts during the
(3.) century. Many of the features that we see in ballet today began only
during the Romantic era in the (4.) century. The (5.) colonization paved
the way for the introduction of classical ballet in the Philippines. Modern
dance developed independently in (6.) and Germany. It was then known
in Germany as “Ausdruckstanz”, meaning expressive dance. Modern dance, a
term to describe (7.) dance, is a style of dancing where dancers are free
to express their feelings through movements without adhering to any rules in
dance particularly that of ballet. At the beginning of the (8.) century, a
group of pioneering dancers started creating a new movement that suited the
tempo and pulse of the new century. (9.) , Ruth St. Denis, and Ted Shawn
studied ballet but found it not suitable to their temperament and movement
style. Her style of dancing emanates from the center of the body where energy
flow outward, providing impulses for actions. Her aim was to create the
classical ideals of the ancient Greeks through her dancing, putting less
emphasis on theatrical effects and focus in pure movement and the use of the
(10.) .

c. contemporary

d. Italy n.19th

e. body g. 17th j. 15th

h. 18th k. 16th

f. Catherine de Medici

16
Activity 1.2. Choosy Dance!
Read the statements given below. Choose what fundamental ballet and
modern dance movement is being referred to. Choices are inside the
rectangular box.

1. Standing with the head and the spine in alignment with supporting foot
turned out.
2. Brush the leg high into the air, pushing off the back leg, and perform a
leap.
3. Straighten the knees and lift the heels at the same time keeping the
toes on the floor.
4. Hop and lands in a deep second-position plie, feet are turned out, heel
to heel and the knees are bent.
5. A rapid traveling turns on demi-pointe staying in 1st position.

A. Lateral D. Developpe G. Primitive Squat

B. Jete E. High Release H. Chaines
C. Releve F. Stag Turn I. Chasse

Activity 1.3 Move It Out!

Execute the basic movements specified below, then identify if the movement
is (A.) Locomotor or (B.) Non-locomotor

1. Stag Turn - opposite arm is thrust cleanly forward with the palms down
and turn around moving forward.
2. Chasse - slide front leg along the floor in 2nd position, pull both legs
together in the air with both feet land together in the starting demi-plie
position.
3. Balance - in releve position, shift feet in 5th position with a rock step
and bend side ending with a deme- plie.
4. Developpe - lift the foot from 5th position to touch the ankle. Raise the
foot to the knee in retire keeping the hip level and not lifting with the
leg.
5. High Release - tilt the breastbone up rather than ending with the spine
and upper body in an upright neutral position.

17
 What I Have Learned

1. Ballet acts as backbone for many other genres of dance. It was created
from techniques that have been established over centuries. Acclaimed
as one of the most admired and most complex dance of all time, ballet
sustained its growth to global dominance. In the present times,
numerous other professional dances came to be, such as
modern/contemporary dance, and concert dance but none of them
managed to outshine the intricacy, physical strain, and heritage of
ballet.
2. Ballet and modern dance is both an artistic, athletic, expressive, and
social form of either moderate to vigorous physical activity (MVPA).
MVPA refers to 60 minutes of moderate-to-vigorous physical activity,
commonly abbreviated as MVPA. The physical aspects of dance can be
both a valuable source of exercise as well as a cause of injury. For young
people who take dance classes, have formal training in dance, or
perform as dancers.
3. Increasing MVPA has the greatest potential for increasing health
benefits as it generates more energy expenditure; contributes to obesity
prevention and muscular and bone development; reduces anxiety and
stress; improves self-esteem, mood and concentration; and reduces the
risk of chronic disease.
4. Both ballet and modern dance movement incorporates locomotor and
non-locomotor movements. Locomotor movements are those that
incorporate traveling from one point to another while non-locomotor
movements are body movements without travel. Manipulative
movements involve both the body and an object. Combining any of the
locomotor and non-locomotor movements will create another step.
5. Ballet and modern dance have unique physical demands and specific
injury risks since they involved jumping, turning, toe pointing, back
arching, and lifting. Safety in dancing can be achieved if certain
precautionary measures will be considered such as knowing proper
posture, dance-related injuries prevention and control and proper
etiquette in the use of facilities and equipment.

18
 What I can do

Activity 1.1 Let’s Dance!

Using the fundamental ballet and modern dance movements, create a 60-
minute dance routine. Choose your preferred music and be guided with the
dance pattern applying the dance elements in creating your dance figure.
Rehearse your performance and take a video for documentation and submit
it your teacher/facilitator. Before doing this activity, always follow safety in
dancing protocols. The Rubrics for the dance routine is found at the Answer
Key part of this module.

DANCE PATTERN FOR CHOREOGRPAHED DANCE MOVEMENT

Dance Elements (D.E.S.T.)
Direction *Energy
Basic Movements (forward, side,
(Sustained,
Shape Timing/
percussive,
(Ballet/Modern) backward,
vibratory,
(Arm and Counting
diagonal, feet (slow, fast,
swinging,
circular, and positions) natural)
suspended,
so on)
collapsing)
1. Locomotor
2. Non-locomotor Not applicable
(combinations of 2 or more)
3. Locomotor
4. Non-locomotor Not applicable
(combinations of 2 or more)
6. Locomotor
7. Non-Locomotor Not applicable
(combination of 2 or more)
* Energy - a dance element that minimizes the monotony of the movements in a
performance such as:
1. SUSTAINED- movements are done smoothly and does not have clear beginning and
ending;
2. PERCUSSIVE- movements are explosive or sharp in contrast with sustained. They
have a clear beginning and ending;
3. VIBRATORY- consist of trembling or shaking. A faster version of percussive
movements;
4. SWINGING - movements trace a curved line or an arc in space;
5. SUSPENDED - movement are perched in space or hanging on air;
6. COLLAPSING – a slow collapse which can be describe as melting or oozing action in
a downward direction.

19
 Assessment

I. Multiple Choices. Choose the letter of the best answer. Choices are
inside the box.
a. 16th century c. 18th century e. 20th century
b. 17th century d. 19th century

1. In this period, ballet was staged and further developed at the French
courts by Catherine de Medici who brought the dance from Italy.
2. In this period, ballet was imported to Russia during the country’s first
period of Westernization when many European fashions, including
dance, were emulated and which many of the features that we see in
ballet today began.
3. At the end of this period, classical ballet in Russia was born to where it
rapidly grew in popularity.
4. In this period, ballet and the arts in general experienced an enormous
change due to the Russian Revolution, World Wars, and liberation of
women. It was also in this time that ballet reached in the United States.
5. In the beginning of this period, a group of pioneering dancers started
creating a new movement that suited the tempo and pulse of the new
century which paved way to modern/contemporary dance.

II. Matching Type. Match Column A with Column B. Select the letter of your
choice.

Column A Column B
6. Stag Turn a. BALLET
7. Chasse b. MODERN
8. Balance
9. Developpe
10. High Release

Column A Column B
11. Stag Turn a. Locomotor
12. Chasse b. Non-locomotor
13. Balance
14. Developpe
15. High Release

20
III. True or False. Write A if the given statement is correct. Write B if the
statement is incorrect. Be guided with the underlined word/phrase.

16. Ballet is acclaimed as one of the most admired and most complex dance
of all time since numerous other professional dances came to be.
17. The physical aspects of dance can be both a valuable source of exercise
as well as a cause of mental disorder.
18. Decreasing moderate to vigorous physical activity has the greatest
potential for increasing health benefits.
19. Non-locomotor movements are those that incorporate traveling from
one point to another while locomotor movements are body movements
without travel.
20. Safety in dancing can be achieved if certain precautionary measures
will be considered such as knowing proper posture, dance-related
injuries prevention and control and proper etiquette in the use of
facilities and equipment.

Additional Activities

Make an instructional manual of the fundamental ballet and modern dance

movements. Have your pictures taken as you demonstrate the movements,
print them out, and use them for the manual. Be guided with the Rubrics in
rating your instructional manual.
Rubrics for the Instructional Dance Manual

21
 22
Rubrics for Choreographed Dance Performance
What’s In What’s Activity 1.3
What I What’s New
More
Know (Locomotor/Non- 1. A
Locomotor) (1)A; (2)B; (3)A; (4)A; (5)B;
Activity 1.1. 2. A
1. B (6)B; (7)A; (8)A; (9)B; (10)B
1. a 3. B
2. b 2. A 1. o 4. B
3. c 3. B Score Interpretation 2. j 5. B
4. d 4. A Table 3. k
5. B 4. n Assessment
5. a No.
6. b 6. B Interpretation 5. b
of √ 1. a 16. A
7. c 7. A 6. b
2. d 17. B
8. d 8. A Very familiar 7. c 18. B
3. e
9. a 9. B 7-10 with the 8. p 4. d 19. B
10. A dance moves 9. i 5. e 20. A
10. b
10. e 6. b
(Fundamental Slightly
7. a
Positions)) familiar with
4-6 Activity 1.2. 8. a
1. e the dance
9. a
2. b moves 1. A 10. b
3. a Not so 2. B 11. a
4. d familiar with 3. C 12. a
5. c 1-3 13. b
the dance 4. G
moves 5. H 14. b
15. b
Answer Key
Reference
Books
(2020, June 12). Retrieved from Goggle: https://dancepoise.com/ballet-dance-
moves
Aparato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical
Education and Health (Vol. II). Nicanor Reyes Sr. St., Sampaloc Manila: Rex
Bookstore.

Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, G. R. (2017). Dance for
Life (HOPE) Series for Senior High School. 839 EDSA, South Triangle, Quezon
City: C & E Publishing, Inc.

Callo, L. F., Camiling, M. S., Yap, J. C., Cagulang, J. P., Doria, J. C., Deveraturda,
E. E., & Grecia, J.-a. G. (n.d.). Physical Education and Health - Grade 10
Learners Material. DepEd Complex Meralco Avenue, Pasig City: DepEd-
IMCS.

Online Sources
(n.d.). Retrieved from
https://www.google.com/search?q=rubrics+for+dance+performance&oq=rub
rics+for+dance+performance&aqs=chrome..69i57j69i59.9917j0j7&sourceid=
chrome&ie=UTF-8

Healthy Children.org. (2020, June 11). Retrieved from Goggle:

https://www.healthychildren.org/English/healthy-
living/sports/Pages/Ballet-and-Dance.aspx

Johns Hopkins Medicine . (2020, June 11). Retrieved from Goggle:

https://www.hopkinsmedicine.org/health/conditions-and-diseases/sports-
injuries/common-dance-injuries-and-prevention-
tips#:~:text=Some%20common%20dance%20injuries%20are,Knee%20injuri
es%3A%20patellofemoral%20pain%20syndrome

New York Film Academy. (2020, June 11). Retrieved from Goggle:
https://www.nyfa.edu/student-resources/ballet-and-modern-dance/

PittsBurgh Ballet Theater. (2020, June 11). Retrieved from Goggle:

https://www.pbt.org/learn-and-engage/resources-audience-
members/ballet-101/basic-ballet-positions/
Quora. (2020, June 11). Retrieved from Goggle: https://www.quora.com/What-is-
the-difference-between-ballet-and-modern-dance#
WikiHOW. (2020, June 12). Retrieved from Goggle:
https://www.wikihow.com/Learn-Basic-Ballet-Moves

23
 For inquiries or feedbacks:

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(DepEd-BLR)

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Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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