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HEALTH OPTIMIZING PHYSICAL EDUCATION III

VICTORIAS NATIONAL HIGH SCHOOL
Victorias City, Negros Occidental

P.E 3 (DANCE)

INTRODUCTION TO DANCE

I. Rhythm and Rhythms

“Dance is an activity which can take many forms and fill many different needs. It can be recreation,
entertainment, education, therapy and religion. In its purest and most basic form, dance is art, the
art of body movement”. (Barbara Mettler, 1980)

 RHYTHM
 Is measured motion or flow, characterized by basically regular recurrence of elements
or features as beats, sounds, or accents.
 Rhythm is natural in every individual. This is so because he is born with a sense of
rhythm which is influenced by the rhythmic beating of his heart, the rhythmic
movement of his lungs as oxygen is taken in and carbon dioxide is forced out of his
system and other rhythmic movements of the organs of the body.
 RHYTHMS
 quality of movement
 sometimes thought of as DANCE
 response to a particular rhythm or music we call the MOVEMENT
 rhythmic movements
 creative rhythmic movements

II. Nature and History of Dance

1. Meaning:
 Dance- Movement set to music where there emerge organization, structure, and
pattern. It is composition which implies arrangement of parts into a form.
 As an art form, it may tell a story, set a mood, or express an emotion.
 In its purest, most basic form, dance is art, the art of body movement.
 Dancing from the word “Danson” which means “to stretch”. A means of expressing
one’s emotion through movements disciplined by rhythm. It is an act of moving
rhythmically and expressively to an accompaniment

What is Dance?
• Differs from other daily activities because it focuses primarily on “an aesthetic or even
entertaining experience- Myers, 2005
• It provided variety of functions throughout history due to its multidimensionality.
• Although there are differences in period and culture, people still dance to:
• Please the gods
• Please others
• Please themselves or self-expression
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• Build community within ethnic group/ social interaction
Do you know where dances came from?
• Seen among all people and civilizations of the world
• Thrived at different periods of history and mostly were a result of intercultural exchange and
contact
• Rooted in the pre-historic past
• Various artistic, religious, social forces started out the incorporation and development of dance
DANCE
• Been a major form of religious ritual and social expression within primitive cultures
• Used as a way of expressing and reinforcing tribal unity and strength
• First use of dance was a gesture in order to communicate.
•
2. Phases of Dance Program
a. Creative Rhythm
 These are sometimes called fundamental rhythms or natural dances. A creative
rhythm or fundamental rhythm is an end-product of the exploration.
 Actually for children in the elementary grades.
b. Recreational Dance
 Simple patterns based on combination of walking steps, the two step, polka step,
and the waltz step.
 dance mixers, square dancing and round and couple dance
c. Folk dance
 A cultural art form handed down from generation to generation.
d. Social & Ballroom Dance
 A social gathering with the more formal atmosphere than the simple and
informal parties in which the recreational dances are the usual forms.
e. Creative Dance
 It is the end-product of exploration and improvisation of movements as the
dancer or choreographer expresses his feelings or emotions, ideas and
interpretations.
 The principle of art forms are all observed in the composition of the dance.
 The highest form of dance for the purpose of entertainment.

3. Nature
 Dance differs from athletics and other daily activities because it focuses primarily on
aesthetics or even entertaining experiences.
 Why do people dance?
1. To please the Gods
2. To please others
3. To please themselves or self-expression
4. To build community.

Pre-historic Era
• Performed ways they hoped would appease the forces of nature/ give them new powers of
their own
• Man danced originally to supplicate the gods on all important occasions of life- Kraus and
Gaufman, 1981
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• Dance have not yet fully recorded
Pre- Christian Era
• Real knowledge of dance came about within the great Mediterranean and Middle Eastern
Civilizations
Ancient Egypt
• Dance became full blown and was richly recorded
• Reflected in their wall paintings, reliefs, and in literary recorded in hieroglyphs
• Most dances were chiefly a medium of religious expression
Ancient Greeks
• Also thought highly of dance
• Closely linked with other kinds of experiences
• Taught as an aid to military training among the boys of Athens and Sparta
• Not just for religious and military training but also a form of entertainment and display
• Dance was commonly used in education
• Dance was commonly used in education
• It is an art of integration of the body and soul- Plato, Aristotle, Socrates
• Plato’s Elucidation on the Laws- two kinds of dance and music
• Noble- fine and honorable
• Ignoble- imitating what is mean or ugly
Ancient Rome
• Gave less importance to dancing
• Stopped valuing such qualities in art as the nation grew wealthy and powerful
• Ceased to create and perform the arts themselves
• Became brutal and sensationalized as their entertainers were slaves and captives
• Used more often for gruesome purposes
• Became the integral part of corruption in the latter days of the Roman Empire, resulting
condemnation of dance by the early Christians.

Development of Catholic Church and Fall of the Roman Empire

• Transformed the history of dance
• Church was the sole custodian of learning and education and source of morals
• Christian Emperors prohibited theatrical entertainment
• But still existed and performed in church during religious ceremonies
• Christian fathers approved dance provided that form and intent were holy and profound
• Became part of worships and church services.

Dark and Early middle Ages

• Artists continues to wander even if the church condemned dance as entertainment
• Performed in village squares, castles and chateaus of feudal lords
• Common people amused themselves by doing dances that is social in character
• Marked the beginning of social dancing
• Peasants : round dance (extended line) and couple dance (scandalous at that time)
• Nobility soon followed but in more refined and courtly form
• Court dances emerged as part of chivalric way of life (not able to move freely on dance floor)
• Dance on ballroom
• Peasants in contrast have large movements and wide-stepping figures
• Dance on grass or beaten earth of town
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Early Renaissance
• Dance was wholly accepted in courts as the gradual increase of the capitalist class produced
patrons of learning and art in Europe
• Dance and art in general gained impetus
• Entertainers became valuable appendage to the courts of Italy and France and served the
wealthy and powerful nobles
•
15 and 16th Century
th

• New court dances performed by the nobility came about

• Rise of the art of ballet in Italy and France
• Several other dance forms continued to sprout and spread across several countries
• After Ballet, contemporary dance (stylistic variations of ballet) emerged

BENEFITS OF DANCE AND CREATIVE MOVEMENT

Physical Benefits
• Develops cardiovascular and muscular endurance
• Improves coordination, balance, flexibility, and body composition
• Lowers risk of cardiovascular diseases
• Lowers body mass index
• Lowers resting heart rate
• Improves lipid metabolism
• Enables joint mobility (hip motion/ spine flexibility)
• Helps improve and maintain bone density; prevent osteoporosis
• Helps recover coordination and neuromuscular skills after injury

Mental/ Emotional Benefits

• Helps keep the brain sharp
• Decreases incidence of dementia and Alzheimer’s disease
• Decreases depressive symptoms
• Increase self-esteem and improves body image
• Aids in releasing emotional and physical tension

Social Benefits
• Gives sense of togetherness within a group
• Encourages positive social interaction and personal relationship in a group
• Contributes to the individual’s potential for self-actualization in society

Cultural Benefits
• Promotes cultural values

ELEMENTS OF DANCE
SPACE
• THE AREA THE PERFORMERS OCCUPY AND WHERE THEY MOVE
• DIVIDED INTO FOUR ASPECTS
• DIRECTION- movements can travel in any direction (forward/backward etc.)
• SIZE- larger or smaller actions
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• LEVEL- high, medium or low level
• FOCUS- by looking at different directions
TIMING
• Maybe executed in varying tempo
• Dancers move in tempo in underlying sound(beat/pulse)
• Silence or pauses adds to rhythmic patterns

DANCE ENERGIES
• Movements propelled by energy or force (can either initiate/stop an action)
• Dance uses different energies and minimizes the monotony of the movements

Qualities of Dance Energies

• Sustained- movements are done smoothly, continuously and with flow or control. Does not
have clear beginning and ending
• Percussive- movements are explosive or sharp. Accented with thrust of energy. Have clear
beginning and ending
• Vibratory- consists of trembling and shaking. A fast version of percussive that produces a
jittery effect
• Swinging- traced a curve line or an arc in space. Movements are relaxed and giving it to the
gravity on the downward part of the motion followed by and upward application of energy
• Suspended- movements are perched in space or hanging on air. (e.g. holding a raised leg in
any direction)
• Collapsing- movements are released in tension and gradually or abruptly giving in to gravity,
letting the body descend to the floor.

BODILY SHAPES
• How the entire body ins molded in space or the configuration of body parts.
• Symmetrical- balanced shape, movements are practically identical or similar on both
sides
• Asymmetrical- unbalanced shape, movements of two sides of the body do not match or
completely different from each other
GROUP SHAPES
• A group of dancers perform movements in different angles.
• Arrange in ways that are wide, narrow, rounded, angular, symmetrical/asymmetrical and
viewed together as a total picture/ arrangement in picture frame

Dance Appreciation and Composition

What makes a good dance?

• Displays a significant meaning or conveys a message.
• Sometimes portrays life experiences 9presented abstractly/ symbolically)
• Lifts and transport the audience from their seats during the performance
• It has a beginning, middle, and end/conclusion
• Must have a form brought to their elements by means of orderly arrangement, meaning, and
purpose- Lockhart, 1982
• Must have sense of direction (often includes all parts)
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FORM
• Instrument by which ideas and elements are arranged or combined into a logical sequence
which results in unity and consistency
• By means of which the content or idea can be expressed and communicated
• Organizing factor of any work or dance composition.
• It should progress through time from the beginning to the end of choreography
• Each sections is composed of several units
PHRASE
• Smallest unit of form in the whole dance
• Choreographers and dancers use movement phrasing when working on dances
• A single phrase consists of 8 counts
MOTIF/THEME
• A message to convey its meaning to the audience.
• Without meaning, it’s hard to understand and making bit superficial and easy to forget
• A single movement or phrase of movement that embodies the style and intention of the dance

WHAT ARE THE CHARACTERISTICS OF A GOOD DANCE?

UNITY
• Interconnected of the dance are coherent and flow smoothly together
• Movements fit together and each plays an important role that contributes to the entirety of the
dance
CONTINUITY and DEVELOPMENT
• Phrases of the dance that are organized progressively, making each movement phrase move
naturally into the next
• Continuous development of the movement phrase and the audience is swept along to the end
VARIETY and CONTRAST
• Highlighting the facet of the motif
• Introduces new material, which is noticeably different from anything so far seen in the dance
• Adds excitement and flavor in the dance
• changing directions, use of energy, timing of movement phrase and avoiding repetitions
• Slow to fast, short to long and minimal to large movement phrase
TRANSITION
• The link between movement, phrases and sections of the dance
• Long or short
• Gradual or abrupt
REPETITIONS
• Emphasizes movements and phrases that are important to the dance and gives a feeling of
closure to a work- Minton, 2007
• Some phrases need to be repeated in choreography to identify its significance
• Usually repeated phrase or section of choreography is the main message of the dance
CLIMAX
• The apex of energy of the dance is reached- Schrader, 1996
• It is where the series of events culminates
• Maybe a fast or enraged blast of energy and action/ a gentle and quiet exit that marks the end
of a particular story.
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CHOREOGRAPHIC FORMS IN DANCE
Sequential Forms
• contains themes/motif progress in specific order
• Arranged accordingly
AB (two-part)
• Similar to a verse and a chorus of a song
• Binary form with 2 contrasting sections consisting of a beginning section (A) followed by a
section (B)
• Light and dark
• Huge and tiny
• Love and hate
Commonly used in many folk dances and songs
ABA (three-part)
• Composed of introductory theme (A), a contrasting theme (B), and a restatement of the
original theme (A)
• Most popular song songs use this form where there is chorus (A), a verse (B), and a repetition
of the chorus (A).
RONDO (ABACA)
• The unifying theme (A) returns after each contrasting theme.
• (A) appears in contrasting section at least three times but it can itself be varied
• Can also be described as ABACADAEAFA development in movement idea- Minton, 2007
• Sections B, C, D, E, and F are the contrasting themes while (A) is constantly repeated after
each section
THEME and VARIATION FORM
• The motif is a series if movements to which variations are added throughout the development
of the entire choreography
• The motif/theme can be a single phrase or several movement phrases placed together in a
sequence- Minton, 2007
CONTRAPUNTAL FORMS
• Several themes are woven together in choreography to form a complex structure
• The main theme is seen against itself or against one or more other themes- Rickette-Young,
1996
GROUND BASS
• Single theme starts the dance and is repeated all the way through the dance while other
contrasting themes are simultaneously performed with it
• This form is best used done in a group working either in contrast to each other or against a
soloist
• It is also performed in a circle wherein the dancers in the circle perform the repeated theme
while the soloist or smaller group in the center performs the contrasting theme

ROUND or CANON
• Consist of 2 or more movement phrases or theme in which the main movement phrases is
imitated exactly and completely by the successive movements but done in staggered manner
FUGUE of ACCUMULATION
• A choreographic form that is constructed by adding on different movement or dance phrases
in every repetition of the main movement theme
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• The movement phrase or motif can be developed by reversing, inverting, augmenting or
diminishing throughout the dance
SUITE
• Every section of the dance (beginning, middle and end) use different tempos and qualities
• Commonly, it has a moderate beginning, a slow middle section, and a fast and lively end
section
EPISODIC FORM
• Not musical forms instead they are found in literature
• They tell a story through connected and progressive sections called episodes
• Classical ballet often use this form
NATURAL STRUCTURES
• Mostly common in seasons, life cycles, and everyday life experiences
COLLAGE
• Consists of a series of movement phrases that are often unrelated but have been brought
together to create a single dance with a beginning, a middle, and an end
• The overall form remains a whole event though the content may be illogical
TABLEAU
• Different movement phrases are performed simultaneously in the same space.
• Maybe executed in different location on the stage and connect transitional movements for
each scene to produce a progression of moving snapshots
CHANCE
• Movement phrases are performed in a random order and spatial placing.
• Every time the dance is performed, it is done in different order and therefore has a different
appearance
• Originally dance phrases are arranged by tossing of a coin

DANCE AS AN ART
DANCE- An art of rhythmic bodily movement that projects ordered sequence of moving visual
patterns of line, solid shape, and color

PHILIPPINE FOLK DANCE

• Indigenous dances of any specific “folk” or the common people
• Traditional customary or recreational dance forms of a given country which have evolved
naturally and were handed down across generations
• Related to everything of importance in our daily lives, such as customs, rituals and occupations
of a specific group of people.
• Communicates customs, beliefs, rituals, and occupations of a certain people or group of
people.

• Vivid intimate of bonds of customs, ideals, and tradition of the past through which a multitude
of national characteristics in music, steps, and costumes are preserved.

Facts to consider in learning Folk Dances

1. Geographic Location
 National Dance
 Local Dance
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2. Nature of Dance

Lopez, 2006 folk dance should be/have:

• It is traditional
• Has an expressive behavior
• Simple, basic rhythm dominates the folk dance and establishes the pattern of movement
• Created by an unknown choreographer or by communal efforts
• Performs a function in the life of the (folk) people

What are the differences between folk, national, and ethnic dances?
National Dances
• Also traditional folk dances but have a national scope
• Popular and widely danced throughout a given country, often with a number of regional
variation
• (e.g. Cariñosa, Curacha, and Pandango)
Ethnic/Ethnological Dances
• Performed in primitive tribes and have retained their close kinship with religious ritual and
community custom
• These may require a certain level of special performing skills that are symbolic in meaning,
making it harder for those outside the group to understand
• Can be performed in 3 different categories (ritual, life-cycle, occupational)
Different Types of Ethnic Dances
Ritual Dance
• Depict ritual ceremonies
• Dugso (Bukidnon)
• Pagdidiwata (Palawan)
Life-cycle Dances
• Relating to the cycle of human life such as birthing, courtship, wedding, and funeral
• Binasuan (Pangasinan)
• Daling-Daling (Muslim courtship dance from Sulu)
Occupational Dances
• Exhibit work and occupation of the dancers
• Mag-Asik (Cotabato)
• Mananagat (Cebu)
Major Regional Classifications of Philippine Folk Dance
Tribal Dances from the Cordilleras
• Include non-Christian dances from the Cordilleras
Lowland Christian Dances
• Coming from places with western influences such as the Tagalogs, Ilokanos, Pampangueños,
Pangasinense, Bisayans and Bicolanos
• Influenced by Hispanic and European cultures
Muslim Dances
• From the people of the southern islands of the Philippines such as Mindanao and Sulu.
• Influenced by Arabicand Indo- Malayan cultures
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Categories of Philippine Folk Dances
Life-cycle Dances
• Serve as ritual as one passes to a different stage in life; childhood to adulthood, singlehood to
marriage, life to death
• Courtship dances
• Wedding dances
• Funeral dances
Festival Dances
• Either religious or secular and are connected with the celebration of recurring events of special
significance
Occupational Dances
• Depict the means of livelihood of the Filipino people

Ritual and Ceremonial Dances

• Performed as part of the rituals and ceremonies of a particular group of people/ certain tribe
Game Dances
• Derivations from the local folk games
• Pukol (Aklan and Capiz)- to strike or bump each other
Joke or Tricksters Dances
• Includes joke and tricks played by a dancer on another/ group of dancers who is one of them
• Intention is to render that individual to a physical and mental indignity or discompfort
• Pandanggo sa Sambalilo (Tagalog Regions)- girl teases her male partner by
playing with his hat then pushes him when he is about to succeed in getting
back and putting on his hat from the floor
Mimetic or Drama Dances
• Mimic animals, inanimate objects or other people
• Itik- itik- duck
War Dances
• Express feud or enmity wherein two male dancers engage in physical combat with Spartan-like
intensity
• Maglalatik (Laguna)
Social Amenities Dances
Express social graces, hospitality, and offerings of gifts to friends
• Minuete Yano (Iriga, Camarines Sur)
• Alay (Tagalog Regios)
• Habanera Botoleña (Botolan, Zambales)
Fundamental Steps in Folk Dance
• Waltz • Sway Balance (Close, Point, Brush, Hop,
• Gallop Raise, Waltz)
• Change StepTwo-step • Close Step
• Polka • Leap
• Mazurka • Touch Step
• Three-Step Turn
BALLET
• From Italian word “ballare”- to dance, ballo- dances performed in ballroom
• Combination of the arts of dancing, poetry, music, and painting- Haskell, 1965
• Artistic, programmatic, scenic dance accompanied by music- Burian, 1963
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Brief History of Ballet
• 15th century in Italy
• Started as performance in royal court where male servants would execute movement related
to the course they are serving during a court dinner
• French King Francis I of the House of Valois had many contacts with Italy and was able to
witness one of the dinner ballet
• Henry II married Catherine de Medici
• Louis XIV- five basic dance position, no high leaps and turns
• 19th Century romantic period- dancer’s golden age
• Ballet was imported to Russia
• End of 19th century was the birth of Classical Ballet in Russia- added greater variety of gravity-
defying jumps
• 20th century- enormous change in ballet and the arts (Russian Revolution, World Wars and
liberation of women)
• Sergei Diaghilev/ Michel Fokine (Russian choreographers experimented beyond the confines of
classical ballet
• It reached in United states- introduced ne-classical ballet (contemporary plotless ballet)- no
definite storyline, purpose is to use movement to express the music and to illuminate human
emotion and endeavor
• Today, ballet has become multifaceted and several of its forms are linked together to create
what is now known as Modern/Contemporary Ballet

Classical vs Contemporary Ballet

Classical
• Exactness of technique that highlights pointed toes and turnouts, high extensions and
gracefulness
• Uses traditional mime that utilizes gestures for conversation instead of words
Contemporary
• Mainly uses ballet steps and more natural movement to convey meaning
• Incorporates both classical and modern with a greater range of movement that is not strict in
bodylines traditional in classical ballet
Ballet in the Philippines
• American Colonization paved a way to classical ballet in 1915
• In 1915, Paul Nijinsky performed classical ballet in Manila Hotel roof Garden
• In 1927, Luva Ademeit started a ballet school
• It paved a way to a receptive outlook towards the artistic values of the art form
• Ballet Philippines and Ballet Manila was recognized internationally
Composition of a Ballet Class
Warm up
• Limbering and stretching exercises that warm and gently stretch the muscles before trying the
difficult moves
Barre Exercise
• Hold on to the barre to help maintain balance and correct placement of the body
Center Work Exercises
• Stretching and relaxing exercises to loosen the back and the muscles in other parts of the
body
• Exercises here are done without support, adding arm and head movements
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• First executed in adage- develop balance, strength and body alignment
• Followed with turns (pirouettes)
• Linking steps and jumps
• Fast and lively footwork and jumps
Corner Drills (Grand allegro)
• Sequence of steps combining big jumps, leaps and turns which cover large areas
• Done moving across the dance floor/ rehearsal area

Basic Dance Position in Ballet

• First Position • Third Position • Fifth Position
• Second Position • Fourth Position
Basic Exercise in the Barre
• Pliḗ • Dḗveloppḗs • Battement Dḗgagḗ
• Relevḗ • Battement Tendu • Grand Battement

Basic Ballet Movements

For Center Exercise
• Port de Bras • Sautḗ Arabesque • Pas de bourrḗe
• Arabesque • Attitude • Glissade
For Corner Exercise
• Ballet Walks • Sautḗs • Grand Jetḗ
• Chassḗ • Jetḗ • Assemblḗ

MODERN DANCE
• Term describe as contemporary dance
• Style of dancing where dancers are free to express their feelings through movements without
adhering to any rules in dance particularly that of ballet
• Dancers use their own interpretations instead of structured steps
• Uses more of torso on a horizontal rather than a vertical plane, and new varieties of tilting,
twisting, and bending movements
• Feet are not always turned out and are either pointed or flexed
• Modern dance portrays the actual human situation as it is while ballet emphasized beauty and
ethereal qualities of the human situation
Where did modern dance come from?
• Developed independently in America and Germany
• Beginning of the 20th century, started creating new movement suited to the tempo and pulse
of the new century
• Isadora Duncan’s style of dancing emanates from the center of the body where energy flow
outward, providing impulses of action. She called it solar plexis/emotional center (natural/free
flowing)
Characteristics of Modern Dance
Technique
• It teaches the dancer to control the body and making it the instrument
• Provides the skills of dance movement to make the body move efficiently and with precision
• Some see it as purely interpretative dance, but there is a technical approach
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Improvisation
• Spontaneous movement performed by dancers in response to suggestions by the
choreographer
• Modern dance allows considerable freedom to the dancers
Choreography
• Form of this dance mostly represents the personal and emotional experiences of its creator.
Basic Modern Dance Skills based on Locomotor/Non-Locomotor skills
Dance Walk- transfer of weight from one foot to another
• Forward
• Backward
• Sideward (Grapevine)
Run- transfer of weight from one foot to another
• Triplet (pliḗ, relevḗ, • Chassḗ/Slide • Falling
relevḗ) • Jumps • Rolls
• Waltz • Leap • Turns
• Gallop

DANCE AS A COMPETITION
CHEER DANCE
“a good cheerleader is not measured by the height of her jumps but by the span of her spirit”
• Relatively new in sports and dance because emerged only in 1990’s as part of the
cheerleading events
Cheerleading
• An event that consist of cheers and organized routines for sports team motivation, audience
entertainment, or competition
• Routines include cheers, jumps, dance, gymnastics, and stunting
• Purpose is to encourage spectators of events to cheer for sports team at games.
• Yellers, dancers and athletes are called cheerleaders
• When they are grouped they are called squad
History of Cheerleading
• Linked closely to the history of sports in United States
• Traced as far back as the late 19th century where in 1860’s students from great Britain began
to cheer and chant in unison for their favorite athletes at sporting events
• This eventually reached and influenced America
• In the late 1880’sfirst organized recorded yell done in locomotive style was performed in
America during college football game
• For the first 25 years, was an all-male activity
• Only in 1920’s when women participated
Elements of Cheer Dance Routine
Dance Techniques
• Some squads prefer contemporary dance techniques while others incorporate jazz, hip-hop,
modern dance, contemporary ballet and folk/ethnic dance
• Dance styles tends to be more rigid and sharper compared to other dance styles
• Emphasis is on the placement, sharpness and synchronicity of the movements
• World School Cheer Dance Championship- requires hip-hop dance style
• UAAP/NCAA- free form
Elements of Cheer
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• Coordination of organized words and movements relating to an athletic event
Hand Positions
• Bucket • Blade • Clap
• Candlestick • Jazz Hands • Clasp
Arm Positions
• Flying V • Low Touchdown • Punch
• Low V • Bow and Arrow • L motion
• T motion • Muscle Man • Diagonal
• Half T • Dagger
• Touchdown • Box
Body Positions
• Beginning Stance • Side Lunge • Kneel
• Cheer Stance • Squat
Basic Gymnastic Skills
• Jumps and Tumbling • Approach • Execution
Stunts • Lift • Landing
Cheer Dance Jumps

• Tuck • Toe Touch • Double Nine

• Spread Eagle • Side Hurdle
• Double Hook • Pike
Tumbling Stunts
• Forward Roll • Cartwheel
• Backward Roll • Round Off
Basic Formations in Cheer Dance
• Bowling Pin- formation is like pins in a bowling alley
• Staggered Line- simple line where the back line is positioned in windows
Segments of a Cheer Dance routine
• Music Section- usually mixed
• Cheer Section

DANCESPORT
• combination of art and sport
• was called competitive ballroom dancing
• Goes with partners (male/lady) competing against other partners dancing on the floor at one
time
Characteristics of Dancesport
• Posture- Enables dancer to stand out on the floor, shows sophistication and confidence
• Timing Dancing on time with the music
• Line - Stretching of the body
• Hold- Correct position of the body with the partner in closed position
• Poise- Stretch of a woman’s body upwards and outwards and leftwards into the man’s right
arm to achieve balance and connection with his frame
• Togetherness- Dancing of two people as one on the dance floor
• Musicality and Expression- Basic characterization of the dance with the particular music being
played and the choreographic adherence to musical phrasings and accents
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• Presentation- How the couple presents their dancing to the audience as well as the proper
costuming and grooming
• Power- The energy is controlled and not wild
• Foot and Leg Action- Use of lower extremities that creates balance, beauty and strength
• Shape- Combination of turn and sway to create a look or a position
• Lead and Follow- Non-verbal communication of the man and lady through shape, visual, and
body weight
• Floor craft- Ability to avoid bumping into other couples and continue dancing without pause
when boxed in
• Intangibles- How a couple look together in performing their dances
In learning skills…
• Bronze- starting level
• Silver- intermediate level
• Gold- highest level
In Europe, Dancesport UK used letters ABCDE:
• E-beginner
• A- Highest level
• Beginners
• Novice
• Intermediate
• Open amateur
• Professional Level
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HEALTH OPTIMIZING PHYSICAL EDUCATION III

Different Dancesport Styles- International Standard (ISTD)

WALTZ
• Introduced in England in 1874
• But in 1922 became as fashionable as Tango
• ¾
TANGO
• First dance in Europe before world war I
• Originated from Buenos Aires (Argentina)
• 2/4
FOXTROT
• Named after an American performer Harry Fox was premiered in 1914
• “The Memphis Blue” was an inspiration of the foxtrot
• 4/4
QUICKSTEP
• Developed during world war I in New York
• Became popular in ballrooms
• It has a common origin as that of the foxtrot
• 4/4
VIENNESE WALTZ
• Know to be born in the modest outskirts of Austria and Bavaria
• 6/8
Different Dancesport Styles- International Latin (ISTD)
CHACHACHA
• Became popular shortly after mambo was introduced
• 4/4
SAMBA
• National dance of Brazil, which originated in Africa
• Dance during carnival time
• 2/4
RUMBA
• Originated in Cuba in 16th century
• Has roots in African rhythm brought to America by the slaves
• 4/4
PASO DOBLE
• Means “double step”
• Originated from Spain and inspired in Bullfighting
• Most dramatic of all the latin dances
• 2/4
JIVE
• Developed from “jitterbug” in America
• It slowly spread in European countries and UK
• The popularity of the dance coincided with Rock n’ Roll
• 4/4

• Combination of hip-hop dance style and jazz dance movements

Street Dance (HIP-HOP)
• From African-American group of people who were looking for a creative outlet to vent their
frustrations and disappointments with society
• Started with funky beats reverberating at house of basement parties and the streets of New
York
• A cultural phenomenon affecting the youth worldwide as it reflects the social, economic,
political and cultural realities and conditions of their lives- Aldridge & Stewart, 2005
• Dance style performed to hip-hop music and usually done in the street
• Evolved as part of hip-hop culture
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HEALTH OPTIMIZING PHYSICAL EDUCATION III
• Started in 1970’s in America
Fundamental Characteristics
Rapping
• Vocal element
• Rap music is the heart of the hip-hop musical genre
Disc Jockeying
• Means scratching or turn-table record mixing
Break Dancing (B-boying)
• Elaborate social dance from teenage Latino and African American males in South Bronx,
New York in 1970
• It started as a form of fighting, a mixture of physically demanding movements, stylized
punching and kicking movements directed at an opponent- DeFrantz, 2004
• Accentuated energetic movements with acrobatic skills
GRAFFITI ART
• Known as aerosol art
Different Dance Styles- Old School
Breaking
• Known as breakdancing in early 1970’s
• Unstructured and highly improvisational style that incorporates gymnastic and acrobatic
movements
• Dancer executes several explosive, acrobatic movements with breaks or freezes in between
acts
• Holding the position of the movements for a few seconds before continuing or shifting to the
next movement
Popping
• Quick contraction and relaxation of muscles to producing jerking of various joints
Locking
• Created by Don Campbell in Los Angeles, California in 1969
• Originally called Campbellocking
• Relies on fast, distinct arm and hand movements combined with relaxed hips and legs
wherein the lock is the basic movement
Different Dance Styles- New School
Krumping
• Characterized by unrestrained, rapid-fire and highly energetic moves of the limbs and torso
House
• Style that emphasizes fast, complex, footsteps with fluid movements of the torso
Street Jazz