Republic of the Philippines

Department of Education Regional Office IX, Zamboanga Peninsula

PHYSICAL EDUCATION Quarter 2, Wk. 6 – Module 2

Social Dance and Dance Mixers

Zest for Progress

Zeal of Partnership

Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

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1

At the end of the module, each student is expected to:

Executes the skills involved in the dance (PE9RD - IIb - h – 4)

Undertakes physical activity and physical fitness assessments (PE9PF- Ia - h -23)

Monitors periodically one’s progress towards the fitness goals (PE9PF- Ib - h -28)

In this module, you will be given activities to

display and enhance your skills in social

dancing at the same time formulate your

understandings as regards the benefits of such

activities to your fitness and well-being. As you

go on and overcome the challenges provided for

you, you will learn that together, dancing

activities will be more fun and exciting, without knowing that you are at the

same time improving your fitness and your social skills. What are you waiting

for? Get on to the dance floor and show what you’ve got!

Complete Me (Assessment of Knowledge) In this activity, your knowledge will be assessed through the given

completion statements below. As much as possible don’t copy ideas which

were already presented in the lecture-discussion, if there’s any. You are

encouraged to come up with your own idea to complete the given statements.

NAME:_____________________________

Yr./Sec.:________________Date:________

Social dances are ____________________________________________.

They are classified into two groups, ________________________ and

______________________.

Social dances are also called ________________________.

_____________________ on the other hand, are social dances performed in

groups while periodically changing partners to maximize the social

dimensions of social dancing. ___________________ can be developed if one

engages in _______________________. ______________________ and

___________________ can also improve if one performs social dances regularly.

WHAT I NEED TO KNOW

WHAT’S IN

2

The ___________________________ can guide one as to what kinds of food to

eat to maintain or improve weight too. My favorite among the social dances

is_______________because_________________________________________________

_________________. I believe that with my participation in social dancing, I

will improve my fitness, ________________________ and may eventually help

me in influencing my _____________________________________to improve their

fitness too.

In the previous

module, you were taught the description of each social dance.

Let’s put that to the test by you comparing each social dance.

A. Fill up the table below to adequately differentiate the diverse

ballroom routines.

Type Origin Movement

Description

Time Signature

1. Cha-cha

2. Foxtrot

3. Jive

4. Lindy hop

5. Mambo

6. Pasodoble

7. Quickstep

8. Rumba

9. Samba

10. Tango

11. Viennese

Waltz

12. Waltz

WHAT’S IN

3

Cha-cha Foxtrot Jive

Lindy Hop Mambo Pasodoble

Quickstep Rumba Samba

Tango Viennese Waltz Waltz

B. Please fill in this graphic organizers with a short

description of each to enhance your understanding of various

social dances. Write it on the blank space provided under each

dance category. Paste an image corresponding each dance to

make a collage.

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Daily Routine: Accomplish the following before proceeding to the activity

proper:

Warm-up: Dynamic Stretching Exercises

HR Log: Activity Notebook

WHAT’S NEW

Hip Side bending 16 counts Forward Lunges 16 counts

Leg Swings 16 counts Jumping Jacks 16 counts

Source: http://2.bp.blogspot.com/-OwCCGh-Od64/UYnZF2z4ccI/AAAAAAAAM8o/0tHPAJY9krg/s1600/dynamicstretch.jpg

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C. The Importance of Dance Mixers

1. Guess the type of social dance the above image is involved in.

2. Are the dancers having fun time? Explain your observation.

3. What do their costumes or outfits tell about the affair they are in?

Expound your answer.

4. What does the distance of their partners reveal about the social

comfort level of each pair? Explain which pair has the most and/or

the least comfort and ease in the dance.

6

Brief History

Cha-Cha-Cha originated in Cuba in the 1940s, and it is thought the

name is derived from the sound of the dancers' shoes as they shuffled

around the dance floor.

The Cha-Cha is a vibrant, flamboyant and playful dance, with a light

and bubbly feel giving it a unique sense of fun. The Cha-Cha requires small

steps with the feet remaining in contact or close to the floor as in most

Latin dances, and lots of Cuban hip action!

The Cha-Cha was originally one of the Mambo moves, where two

slow steps were followed by three quick steps, changing weight on each

step. This figure from the Mambo became the basic step of the Cha-Cha,

and this triple step is known as a ‘Cha-Cha Chasse’. Given its close

association with the Rumba and Mambo, it should be no surprise that the

Cha-Cha is very similar in style.

Cha-Cha's continued popularity can be heard in the music of Ricky

Martin, Marc Anthony and Carlos Santana.

Characteristics and Technique

Tempo: 120-140 beats per minute

Rhythm: 2,3,4&1

Time signature: 4/4

The basic components of the Cha-Cha are triple steps and rock steps.

Quick, small steps must be maintained throughout the dance. The distinctive

movements of the hips result from the constant bending

and straightening of the knees. There is no change of height or bounce action

during these hip movements.

The Cha-Cha Chasse consists of three steps which can be danced in

any direction with a staccato action. The fourth beat of every bar is

syncopated, giving it a unique and characteristic 2,3,4&1 rhythm. Therefore,

five steps are danced to four beats, and the last beat of the triple step is the

first beat of the next bar.

WHAT IS IT

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Guapacha Timing

Many steps in the Cha-Cha-Cha lend themselves to this variation in

timing, where a step that is normally taken on the second beat of the beat is

delayed for a further ½ beat in order to create a sharp and clean effect. This

is pronounced WHAPPACHA!

The Cha-Cha is danced on beat 2, and so to achieve this it is

necessary to take a preparation step with LF to side on beat 1 of the first

step in order to begin on the correct timing & rhythm of the dance.

Toe Turn-Out

As a general rule, the step before a ‘replacing’ action will have a

slight natural turn out of the toe (between 1/16th and 1/8th, depending

on the dancer’s own physique). This is also known as a ‘checking action’.

Any step which is followed by another step in the same direction, does not

have this turn out action and the toe of the stepping foot should be kept

straight.

Cha Cha Chasse

Due to the syncopation of the chasse action with the 4&1 timing ( ½

, ½, 1), there will be a slight compression of the knee of the step on the 4

and the same of both knees for the &. With both knees straightening into

the beat of 1. Begin with a proud elegant posture, all weight on RF (hip to

right) feet slightly apart. Release the heel of LF in order to take a

preparation step to side on 1. Arms should be held naturally by your side,

elbows slightly lifted in basic Latin position. Cuban motion is used

throughout the routine.

ACTIVITY 2: Let’s Do the Cha-Cha-Cha

In this activity, you will be given opportunities to learn and master the

basics of the cha-cha-cha. Bear in mind that there’s more to a dance than

dancing itself. After mastering the basics, you can already come up with

your own combinations. Besides, as you continue dancing, your fitness will

also continue improving.

You will need:

CD/VCD/DVD Player Notebook Pen

Speaker Chart indicating the basic steps, patterns and counting

Cha-cha-cha music (search an mp3 file from the net)

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1. Play the music of cha-cha-cha. Clap the rhythm of the dance

(4 and1, 2, 3).

Basic Name of

Step

Step Pattern Counting

1 Weight

Transfer

(Rock

Step)

R-Bw, L-Fw 1, 2

2 R Chasse

Fw

R-Fw, L-C to R, R-Fw 1 and 2

3 Weight

Transfer

(Rock

Step)

L-Fw, R-Bw 1, 2

4 L Chasse

Bw

L- Bw, B-C to L, L-Bw 1 and 2

5 Alemana

Turn

L-Fw (Pivot Halfway

Turn R), R-Fw (Pivot

Halfway Turn R)

leading to a Chasse L

Bw

1, 2

6 New York

(L over R)

Step L across R in

Front, Step R in Place,

Chasse L Sw, Step R

over L in Front, Chasse

R Sw

1, 2, 1 and

2

1, 2, 1 and

2

7 New York

(R over L)

Step R across L in

Front, Step L in Place,

Chasse R Sw, Step L

over R in Front,

Chasse L Sw

1, 2, 1 and

2

1, 2, 1 and

2

8 Spot

Turn

Same with Alemana

Turn but done Sw-leading to a chasse Bw

1, 2

Variations

Opening

Outs

https://www.youtu

be.com/w

atch?v=WF53l-

NA6CE

RF back

Replace weight to LF

RF to side (small step) Close LF towards RF

RF side

LF back Replace weight to RF

LF to side (small step)

2 Slow

3 Slow

4 Quick & Quick

1 Slow

2 Slow 3 Slow

4 Quick

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Close RF towards LF

LF side

& Quick

1 Slow

Syncopated

Cuban

Break

https://ww

w.youtube.com/watch?v

=ZOkso120R

6g

RF forward & across body,

toe turned out Replace weight to LF

RF side & slightly back

Replace weight to LF RF forward & across

body, toe turned out

Replace weight to LF RF side

*This can be repeated

with LF

2 Quick

& Quick

3 Quick

& Quick 4 Quick

& Quick 1 Slow

Syncopated Cha-Cha

Time Step

https://ww

w.youtube.c

om/watch?v=oGrCpuXq

84s

Close RF to LF

Replace weight to LF RF to side (small step)

LF close to RF

Replace weight to RF LF to side small step

2 Quick

& Quick 3 Slow

4 Quick

& Quick 1 Slow

Cross Basic Chasse

https://www.youtube.c

om/watch?v

=1dkl4cUhzDA

LF cross behind RF

Replace weight to RF LF to side (small step)

Close RF towards LF

RF to side (small step)

2 Slow

3 Slow 4 Quick

& Quick

1 Slow

Legend: L - Left Foot Fw - Forward R-Right Foot Bw - Backward C-Close Step

2.This time, as the music plays, master the patterns introduced together

with your partner.

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3. Follow the sequence below as many times as possible until you have

mastered them:

Basic Combination 1: 1, 2, 3, 4 Basic Combination 2: 1, 2, 6, 8, 2

1, 2, 3, 4 1, 2, 3, 4

1, 2, 3, 4 1, 2, 6, 8, 2

1, 2, 5, 2 1, 2, 3, 4

1, 2, 6, 8, 2

This time, let’s have it with a partner (any family member). Follow the

sequence of steps to be executed simultaneously with a partner. Continue

doing them until mastery is achieved.

Combinations Male (Start with L

Fw)

Female (Start with R

Bw)

1 3, 4, 1, 2

3, 4, 1, 2

3, 4, 1, 2

3, 4, 1, 2

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 5, 4

2 3, 4, 7, 8, 2

3, 4, 1, 2

3, 4, 7, 8, 2

3, 4, 1, 2

3, 4, 7, 8, 2

1, 2, 6, 7, 4

1, 2, 3, 4

1, 2, 6, 7, 2

1, 2, 3, 4

1, 2, 6, 7, 2

3 Continue doing them with music until mastery

is achieved

Note: Have a family member video-capture through an android phone the

execution of these dance steps.

WHAT’S MORE

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Below is a Peer-Assessment tool for you to assess your performance in the

given activity (It is suggested that a guardian or parent will do this

assessment. All you need to do is tick the needed responses based on the

performances of your peer or classmate. Do this in your activity notebook.

NAME: Yr./Sec.:_______ Date:_____

Indicators of Performance O VS S NI P

5 4 3 2 1

1. Performs the step patterns correctly with

mastery.

2. Performs the step patterns correctly, with

mastery and proper counting.

3. Displays grace while doing the

movements.

4. Fosters respect and courtesy towards

partner and activity.

1. How did you find the activity? Were you able to perform well? Justify

your answer.

2. How is cha cha-cha different from other social dance?

3. What benefits can you gain as you engage yourself with dance mixers

during social gatherings?

WHAT I HAVE LEARNED

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In this activity, you are expected to have mastered the basics of cha-

cha-cha introduced earlier. Why? Because we’re going to put it to another

level! We will come up with a dance mixer out of it for you to have a chance

to dance with the rest of your family. Sounds exciting?

You will need:

CD/VCD/DVD Player

Speaker

Cha-cha-cha music

Here’s how:

1. Group yourselves into four pairs each.

2. Be in a square formation as illustrated:

(X-Males, O-Females)

3. Distance between partners shall be about 3-4 meters. Be reminded that

the sequence of combinations is the same as how it was introduced in

Activity 2, number 6. Do combinations 1 and 2 for two repetitions.

4. Upon finishing 2 repetitions of combinations 1 and 2, Males raise L arm

for females to turn inward. Females end up with the next partner. Do this

for 8 counts. Bow to partner and assume closed ballroom position for

another 8 counts.

5. As soon as new partners meet each other, repeat combinations 1 and 2

twice.

6. Do the same with the rest of the remaining corners. Males stay, females

travel around counterclockwise. Two rounds may do.

7. With the same column formation, in sitting position, watch any of the

following videos of ballroom (cha-chacha) experts introducing basic

combinations of the dance.

https://dancingexperts.com/cha-cha-dance-steps/

https://www.youtube.com/watch?v=NLLDDV6hHTY

https://www.youtube.com/watch?v=JZO6Me-cW-I

WHAT I CAN DO

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Performance Task

1. You and your housemates should form a group of two-four pairs. Observe minimal

protective equipment be used to prevent possible close contamination.

2. Prepare your own cha-cha-cha routine within 15 minutes.

3. You are expected to give it your best because this performance will be video

captured. Have a camera tripod or someone else to capture your video for you.

Send this video clip to your assigned group chat or similar platforms.

4. Your video performance will be rated according to the following rubric

ASSESSMENT

Region IX: Zamboanga Peninsula Hymn – Our Eden Land Here the trees and flowers bloom

Here the breezes gently Blow,

Here the birds sing Merrily,

The liberty forever Stays,

Here the Badjaos roam the seas

Here the Samals live in peace

Here the Tausogs thrive so free

With the Yakans in unity

Gallant men And Ladies fair

Linger with love and care

Golden beams of sunrise and sunset

Are visions you’ll never forget

Oh! That’s Region IX

Hardworking people Abound,

Every valleys and Dale

Zamboangueños, Tagalogs, Bicolanos,

Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,

All of them are proud and true

Region IX our Eden Land

Region IX

Our..

Eden...

Land...

My Final Farewell Farewell, dear Fatherland, clime of the sun caress'd

Pearl of the Orient seas, our Eden lost!,

Gladly now I go to give thee this faded life's best,

And were it brighter, fresher, or more blest

Still would I give it thee, nor count the cost.

On the field of battle, 'mid the frenzy of fight,

Others have given their lives, without doubt or heed;

The place matters not-cypress or laurel or lily white,

Scaffold or open plain, combat or martyrdom's plight,

T is ever the same, to serve our home and country's need.

I die just when I see the dawn break,

Through the gloom of night, to herald the day;

And if color is lacking my blood thou shalt take,

Pour'd out at need for thy dear sake

To dye with its crimson the waking ray.

My dreams, when life first opened to me,

My dreams, when the hopes of youth beat high,

Were to see thy lov'd face, O gem of the Orient sea

From gloom and grief, from care and sorrow free;

No blush on thy brow, no tear in thine eye.

Dream of my life, my living and burning desire,

All hail ! cries the soul that is now to take flight;

All hail ! And sweet it is for thee to expire ;

To die for thy sake, that thou mayst aspire;

And sleep in thy bosom eternity's long night.

If over my grave some day thou seest grow,

In the grassy sod, a humble flower,

Draw it to thy lips and kiss my soul so,

While I may feel on my brow in the cold tomb below

The touch of thy tenderness, thy breath's warm power.

Let the sun draw the vapors up to the sky,

And heavenward in purity bear my tardy protest

Let some kind soul o 'er my untimely fate sigh,

And in the still evening a prayer be lifted on high

From thee, 0 my country, that in God I may rest.

Pray for all those that hapless have died,

For all who have suffered the unmeasur'd pain;

For our mothers that bitterly their woes have cried,

For widows and orphans, for captives by torture tried

And then for thyself that redemption thou mayst gain

And when the dark night wraps the graveyard around

With only the dead in their v igil to see

Break not my repose or the mystery profound

And perchance thou mayst hear a sad hymn resound

'T is I, O my country, raising a song unto thee.

And even my grave is remembered no more

Unmark'd by never a cross nor a stone

Let the plow sweep through it, the spade turn it o 'er

That my ashes may carpet earthly f loor,

Before into nothingness at last they are blown.

Then will obliv ion bring to me no care

As over thy vales and plains I sweep;

Throbbing and cleansed in thy space and air

With color and light, with song and lament I fare,

Ever repeating the faith that I keep.

My Fatherland ador'd, that sadness to my sorrow lends

Beloved Filipinas, hear now my last good-by!

I give thee all: parents and kindred and friends

For I go where no slave before the oppressor bends,

Where faith can never kill, and God reigns e'er on high!

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Criteria

Point Scale

Excellent 4 pts

Very Good 3 pts

Satisfactory 2 pts

Needs Improvement 1 point

Execution

of Steps

Student executes basic steps consistently

Student

executes basic steps most of the time

Student

sometimes correctly executes basic steps

Student rarely

correctly executes basic steps

Rhythm/ Tempo

Shows a complete understanding of tempo and beat and stays on rhythm throughout the dance.

Accurate in beat, tempo, rhythms of dance sequences throughout the dance.

Generally accurate in beat, tempo, rhythms of dance sequences most of the time.

Shows a basic understanding of tempo and beat, but falls behind and/or speeds up in places or makes errors in rhythm.

Smooth Transitions

Student consistently transitions smoothly from step to step.

Student often transitions smoothly from step to step.

Student sometimes transitions smoothly from step to step.

Student rarely transitions smoothly from step to step.

Partner Communication

Works well consistently with various partners. No need to look at feet. Is confident in helping partners to work together.

Works well with dance partners most of the time. Helps partners who are not sure of timing, sequence etc.

Works well sometimes with partner. Still a number of mistakes and lack of communication.

There is no communication with partners. Many toes are stepped on and there is a lot of confusion.

Knowledge of Choreography

Demonstrates excellent knowledge of the choreography. and does it well.

Demonstrates good knowledge of choreography. Keeps up with

group. Few errors, however it does not interfere with performance.

Demonstrates knowledge of choreography. Keeps up with group. Some

errors(3-5 errors) causing brief pause in performance.

Demonstrates some knowledge of choreography, but unsure of some

movements. Sometimes hesitates/ watches others and makes several errors

Technical skills

Dance performed with great attention to quality of movement, body position, placement on stage and other details of dance.

Dance performed with attention to details of technique, has attained proficiency in dance style.

Dance performed with attention to most details of technique, but hasn't attained proficiency in dance style yet. Some technical errors.

Only some understanding of technical elements (ie. footwork, quality of movements, body positions) demonstrated in performance.

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Doria, J., et al. (2014). Physical education and health learner’s material - Grade 9. Department

of Education. Republic of the Philippines

file:///D:/ADM%20modules/pe_9_lm_draft_4.7.2014.pd Accessed: August 19, 2020

https://dancingexperts.com/cha-cha-dance-steps/ Accessed: August 19, 2020

https://www.youtube.com/watch?v=NLLDDV6hHTY Accessed: August 19, 2020

https://www.youtube.com/watch?v=JZO6Me-cW-I Accessed: August 19, 2020

REFERENCES

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partners to maximize the social dimensions of social dancing. Fitness can be developed if one engages in vigorous activities.

Cardiovascular endurance and flexibility can also improve if one performs

social dances regularly. The _Philippine Food Pyramid can guide one as to what kinds of food to eat to maintain or improve weight too. My favorite among

the social dances is (learner’s opinion)__________because (learner’s

opinion)_____. I believe that with my participation in social dancing, I will

improve my fitness, (learner’s opinion)_ and may eventually help me in influencing my (learner’s opinion)_ to improve their fitness too.

Processing Questions:

1-3) Situational