PE205 - LINE Dance Module PDF

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PE 205 PATHFIT 1 - LINE DANCE First Semester 2021-2022 (Cluster 1) TOPIC I

COURSE INTRODUCTION

Importance of dance Dance is a health-promoting physical activity which many people worldwide incorporate into their lifestyles today. This physical activity appeals to some who may not typically be active and therefore may be another alternative of exercise. Dance for health has become an important factor in the prevention, treatment and management in several health circumstances. It can benefit both physical and mental health and subsidizes social communication. Dance is an art which is learned in and shared between many cultures. Types of dance can entail body movements, expression and collaboration. The correlation between dance and health has been subject of a number of research studies that show dance to be a largely healthy exercise.

Dance plays an important part in the PE curriculum because it will allow students to experience cultures from the different and around the world, able to work in groups with others to achieve different types of challenges, such as creating dance variations and to learn about body movement while being motivated by the power of music. Dance is masterful movement in a rhythmically coordinated, and expressive way. It is a vital part of a child’s movement education. When students apply the aspects of the movement framework to create dance sequences they are learning how to dance. Creating dances means exploring the movement framework, selecting movement elements and refining dance sequences. Here, learning is on a higher level than simply repeating a dance that was created by another. It is important to note that “traditional”

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dances such as square, folk, and social/ballroom do have an important place in physical education. These dances can be broken down, by the teacher or the student, into body, space, effort and relationship aspects. Students can use these pieces of dances to create their own unique dance. Students participate in three types of learning experiences during dance: creating, performing and responding. While creating, students use the cognitive processes of application, analysis, synthesis and evaluation to create dances.

During performance, students recall and reproduce movements from existing dances.

When responding, learners observe, interpret, analyze, and evaluate as they describe movement, qualities of movements, compositional structures and their feelings and understanding of a dance.

Finally, students can also assume the responsibilities of a performer, creator or observer during a dance lesson.

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Dance and the Movement Framework Rudolf Laban created a structure for organizing human movement in order to guide teaching and learning in dance. This framework includes four aspects: body, space, effort and relationships. Body Aspect

Beginners should spend much time using whole body actions such as curling, twisting and stretching, walking, running, galloping, skipping, and jumping. We can encourage more expression by using such action words as shiver, melt, collapse and slither. Nonlocomotor movements such as gesturing, rising, sinking, opening, closing and stillness can be used by dancers to communicate their ideas and feelings. A gesture (a movement of a body part that does not support body weight) for example, is an important part of a dancer’s message. Stillness can signal the beginning or end of a performance. Dancers should be mindful of which body parts lead a movement, support weight, or move in isolation. Further, the flow of movement from one body part to another contributes to a dancer’s performance. Students can also use body shapes to tell their story. A twisted shape, for example, could communicate inner turmoil. Effort Aspect

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Early in Laban’s study of dance he suggested that dance students focus on effort after the body aspect. Here, students can explore time, weight, space and flow. In other words, they should have experiences moving: suddenly and sustained; strongly and lightly; directly and flexibly; and freely and bound. A lesson on bound flow might include words and images such as trudge, plod, stiffen, grind or like a robot. The purpose of using such words and images is always to focus students on an inner attitude toward movement. Here, the attitude is toward bound flow. Space Aspect

Dancers should move in general and personal space through different pathways, directions, levels, planes, areas and extensions. Varying the ways, we move through space adds interest and meaning to dances. Relationships Aspect

Most dancers must maintain important relationships as they move. These relationships include maintaining a proper position in relation to a partner or a group. Dancers must also be able to lead, follow, mirror, match, copy and move in unison and canon. Moving toward and away from another or a group is a common element in dance choreography. Dancers must always move in relation to a rhythm or a sound (beat competence). Here, students can move a body part or the whole body in relationship or agreement with a beat. These experiences should begin with a slow and regular beat like that of a drum. The tempo and drum beat pattern should increase in difficulty with student proficiency. Students could also choose movements to interpret

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stories, poems, aspects of science and visual art work. Last, dancers should place body parts carefully in order to create body shapes and tell a story through movement. ACTIVITY 1. Timed Quiz PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY. Activity 2. Collage Making PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

TOPIC 2

NATURE OF DANCE

DANCE

Dance, patterned and rhythmic bodily movements, usually performed to music, that serve as a form of communication or expression. Dance is an art form characterized by use of the human body as a vehicle of expression. Dance has been described as “an exciting and vibrant art which can be used in the educational setting to assist the growth of the students and to unify the physical, mental,

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and emotional aspects of the human being.” (Dance Directions, 1988). Dance is immediately accessible for most people —no special equipment is needed, just the ability to move. Dance is an exciting and vibrant art which can be used in the educational setting to assist the growth of the students and to unify the physical, mental, and emotional aspects of the human being.

DANCING Is actually doing it (actual performance). This is a means of expressing one’s emotions through movement disciplined by rhythm. It is an act of moving rhythmically and expressively to an accompaniment. The word dancing came from an old German word “danson” which means “to stretch”. Dancing is a verb; dance is a noun.

SIGNIFICANCE OF DANCE EDUCATION Dancing is a part of dynamic cultural expression of all societies, and every individual has potential ability to dance. The inclusion of dancing in the physical education programs of school simply to expose everyone, especially the youth to the many benefits of learning dance and to engage students in artistic experiences through the processes of creation, performance and response.

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1. Dancing promotes personality development since people involved in dance improve their: • • • • • • •

Grace and rhythm Posture and biomechanics Discipline Dedication, motivation and determination Self-esteem and confidence Self-actualization Values of cooperation, resourcefulness, obedience and respect

2. Dancing improves emotional, mental, social and physical well-being;

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3. Dancing provides a happy, fulfilled and satisfying life.

4. Dancing improves reflexes and awareness of one’s own body and the immediate environment; and

5. Dancing educates oneself and the audience during the performance of a dance.

Dance education programs include opportunities for the development of: • • • • • •

Critical thinking and analytical skills; Cooperation and teamwork; Self-expression and teamwork; Organization and problem solving; Cultural literacy; and Communicating emotions through movement.

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HEALTH BENEFITS OF DANCING Dancing can be a way to stay fit for people of all ages, shapes and sizes. It has a wide range of physical and mental benefits including:

• • • • • • • • • • • • •

improved condition of your heart and lungs increased muscular strength, endurance and motor fitness improved muscle tone and strength weight management stronger bones and reduced risk of osteoporosis better coordination, agility and flexibility improved balance and spatial awareness increased physical confidence improved mental functioning

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REASON WHY PEOPLE DANCE Perhaps dance is the medium through which we show the world who we truly are and who we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know ourselves to be wonderfully unique, with many layers of personality and talent woven in such a way that no one on earth could possibly have our same make-up. We know it. We just do not always know how to prove it. People dance for: 1.

Enjoyment - Dancing also improves spatial awareness, as well as raising the heart rate and causing a release of feel-good endorphins into the bloodstream. One more benefit is that it helps reduce levels of cortisol – a stress hormone. “That’s another reason why it makes you feel happy and more relaxed,” says fitness expert Matt Roots. “Modern living often leaves us feeling disconnected from our bodies, because we spend so much time sitting down and hooked up to technology. Dancing makes you feel good because it makes you feel so alive.”

2. Profession – The professional dancer, who has studied dance for many years, can find employment opportunities as a member of a professional dance company or in other dance opportunities such as a dancer in local and national productions, musicals, television programs, theme parks, cruise ships, and film.

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3. Ritual, praise and worship of God - Dance is part of many systems of belief about the universe that deal with the nature and mystery of human existence and involve feelings, thoughts, and actions. From a comparative worldwide perspective, dance may be seen as human behavior composed (from the dancer's point of view) of purposeful, intentionally rhythmical, and culturally patterned sequences of nonverbal body movements in time, in space, and with effort. Different from ordinary motor activities, these movements have inherent and "aesthetic" values; that is, they have both appropriateness and competency.

4. Socialization - In addition to being a physical activity, dancing is also a highly social activity. According to “Family Talk Magazine,” dance lessons can help children improve their social and communication skills, learn how to work as part of a team, develop a greater sense of trust and cooperation and make new friends.

ACTIVITY 3. TIMED QUIZ PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

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ACTIVITY 4. Picture Documentation PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY. ACTIVITY 5. Essay PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

TOPIC 3

OVERVIEW OF LINE DANCE

Brief History of Line Dance Although many popular line dances are set to country music, the first line dances did not originate from country-western dancing. Line dancing is believed to have originated from folk dancing, which has many similarities.

Contra dancing, a form of American folk dance in which the dancers form two parallel lines and perform a sequence of dance movements with different partners down the length of the line, probably had a huge influence on the line dancing steps we are familiar with today. In the 1800s, European immigrants traveled west to North America, bringing with them a wealth of culture, including such native dances as the polka and waltz, whose movements join and evolved into what was called round and square dancing. Many believed that this style of dancing introduced the terms and steps used in country line dancing today.

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In the 1990s, school began to include folk dancing in their physical education programs. Many believed that American servicemen returning home from war influenced the spread of line dancing after being introduced to traditional European folk dances. Then there, patrons of the 1970s who believe that the real popularity of line dancing evolved from the disco era. Line dances were performed to disco-style music.

Line dances started being created for popular country songs. One example is a dance made for Billy Ray Cyrus' 1992 smash hit "Achy Breaky Heart." Even pop music began to see an upswing in line dances in the 1990s, with "the Macarena" serving as a sort of hybrid folk-pop dance number that swept the world by storm.

Line dancing began incorporating many musical styles besides country, including pop, rock, jazz, disco, Latin and even Big Band music. Line dancing is considered an art form of its own, with its own terminology and standardized steps.

Definition of Line Dance A line dance is a choreographed dance with a repeated sequence of steps in which a group of people dance in one or more lines or rows, all facing either each other or in the same direction, and executing the steps at the same time. Unlike circle dancing, line dancers are not in physical contact with each other. Line dancing is a form of dance that takes place with a group of people. Participants line up in rows and execute the same movements in a synchronized manner.

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Everyone dances alone, side by side, facing the same direction in lines or rows. Each dance consists of a sequence of steps that are repeated throughout the music. Although a variety of music may be used, the major emphasis is on country-and-western music.

Line dancing involves people standing in lines and performing dance movements together. It consists of patterned foot movements that are usually performed to a number of counts per sequence, and then the sequence is repeated. The dances are done one-wall, two-wall, or four-wall.

Wall Each dance is said to consist of a number of walls. A wall is the direction in which the dancers face at any given time: the front (the direction faced at the beginning of the dance), the back or one of the sides. Dancers may change direction many times during a sequence, and may even, at any given point, be facing in a direction half-way between two walls; but at the end of the sequence, they will be facing the original wall or any of the other three. Whichever wall that is, the next iteration of the sequence uses that wall as the new frame of reference. a.

In a one-wall dance, the dancers face the same direction at the end of the sequence as at the beginning (either no turn or a full turn, 360 degrees).

b.

In a two-wall dance, repetitions of the sequence end alternately at the back and front walls. In other words, the dancers have effectively turned through 180 degrees during one set (half turn). The samba line dance is an example of a twowall dance. While doing the "volte" step, the dancers turn 180 degrees to face a new wall.

c.

In a four-wall dance, the direction faced at the end of the sequence is 90 degrees to the right or left from the direction in which they faced at the beginning (quarter turn). As a result, the dancers face each of the four walls in turn at the end of four consecutive repetitions of the sequence, before returning to the original wall. The hustle line dance is an example of a four-wall dance because in the final figure

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they turn 90 degrees to the left to face a new wall. In some dances, they turn 270 degrees, a "three-quarter turn," to face the new wall.

Line Dance Etiquette The polite way to share and enjoy the Dance Floor. •

Never Step onto the dance floor carrying a drink, glasses or cans.

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Always walk around the edge of the dance floor.

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Never walk-through lines of moving dancers.

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Never stay on the floor to talk - if music is playing go off the dance floor to chat.

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When dancing near beginners - be mindful and courteous and don't show off.

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Try to be helpful and welcoming to newcomers, visitors and guests.

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Only start a different dance if there is room and you sense it would be acceptable.

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If the floor is crowded, take small steps, enjoy the company, but for watch collisions.

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Should you bump into someone, it is nice to apologize whether it’s your fault or not.

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Be polite and respectful to DJ's especially when making requests.

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Don't get grumpy and moan if your request is not played - it spoils it for others.

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Please and thank you goes a long way.

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Remember to give applause when dancing to live acts; don't just walk off the floor.

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Should you accidentally knock someone's drink over, replace it immediately.

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If possible, start another line rather than join one that will block the outside lanes.

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Don't be tempted to stop dancing to teach, go off the floor to teach.

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When starting a dance go to the front so others can fall in behind you.

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If appropriate, try to leave the outside edge clear for couple dancers.

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Those dancing around the outside have the right of way, don't block their progress.

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Say thank you at the end of an enjoyable session.

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When dancing around the floor, the line of dance 'L.O.D' is always anti clockwise.

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Finally, keep your head up, keep smiling and enjoy yourselves.

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How to Dress for Line Dancing Line dancing is a great way to have fun with friends and meet new people. But if you've never done it before, you might not know how to dress. Fortunately, you have a wide array of options, ranging from cowboy boots to skirts that whirl. The key is to throw in a splash of Country Western spice without overdoing the look. Start with the right footwear. Pull on cowboy boots if you have a pair. Fringed moccasin-style boots are a good alternative if you don't own the typical Western style ones. You can also buy special line dancing shoes, made by Topline, that lace up and have a small heel. These shoes are a good investment if you go line dancing frequently.

Zip into your favorite jeans. Denim with Western detail is also a good option. Women might want to wear a skirt that moves as they twirl. Fringed leather is always a safe bet. You can also find Country Western style flamenco dancer dresses for extra pizazz.

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Bring on the fringe when you select a shirt. Cowboy shirts like the classic Brookes & Dunn are always a good option. Women wearing skirts often pair them with a peasant style top. If you feel like you've already gone overboard with the Western look with your other articles of clothing, a simple white tee or button down is fine.

Top off your look with a cowboy hat, if you have one. Bandanas are another option, tied around your neck or over your head.

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Accessorize with leather cowboy belts slung l...