PE&Health Grade 12 Quarter 1 Module 3 Hip-Hop Cheerdance Volume 1 PDF

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PE & HEALTH 12 Quarter 1 -Module 3: Competitive Dance: Hip-Hop and Cheerdance SENIOR HIGH SCHOOL Book · December 2020

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SENIOR HIGH SCHOOL

PE & HEALTH 12 Quarter 1 – Module 3: Competitive Dance: Hip-Hop and Cheerdance

Physical Education & Health – Grade 12 Alternative Delivery Mode Quarter 1 – Module 3: Competitive Dance: Hip-Hop and Cheerdance 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: [email protected]

12 P.E AND HEALTH First Quarter – Module 3: Competitive Dance: Hip-Hop and Cheerdance (Week 5-6)

Foreword To the implementer: Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Competitive Dance: Hip-Hop and Cheerdance! 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 for the Teacher It contains reminders, tips or strategies available to guide 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 Competitive Dance: Hip-Hop and Cheerdance! 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! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. ii

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. What I Need to Know

What I Know

What’s In

What’s New

What is It

What’s More

What I Have Learned

What I can do

This will give you an idea of the skills or competencies you are expected to learn in the module. This part includes an activity that aims 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 link the current lesson with the previous one. In this portion, the new lesson will be 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 of the lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for 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 sentence/paragraph to be filled in to process what you learned from the lesson. This section provides an activity which will help you transfer your new knowledge or skills into real life situations or concerns.

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Assessment

Additional Activities

Answer Key

This is a task which aims to evaluate your level of mastery in achieving the learning competency. In this portion, another activity will be 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.

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

This is a list of all sources used in developing this module.

References

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!

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What I Need to Know The rise of the 21st century competitive arts heralded the emergence of new dance styles that are competitive in nature. These are the trendy and sporty dances such as hip-hop and cheerdance. Although innovations have been introduced through the years, these dances remain an irreplaceable way of expressing human thought and emotion and captured the interest of the new generation due to its more upbeat music and fierce movements. In this module, we will discuss the history, nature, characteristics, and basic movements of hip-hop and cheerdance that can be considered moderate-tovigorous physical activity (MVPA). These dance is regarded not only an art form with technical and expressive aspect but also sports form due to its high physiological capacity. Hip-hop and cheerdancing as a form of exercise requires planned, structured and repetitive bodily movement that affects our heart rate. Physiological indicators such as heart rates and rate of perceived exertion (RPE) as well as the exercise intensity can be calculated and can be monitored by checking your pulse. At the end of this module, you will engage dancing hip-hop and cheerdance as MVPA. You will be given activities to display and enhance your skills in hip-hop and cheerdancing. Monitoring your heart rate and rate of perceived exertion is essential as you participate actively in this dance exercise. You will also discover how these dances can revitalize your body and mind, and sustain lifelong fitness while taking into considerations your target heart zone. The module is divided into three lessons, namely:   

Lesson 1 – Hip-Hop Lesson 2 – Cheerdance Lesson 3 – Exercise Physiology Indicators

After going through this module, you are expected to: 1. discuss the nature of hip-hop and cheer dances; 2. analyze physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPA’s to monitor and/or adjust participation or effort; and 3. engage in moderate to vigorous physical activities (MVPA’s) for at least 60 minutes most days of the week in a variety of settings in and-out-ofschool.

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What I Know

Instructions. Choose the letter of the best answer. Write the letter of your choice on a separate sheet of paper. 1. Which of the following is correct about hip-hop dance? a. It evolved as a street dance which was a cultural dance variation in the United States b. It started with funky beats reverberating at house or basement parties and the streets of New York c. Both a and b is correct d. Only b is correct 2. __________ is a physical activity with a combination of different dance genre and gymnastics skills such as tumbling, pyramids, tosses and stunts. a. Hip-Hop Dance c. Ballet Dance b. Cheerdance d. Modern/Contemporary Dance 3. The word street dance arrived in the Philippines from the United States during the 1980s but only gained unparalleled popularity during the ________. a. 1990s c. 1890s b. 1980s d. 2000s 4. The following are the nature and characteristics of hip-hop except one. Which one is it? a. It has several styles such as breaking, popping, locking, house, krumping, and street jazz b. Can be described by elements such as bounce or recoil, tightening of the body, agility, coordination, and fun c. It is mostly used during a sport event when play has been stopped on the field or court d. None of the above 5. Which of the following does not belong to the group? a. Tutting c. Cartwheel b. Krumping d. House Dance

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6. Which of the following best characterized cheer dance? a. Cheer motions are used to lead the crowd and emphasize words for crowd response b. It evolved as a street dance which was a cultural dance variation in the United States c. Dancers needs proper elevation, alignment, pointing of the foot and flexibility d. All of the above 7. Which of the following does not belong to the group? a. Tabletop c. Cartwheel b. Bucket d. None of the above 8. Which is true about pulse rate? a. It refers to the maximum number of beats made by your heart in 1 minute of effort b. It is used primarily for determining heart rate zones during exercise, and the amount of cushion in heartbeats available for exercise c. It lows when you are at rest and increases when you exercise d. It is generally expressed as a percentage (usually between 50 percent and 85 percent) of your maximum safe heart rate 9. Which of the following best describes Maximum Heart Rate (MHR)? a. It refers to the maximum number of beats made by your heart in 1 minute of effort b. It lows when you are at rest and increases when you exercise c. It is generally expressed as a percentage (usually between 50 percent and 85 percent) of your maximum safe heart rate d. All of the above 10. Normal heart rates at rest for children whose age is 6 to15 is ____ bpm while adults whose age is 18 and over is _____bpm. a. 70 to 100; 60 to 100 b. 30 to 85%; 30 to 60% c. 68 to 92; 93 to 118 d. None of the above

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What’s In Prior to learning hip-hop and cheerdance, let’s try to review your fitness engagements based on your Activity Exercise Work-out Plan in Module 1, and check how ready are you in learning another physical fitness activity. Rate your level of activity using the Physical Activity Index, compute for your score and evaluate it using the Activity Evaluation Table below. PHYSICAL ACTIVITY INDEX PRINCIPLE

Intensity

Duration

Frequency

SCORE

ACTIVITY

5

Sustained heavy breathing and perspiration

4

Intermittent heavy breathing and perspiration, as in tennis

3

Moderately heavy, as in cycling and other recreational sports

2

Moderate, as in volleyball, softball

1

Light, as in fishing

4

Over 30 minutes

3

20 to 30 minutes

2

10 to 20 minutes

1

Less than 10 minutes

5

6 to 7 times per week

4

3 to 5 times per week

3

1 to 2 times per week

2

A few times per week

1

Less than once a month

Computation: Intensity x Duration x Frequency = Score Your Score:

________ x _________ x _________ = _______

ACTIVITY EVALUATION TABLE SCORE

EVALUATION

ACTIVITY CATEGORY

81 to 100

Very active lifestyle

High

60 to 80

Active and healthy

Very Good

40 to 59

Acceptable but could be better

Fair

20 to 39

Not good enough

Poor

Under 20

Sedentary

Very Poor

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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.) Hip-Hop or (B.) Cheerdance. Count the number of correct response and check the results in the interpretation table found at the Answer Key page of this module.

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1

6

7

3

8

9

5

5

4

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What is It

Lesson 1

Hiphop

Brief History The word hip-hop was derived from the word “hep”, an African-American vernacular English language since 1904 which means “current”. It was apparently invented by a New York rapper Kevin Donovan, (known as Afrika Bambaataa), who was dubbed as the Grandfather of Hip-hop. The dancing style of Hip-Hop developed from the music style that was first introduced during the 1970s in New York City among young Hispanic and AfricanAmerican communities and was made popular in the 1980s by media’s exposure of several hip-hop dance groups in America. These group of young people were looking for a creative outlet to vent their frustrations and disappointments with society. It started with funky beats reverberating at house or basement parties and the streets of New York. Hip-hop evolved as a street dance which was a cultural dance variation in the United States and is generally a form of entertainment where technical and teachable dance aspects replaced the cultural symbolism and message of the true essence of African-American hip-hop dance. The word street dance arrived in the Philippines from the United States during the 1980s but only gained unparalleled popularity during the 1990s. There are various street dance battles held locally across the country as well as hip-hop dance competitions internationally. The first Philippine Team who won the World Hip Hop Dance Championships is the Philippine All Stars. One of the pioneers of street dance in the Philippines is Jungee Marcelo. Marcelo started the first formal street dance class in the Philippines after arriving from US in 1991. After almost 11 years of living in a community dominated by African-Americans in Los Angeles, he brought with him his knowledge of urban dance in the country. Nature and Characteristics:  The movement of hip-hop dance contains an assertive angularity of body posture and an insistent virtuosic rhythmicity.  It is freestyle in nature and maybe practiced in either a dance studio or in an open space outdoor.

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 It consists of four fundamental characteristics such as rapping (MCing); Disc jockeying (DJing); Break dancing (B-boying); and Graffiti Art (Aerosol Art).  Can also be described by elements such as bounce or recoil, tightening of the body, agility and coordination, and fun.  It has several styles that comprise two main categories, the Old school (breaking, popping, and locking) and the New school (house, krumping, street jazz).

Fundamental Movements: Term

Illustration

Description

1. Breaking (Break dance)

 Executes several explosive, acrobatic movements with breaks or freezes in between acts  Hold the position of the movement for a few seconds before continuing or shifting to the next movement

2. Popping

 A quick contraction and relaxation of muscles to producing jerking of various joints

3. Locking

 It includes a lot of acrobatics and physically demanding moves, such as landing on one’s knees and the split  Other famous moves are waving of arms, pointing, walking stationary, and grabbing and rotating the cap or hat

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 Characterized by unrestrained, rapidfire, and highly energetic moves of the limbs and torso  A dance style to release anger

4. Krumping

 It is a dance style that imitates the angular poses seen in ancient Egyptian art  Used to have a limited set of static hiero-inspired poses, but they now create more complex geometric patterns wherein multiple limbs interact

5. Tutting (Tetris)

 Combination of skating, stomping and shuffling  There is a fast and complex steps combined with fluid movements of the torso

6. House Dance

Lesson 2

Cheer Dance

Brief History Cheer dance is a physical activity with a combination of different dance genre and gymnastics skills such as tumbling, pyramids, tosses and stunts. The routines usually range anywhere from one to three minutes and they are done to direct spectators to cheer for sports teams or participate in cheer dance competition. Cheer dance is relatively new in the field of sports and dance as 8

it has only emerged during the 1990s as part of the cheerleading events. Cheerleading history is linked closely to the United States history of sports, its sporting venues, as well as the historical development of over-all crowd participation at many athletic events. However, its origins can be traced as fa...