FOLKDANCES

HOLY ANGEL UNIVERSITY

SCHOOL OF EDUCATION
BACHELOR OF PHYSICAL EDUCATION
MAJOR IN SCHOOL PHYSICAL EDUCATION

UNIVERSITY MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate
ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of
conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst
for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.
We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility.
All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF EDUCATION

VISION

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality
instruction, research and other best teaching learning practices.

MISSION

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society
and equipped with holistic education catering to the heart and soul as well as to the body and mind.

GOAL

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal
responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and
technological integration
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OBJECTIVES

1. To provide students with the opportunities and exposure to develop them and become highly competent educators,
leaders and experts who continuously work for the advancement of educational thinking and practice
2. To instill in the students the spirit of community involvement through relevant programs/projects and become more
responsive to the challenges of a progressive and dynamic society
3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and
exposure needed in the practice of the profession
4. To serve as a benchmark for quality instruction, research and best teaching learning practices

BACHELOR OF SECONDARY EDUCATION PROGRAM OUTCOMES

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for
higher learning
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in their students
3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural
and political processes
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach
5. Can apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches)
6. Have direct experience in the field/ classroom (e.g., classroom observations, teaching assistance, practice
teaching)
7. Can demonstrate and practice the professional and ethical requirements of the teaching professions
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of
teaching knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the
nature of the content / subject matter, and the broader social force encumbering the school and educational
processes in order to constantly improve their teaching knowledge, skills and practices
10. Can be creative and innovative in thinking of alternative teaching approaches, Take informed risks in trying out
these innovative approaches and evaluate the effectiveness of such approaches in improving student learning
11. Are willing and capable to continue learning in order to better fulfill their missions as teachers
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SYLLABUS IN FOLKDANCES
Philippine Folk Dance

Course Title : Philippine Folk Dances

Course Code : FOLKDANCES
Number of Units : 3 units
Contact Hours Per Week : 3 hours
Pre-requisite subject/s : 7DANCE

COURSE DESCRIPTION:

The course focuses on the five suites namely: Spanish Influence Dances, Dances from the Mountain Province,
Muslim Dances, Tribal Dances and Dances from the Rural Areas. The course also provides the history, costumes and the
evolution of each dance.
It applies practical skills in understanding the rudiments of folk dancing from the raw material of published and
unpublished dances. Analysis of dance instructions and technical interpretations from the written materials are
underscored. Emphasis is given to valuing the context of dance as basis for interpreting dance movements with
underpinnings of preserving the legacy of the Filipino heritage.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. Demonstrate mastery of the subject matter.
2. Acquire basic knowledge on the foundation of Philippine folk dance through its history and classifications.
3. Analyze dance terms, basic movement skills, dance steps, arm and hand positions inherent in Philippine folk and
ethnic dances.
4. Interpret published Philippine folk dances properly.
5. Perform the Philippine folk dances with proper expression, feelings, grace and precision.
6. Perform classroom activities with mastery and confidence.

Values Objectives

1. Displays desirable attitudes such as perseverance, confidence, patience, cooperation.

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2. Show interest and love for the cultural heritage.

3. Exhibit appropriate respect to one’s own culture by executing the dance steps properly.

COURSE CONTENT:

Time Desired Learning Course Content/ Teaching and Assessment Evaluation Resource
table Outcomes Subject Matter Learning Task/Student Tool Materials
Activities Output
(Methodology)
2  Understand the - Department policies Acknowledged - Student
hours policies of the subject, - Student Manual and signed the Manual
program and University - Ted retention policies attendance in - PE Policies
their index - Ted Retention
cards Policies
1 hour  State the definition of I. Introduction to Dance  Lecture Described the Outline the  Anderson,
dance. 1. Definition discussion different kinds sequence of at Jack. Dance
 Outline the history of 2. History of dances least three out of  Schrader,
dance. a. Sequence of according to its five kinds of Constance. A
 Illustrate the evolution Dance sequence in dances according Sense of
of dance. the history to history. Dance:
 Displays active Exploring Your
participation in the Movement
discussion. Potential

3  State the definition and II. Philippine Folk Dance  Lecture Described the Obtain at least  Aquino,
hours purpose of folk dance. 1. Definition discussion different dance 60% of the total Francisca R.
 Identify the 2. Fundamental  Demonstration terms used in number of items in Fundamental
fundamental dance Dance Terms method Philippine folk the written quiz Dance Steps
terms used in 3. Fundamental Arms dance. correctly. and Music
Philippine folk dance. and Feet Positions Performed the Obtain all
 Execute the fundamental fundamental
fundamental positions positions of the positions of the
of the arms and feet in arms and feet arms and feet
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Time Desired Learning Course Content/ Teaching and Assessment Evaluation Resource
table Outcomes Subject Matter Learning Task/Student Tool Materials
Activities Output
(Methodology)
Philippine folk dance correctly. correctly.
correctly.
 Shows active
participation in group
activities.
6  Identify the different 4. Fundamental  Lecture Identified the Obtain at least  Aquino, F. R.
hours dance steps used in Dance Steps in discussion fundamental 60% of the total Fundamental
Philippine folk dance Duple Meter  Demonstration dance steps number of items in Dance Steps
correctly. 5. Fundamental Method used in duple the written quiz. and Music
 .Execute the different Dance Steps in and triple meter
dance steps in Triple Meter Execute at least
Philippine folk dance Performed the 60% of the total
properly with grace and fundamental number of basic
poise. dance steps dance steps
 Shows cooperation in used in correctly during
group activities. Philippine folk the practical test
 Conforms to the given dances
instructions in the correctly.
activity.
3  Create dance 6. Creative Work  Demonstration Created and Can properly
hours combinations based on method performed perform at least
the fundamental dance dance three out of four
steps of Philippine folk combinations dance
dance. using the combinations
 Perform the Philippine different using the
folk dance steps fundamental fundamental steps
properly dance steps in in Philippine folk
Philippine folk dance.
dance.
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Time Desired Learning Course Content/ Teaching and Assessment Evaluation Resource
table Outcomes Subject Matter Learning Task/Student Tool Materials
Activities Output
(Methodology)
3 PRELIM EXAMINATION
hours
15  Classify the different III. Classification of  Lecture Identified the Obtain at least  Alejandrino,
hours dances in Philippine Philippine Folk discussion dances 60% of the total R.G. &
folk dance. Dances  Group dynamics classified in number of items in Santos-Gana,
 Differentiate the 1. Dances of the  Demonstration each suite. the written quiz. A.A. Sayaw:
costumes and Countryside (Rural Method Philippine
instrumentation of Dances)  Practical activity Performed one Can perform at Dances
each suite in 2. Western  Step Patterns folk dance for least one dance
Philippine folk dance. Influenced Dances  Dance Notation each suite with for each
 Perform at least one (Maria Clara mastery, grace classification of
dance from each of Dances) and poise. Philippine folk
the classification with dances with
mastery, proper grace mastery, grace
and poise. and poise.
 Demonstrate diligence
and self – discipline in
the activity.
3 MIDTERM
hours EXAMINATION
15  Classify the different 3. Dances of the  Practical activity Identified the Obtain at least  Alejandrino,
hours dances in Philippine Cordillera Groups  Step patterns dances 60% of the total R.G. &
folk dance. 4. Dances of the  Dance Notation classified in number of items in Santos-Gana,
 Differentiate the Muslim Groups each suite. the written quiz. A.A. Sayaw:
costumes and 5. Dances of the  Can perform at Philippine
instrumentation of Tribal or Lesser Performed one least one dance Dances
each suite in Known Groups folk dance for for each
Philippine folk dance. each suite with classification of
 Perform one dance mastery, grace Philippine folk
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Time Desired Learning Course Content/ Teaching and Assessment Evaluation Resource
table Outcomes Subject Matter Learning Task/Student Tool Materials
Activities Output
(Methodology)
from each of the and poise. dances with
classification with mastery, grace
mastery, proper grace and poise.
and poise.
 Demonstrate diligence
and self – discipline in
the activity.
3 FINAL EXAMINATION
hours

Course Requirements:
1. Written quiz 4. Performance test
2. Practical test 5. Portfolio
3. Participation

Classroom Policies:
1. Attendance and Punctuality.
The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences
below.
2. Active class participation.
The student is expected to participate actively in class recitations, discussions, and other activities as the case
maybe. Please refer also to Expectations from Student below.
3. Group work requirements.
The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group
work.
4. Peer group evaluation.
The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

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The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on
the date scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:
All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical
behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course
requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and
cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments,
reports or term papers; representing the work of another person as one’s own; collaborating without authority, with
another student during an examination or in preparing academic work; signing another student’s name on an attendance
sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:
The allowed number of absences for students enrolled in a 3 hour class held once a week is a maximum of 3
absences - based on student handbook. Request for excused absences or waiver of absences must be presented upon
reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the
responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a
grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

Grading System:
Grading Scheme: 70% Class Standing
30% Major Examination

Formulas:
CSP- Class Standing Prelim PE- Prelim Examination
CSM- Class Standing Midterms ME- Midterm Examination
CSF- Class Standing Final FE- Final Examination
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Prelim Grade = 70% (CSP) + 30% (PE)

Midterm Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME)
2

Final Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME) + 70% (CSF)+ 30% FE)
3

FINAL GRADE EQUIVALENTS

97-over 1.00 Passed
94-96 1.25 Passed
91-93 1.5 Passed
88-90 1.75 Passed
85-87 2.00 Passed
82-84 2.25 Passed
79-81 2.50 Passed
76-78 2.75 Passed
75 3.00 Passed
74 below 5.00 F (failed)
6.00 FA (failure due to absences)
8.00 UW(unauthorized withdrawal)
9.00 DRP (dropped)

References:
2. Aquino, Francisca R. 1980. Philippine Folk Dances Vol. 1 – 6. Manila, Philippines
3. Alejandrino, Reynaldo. 1978. The Philippine Dance: Mainstream and Cross Current
4. Amilbangsa.1983. Pangalay: Traditional Dances and Related Folk Artist Expression
5. Philippine Folk Dance Society. Sayaw: Dances of the Philippine Islands Vol. 1 – 7. Manila, Philippines
6. Alejandrion, R.G. & Santos – Gana, A.A. 2002. Sayaw: Philippine Dances. National Bookstore Inc. and Anvil
Publishing Inc., Manila, Philippines
7. Aquino, F. R. 1965. Fundamental Dance Steps and Music
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CONSULTATION HOURS:

Days Time Room