MARYKNOLL SCHOOL OF LUPON INC.

Kambing Baratua Street, Poblacion, Lupon, Davao Oriental

LEARNING
MODULE
GRADE 9 MAPEH (P.E)
G9/Q3/Week 5-6

NAME OF STUDENT: __________________________________________________

GRADE AND SECTION: ________________________________________________
TEACHER: MRS. RICA JANE Q. BESTES

9
 UNIT 3
UNDERSTANDNG THE ART AND SCIENCE OF
BALLROOM DANCING
CONTENT

BALLROOM DANCE

 Nature and background

 Importance and benefits of ballroom dancing
 Hand and body position in ballroom dancing

CHA-CHA-CHA DANCE

 Nature and background

 Dance terms
 Basic steps

WALTZ DANCE

 Nature and background

 Dance terms
 Basic steps

TANGO DANCE

 Nature and background

 Dance terms
 Basic steps

CONTENT STANDARD

The students demonstrate understanding of lifestyle and weight management to promote community fitness.

PERFORMANCE STANDARD

The students maintain an active lifestyle to influence the physical activity participation of the community.

The students practice healthy eating habits that support an active lifestyle.

FORMATION STANDARD

The students will recognize the needs of others in real life and in meaningful ways.

TRANSFER GOAL

The students, after executing the basic steps in ballroom dancing, will use the skills learned as a form of exercise
and recreation. This will serve as an outlet of self-expression which gives them oppurtunity to create variations of steps
that will enhance their creativity and talents. It may also allow them to consider dancing as a lifetime physical
involvement.

LEARNING COMPETENCIES

The students will be skilled at…..

 Describe the nature and background of the dance;

  Monitor periodically one’s progress toward the fitness goals;
 Involve onself in community service through dance activities;
 Execute the skills involved in the dance; and
 Recognize the needs of others in real life and in meaningful ways.

Ballroom dance is a form of social dance that serves as a recreational activit and entertainment to many individuals. Even the
younger generations are into this type of dance due to its inclusion in the secondary and tertiary education program. It is eyident that
more youth are turning to ballroom dance because it is an avenue for self-expression in which every move has a representational value.
Ballroom dancing is derived from the word ball, which came from the Latin word ballare meaning "to dance." It is important to connect
with the partner while dancing. Since it is a dance with physical contact, partners should be comfortable with each other and move freely
to follow the rhythmic pattern of the music Aside from social gatherings, ballroom dancing is also performed in stage play and film. At the
present time, it is a form of exercise and personal enjoyment. Cha cha-cha, waltz, swing, and tango are some of the popular ballroom
dances that are also used in competitive dancing known as dancesport.

Lesson 1 Cha-cha

Let Us Study

 Cha-cha-cha is a popular Latin dance that originated in Cuba. It was derived from mambo with variation of Jazz and Latin rhythm.
The fast and erratic characteristics of mambo made the audience complain, and as a result, the orchestras began to slow it down,
resulting in a flirtatious, bouncy, and cheeky cha-cha-cha dance.

RHYTHM OF CHA-CHA-CHA
The rhythm cha-cha-cha requires chasse steps, which are small steps or a series of gliding steps. It is more of hip movements
with spins and dips to make it more expressive. It is danced over two neasures of 4/4 time count of slow-slow-quick-quick-slow or 1-2-3-
and-4.
Basic steps (chasse: in closed and open position)
1. Step L foot forward. ct. 1
2. R foot in place. ct. 2
3. Step L foot close to R and r foot in place. cts. 3 - and
4. L foot close to R and R foot in place. ct. 4
5. Step R foot backward. ct. 1
6. L foot in place. ct. 2
7. Step R foot close to L and l foot in place. cts. 3 – and
8. R foot in place. ct. 4

Inside turn (in closed nd open position)

1. Step L foot crossing front of r foot. ct. 1

2. R foot in place. ct. 2

3. Step L foot close to R and R foot in place. cts. 3 – and
4. L foot in place. ct. 4
5. Step R foot close to L and L foot in place. ct. 1
6. L foot in place. ct. 2
7. Step R foot close to l foot in place. ct. 3
8. R foot in place. ct. 4

Open break

1. Step L foot side. ct. 1

2. Step R foot backward. ct. 2
3. L weight change. ct. 3
4. Step R foot, and close l foot side. cts. 4-and
5. Step R foot side. ct. 1
6. Step L foot backward. ct. 2
7. R weight change. ct. 3
8. Step l foot, and close r foot side. cts.4 - and

Front crossover

1. Step L foot across R in front facing R. ct. 1

2. Step R foot in place. ct. 2
3. Slightly close L foot to r facing L. ct. 3
4. Step R foot in place. ct. and
5. Step L foot in place. ct. 4
6. Step R foot across L in front facing L. ct. 1
7. Step R foot in place. ct. 2
8. Slightly close R foot to L facing L. ct. 3
9. Step L foot in place. ct. and
10. Step R foot in place. ct. 4

Back crossover

1. Step L foot across R at the back of the R foot face l. ct. 1

2. Step r foot in place. ct. 2
3. Step L foot sideward facing R, and close r foot to the L foot. ct. 3 –and
4. Step l foot in place. ct. 4
5. Step R foot across L at the back of the L foot face r. ct. 1
6. Step L foot in place. ct. 2
7. Step r foot sideward facing l, and close L foot to the r foot. ct. 3-and
8. Step R foot in place. ct. 4

IACHIEVE

ACTIVITY 2: EXPLAIN IT

ANSWER THE FOLLOWING QUESTIONS. WRITE YOUR ANSWERS AT THE BACK OF YOUR MODULE.

1. What are the different hand and body positions in ballroom dancing?
2. Whay are proper formations important in a dance?
3. What are the qualities that a social dancer should have?
4. In what way does ballroom dancing enrich or enhance active lifestyle?
5. How can a community benefit from social dancing?

ACTIVITY 2: SOCIAL DANCES CONSIDERATION

WRITE YOUR ANSWERS AT THE BACK OF YOUR MODULE.

Think of the most important thing to be considered when performing social dances. What would it be and why?

ACTIVITY 3: SHORT NARRATION

WRITE YOUR ANSWERS AT THE BACK OF YOUR MODULE.

 Compose a short narration where you can utilize your dancing skills in cha-cha-cha in your daily social activities.

(Example: The dance steps help me to be more coordinated, which improve my daily performances, especially my interaction with other
people.)

ICREATE

Interpret cha-cha-cha dance steps and perform it with one of the member of your family. Observe proper attire and poise in
dancing. Complete the following phrases to describe your overall assessment of the activity.

1. After performing, I feel…..

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2. Dancing for me is…..

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3. During dance rehearsals, I am…..

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4. If I were a dancer….
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Lesson 2 Waltz
Let Us Study

 Waltz became a dance of choice in the ninteenth century. The name was derived from the German term waltzen, which means “to
roll” or “to turn.” It is a partner dance that requires sliding and gliding movements. It became popular in Vienna, Austria and
spread across Europe because of its even beat and appealing melody. “Weller” and “Soinner” were the first names of the dance.

Rhythm of Waltz
Waltz isbasic known by its three-count tempo. The music has three beats per measure with a count of 1-2-3.

Basic Dance Position

Waltz is danced in closed position.
Box
1. Step L foot forward. ct. 1
2. Step R foot sideward. ct. 2
3. Step L foot close to R foot. ct. 3
4. Step R foot backward. ct. 1
5. Step L foot sideward. ct. 2
6. Step R foot close to L foot. ct. 3

Left turning
1. Step L foot forward making a 90-degree angle away from the body ct. 1
2. Step r foot sideward. ct. 2
3. Step L foot to R foot together. ct. 3
4. Step R foot backward making a 90-degree angle away from the body. ct. 1
5. Step L foot sideward. ct. 2
6. Step R foot to L foot together. ct. 3
 Repeat box to complete a circle of 360 degrees.

Outside turn
1. Step L foot forward. ct. 1
2. Step R foot sideward. ct. 2
3. Step L foot to r foot together. ct. 3
4. Step R foot backward. ct. 1
5. Step L foot sideward, then release R hand lead outside turn. ct. 2
6. Step R foot to L foot together. ct. 3
7. Step L foot forward away from the body at 90-degree angle. ct. 1
8. Step R foot sideward. ct. 2
9. Step L foot to R foot together. ct. 3
10. Step R foot backward away from the body at 90-degree angle. ct. 1
11. Step L foot sideward. ct. 2
12. Step R foot to L together. ct. 3

Inside turn
1. Step L foot forward. ct. 1
2. Step R foot sideward. ct. 2
3. Step L foot R foot together. ct. 3
4. Step R inside foot forward. ct. 1
5. Step L foot sideward. ct. 2
6. Step R foot to l foot together. ct. 3

IACHIEVE

ACTIVITY 1: FILL IN THE BLANKS.

IDENTIFY THE MISSING WORD OR PHRASE. WRITE THE ANSWER ON THE LINE.

1. The romantic melodies of the waltz in _____________________________ time.

2. Waltz was first popularized in ________________________________ before it spread across Europe.
3. Waltz is danced in _____________________________ position.
4. The German term waltzen means ________________________.
5. __________________________ were the first names of the waltz.

ACTIVITY 2: WALTZ DANCER CHARACTERISTICS

Give three (3) characteristics that should be observed when performing waltz. Explain each.

ACTIVITY 3: SHORT SKIT NARRATION

Have a 10-minute simulation of a school promonade. How would one be ready for the dance floor? Narrate a short skit on the step-by-
step preparation to be done for a successful school prom dance presentation.

Lesson 3 Tango

Let Us Study

 It was performed in the nineteenth century by a solo woman, then later on by couples using castanets while dancing which was
named as the Andalusian tango. It was said to be an immoral dance because of the close body contact of the dancers and the
flirtatious skirts worn by female performers.
 The working class within Beunos Aires, Argentina started the ballroom tango; it spread all over the Europe in the 1900s and
became popular in New York from 1910 to 1911. Tango became a hit in 1921 because of Rudolp Valentino, who was considered to
be the archetypal lover in movies. Tango finally became reputable to the public.
Rhythm of Tango
Slow-Slow-Quick-Quick-Slow
(1-2) – (3-4) – (5) – (6) – (7-8)

Progressive walk
1. Step L foot forward. cts. 1-2
2. Step R foot forward. cts. 3-4
3. Step R foot forward. ct. 5
4. Step l foot forward. ct. 6
5. Step L foot to R foot. cts. 7-8
 Repeat with R foot.

Corte
1. Step L foot backward. cts. 1-2
2. Step R foot forward. cts. 3-4
3. Step L foot forward. ct. 5
4. Step R foot forward. ct. 6
5. Step L foot to R, and arch L. cts. 7-8

Dip is a minor lunge done by bending the knees with no change in body position.
Corte dip
1. Step L foot backward. ct. 1
2. Turn the body to the L (90-degree angle), and dip. ct. 2
3. Step R foot in place. cts. 3-4
4. Step l foot forward. ct. 5
5. Step R foot sideward. ct. 6
6. Step L foot to R foot. ct. 7-8

Double corte dip

1. Step L foot backward. ct. 1
2. Step R foot in place. ct. 2
3. Step L foot backward. cts. 3-4
4. Step R foot in place. cts. 5-6
5. Step L foot forward. ct. 7
6. Step r foot in place. ct. 8
7. Step L foot backward. cts. 1-2
8. Step r foot in place. cts. 3-4
9. Step L foot forward. ct. 5
10. Step L foot forward. ct. 6
11. Step L foot close R. cts. 7-8

Tango promenade
1. Step L foot forward. cts. 1-2
2. Step r foot forward. cts. 3-4
3. Step L foot forward (small step). ct. 5
4. Step r foot forward (small step). ct. 6
5. Draw L foot close to R. cts. 7-8

IACHIEVE
ACTIVITY 1: RIGHT BODY POSTURE
Describe the body posture in dancing tango.

ACTIVITY 2: DANCING TANGO BENEFITS

What values can be derived from dancing tango that can be applied in our daily lives? Explain.

PERFOMANCE TASK
Interpret one of the ballroom dances (cha-cha-cha, waltz or tango), make your own choreography, and establish a character suited for the
dance. Choose your music for accompaniment and provide variations to make your performance more appealing. Perform it with one
member of your family. Then, answer the following questions after the presentation:
1. How did you feel after performing the ballroom dance?
2. What dance step is easy to perform? Why?
3. What dance step is hard to perform? Why?
4. How will you improve your dance performance?

References

Living with Music, Art, Physical Education and Health

VIBAL MAPEH 9 K to 12 EDITION by Pamela Rose S. Sumera, Laya Boquiren, Jo-ann G. Grecia, Conrado S. Contreras, Jr. Mark Kenneth S. Camiling

Sibs Achieve Creative Experiences and Skills in MAPEH 9

Teachers Wraparound Edition by Agie A. Concha, Carlo Luis C. Ganzon, Jessica S. Tungala, and Maria Garcia A. Fulgencio