Pe 3 Worksheet 3

L I G A O N A TI O N A L H I G H S C H O O L
SENIOR HIGH SCHOOL (301837)

Ligao City
PHYSICAL EDUCATION 3-DANCE
WORKSHEET 3
ELEMENTS of MOVEMENT SPACE
I. OBJECTIVE
➢ Discuss the Elements of Movement Space
➢ Participate in an organize event that targets health issues and concerns.
➢ Engage to moderate to vigorous physical activities (MVPAs) for at least 60minutes most days of
the week in a variety of setting in-and-out of school.
II. DISCUSSION
Dance or movement is an integral part of humanity; it is an expression of the values of a society.
Dance has roots in every culture and historical period throughout the ages. Teaching dance in schools
provides students valuable information pertaining to history, culture, fitness, movement acquisition, and
aesthetic appreciation. Teaching dance not only offers students’ knowledge of specific forms of movement--
-it provides insight into understanding the significance of dance or movement to all culture.
The acronym BASTE helps students remember the elements:
Body
Action
Space
Time
Energy
This framework is a way to discuss any kind of movement. While different dance styles call for specialized
skills and stylization choices, the underlying elements of dance are visible in all dance experiences.
ELEMENTS OF DANCE
Each dance elements contains movement concepts
that make specific and distinctive. In order to create and
expressive and meaning dance, the dance artist (or
choreographer) has to make decisions about the look, flow and
timing of the movements, drawing on the broad range of visual
designs, qualities of emotion, and rhythm that are possible in
movement. These elements help a dance artist discover
movements which are expressive and unique. These three
areas known as:
A. SPACE- encompasses the overall design of movement- where it takes place in the space, as well as
its size and shapes.
ELEMENTS OF SPACE
➢ Refers to all the overall design of movement
➢ Both the shapes bodies make, and how the performing space is filled with bodies in motion
1. Size describes the range of shapes and movements from small to big. In the whole-body warm-up, students
extend their bodies into a big shape and make the small shape by contracting all their muscles. Travelling
steps in all sizes. Students may take very small steps that look like tiny; they may take very large steps in
giant, reaching lunges.
2. Level describes how high or low movement takes place in relation to the ground. The students will explore
their personal space by reaching their arms to the top (high), and to the bottom (low). In a normal standing
position, they are at medium level.
3. Shape refers to the designs the body makes in the space. (e.g. curved, straight)
4. Directions refer to both the directions of the body and the directions in the space. Directions of the body
are determined by how you are facing. The front, back, and
sides of the body lead us in motion.
5. Pathway refers to the design of the path made by body parts or the whole body while
travelling through space. (e.g. straight, curved, circular, zigzag).
6. Relationships describe our proximity to people and things. Students can move near
each other in a small place and can be apart to each other in a bigger place.
B. ENERGY (also called Force) involves the flow of motion- how movements are animated by kinetic
energy in distinctive ways.
ELEMENTS OF ENERGY
-gives movement varying degrees of expressive intensity by how it is released in motion.
1. Force is the amount of energy expended in the

movement. It can be strong, as exhibited in the punch,
or light, as expressed in a floating movement.
(e.g. strong or weak energy)
2. Weight reflects our relationship to gravity. (e.g.

heavy or light movements)
3. Quality refers to the flow of energy in movement.

(e.g. smooth, sharp or swing).
4. Stillness refers to the absence of visible motion.
• Active stillness does not move but it’s still filled

with energy. Active stillness is the energy we use when
engaging in freeze action.
• Passive stillness refers to the absence of
motion and animating energy. Letting all the
energy drain out of the body while either sitting or
lying down and let the students relax and refocus
their energy.
C. TIME includes how fast or slows of the movement

ELEMENTS OF TIME
1. Speed is like tempo in music and refers to the rate at which

movements occur. (e.g.
slow, fast, accelerate and decelerate)
2. Rhythm is the underlying pattern that gives order to

music and dance.
MOVEMENT QUALITIES
Movement is an integral part of holistic learning and helps bring together body, mind, and
spirit. Movement provides an avenue for becoming aware of the relationships among body,
space, time, effort, and various dance patterns. It promotes effective creative thinking,
problem solving, communication, and aesthetic criticism practices while building self-
esteem. Dance or movement provides opportunities for learning and teaching through
multiple intelligences. Additionally, the dance standards assist students in learning skills of
social etiquette, of how to interact with others, and of how to show respect for others.
TIME QUALITIES
The keyword for the element of time is When? Human movement is naturally rhythmic in the
broad sense that we alternate activity and rest. Breath and waves are examples of rhythms in
nature that repeat, but not as consistently as in a metered rhythm.
Time may also be organized in other ways including

Clock time: The dance is based on units of seconds, minutes, and/or hours. For example, a certain section
of a dance may be assigned a time such as 30 seconds into which all the choreographed movement must fit.
A performance in a public setting may be set up to repeat continuously between 12:00 Noon and 1:00 PM.
Sensed time: Dancers pick up on each other's timing such as gradually increasing from a walking tempo to
a running tempo by cueing off each other rather than a music score. Another example happens when dancers
hold a group shape then spontaneously move out of it based on the group's organic impulse.
Event-sequence: An internal or external event signals a change such as repeating a traveling phrase over
and over until everyone arrives at a corner of the stage. You also see this at sports events when a touchdown
triggers a dance cheer.
FORCE/ENERGY QUALITIES
Energy is about how the movement happens. Choices about energy include variations in
movement flow and the use of force, tension, and weight. An arm gesture might be free
flowing or easily stopped, and it may be powerful or gentle, tight or loose, heavy or light. A
dancer may step into an arabesque position with a sharp, percussive attack or with light,
flowing ease. Energy may change in an instant, and several types of energy may be
concurrently in play.
Saying that a dance "has a lot of energy" is misleading. ALL dances use the element of energy,
though in some instances it may be slow, supple, indirect energy - not the punchy, high speed
energy of a fast tempo dance.
SPACE QUALITIES
Dancers interact with space in myriad ways. They may stay in one place or they may travel
from one place to another. They may alter the direction, level, size, and pathways of their
movements.
Dancers may focus their movement and attention outwardly to the space or inwardly, into
themselves. The line of travel may be quite direct towards one or more points in space or
indefinite and meandering.
Spatial relationships between dancers or between dancers and objects are the basis for
design concepts such as besides in front of, over, through, around, near or far.
III. ACTIVITY PROPER
TASK 1.
1. Why is the use of the different elements in dance important in making a dance presentation?
2. In your own opinion, why do you think movement is considered as an integral part of humanity?
TASK 2
Expected Output.
Instructions:
a. Choose one (1) word from the box that you want to imitate.
b. Document yourself with the word that you imitated to your teacher.
c. Send the copy of it to the Google drive that will be provided by your teacher following the format
( SURNAME, FIRST NAME)
d. Use all black attire in doing this output.
CHAIR TABLE BIRD
DUCK DWARF AIRPLANE
BALL CLOWNS WALKING HORSE
FROG STANDING FLAMINGO
ROAR LIKE A LION

RUBRICS
STUDENT MET THE STUDENT MET THE STUDENT STUDENT
STANDARDS WITH STANDARD PROGRESS UNSATISFACTORY
PROGRESS TOWARDS
DISTINCTION TOWARDS THE THE STANDARD
STANDARD
(15 points) (12 points) (9 points) (5 points)

Students skills in this Students skills in this Students skills in this Students had great
activity were excellent, activity were good, activity were fair, difficulty using the skills
performed the skills performed the skills performed the skills successfully during this
correctly all the time. correctly most of the inconsistently or unit.
time but have trouble awkwardly and needs a
with some of the body lot more practice.
positions.

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L I G A O N A TI O N A L H I G H S C H O O L

SENIOR HIGH SCHOOL (301837)

The acronym BASTE helps students remember the elements:

1. Force is the amount of energy expended in the

2. Weight reflects our relationship to gravity. (e.g.

3. Quality refers to the flow of energy in movement.

4. Stillness refers to the absence of visible motion.

• Active stillness does not move but it’s still filled

C. TIME includes how fast or slows of the movement

1. Speed is like tempo in music and refers to the rate at which

2. Rhythm is the underlying pattern that gives order to

Time may also be organized in other ways including

III. ACTIVITY PROPER

DUCK DWARF AIRPLANE

BALL CLOWNS WALKING HORSE

FROG STANDING FLAMINGO

ROAR LIKE A LION

(15 points) (12 points) (9 points) (5 points)

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