z p o g s al of r s h physical education
TRANSCRIPT
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Z e st for P r o g res s
Z e al of P artn e r s h ip
Physical Education
Quarter 4 -
Module 1
Describe the Nature and Background of the
Dance (Sua-Ku-Sua)
8
Republic of the Philippines
Department of Education Regional Office IX, Zamboanga Peninsula
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MAPEH – Physical Education – Grade 8 Alternative Delivery Mode
Quarter 4 – Module 1: Week 1 First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Developers: Jenifer P. Batilona and Riza G. Bogo
Editor: Luzbella G. Moay
Reviewer: Arthuro J. Lamdag
Illustrator: Dennis B. Dompales, Rodhil O. Rulona
Layout Artist: Dennis B. Dompales, Rodhil O. Rulona
Management Team: SDS: Ma. Liza R. Tabilon EdD, CESO V
ASDS: Judith V. Romaguera
OIC-ASDS; Ma. Judelyn J. Ramos
OIC-ASDS: Armando P. Gumapon
CID Chief: Dr. Lilia E. Abello
EPS-LRMS: Dr. Evelyn C. Labad
MAPEH – Arthuro J. Lamdag
PSDS: Rey Teotimo B. Tambolero
Principal/School Head: Gerardo R. Montilla Jr. Ed. D
For inquiries or feedback, please write or call:
Department of Education Schools Division of Zamboanga del Norte
Capitol Drive, Estaka, Dipolog City
Fax: (065) 908 0087 | Tel: (065) 212 5843, (065) 212 5131
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This Module consists the Fourth Quarter Week 2: Describes the Nature and
Background of the Dance (Sua-Ku-Sua) PE8RD-IVc-1
L.C.
• Discuss the origin and location of folk dance (Sua-Ku-Sua) through its
costume and music
• Demonstrate the dance sequence appropriately;
• Promote folk dancing as a physical activity for the family.
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 the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the tasks 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. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant competencies.
What I Need to Know
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What I Know
Let us determine how much you already know about the dance Sua-Ku-Sua.
Select the appropriate answer from the box.
Barawasi Siyag
Headpiece
Sawal Bajo
2. _______________
4. _______________
1. _______________
3. _______________
5. _______________
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Dance Properties
Costume:
Female Top (Barawasi): traditional loose blouse, long sleeves with deep, plunging
key-hole neckline; extra panels attached to the right and left chest decorated with many tiny brass buttons.
▪ Materials: printed or plain Chinese silk or cotton
Pants (Sawal or Kantiu): loose Chinese pants with a 10-inch soft white
band (coco curdo) attached to a wide waist. To tuck the pants in the white band is overlapped in front, one side on top of the other and rolled out
to form a tight belt.
• Materials: sunshine yellow, grass green, red, or orange colors
Shoulder band (Siyag): A separate wrap-around malong of rich material strung over the right shoulder crossing the chest and hanging on the left
side.
Headpiece: There are three choices: 1.) gold or brass filigree called tusuk;
2.) paper bills pasted on slender sticks; and 3.) pasteboard cutouts in
the front tip 8 to 10 inches high, similar to Chinese crowns covered with
gold foil.
Accessories: gold or imitation gold earrings, necklace, bracelets, and
brooches
Suggested footwear: Dancers are barefoot.
• Male
Top (Bajo): short-waist collarless shirt; open front with the right panel
overlapping the left, studded with many tiny brass buttons and is not intended to close the front but used as an additional shirt decoration. The
shirt is allowed to drop on the right side.
Material: printed or plain Chinese silk or cotton
Pants (Sawal or Kantiu): similar to the pants of females but in darker colors and bolder design
Accessories: money-belt, Sarok hat, Pis siyabit (rectangular hand-woven
scarf tied on the head or hung loosely over one shoulder), Kris (wavy knife) or barong (leaf-knife)
Suggested footwear: Dancers are barefoot.
Music: 2/4 and 4/4; composed of the three parts – A, B, and C. Gabbang
bamboo xylophone are shaped-like a small boat. Bamboo slats are thinned and cut to graduated sizes to produce three octaves of pentatonic scale.
Count: One, two to a measure in 2/4-time signature; 1, 2, 3, 4, to a measure in 4/4 time signature
Lesson
Learning Outcome: Discuss the origin and location of folk dance (Sua-Ku-Sua) through its costumes, music, gestures and hand movements and its dance literature.
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1.
2.
3.
5.
4. 8.
What’s In
Put My Costume’s On!
Dress the boy and the girl on their appropriate costumes on Sua-Ku-Sua
dance by putting an arrow to each specific parts of the body.
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What’s New
In this lesson, you will be made familiar with the fundamental position of
the arms and feet.
Fundamental Arms Position
First position- raise arms to a circle
in front of the chest.
Second position – open up arms
sideward, raised below shoulder level
with a graceful curve
Third position – raise one arm
overhead while other arm remains in
2nd position.
Fourth position – raise one arm in
front of chest in a half circle, while
one arm remains overhead.
Fifth position – raise both arms over
head in a graceful curve.
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Fundamental feet position
First position – bring heels close to
touch; toes apart.
Second position – bring feet apart
sideward.
Third position – bring the heel of one foot Fourth position – bring one foot in
to touch the instep of the other foot. front of the other foot to walk strike
Fifth position – bring the heel of one
foot to touch the toe of the other.
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What is It
SUA-KU-SUA
Dance Researcher : Ramon A. Obusan
Meaning : My Pomelo Tree
Dance Culture : Lowland Muslim (Coastal)
Place of Origin : Jolo, Sulu
Country of Influence : China, Malaysia and Indonesia
Ethno-linguistic Group : Tausug
Classification : Courtship Dance
BACKGROUND:
Aside from being known as fierce
warriors, the Tausug of Jolo, Sulu
are also remarkable as seafarers
and farmers.
In Sulu, extensive orchards are
planted with coconuts and pomelos
and the fields with staples like rice
and root crops. Pomelo fruits serve
as an important source of income of
the people of Sulu. Their
dependence on pomelo fruits for
their livelihood inspired them to
create Sua-Ku-Sua dance. The
movement of the dance compare
sua’s gentle leaves, slender
branches, attractive fruits, and
fragrant flowers to a lady. During
the performance, the couples sing
while flapping two white fans which
represent the leaves rustling in the
wind.
The performers, especially women,
dance with faces thickly covered
with finely ground rice powder.
Their eyebrows and sideburns are enhanced with soot for aesthetic purposes.
Movements / Steps Particular to Dance
Creative imagery: Fans transform into tiny sails, face mirrors, butterflies,
shields, and leaves. Sua-Ku-Sua’s traditional steps are with Chinese influence.
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What’s More
Activity 1
Directions: Below are jumbled letters in which, when they are arranged,
correspond to the properties of the dance Sua-Ku-Sua. Write your answer on the
space provider for.
____________________________ 1. SIBARAWA
____________________________ 2. WALAS
____________________________ 3. GAYIS
____________________________ 4. KUSUT
____________________________ 5. JOBA
Activity 2.
Directions: Write the classification of Sua-Ku-Sua’s dance costumes and
accessories. Write your answers on the space provided for.
Traditional Loose
Blouse
1. __________________
Dance Properties Loose Chinese
Pants
2._________________
_
_________________
_____
Shoulder Band
3. __________________
Headpiece
4. ___________________
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Self – Check: 1
What I Have Learned
Matching Type
Directions: Match Column A with the terms in Column B. Write the letter of the
correct answer on the space provided before the number.
A B
_____ 1. Traditional loose blouse
_____ 2. Loose Chinese pants with a 10-inch soft white band.
_____ 3. A separate wrap-around Malong of rich material.
_____ 4. Short-waist collarless shirt.
_____ 5. Classification of the dance Sua-Ku-Sua.
a. Courtship Dance
b. Bajo
c. Kantiu
d. Siyag
e. Barawasi
Directions: Choose the correct word listed inside the box and write you answer
on the space provided for.
Pomelo fruit Ramon A. Obusan
Jolo Sulu
Rustling leaves Sua-Ku-Sua
__________ 1. My Pomelo Tree
__________ 2. The researcher who researched the dance Sua-Ku-Sua.
__________ 3. The place of origin of the dance Sua-Ku-Sua.
__________ 4. Couples singing while flapping two white fans.
__________ 5. It is an important source of income of the people of Sulu.
Self – Check: 2
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What I Can Do
Performance Task
1. Perform the tasks at home. 2. Do the fundamental dance step of the arms and feet.
3. Document performance either in pictures or recorded videos from your phone.
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Using the Scoring Rubric below, check the appropriate box that corresponds to
your level of performance in doing each of the given task.
PERFORMANCE LEVEL
4 – Can perform the fundamental step of the arms and feet without supervision.
3 – Can perform this skill satisfactorily without assistance or supervision.
2 – Can perform the fundamental steps of the arms and feet satisfactorily but
requires considerable assistance and/or supervision.
1 – Cannot perform the fundamental steps of the arms and feet.
RUBRICS OF FUNDAMENTAL STEPS OF THE ARMS AND FEET
1 2 3 4 Mark
Beginning Satisfactory Proficient Excellent
Position
Student is
not clear
about the
position
Student
require
assistant
from the
family
member to
get into
correct
position
Student get
into position
with little
assistance
from the
family
member.
Student
demonstrate
clearly the
correct
position
Sequence of
steps
Student
demonstrates
incorrect
fundamental
steps of the
arms and
Feet
Student can
follow some
of the
fundamental
steps of the
arms and
feet with the
help from
the family
member
Student can
follow most
of the
fundamental
steps of the
arms and
feet with the
help of the
family
member
Student can
clearly
demonstrate
the correct
fundamental
steps of the
arms and
feet
Mastery
With 4 or
more
mistakes
committed
With 3 or
more
mistakes
committed
With 2 or
more
mistakes
committed
No mistake
committed
Dance Ethic
Shows little
or no
enthusiasm
for the steps.
Do not follow
instruction
and easily
distracted.
Student will
participate
in the steps.
Frequent
reminders
needed to
maintain
their focus
on the steps.
With
positive
attitude.
May need to
be brought
back at task
times. Can
stay focus
and follows
instructions
well.
Student is
totally
motivated to
participate.
Is always
focused and
on task.
May help
others.
Total
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Summative Assessment
Multiple Choice:
Directions: Choose the best answer and encircle the letter of your answer.
1. Sulo is known to be rich in culture and bountiful source of livelihood. Which of
the following serves as an important source of income of the people of Sulu? a. Root crops production c. Coconut fruit production
b. Pomelo fruit production d. Rice and corn production
2. All dances created through the ideas of brilliant researchers. Sua-Ku-Sua is one
of the great masterpiece of Sulu. Who was the researcher of this famous dance?
a. Francisco Balagtas c. Francisca Reyes-Aquino
b. Ramon A. Obusan d. Ramon Magsaysay
3. Tausug’s dependence of their pomelo fruit production inspired them to create
the dance Sua-Ku –Sua. What does Sua-Ku –Sua mean?
a. My Apple Tree c. My Pomelo Tree
b. My Guava Tree d. My Star Apple Tree
4. Different dances performed classifying different themes. Which of the
classifications below best describes the Sua-Ku-Sua dance?
a. Wedding Dance c. Courtship Dance
b. Festival Dance d. Social Dance
5. The dance Sua-Ku-Sua is represented by its colorful lively costumes.What do we
call to a rectangular hand-woven scarf tied on the head or long loosely over one
shoulder?
a. Pis Siyabit c. Barawasi
b. Siyag d. Bajo
Additional Activities
1. Enumerate the costume needed for female for the dance Sua-Ku-Sua.
2. Enumerate the costume for Male.
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Answer Key
References
A Classical Collection of Philippine Folk Dances, Series 4
Ramon A. Obusan for the Sua-Ku-Sua Dance Literature
Sayaw Dances of the Philippine Islands-Philippine Folk Dances Society Vol. 1,2 and
4.
https://www.seameo.org/SEAMEOWeb2/images/stories/Programmes_Projects/Competition/2017_SEAMEOJapa
nESD_Award/Submission/A/A04_008_PH_Cauayan%20City%20National%20High%20School/Attachments/008_P
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What I Know
1. Headpiece
2. Barawasi
3. Sawal
4. Siyag
5. Bajo
What’s In
1. Sawal 5. Kantiu
2. Barawasi 6. Bajo
3. Tusok 7. Pis Siyabit
(Headpiece for Female) (Headpiece for Male)
4. Fan 8. Fan
What’s More
Activity 1 Actvity 2
1. Barawasi 1. Barawasi
2. Sawal 2. Sawal/Kantiu
3. Siyag 3. Siyag
4. Tusuk 4. Tusuk
5. Bajo
Additional Activity
A. Enumerate the costume needed
for Female (Sua-Ku-Sua)
1. Barawasi
2. Sawal or Kantiu
3. Siyag
4. Headpiece
B. Costume for Male
1. Bajo
2. Sawal or Kantiu
3. Pis Siyabit
What I Have Learned
Self-Checked: 1 Self-Checked: 2
Matching Type
_e_1. 1. Sua-Ku-Sua
_c_2. 2. Ramon A. Obusan
_d_3. 3. Jolo, Sulu
_b_4. 4. Rustling leaves
_a_5. 5. Pomelo fruit
Summative Assessment
1. b
2. b
3. c
4. c
5. a
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