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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)

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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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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 module 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

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

zn.division@deped.gov.ph

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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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6

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

f

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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