FUNDAMENTALS OF RHYTHM

• RHYTHM is measured motion of flow, characterized by basically regular recurrence of elements or features as beats, sounds or accents.
• is a term which denotes an aspect of a quality of movement that is sometimes thought of a dance. When an individual moves in response to a particular rhythm or music we call the movements as rhythmic movements or rhythms.

  RYTHM
• The steady continuous sound that is heard or felt throughout any rhythmical sequence. This constant steady pulsation is sometimes called pulse beat.

  UNDERLYING BEAT
• Beats are grouped into measures or bars. The first beat is usually the strongest, and in most music, most of the bars have the same number of beats.

  MEASURE
• a series of notes and rests repeats, it forms a ________ _____. In addition to indicating when notes are played, musical rhythm also stipulates how long they are played and with what intensity

  RHYTHMIC PATTERN
• refers to the matching of the figures of the dance to the phrases of the music. Commonly, the ________ of the dance corresponds to the ________ of the music. Country dance music is extraordinarily regular, consisting of eight-bar phrases which can be further broken down into four-bar units

  PHRASING
• qdepends on the type of dance you choose. Fast-moving dance styles like hip hop and salsa are more intense than slower dances like the tango or waltz. All of them will use your whole body and will challenge your brain as you learn the choreography and form.

  INTENSITY
• •involves moving the body rhythmically, often in a choreographed way and usually to music.

  DANCE
• •can express aesthetic ideas and emotions as a form of performance art presented to an audience.

  DANCE
• •People also dance in nonperformance situations to release energy, express emotion, connect with other people, or just enjoy the feeling of movement.

  DANCE
• •art of dance varies across history and cultures, it exists in all cultures. In many cultures, both highly trained professionals and amateurs of all ages dance.

  DANCE
• The earliest historical records showing the origins of dance are cave paintings in India dating to about 8000 BCE Egyptian tomb paintings also depict dance in about 3300 BCE
• These early dances may have been religious in nature, and by the era of ancient Greece, people were incorporating dance into celebrations of the wine god Dionysus (and later the Roman god Bacchus) and into ritual dances at the ancient Greek Olympic Games. 
• Dance throughout Asia has a rich history. While Hindu dancing in India has a rich performance history going back millennia, in the late 1700s, dance was restricted by British colonists, who considered the dances immoral
• Once India gained its freedom from Great Britain, the country revived its classical dance traditions. 
• Chinese dance dates back at least 3,000 years, with ceremonial dances and folk dances adapted for performance at court
• To this day, celebrations still include traditional dances such as the dragon dance and lion dance
• Social dancing in most parts of the world grew out of folk dances, many of which were simple and repetitive. In Europe, the folk dances of the Middle Ages turned into formal ballroom dancing
• ü As women's clothing allowed more freedom of movement in the nineteenth century, social dancing became more lively.
• ü The waltz, in particular, swept around the world as a major dance craze in the mid-nineteenth century, and social dances began to focus on two-person dancing in the early twentieth century.
• Much of the dance created by choreographers and composers and performed as professional entertainment today has its roots in ballet, which, in turn, dates back to the Renaissance.
• Ballet dance became an art in the eighteenth century, when ballet companies sprang up around the world, telling entire stories through the emotional movements of the ballet dancers.
• As shoes and costumes changed, dancers gained greater expressive freedom, but some ballet dancers found the rules (and the pointe shoes) of classical ballet restrictive.
• In the twentieth century, modern dancers and choreographers such as George Balanchine and Martha Graham began to deconstruct ballet to create new forms of performance dance.
• Pre-colonial dances are distinctly meant to appease the Gods and to ask favors from spirits, as a means to celebrate their harvest or hunt. Their dance mimicked life forms and the stories of their community. Moreover, theses dances were also ritualistic in nature, dances articulated rites of passages, the community's collective legends and history.
• Pre-colonial Filipinos already had their own set of music and dances before Spanish colonist came; dances were performed for different reasons, from weddings up to religious feasts, even to prepare for or celebrate war. As the Spanish colonist realized the relevance of these dances for the Natives, dancing was utilized as a relevant social activity. Some of the first dances they presented were the rigodon, Virginia, and lanceros; these were dances done for the higher class and special fiestas.
• Filipino dance styles like the kumintang, type of song and dance, and dances like the Pampangois, a dance distinguished for its lion-like actions and hand clapping, were pushed aside when Spanish colonist had come.
• Just like in the Spanish colonization, the Americans, in 1898, had brought in their own commercial and global culture which had also influenced the Filipinos. Those with interest in dance were the ones mainly appealed to by the more Black-influenced customs of dance and music.
• With these Filipino dancers who already know the zarzuela (sarswela), a Spanish form of stage performance with singing and dancing and musical comedy, ed in the American vaudeville (bodabil) or “stage show”, which is filled wthey became more interestith both theatrical and circus acts, and more reminiscent of Broadway musicals
• Dancing promotes personality development since people involved in dance improve their:

  Grace and rhythm

  Posture and biomechanics

  Discipline

  Dedication, motivation and determination

  Self-esteem and confidence

  Self-actualization

  Values of cooperation, resourcefulness, obedience and respect
• Dance education programs include opportunities for the development of:

  Critical thinking and analytical skills;

  Cooperation and teamwork

  Self-expression and teamwork

  Organization and problem solving

  Cultural literacy; and

  Communicating emotions through movement.
• a movement or shape performed in such a way as to give emphasis. _______ can be in music or dance. An ______ may take place on a particular beat or melodic detail. An example of an ______ might be a louder note or beat in a song, but this is not the only way to create an ______

  ACCENT
• we can move slowly, moderately, or fast. This is called _____ and relates to the speed of our movements.


  TEMPO