Name
of
Activity:
Tinikling
‐
Philippine
Bamboo
Dance
from
PE
Central


Purpose
of
Activity:
Students
will
learn
a
dance
that
is
frequently
performed
in
the
Philippines
as
well
as

the
legend
and
history
surrounding
the
dance;
they
will
also
be
introduced
to
the
history
of
this
country

as
well
as
the
country’s
geography
and
languages.


Suggested
Grade
Level:

4‐12



Materials
Needed:

2
Bamboo
poles,
wooden
dowels,
or
PVC
piping,
each
8‐18
ft.
long.

Two
2x4s
cut
30

inches
long
with
tape
marks
placed
on
the
blocks
approximately
3”
from
each
end.

This
will
provide
a

guide
that
will
show
the
width
to
separate
the
poles.

Ideally,
a
set
of
poles
and
2x4s
should
be
provided

for
every
4
students
that
are
in
the
class.
(See
photos
below)


Authentic
music
for
the
dance
can
be
found
by
searching
for
“music
for
tinikling”
or
try
these
web
sites:

http://www.imeem.com/warburrton/music/dz6zkKD_/fiesta‐filipina‐tinikling/


http://www.giancruz.com/portfolio/imd110/city/musicvideos.html


Beginning
Dance
Formation:
If
enough
tinikling
sets
are
available,
students
should
be
put
into
groups
of

4
and
spread
around
the
gym
floor.

It
there
are
not
enough
sets
of
equipment
for
every
4
students
to

have
a
set,
6‐8
students
can
be
put
at
a
set
of
poles.

A
rotational
order
for
dancing
and
moving
the

poles
would
need
to
be
established.


Description
of
Idea

Rhythm
of
the
poles:

3
counts
–
in‐out‐out
with
the
poles
always
maintaining
contact
with
the
boards


Ideally,
those
students
who
are
moving
the
poles
will
need
to
sit
on
their
knees
on
the
floor
as

illustrated
in
the
pictures
above.

The
rhythm
created
by
moving
the
poles
is
begun
with
the
poles

together
in
the
center
of
the
boards.
The
poles
are
hit
together
for
count
1.

The
poles
are
then

separated
and
tapped
wide
on
the
boards
2x.
These
are
counts
2
and
3.
This
3
count
movement

continues
throughout
the
dance.

It
can
be
cued
by
saying:
“in‐out‐out”.

Allow
the
students
who
are

manipulating
the
poles
to
practice
without
the
dancers.
Remember
to
cue
and
keep
the
rhythm
of
the

poles
steady
and
consistent.



It
is
important
for
the
students
who
are
creating
the
rhythm
with
the
poles
to
be
told
to
slide
the
poles

along
the
boards
when
they
are
separating
or
closing
them.
Lifting
the
poles
could
catch
the
ankles
of

the
dancers
and
trip
them.

Also
caution
students
about
holding
the
poles;
remind
them
that
fingers

need
to
be
on
the
outside
of
the
poles.
Failure
to
hold
the
poles
properly
could
result
in
slammed
fingers

when
the
poles
are
brought
back
together.




• Dance
Patterns:





Basic
Step
–
¾
Meter
–Cue
with
the
words:
Out‐in‐in,
out‐in‐in.
Begin
with
R
shoulder
to
the

poles:


– Step
on
L
foot
(count
1)


– Leap
with
R
foot
then
L
foot
to
center
of
poles
(counts
2‐3)


– Leap
to
opposite
side
of
poles
with
R
foot
(count
1)


– Leap
to
inside
of
poles
with
L,R
(counts
2‐3)


– Leap
outside
with
L
foot
(count
1
–
continue
repeating
step
as
described
above)


This
step
can
be
reversed
by
beginning
with
the
L
shoulder
to
the
poles.


Rocking
Step
–
Facing
poles


– Step
on
L
foot
(count
1)


– 
Leap
R
to
center,
Hop
on
R
foot
(counts
2‐3)


– Leap
L
foot
to
opposite
side
outside
of
poles
(count
1)
Back
is
now
to
the
poles


– Reverse
movement
placing
R
foot
back
between
the
poles
and
hop
(counts
2‐3)


– Leap
on
L
foot
back
to
original
starting
position
(count
1
–
continue
repeating
step
as

described
above)


Jumps
–
Begin
facing
either
end
of
the
poles


– Jump
and
straddle
poles
(count
1)


– Jump
2x
in
center
of
pole
(counts
2
&
3)


– Jump
and
straddle
the
poles
(count
1
–
continue
repeating
steps
as
describe
above)


After
students
have
practiced
all
the
steps
ask
them
to
perform
the
steps
in
a
combination
–
4
basic

steps,
4
rocking
steps,
4
jump
steps.

Repeat
the
entire
sequence.

Variations:
If
students
have
gotten
very
good
at
the
steps
listed
above
ask
them
to
take
2
sets
of
poles

and
boards
and
arrange
them
in
a
“tic‐tac‐toe”
formation.

x







x
















































































































x







x


Each
dancer
will
begin
in
a
corner
and
attempt
to
move
around
the
formation.


Ask
the
students
to

figure
out
how
to
use
the
basic
step
so
that
all
four
dancers
can
move
simultaneously
around
the
poles.


After
the
dancers
have
determined
how
to
move
around
the
poles,
they
will
find
it
a
challenge
to
get

everyone
moving
together
and
dancing
around
the
poles
to
get
back
to
their
home
positions!


HINT:
Dancers
will
do
the
basic
step
making
a
¼
turn
on
each
step
and
moving
around
the
poles!


Assessment
Ideas:


Students
can
be
assessed
on
both
their
ability
to
execute
the
steps
properly
and
rhythmically
move
the

poles.

Older
students
can
be
asked
to
develop
their
own
steps
and
put
them
together
in
a
routine.


A

rubric
can
be
set
up
that
is
based
on
rhythm,
memory,
creativity,
and
presentation
of
the
routine.

Encourage
students
to
use
the
internet
to
watch
performances
done
by
the
Philippine
peoples
and

incorporate
new
steps
into
their
own
choreography.



Variations:



This
activity
can
be
made
into
a
Christmas
presentation
by
making
ankle
bells,
jingle
bells
threaded
on

elastic,
for
each
dancer
and
wrist
bells
for
each
person
moving
the
poles.

Look
for
a
Christmas
song
with

a
¾
time
signature
–
“Silver
Bells”
would
work
great
and
would
make
the
tinikling
activity
a
festive

holiday
celebration!


Additional
Information:


The
Legend
of
Tinikling:
In
the
1500s,
the
natives
lost
control
of
their
land
and
became
caretakers
of
the

land
for
the
King
of
Spain.
The
people
who
worked
too
slowly
would
be
punished.
Their
punishment
was

to
stand
between
two
bamboo
poles
cut
from
the
grove.
Sometimes,
the
sticks
would
have
thorns

jutting
out
from
their
segments.
The
poles
were
then
clapped
together
to
beat
the
native's
feet.
By

jumping
when
the
bamboo
sticks
were
apart,
the
natives
tried
to
escape
this
cruel
form
of
punishment.


Origin
of
Tinikling:
Tinikling
originated
in
the
Visayan
Islands,
on
the
Island
of
Leyte.

Dancers
imitated

the
tinikling
birds’
legendary
grace
and
speed
as
they
walked
between
grass
stems,
ran
over
tree

branches,
or
dodged
bamboo
traps
set
by
rice
farmers.



The
Dance
Today:
The
legend
of
punishment
later
became
the
dance
of
today.
Tinikling
soon
became
a

challenge,
an
art,
and
a
dance.
It
is
performed
on
certain
Sundays
in
the
Philippines,
and
the
movement

of
the
sticks
is
now
smooth
and
the
clapping
is
gentle.



The
Philippines:
The
Visayan
Islands
are
an
island
group
in
the
central
Philippines,
one
of
the
four
main

groups
of
islands
of
the
Philippines,
lying
in
the
Visayan
Sea.

Leyte
and
Samar—the
largest
of
the

Visayans—form
the
eastern
edge
of
the
group,
shielding
the
remaining
islands
from
Pacific
storms.
(See

map)


Language
of
the
Philippines:
The
official
languages
of
the
Philippines
are
English
and
Filipino.

However,

there
are
175
individual
languages
listed
for
the
Philippines.

Of
these
175
languages,
4
have
no
known

speakers.


Weather
of
the
Philippines:
In
the
Pacific
hurricanes
are
known
as
typhoons
(native
name
is
bagyo).


These
storms
usually
occur
from
June
to
October.

There
are
generally
3
seasons
in
the
Philippines.


Winter
is
from
December
–February
with
dry,
cool
weather.
Summer
is
from
March‐May
with
dry,
hot

weather.

The
rainy
season
is
from
June‐November
when
there
might
be
thunderstorms
and
typhoons.


References:


http://www.southtravels.com/asia/philippines/weather.html


http://www.bethel.edu/~shenkel/PhysicalActivities/Rhythms/Tinikling/TinikleIdeas.html



http://www.youtube.com/watch?v=TYQOFJCcAZ4


http://www.mapsorama.com/physical‐map‐of‐philippines/