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BAKTE

This document discusses a study conducted on the Bakte dance tradition in Imus City, Philippines. The researchers surveyed students at General Emilio Aguinaldo National High School to understand perceptions of the origin and meaning of Bakte. Most students believed Bakte originated from the word "Kabite" and represented unity, hard work, and faith. The study found Bakte helps bring the community together and involves full-body movement. It was recommended that teachers provide more education on the history and cultural significance of Bakte to increase awareness of this important local tradition.

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Angeli Joye
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Download as PDF, TXT or read online on Scribd
524 views

BAKTE

This document discusses a study conducted on the Bakte dance tradition in Imus City, Philippines. The researchers surveyed students at General Emilio Aguinaldo National High School to understand perceptions of the origin and meaning of Bakte. Most students believed Bakte originated from the word "Kabite" and represented unity, hard work, and faith. The study found Bakte helps bring the community together and involves full-body movement. It was recommended that teachers provide more education on the history and cultural significance of Bakte to increase awareness of this important local tradition.

Uploaded by

Angeli Joye
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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BAKTE: CREATING SOCIO-CULTURAL IDENTITY AMONG STUDENTS OF

GENERAL EMILIO AGUINALDO NATIONAL HIGH SCHOOL, IMUS CITY TOWARDS


THE ESTABLISHMENT AS A TRADITIONAL DANCE OF IMUS
Jonaldie F. Fabaliña, Ma. Theresa M. King, and Ana Marie G. Ricafort
General Emilio Aguinaldo National High School, Imus City
[email protected], [email protected], [email protected]
09284039219, 09088814573, 09155241871

Abstract

Cavite is considered as a historical capital of the Philippines and has a lot to offer when
it comes to its own culture. It is the intention of the researchers to prove that Bakte is one
of the manifestations of socio-cultural identity towards the establishment of it as a
traditional dance of Imus. The researchers employed the qualitative and quantitative
method using purposive sampling. Survey questionnaires, interview and direct interaction
with individuals were made in a group setting. Findings yielded that ninety eight percent
(98%) of the respondent’s perception on the origin of the Bakte dance came from the
rambled letter Kabite, while one percent (1%) of the respondents believed that Bakte
came from the word “batak” and “kagaykay”. Thirty three percent (33%) of the
respondents perceived Bakte dance produces a condition in which the unity, harmony
and concord of the community are at a maximum, and in which they are intensely felt by
every member. Seventeen percent (17%) of the respondent professed Bakte dance
involves the activity of as many muscles of the body as possible. Thirteen percent (13%)
of the respondents believed that Bakte enables a number of persons to join in the same
actions and perform them as one, and stimulates self-regarding sentiment. Seven percent
(7%) of the respondents perceived that Bakte displays a ritual after work, expresses
natural pleasure, and offers an opportunity for the gratifications of personal vanity. Fifty
three percent (53%) of the students of Emilio Aguinaldo National High School perceived
Bakte dance as a cultural dance while forty seven percent (47%) perceived as a social
dance. Bakte brings significance to the people of Imus. It represents hard work, resilience,
unity, harmony, friendship and faith in God. There is no justification for the researchers to
propose Bakte as a traditional dance of Imus. It was recommended through this study
that the school authorities through its teachers should reorient the students about the
history of the practice, occasion/season, processes involved, procedures, beliefs
associated, setting, aims and other pertinent data of Bakte and awareness of local dance
through localize module.

Keywords: BAKTE, Culture, History, Localization, Traditional Dance

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