TINIKLING
Activities
TINIKLING ACTIVITIES
TINIKLING
This dance is a favorite in the Visayan Islands, Philippines especially in the province of Leyte.
The [Tinkling] is a bird with long legs and a long neck. The “[Tinikling] dance, there fore, imitates the movements of the [Tinkling] birds as they walk between grass stems or run over tree branches. This spectacular dance is usually accompanied by a song.
The performers dance along the sides and between two bamboo poles, about nine feet long, which are placed horizontally on the ground. The poles are struck together in time to the music. Skill is demonstrated in dancing between the bamboos, and in keeping the feet from being caught when the poles catch the feet of the dancers.
Two bamboo players sit opposite each other on the ground holding the ends of the bamboo poles (sometimes long pestles). Two pieces of board or bamboo, about thirty inches long and two inches thick, are place under the poles, about one foot from the ends.
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BAMBOO PLAYER 1 |
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BAMBOO PLAYER 2 |
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DANCERS |
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WOOD |
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BAMBOO POLES |
COSTUME: Girls wear [balintawak] or [patadiong]. Boys wear [barong tagalong] and long red trousers with one leg rolled up. The dance is barefoot.
TINIKLING
The original dance Tinikling is a lengthy, rather complicated dance. By taking only some of the figures and steps from the dance, it becomes appropriate for almost any age group……..
REQUIREMENTS FOR THE DANCE: Two long bamboo (PVC) poles about 9 feet long. The poles rest on the blocks of wood about 2 inches thick and 30 inches long. Two players sit on the floor, holding a pole in each hand, and strike the poles together and apart in this rhythm:
Count 1: Strike poles together in middle
Count 2&3: Strike poles apart on block of wood twice. Maintain a steady rhythm
In-out-out, in-out-out.
STEP 1 – BASIC –
w Dancers stand outside of poles so that right hip is near pole #1. In starting the dance, the first count is usually just a pause.
o Count 1: Pause, poles are struck in middle.
o Count 2,3: Leap side wards into middle onto right, then left foot.
(Poles apart)
o Count 1: Leap side wards onto right foot, outside pole #2.
(Poles together)
o Count 2,3: Leap side wards into middle onto left, then right foot.
(Poles apart). Continue in this manner.
The step may also be done with dancers standing outside pole #2, facing the other way.
On the 8th measure, dancers turn in the middle with a step hop, face the other way and repeat the figure. On the 8th measure of the second eight measures, turn by hopping twice on left foot. (Adv. Pattern: turn on each step)
STEP 2 STRADDLE OR JUMP
w Dancers move continuously clockwise round and in poles in this manner:
o Count 1,2,3,4: Walk forward outside pole #2 with a R, L, R, L
o Count 5,6: Leap between poles – right, left – and finish outside pole #1.
Continue 4X. Reverse.
STEP 3 CLOCKWISE OR COUNTER-CLOCKWISE
w The two dancers join hands as they face each other.
o Count 1: Jump astride both poles as they are struck together in center.
o Count 2&3: Jump in middle, landing on both feet twice at the same time as
as the poles are struck apart twice.
w Continue for 16 measures of music.
Record/Tapes:
Hoctor Records, H-1782B Contemporary Tinikling Activities, Kimbo
Cassette & booklet KEA8095
SINGLES
When the poles are on the dancers right side (right foot) lead the foot work of two single steps would be as follows:
COUNT 1 L
Hop on left foot outside poles
L
COUNT 2
Hop again on left foot outside poles
COUNT 3
Step on right foot between poles R
COUNT 4 L
Step on left foot between poles
COUNT 1
Hop on right foot outside poles R
COUNT 2 R
Hop again on right foot outside poles
COUNT 3
Step on left foot between poles L
COUNT 4 R
Step on right foot between poles
DOUBLES
The foot work for two doubles step (with right side next to poles would be:
COUNT 1
Hop on both feet outside poles
L R
COUNT 2 L R
Hop again on both feet outside poles
COUNT 3 L R
Hop on both feet between poles
L R
COUNT 4
Hop again on both feet between poles
COUNT 1
Hop on both feet outside (straddling) poles L R
COUNT 2 L R
Hop again on both feet outside of poles
COUNT 3
Hop on both feet between poles L R
COUNT 4 L R
Hop on both beet between poles
HOPS
The foot work for two steps (right foot lead) would be as follows:
COUNT 1 L
Hop on left foot outside poles (near side)
COUNT 2 L
Hop again on left foot outside poles (near side)
COUNT 3
Hop on right foot between poles R
COUNT 4
Hop again on right foot between poles R
COUNT 1 L
Hop on left foot outside of poles (far side)
COUNT 2 L
Hop again on left foot outside of poles (far side)
COUNT 3 R
Hop on right foot between poles
COUNT 4 R
Hop again on right foot between poles
Equipment used- – balls, jump ropes
Pattern- – line, circle or wheel, cross, square, triangle
SPRING 1998
TINIKLING ACTIVITIES
PUT YOUR HAND IN THE HAND
OBJECTIVES: As a result of participating in this learning experience, students will:
w Understand some of the basic tinikling steps
w Perform hopping and jumping skills to the rhythm of the music and sticks
w Learn to keep a steady beat with the tinikling sticks
w Appreciate the movement patterns of others
SUGGESTED AGES: Grades 5-12
EQUIPMENT NEEDED: Tinikling sticks, music
DESCRIPTION OF ACTIVITY:
w Poles are in a parallel position. Usually eight polers and sixteen dancers. Dance rhythm is in 4/4 time. Counts one and two outside the poles, counts three and four inside the poles.
w Dance Description
· Counts 1-2 Single= L, L
· Counts 3-4 Single= R, R
· Counts 5-6 Single = L, L
· Counts 7-8 Single = R, R
· Counts 9-10 Double= Both out
· Counts 11-12 Double = Both in
· Counts 13-14 Single= L, L
· Counts 15-16 Single Turn = R, R
· Counts 17-18 Single= L, L
· Counts 19-20 Single Turn= R, R
· Counts 21-22 Double= Both left side
· Counts 23-24 Double= Both in
SPRING 1998
TINIKLING ACTIVITIES
OBJECTIVES: As a result of participating in this learning experience, students will:
w Move to the beat of the music and tinikling sticks
w Move with coordination while performing the assigned skills
w Appreciate other cultural dances
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: tinikling sticks, CD player, musing in 3/4 or 4/4 time
DESCRIPTION OF ACTIVITY:
w Explain tinikling pole movements.
w Coordinate with music.
w Introduce steps.
w Perform steps individually.
w Perform steps while moving down the line of tinikling sticks and back.
FORMATION OF ACTIVITY:
SPRING 1998
TINIKLING ACTIVITIES
CIRCLE OF TINIKLING
OBJECTIVES: As a result of participating in this learning experience, students will:
w Manipulate different footwork patterns using foot-eye coordination
w Further develop footwork and foot-eye coordination using different formations.
w Appreciate a variety of footwork patterns and a variety of formations.
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: tinikling sticks, CD or tape player, and music
DESCRIPTION OF ACTIVITY:
w Teach the students the different types of footwork in the following order: Singles, Doubles, and Hops (see below). Have the students practice this beside the tiniking sticks
w
Activity
1: Split
the students into groups. Two students will control the tinikling sticks while
one or two students perform the footwork. Go through the 48 count routine and
then change positions with your partners so everyone gets a turn. (stick
formation)
w
Activity
2:
Incorporate the same routine using a different formation. The students will
rotate counterclockwise after performing the routine at one spot. When each
student is back at his/her original position, the students will change positions
so everyone gets a turn. (stick formation)
SINGLES
w When the poles are on the dancer’s right side (right foot leads) the footwork of two single steps would be as follows.
o Count 1: Hop on left foot outside poles L
o Count 2: Hop again on left foot outside poles L
o
Count
3: Step on right foot between poles R
o Count 4: Step on left foot between poles L
o
Count
1: Hop on right foot outside
poles R
o Count 2: Hop again on right foot outside poles R
o
Count
3: Step on left foot between poles L
o Count 4: Step on right foot between poles R
DOUBLES
w The footwork for two doubles steps (with right side next to poles) would be as follows:
o
Count
1: Jump outside of poles (both
feet) LR
o Count 2: Repeat LR
o Count 3: Jump between poles (both feet) LR
o Count 4: Repeat LR
o
Count
1: Jump outside of poles
(straddle) R
o Count 2: Repeat R
o
Count
3: Jump between poles (both feet) LR
o Count 4: Repeat LR
HOPS
w The footwork for two steps (right foot lead) would be as follows:
o
Count
1: Hop on left foot outside of poles L
o Count 2: Repeat L
o
Count
3: Hop on right foot between poles R
o Count 4: Repeat R
o Count 1: Hop on left foot outside of poles L
o Count 2: Repeat L
o Count 3: Hop on right foot between poles R
o Count 4: Repeat R
SPRING 1999
TINIKLING ACTIVITIES
MAKE A MOVE
OBJECTIVES: As a result of participating in this learning experience students will:
w Be able to distinguish between different tempos.
w Be able to move through tinikling sticks to a specified tempo.
w Appreciate the movement choices of others.
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: rhythm sticks, tinikling sticks, 2x4’s, music & player
DESCRIPTION OF ACTIVITY:
w Place tinikling sticks into a line formation. Have students walk, jump, hop, run, etc. through the sticks.
w First, have the students move through the sticks without any movement of the sticks (dry). Then, have the students move through the sticks while the sticks are moving.
w Next, have students change the formation of the tinikling sticks into a circle. They will once again have to move through the sticks to a specified tempo. The sticks will be stationary first then will be moving to the tempo of the music playing.
SPRING 1999
TINIKLING ACTIVITIES
THE TINIKLING RELAY
OBJECTIVES: As a result of participating in this learning experience students will:
w Be able to use tinikling sticks in a 4/4 time frame.
w Be able to move through the sticks to the beat.
w Be able to participate without being too rowdy.
w Be able to work together as a team.
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: Tinikling sticks, bouncy balls, music, CD player
DESCRIPTION OF ACTIVITY:
w WARM UP
o The students will be taught how to use the tinikling sticks, and how to use them in 4/4 time. The students will also get a feel on how to walk through the sticks while their peers are using them.
w The Tinikling Relay
o After the lead up activity, the students will be divided into four teams with about 4-5 members on a team.
o The first relay will be the locomotor portion of the relay. The instructor will decide on a locomotor skill and the teams will have to race through the sticks as fast as possible.
o Two of the teams will use the sticks as the other teams are racing.
o After all four teams have raced, the winning teams will race each other and the losing teams will race each other.
o The next relay will be the same basic concept of moving through the sticks, but you have to dribble a basketball through the sticks as you walk through.
o Again, after all teams have raced one time, the winners will take each other on and so will the losers.
w RULES
o You must go through the sticks without touching the sticks with your feet or the ball. If you touch something other than the floor you will have to start over. You must also stay with the beat or you will have to start over.
SPRING 1999
TINIKLING ACTIVITIES
JUMP AND JIVE
OBJECTIVES: As a result of participating in this learning experience students will:
w Be able to distinguish between 4/4 and 3/4 time.
w Perform specified locomotor skills to move in and out of tinikling sticks that coincide with the time signature.
w Appreciate movement of others.
w Perform skills at different tempos.
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: rhythm sticks, tinikling sticks (two 2x4 per tinikling set)
DESCRIPTION OF ACTIVITY:
w Divide class into three or four groups.
w Demonstrate the proper tinikling technique, then have groups practice to the two different time signatures (will be tapped out on rhythm sticks.
w Next, the students will perform specified locomotor skills in and out of tinikling sticks.
w Finally, the groups will combine forming a single line with the students performing specified locomotor skills through the line.
SPRING 1999
TINIKLING ACTIVITIES
TINIKLING CHALLENGE
OBJECTIVES: As a result of participating in this learning experience students will:
w Move though tinikling sticks at a 4/4 time
w Perform specified predetermined movement skills
w Appreciate movements of others
w Work as a team
SUGGESTED AGES: Grades
EQUIPMENT NEEDED: three sets of tinikling sticks, chalkboard
DESCRIPTION OF ACTIVITY:
w Divide class into three equal teams.
w Have teams move through sticks to specified movements.
w Teams get points for successfully completing task.
w Three levels of tasks
o Easy level tasks 1pt/person
o Hard level tasks 10pts/team
o Bonus tasks 5pts/person
w Team with the most points wins.
w Easy skills
o Run through sticks
o Jump through sticks
o Hop through sticks
w Hard skills
o Move through sticks sideways while holding hands as a team
o Move through sticks with hands on the person’s shoulders in front of you
w Bonus skill
o Individually move through the sticks backward
SPRING 2000
TINIKLING ACTIVITIES
TINIKLING TIME
OBJECTIVES: As a result of participating in this learning experience students will:
w Students will understand the definition of beat (A basic unit that measures time, a constant pulse)
w Students will understand how to incorporate beat into a movement pattern.
w Students will create a movement pattern using tinikling sticks.
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: tinikling sticks, rhythm sticks, music, & CD player
DESCRIPTION OF ACTIVITY:
w Divide students into groups of three and assign them to a set of tinikling sticks.
w Introduce and review the concept and definition of beat.
w Explain the basic movement used in tinikling. (down, down, together, together) Each group will practice this quickly.
w Split the class into groups and have them develop a tinikling routine with the following guidelines:
o Beat must be performed in 4/4 time with a minimum of 48 beats
o Each student must manipulate the tinikling sticks for at least 16 counts (transitions must be accounted for in the movement pattern)
o Students must change directions at least once while jumping
o Students must use both a hop and a leap
o Each group will have four minutes to practice before performing the routine in front of the other group
o Be creative and have fun
w Wrap Up --check for understanding on the definition of beat.
SPRING 2000
TINIKLING ACTIVITIES
TINIKLING TOUR
OBJECTIVES: As a result of participating in this learning experience students will:
w Understand the concepts of beat and accent
w Understand and perform a rhythm pattern involving tinikling
w Understand and perform movements to various tempos
SUGGESTED AGES: Grades 2-4
EQUIPMENT NEEDED: tinikling sticks (as many as needed), rhythm sticks, music
DESCRIPTION OF ACTIVITY:
w Divide students up into groups of three or four
w Go around and describe and demonstrate each of the three stations that the groups will be stationed at.
w Each group will tour each station for two to three minutes.
w STATION 1—BEAT & ACCENT
o Students move to the beat of the rhythm sticks in 4/4 time. The students will start in the center square and listen for the beat of the rhythm sticks. For every beat they will jump to an outside square and for the following beat jump back to the center square. Repeat this process remembering to hit the center square every other beat. The students will listen for the accented beat. Every time they hear the accented beat they will make two quick jumps for that beat.
w STATION 2—RHYTHM PATTERN
o Two students will manipulate the sticks in 4/4 time. The other students will move to the rhythm pattern created by the manipulators. The pattern will be in, in, out, out. The non-manipulating students will start outside of the sticks and jump in on the first two beats and out on the second two beats. The manipulators will beat the sticks on the floor close together for the first two beats and beat the sticks on the floor far apart for the second two beats. They will do this until they have a good rhythm pattern flow.
w STATION 3--TEMPO
o Students will form a single line behind the tinikling sticks track. Instructor will give a movement and a tempo speed for the students to perform through the track. The instructor will use rhythm sticks to guide the student’s tempo.
SPRING 2000
TINIKLING ACTIVITIES
TINIKLING HIP HOP
OBJECTIVES: As a result of participating in this learning experience students will:
w Understand the definition of beat
w Perform prescribed movements to a beat using tinikling
w Understand the concept of tinikling
SUGGESTED AGES: Grades 3-5
EQUIPMENT NEEDED: tinikling sticks, music
DESCRIPTION OF ACTIVITY:
w Divide students into pairs and supply each pair with two tinikling sticks, have them spread out in the space.
w Using 4/4 time, teach the students the beat pattern that will be used for this particular exercise and have them practice with their partner.
w Now have the students get into groups of three with one pair of tinikling sticks for each group.
w Teach the students how they can move in and out of the sticks using both the feet together, feet apart pattern and the left, right, left method. Have the groups practice this while helping those who need assistance.
w Position the students in groups which are lined up side by side with four tinikling stations. The remaining students will use the left, right, left method to travel down the line in a continuous pattern. Upon reaching the end of the line, they will take over for the last group, who will themselves go down the line, beginning at the start.
SPRING 2000
TINIKLING ACTIVITIES
TINIKLING TWOSOME
OBJECTIVES: As a result of participating in this learning experience students will:
w Be able to move through the tinikling sticks to the beat
w Perform tinikling movements in unison with a partner
w Be able to move the tinikling sticks to the beat of the music
SUGGESTED AGES: Grades 6-8
EQUIPMENT NEEDED: tinikling sticks, music, CD player
DESCRIPTION OF ACTIVITY:
w Divide class into groups of four and assign them a tinikling station. Two of them will handle the tinikling sticks, and the other two will do the movements.
w First have students jump twice outside left of the tinikling sticks, then twice in the middle, then twice outside right. Have students practice first without the sticks moving, then have them try it with the sticks moving.
w Next have the students clap each other’s hands together when they are jumping twice in the middle.
w Then have kids jump and turn half way around and jump twice with their legs outside the sticks then twice inside the sticks. Then have them turn back around and do the same thing. First have them practice without the sticks moving, then with the sticks moving. Then have them do the whole thing starting from the beginning.
w Now have students grab hands and jump outside left twice, in the middle twice and then outside right, and then back to the middle. Have students practice alone, then with all the other skills together.
w With them still holding hands, have them step out to the left on one foot and hold for one count, then step in the middle one foot at a time, then out to the right with one foot and hold and back into the middle again. Have them practice alone without sticks moving. Then with moving and then all steps together.
SPRING 2001
TINIKLING ACTIVITIES
TINIKLING PINIKLING
OBJECTIVES: As a result of participating in this learning experience students will:
w Be able to understand the definition of rhythm
w Be able to recognize various rhythm patterns
w Perform manipulative and locomotor skills
SUGGESTED AGES: Grades 5-6
EQUIPMENT NEEDED: tinikling sticks, foam balls (2), rhythm sticks, flash cards
DESCRIPTION OF ACTIVITY:
w Have the students form a horseshoe around the teacher.
w Explain to the students that they will be learning about measures and reviewing note values.
w Divide the class into two groups.
w Provide each student with a flash card containing a measure of notes on it.
w Place the tinikling pole in the middle of the floor standing on end. Also, place the tow foam balls in a designated area near the tinikling pole.
w Have the two groups stand at opposite ends of the room behind a designated line.
w The teacher will now tap a measure with the rhythm sticks.
w The student from each team that hears the same rhythm being tapped that is on their flash card will run to the ball, pick it up and run back to their designated area. Once in the area the student will then turn and throw the ball at the tinikling pole in an effort to knock the pole over. The student that knocks the pole over will receive one point for their team. If a student without the proper measure participates it will cost their team one point.
w Continue doing this until all students have had a chance to participate. Once every student participates bring the students into the center in a horseshoe to review.
SPRING 2001
TINIKLING ACTIVITIES
TINIKLING DANCE
OBJECTIVES: As a result of participating in this learning experience students will:
w Understand the definition of beat
w Manipulate tinikling sticks and their bodies to various beats
w Practice locomotor skills, specifically hopping and jumping
w Learn to work with other members of their class
SUGGESTED AGES: Grades 6-8 & High school
EQUIPMENT NEEDED: tinikling sticks, music with a 4/4 beat
DESCRIPTION OF ACTIVITY:
w Begin by having the class clap the beat of the given music. When the beat is found and everyone seems comfortable introduce the tinikling poles.
w Show the concept of tinikling. The poles are struck or tapped together on beats 1 and 2 while staying close to the floor. On beats 3 and 4 are tapped on the floor while staying about 18 inches apart. These motions are continuously repeated.
w Begin the dance with the poles together and the dancer on the left side. On count 1 hop on the left foot, on count 2 hop on the left foot again. On count 3 (poles apart) step inside with the right foot first, followed by a step inside with the left foot on count 4. When count 1 arrives again (poles together) the dancer should be on the right side of the poles and on count 1 and 2 there should be a hop on the right foot. On count 3 (poles apart) step inside with the left and follow with the right foot on count 4. On count 1 the dancer should be back to the left side, where the dance began. Repeat.
w When the class gets the hang of this allow them to create their own dance using a full 8 counts (1-4, 1-4). Break them into groups based on the number of students. Each group must have at least 3 people.