iSAYAW: Revolutionizing Philippine Folk Dance Education Through Mobile Learning

Introduction

Dance is an art form that serves as an outlet for a person’s emotions, as it also embodies cultures and traditions. Its significance and benefits transcend peoples from different nations as it manifests a country’s cultural identity. On a broader sense, Mattsson and Lundvall (2015) revealed three (3) dance knowledge areas such as dance as a “cultural preserver”, dance as an “expression”, and dance as a “bodily exercise”, which are embedded in the pedagogical discourses of the physical education curriculum, identity information discourse, aesthetic discourse, and public health discourse, respectively. Meanwhile, the reduction of time allocated for physical education (PE) is mainly due to the emphasis on improving academic performances and a belief that physical education has a negative effect on academic performances (Dimarucot, 2022; Marques et al., 2017; Yli-Piipari, 2014). According to Dimarucot (2022), the reason for the decrease in the time allotted for physical education is largely attributed to the significant pressures exerted on students and school administrators to enhance academic achievement. This is because there is a belief that dedicating time to non-academic subjects, like physical education, adversely affects academic performance among children. Similarly, the amount of time dedicated to physical education has decreased significantly in Finland in recent years. In addition, students in comprehensive schools are required to attend two 45-minute physical education classes per week. Some elementary school programs may choose to include a third physical education lesson in their curriculum. In middle school, students have the option to select additional physical education units (each unit comprising 38 hours) from a selection of elective units that are created in accordance with the local school's curriculum (Marques et al., 2017). In addition, the use of lecture-based instruction, traditional assessment methods, and restricted class time can lead to a discrepancy between students' practical test scores and their ability to apply what they have learned. Furthermore, a lack of class time may limit the opportunity to develop the necessary skills and knowledge of the students to engage in lifelong physical fitness, which is the ultimate objective of physical education (Yli-Piipari, 2014). Consequently, physical education teachers are questioning the place of dance and its role within the subject, along with how to effectively instruct it (Mattson & Lundvall, 2015).

Article 14, Section 18 of the 1987 Republic of the Philippines Constitution states that “(1) The State shall ensure equal access to cultural opportunities through the educational system, public or private cultural entities, scholarships, grants, and other public venues, (2) The state shall encourage and support researches and studies on the arts and culture.” Similarly, Republic Act 10066 or the National Cultural Heritage Act of 2009 “mandate the state to conserve, develop, promote and popularize the nation's historical and cultural heritage and resources as well as artistic creation.” Local governmental agencies must record both traditional and modern arts and crafts, according to Section 16 of the said Act.