Abstract
ABSTRACT The COVID-19 pandemic has undeniably imposed significant limitations on all aspects of education, necessitating educators to adopt more creative approaches to deliver high-quality education to students. This holds particularly true for teaching Philippine folk dances, a topic in physical education that traditionally involves close physical contact, which is currently unfeasible due to social distancing restrictions. Guided by Tanner and Tanner’s (1980) Levels of Curriculum Involvement and de Guzman’s (2014) Principle of Decolonisation, this viewpoint article aims to offer insights on how the potential of creativity can be leveraged and empower educators to teach Philippine folk dances in the post-pandemic context. Additionally, it seeks to provide alternative Philippine folk dances that do not require close physical contact.
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