Anytime! Always Ready for Education (164)

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3. What is the main idea presented in the article? Write down the right option in your 
notebook.
a. Siko wanted to be a ballet dancer but he couldn’t, because in Indonesia men don’t dance.
b. Siko decided to fi ght against the stereotypes that involve male dancers and eventually he 
was able to achieve his dream. X
c. Siko decided to become a political activist in favor of male dancers in his country.
d. Siko’s dream was to invent a new type of dance and his dream has come true.
4. In your notebook, number the following events in chronological order, according to what 
happened in Siko’s life.
a. He moved to Jakarta. 4
b. He enrolled himself in Maniratari. 2
c. He was trained as a contemporary 
dancer. 3
d. He started working for Ballet Sumber 
Cipta. 5
e. He saw a dance performance at Sanggar 
Maniratari in Solo. 1
5. The following words are from the text. In your notebook, match them to their meanings in 
Portuguese.
a. background (l. 23)
b. embarrassed (l. 33)
c. call (someone) names 
(l. 34)
d. healing (l. 40)
e. channel (l.39)
 I. envergonhado
 II. insultar, xingar
 III. origem; experiência; conhecimento
 IV. canalizar
 V. curativo, que tem o poder de 
curar; cicatrizante; calmante
5. Peça aos estudantes que vol-
tem ao texto e releiam as frases 
onde estão as palavras indica-
das, para tentar inferir seus sig-
nifi cados por meio do contexto.
a. III; b. I; c. II; d. V; e. IV
“I used to be so embarrassed by it. My friends told me dancing is only for women. They 
used to call me names because of it,” he said.
When he was in high school, Siko said he had an identity crisis and started questioning 
his passion for dancing. [...]
“Men don’t dance,” “There must be something wrong with you,” “You’re not a man” – 
Siko has heard it all.
Now, whenever Siko feels sad and down, he channels his energy into dance.
“Dancing is very healing for me. It’s a safe place to express my feelings,” Siko said.
Siko is very thankful to his parents, who always supported his passion for dancing. [...]
In an interview with the Jakarta Globe last week, Siko said dancing allows him to 
connect to a higher consciousness that transcends time, space and reality.
“When I dance, I feel like I am fully connected to God. I feel there’s this huge fi gure 
standing behind me. My body becomes an instrument that receives this incredible 
power,” Siko said.
He also said dancing offers him a momentary escape from life when it becomes too 
hard to bear.
[...]
‘I’LL Die If I Don’t Dance’: Siko Deconstructs Male Dancer Stereotypes. Jakarta Globe, Aug. 29, 2019. Available 
at: https://jakartaglobe.id/culture/ill-die-dont-dance-siko-deconstructs-male-dancer-stereotypes/. 
Accessed on: Jun. 15, 2020.
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279
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6. Find excerpts in the text to prove that the following statements 
are true. Then write them in your notebook.
a. Siko comes from a poor background.
b. He found out his passion for dancing when he was still a child.
c. He was bullied when he was younger because of his passion for 
dancing.
7. In your notebook, choose the correct options. According to the 
text, dancing is a way for Siko to
a. feel embarrassed.
b. connect with God.
c. heal from sadness.
d. express his feelings.
e. question his passions.
f. momentarily escape from life.
After You Read
8. Discuss the following questions in small groups.
a. In his interview, Siko mentions some benefi ts dancing brought 
to his life. In your opinion, what other benefi ts can dance bring 
to one’s life?
b. Do you think Siko’s story is a good example for people who 
want to pursue their dream? Why (not)?
c. What other stereotypes related to dancing have you heard of? 
How can they be deconstructed?
Language Study
Discourse Markers
1. Observe the sentences below, from the text on pages 278 and 
279. Then do the following activities in your notebook.
She knew I was passionate and serious, so she trained me harder 
than everyone else.
Although he was already trained as a contemporary dancer, Siko 
said when he was a kid he also wanted to learn ballet.
Now, whenever Siko feels sad and down, he channels his energy 
into dance.
6. a. “[...] Siko Setyanto was 
brought up in a poor family. His 
father was a shoemaker and his 
mother a substitute teacher.”
b. “When Siko was nine years 
old, a cousin took him to see a 
dance performance at Sanggar 
Maniratari in Solo. It was then 
that Siko discovered his love for 
dancing.”
c. “Siko said he faced a lot 
of discriminations, mostly 
from friends, when he was a 
young man just starting out his 
dance career. ‘I used to be so 
embarrassed by it. My friends 
told me dancing is only for 
women. They used to call me 
names because of it,’ he said.”
7. Durante a verifi cação da ativi-
dade, aproveite para promover 
uma breve discussão entre os 
estudantes sobre o que a dança 
representa na vida deles. Após 
alguns minutos, peça a alguns 
estudantes que relatem algo 
que discutiram com os colegas.
X
X
X
X
Respostas pessoais
L EM13LGG403
EM13LGG502
a. What idea does each discourse marker in bold in the previous sentences express? 
Write the discourse markers next to each of the following ideas.
• Concession • Time • Consequencealthough whenever so
8. Se julgar oportuno, apresente 
aos estudantes o vídeo “10 health 
benefi ts of dancing”, disponível 
em: https://www.youtube.com/
watch?v=SA5K6tR7PLU. Aces-
so em: 26 jun. 2020. 
Esse vídeo pode 
ajudá-los a pen-
sar em ideias 
para a pergun-
ta a. Após a ati-
vidade, escolha 
alguns estudan-
tes e peça que re-
latem brevemente o 
que debateram com seu 
grupo. Terminada a discussão do 
item c, pergunte se os estudan-
tes conhecem outros estereóti-
pos comuns, por exemplo, sobre 
brasileiros ou pessoas de outras 
nacionalidades, sobre estudan-
tes ou sobre outro tema que 
eles julgam relevante. Questione 
também como esses estereóti-
pos podem ser desconstruídos.
280
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