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Fayette County Public Schools
ARTS AND
HUMANITIES
CURRICULUM
Do my essay on gossip CHEAP ! 
ELEMENTARY
DANCE
MATERIALS
Updated /00
The following materials have been pulled together in order to facilitate the
teaching of Dance Core Content at the elementary level. The materials are drawn
from many different sources. One of the main sources is a text/resource entitled
ARTY, created by Marion Tabor. Some of those materials are adaptations of
material found in other sources, such as KDE etc. Large portions of these
concepts are also taken from ?Dance Sense,? a video series produced by
KET. These materials will be continually up-dated and revised in order that
Fayette County teachers have the best materials possible from which to work.
Dr. Frank Messina
CIAS
Note ARTY is Marian W. Tabor. Each elementary school in Fayette County has
been provided with a copy of this text. If you have further questions you can reach
Ms. Tabor at www.artyonline.com, or ED_ARTY000@msn.com or
(70) 785-10
The Dance Sense videos are available through KET. KET can be reached at 1-
800--764
The Basics of
Elementary Dance Assessment
Elements of Dance Form
Space ? Shape of the body, shapes made Beginning/Middle/End
by groups of dances, direction, pathways AB/ABA etc.
level
Time ? Beat, Rhythm, Tempo
Force ? Use of energy while moving
Cultures/Periods/Styles Purpose of Dance
West African Ceremonial/Ritualistic
Native American (Celebration, Hunting, Wedding, etc.)
Colonial/Folk Dances (European origin) Recreational (folk, social)
Artistic (Performance, ballet, modern, etc.)
Dance Movements
Locomotor Non-Locomotor
Walk Bend
Run Stretch
Skip Twist
Hop Swing
Jump
Slide
Leap
Gallop
Dance communicates Ideas, thoughts and feelings
4
Past ? Present ? Future
Dance past, present and future is all connected. It began, so long ago, with a heartbeat, a
rhythm, a repetition, an imitation, a story . . . and continued with patterns and shapes and forms
passed on from generation to generation. There are really very few dance steps . . . and once you
learn them (or at least learn to recognize them) you will see them repeated again and again,
changing with the rhythm and style, seemingly ?different,? but the basics are there just like
?A.B.C?s.? They originated with simple people moving most naturally. Eventually, some styles
of dance became very formalized, as in ballet. Some forms reflect the very essence of a people,
as in African, Native American, Hindu. Social dance reflects the music, dress, original location
and, many times, social climate of a period of time (look at ?hip hop? in today?s culture versus
the waltz in Vienna in the 1800?s). Ballroom dancing is in competition the world over now and
will be known in future Olympics as ?Sports Dancing?!!!!! ?Folk? dance reflected a specific
geographical location, in its original form, and has blended with time, as the world becomes
smaller and smaller. Dance is a profession to some and recreation to others, but, frankly, it?s just
movement to a beat and that has been and will be around for a long time. We carry a lot of
history with us when we explore the world of dance . . . and it?s wonderfully interesting to
investigate it.
Annie Hodapp
Kentucky Institute for Arts in Education
5
Notes from KET?s Video Series,
?Dance Sense?
UNDERSTANDING DANCE
A Definition of Dance
Dance is a form of communication
Dance ? The art of the human body in motion . . .
Choreographer creates the dance
Individual dancer performs or ?interprets? the dance ? Each dancer will do the same
dance in a unique way
Culture ? All dances reflect the culture in which they were created; the way people think
and the things they believe
Dance ? The art of the human body in motion, influenced by the choreographer, the culture and
the individual artist
Combining Movements
We are surrounded by movement Every day movements like walking or brushing our hair;
athletic movements like running, jumping and bending; ceremonial-type movements that are
careful, precise, deliberate and respectful.
The choreographer (which could be the individual dancer) takes these natural movements, and
sometimes unusual movements that they invent or copy, and create expressive dances.
Everyday movements are turned into dance movements by repetition, exaggeration and
changes in intensity (force)
Most ceremonial and folk dances are developed by different people of a culture over a long
period of time. We usually cannot identify the choreographer of the dance
Purposes of Dance ?
Recreational/Social
Ceremonial
Artistic/Expressive
6
Recreational Dance
These dances bring people together. They are done for fun. They allow people to ?show
off.? They are often designed to help people meet each other or socialize with each other. They
offered a way for people to identify themselves as part of a group or a culture.
Examples
The Virginia Reel, Square Dances and Circle Dances ? Done on the frontier. People
lived far away from each other and rarely saw people outside their immediate family. In these
dances men and women line up opposite each other. As the dance goes on people exchange
partners and ?hold hands? briefly with many people. This allows people to meet each other and
to touch each other in socially acceptable ways. The focus is not on the steps of the dance, but
on meeting and socializing. In fact, if people had trouble remembering the steps it didn?t matter.
There was someone there to help things along by ?Calling? out the steps for everyone.
The Minuet ? The minuet is a different type of social dance. It was done in the royal
courts of Europe. It reflected the very fancy behavior of the court and people showed off how
?important? they were by how well they danced. In this dance there was no ?Caller.? It was
almost like a very quiet contest to see who could remember the intricate steps of the dance and
do them the best.
These two dances reflect very different notions of ?social dancing.? The European social
dance was all about one?s place in society. The American social dance was all about everyone
being equal. These concepts reflected the way people thought in the differing societies.
Ceremonial Dance
Many cultures have ceremonies to celebrate events (a wedding, a funeral, the coming of
age of a young person) or try to influence them (to have a successful harvest or hunt).
Ceremonial dance is like a prayer. People dance in a way that is meant celebrate or ask for the
blessings of some higher power in bringing about the desired result.
Examples
The Majani Dance West African women who have become eligible for marriage do this
dance in front of the other members of their tribe. They ?show off? in front of everyone in the
hopes of catching the interest of the young men who are looking for wives.
The Native American Rain Dance Done by tribes that rely on agriculture for their
food. The dance is a form of prayer that asks ?The Spirits? to bring the rain needed for their
crops to grow.
7
Artistic Dance
The purpose of artistic dance is to entertain or inspire. One of the most important
characteristics of Artistic Dance is that there is a clear distinction between the performer and
the audience.
Examples
Ballet This form of dance communicates ideas or emotions to an audience while using
very formal pre-determined steps. The dancers usually try to appear weightless and
disconnected from the ground (high level). Ballet can tell stories that are humorous or sad and
can communicate many kinds of emotions or other ideas.
Modern Dance This form of dance also communicates ideas or emotions to an
audience. Sometimes it uses pre-determined steps. Other times it allows the performer some
freedom to make up their own steps. The dancers often appear to be well-connected to the
ground (low level). Just like Ballet, Modern Dance can tell stories that are humorous or sad and
can communicate many kinds of emotions or other ideas.
Special Note
Sometimes there is no clear distinction between the different types of dance.
Recreational folk dances or ceremonial dances, originally created for other purposes, can wind
up being used in performances for audiences. In those cases they maintain an element of their
original form but they become ?artistic dance? as well.
8
DANCE IN CULTURE
Dance has been a part of every culture and time. Dance reflects the basic experiences of
every person birth, death, the passage into adulthood, marriage. It reflects the needs and values
of society and the experiences of the community. It celebrates, mourns, helps in the search for
food, fertility, divine help with weather or victory over an enemy.
When people come to a new place, like America, they don?t usually bring much with
them. They can, however, bring their culture, their language, their music, their art and their
dance. To do that all they need is their mind and their body.
Early American (Colonial) Dance
This dance reflects the European influences of the countries from which Colonial
Americans came. In the early 1700s men and women danced together using pre-determined
steps, but in separate lines. That reflected current views on social behavior. The ?large group?
dancing helped created sense of community and helped people feel connected as they built a new
life in a new land. New dances like the Reel (Virginia, Irish) were created that used the same
movements over and over again which made them easier to learn than older European dances
(Minuet).
Later in the 1700s the Waltz was developed in Europe and worked its way to America.
This dance was revolutionary! For the first time it allowed men and women to face each
other and hold each other. This reflected changing values in European/American culture.
This form of couples dancing is not a prominent feature of Native American or West African
dancing.
Native American Dance
The focus of Native American dance is spiritual (Religious/Ceremonial). The dancers
most often move in circular pathways. They often bend forward and move close to the ground
(low level). The dancers respond to the strong steady beat in the music and the movements are
often very repetitious. The music is made primarily on drums and shakers and the dancers often
sing while they dance using vocables (vocal sounds that are not actually words) and a limited
melodic range.
In many Native American dances the dancers take on the shape and movements of
animals or ?spirits.? This is believed to give the dancers the characteristics of the animal or
spirit (bravery, cunning, wisdom). While they are dancing, Native Americans often believe they
are communicating with ?the Spirits? (prayer).
When Europeans came to America they found Native American dancing and music
disturbing. They were afraid that the music, ceremonies and dances allowed the Native
Americans to communicate in strange and secret ways and that this might lead to dangerous
situations. Many Native American dances and ceremonies were forbidden until as late as the
mid-1800s. At that point the few Native Americans who remembered these cultural forms began
efforts to keep them from being lost forever. Pow-wows, or large social gatherings, were reestablished.
They included competitions for dancing and music. Today, these events are held all
over the country and are very popular events for Native Americans and others as well.
West African Dance
Like Colonial/European dance, West African dance came to America in the hearts and
minds of people from another land. Like Native American dance, there were times when it was
considered dangerous and was forbidden.
West African dance is closest to Native American dance because it is usually done with
the body bent forward and low to the ground, with feet flat on the ground. They often move their
hips in a swaying motion. West African dances also often move in a circle as do Native
American dances. Whereas Native American dance is focused on the steady beat of the drums,
West African dance responds to many different rhythms being played on drums at the same time
(poly-rhythms). Whereas Colonial/European dances have set steps, West African dancers
respond to and respond take cues from their drummers and from each other.
The West African dance of slaves in America were banned because slave-owners felt that
the dances brought large groups of slaves together and the drumming allowed them to
communicate secret messages over long distances. The slaves preserved their love of music and
dance by inventing new instruments (washboard, tambourine, body). They also created new
dances, often using the sounds of their bodies touching the ground. These dances allowed the
slaves to create a new community and gave emotional and spiritual relief from the brutal life of
slavery. Sometimes slaves were brought into the homes of slave owners to perform. At that
point the dances became a form of entertainment (with and audience ? Artistic), while still
maintaining the structure they had (folk/recreational/social).
10
Blending Cultures
When different cultures exist near each other it usually does not take long for them to
borrow elements from each other. West African dance has had a tremendous effect on many
European dance forms, creating altogether new forms.
Examples
Tap Dance - Tap dance is a blend of Irish Step Dance and English Clogging with West
African Dance. The Irish/English dances contributed complicated steps, the African dances
contributed complicated rhythms and a more relaxed body.
Salsa (a Caribbean dance) In Spanish dance the dancer holds their body very high and
stiff. In West African dance hips and legs move very freely. On Caribbean Islands the culture of
settlers from Spain blended with the culture of slaves from West Africa. Salsa is a dance form in
which the upper body is held high and stiff (Spanish) but the hips and legs move freely (West
African).
11
ELEMENTS OF DANCE
There are three basic elements in dance
Space ? Dance moves in space, takes up space, makes designs in space
Time ? Dance takes place over time and time can be divided in many ways
Force ? Different dances and portions of dances use different amounts of energy
SPACE
The term ?space? in dance can deal with many concepts
Shape
1. The shape the body of the individual dancer takes
. The designs made by groups of dancers (straight lines, circles, triangles, etc.)
Lines show off the number of dancers. They often reflect power or authority
Dancers working together are more intimate and reflect human relationships
Circles can mean many things. In a circle there is no beginning and no end; all
dancers are equal.
Example Shaker dancers danced in concentric circles. The outer circle protected
the dancers from the outside world. The inner circle represented the dancer?s
protected spiritual life
Level
1. High ? Lifted, ethereal, hopeful
. Medium ? Natural
. Low ? Close to the ground, serious, not positive
Direction (Pathways)
1. Each dance is a network of pathways
. Different pathways create different impressions
. Moving forward is perceived as forceful
4. Moving backward is perceived as weakness or retreat
1
Dance as ?Sculpture?
1. Dance is a three-dimensional art form
. Dance is done within a ?framework? (the stage)
. ?Designing the space? ? directing the eye of the audience. This can be helped by the
use of color, lighting, costume, make-up, set-pieces, the direction dancers face, the
way dancers relate to one another
TIME
1. Divided into beats that are regular and even
. They could be fast or slow (tempo)
. Rhythm is the regular repeated pattern of short and long movements or sounds
4. Rhythm can be created by accents
5. Syncopation occurs when the accents go against the regular (steady) beat
6. Duration is the amount of time it takes to perform a movement, a phrase or section
of a dance or the entire piece.
7. The dance can move with the music or against it. When it moves against the music it
creates contrast
8. The choreographer might choose to not use music in order to focus attention on the
dancer, or he might want people to hear the sound of the dancer?s feet on the ground.
FORCE
. Force is the use of energy in dance
10. It can be light or medium or heavy
11. Sometimes it changes during a dance, sometimes it stays the same
1. It can create movements that are ?calm? or ?lush? or that ?explode?
1. Force/Energy is used to express emotion
14. Heavy can be violent, powerful, etc.
15. Light can be peaceful, romantic, etc.
1
Other materials from ARTY etc.
PATTERNS (Use of Space)
Double Lines
Single Line
Square/Rectangle
Diagonal Circle Within a Circle
Zig-Zag Circle
(Like a snake, S-shapes)
Serpentine Figure 8
ARTY
14
Critiquing Dance
Describe
The movements
The relationship of the dancers
The way space is used
The force or the qualities of the movements
The entrances and the exits of the dancers
The sound score, costumes, props, sets, lighting
Analyze
The relationship between any of the things under ?describe?
The relationship of the dance elements
The form of the dance
The relationship between the movements, sounds, costumes, dancers, props,
set and lighting
Movements which were in unison (everyone does the same movement),
or were repeated, etc.
Interpret
Was there a story behind the dance?
What was the theme of the dance?
What was the dance expressing?
What did the dance mean to you?
What was the intention of the choreographer?
Judge ? Thinking of ?performance? and ?choreography?
Did the dance work as a whole?
How does this dance compare with others of a similar style?
How competent were the dancers in their performance?
How did the sets, costumes, etc, contribute to the effectiveness of the
dance?
Do you think the dance conveyed the intentions of the choreographer?
ARTY
15
Dance Glossary
AB ? a two-part compositional form with an A section and a B section;
The binary form consists of two distinct, self-contained sections that
share either a character or quality (such as the same tempo, movement
quality, or style)
ABA ? a three-part compositional form in which the second section
contrasts with the first section. The third section is a restatement of
the first section in an abbreviated or extended form
Adagio ? slow, sustained movement
Allegro ? fast, quick movements
Alignment ? the relationship of the skeleton to the line of gravity and the
Base of support
Ballet ? from the Italian word ballare, which means to dance
Barre - the wooden railing that is fixed horizontally to the wall of a dance
classroom
Call and Response ? a structure that is most often associate with African
music and dance forms . . . where one soloist or group performs
with a second performer or group entering ?in response? to the first
Cannon ? a round composition in which there are exact repetitions of the
preceding movements
Choreography - the dance steps themselves . . . . patterns, shape, tempo,
rhythm, number of dancers, space, etc.
Choreographer ? the person who creates the dance
Adapted from Jimmie Dee Kelley and Ann Hodapp Dance Glossaries ARTY
16
Direction ? up, down, forward, backward, sideways, etc.
Duration ? the length of time the movement, phrase or piece lasts
Dynamics ? the expressive content of humane movement, sometimes
called qualities of efforts . . . it manifests the interrelationship among
the elements of space, time and force.
Elements ? the use of the body moving in space and time with force and
Energy
Energy ? Tension ?tension feels hard and tight
Relaxation ? feels loose and sloppy
Flow ? energy that is free . . . flow has an on-goingness of movement;
Or it is bound . . . controlled, restrained
Force ? power, energy, strength
Focus ? where an audience or dancer is supposed to look
Folk ? dances that are usually created and performed by a specific
group within a culture
Form ? Beginning, middle and end to a choreographed piece, or
structure of a piece.
Grapevine ? a dance step in which the feet go side, back, side forward
Genres ? kinds or styles of dance
Improvisation ? to make up, on the spur of the moment, dance movements
Without previous preparation
Kinesthetic ? refers to the ability of the body?s sensory organs in the
Muscles, tendon, and joints to respond to stimuli while dancing
Adapted from Jimmie Dee Kelley and Ann Hodapp Dance Glossaries ARTY
17
Levels ? vertical distance from the floor
Low ? grand plie (deep knee bend), sit or lie on the floor
Medium ? stand, twist upright, bend from the waist,
demi-plie (bend your knees)
High ? jump, leap, stretch, go up on your toes
Locomotor ? movement done while traveling or moving through space
Walk, run, hop, jump, leap, skip, gallop, slide
Non-locomotor ? movement that most often stays in one place, as if
Your feet were glued to the floor.
Bend, stretch, push & pull, shake, swing & sway, twist & turn
Pathways ? patterns or paths of the dance
Pirouette ? a whirl, a complete turn of the body
Phrases ? longer sequences of movements
Pulse ? the on-going, underlying beat
Rondo ? a movement having its principle theme repeated three or more
times while alternating with other themes
Rhythm ? patterns made by arranging long and short, or strong and light
sounds or movements
Shape ? the use of patterns, circles, lines or squares or directions (right-left,
Forward-backward, etc. to form a dance.
Aspects of shape open/closed; symmetrical/asymmetrical
angular/curved
Size ? large and small movements
Adapted from Jimmie Dee Kelley and Ann Hodapp Dance Glossaries ARTY
18
Space ? the area in which you create your dance (can be small or
The use of all the dance floor)
Speed ? how fast or slow the movement is
Tempo ? speed of the music
Time ? tempo (fast or slow), beat, count, rhythm
Waltz ? a dance in ¾ time with marked accent on the first beat of each
Measure
Weight ? strength (force) or lightness
Adapted from Jimmie Dee Kelley and Ann Hodapp Dance Glossaries ARTY
Six Forms of Dance
Ballet ? Originated in France; high and lifted forms, very precise and predetermined
steps
Ballroom Dancing? Social dance based on European styles; two people dancing
close to each other
Folk Dancing? Handed down from generation to generation; not very formal
Line Dancing ? All dancers stand in a line and do the same movements in unison
Square Dancing - A recreational dance with 8 dancers (at least four) in a square.
The dance uses a caller so people don?t have to remember the steps
Social Dancing ? There a many types. In modern American social dance people
make up their own movements as they go along.
1
ELEMENTARY DANCE I Name_______________________
SCRIMMAGE TEST Class_______________________
1. A locomotor movement is a movement
a. from one place to another
b. that makes noise
c. where you feet don?t move
d. of only one part of your body
. Imagine Native American dancers dancing before they leave to go deer
hunting. Their costumes and moves imitate a deer. This dance is performed
for what purpose?
a. recreation
b for social purposes
c. as a part of the folk culture
d. ceremonial/ritual purpose
. Which of the following is not a locomotor movement?
a. running
b. stretching
c. leaping
d. skipping
4. The three elements of dance are
a. beginning, middle, end
b. space, rhythm, focus
c. space, time, force
d. ideas, thought, feelings
5. Space is
a. beat and tempo
b. level, direction, shape and pathways
c. use of energy
d. not an element of dance
ARTY
0
Dance Scrimmage Test I
6. The composition of the dance must include all the following except
a. beginning
b. refrain
c. middle
d. end
7.Time in dance refers to
a. level
b. force
c. beat
d. direction
8. A dance level is a vertical distance from the floor. An example of a low level is
a. stretching arms toward the ceiling
b. bending from the waist
c. standing straight
d. bending at the knees (a grand plie)
. The dance steps themselves (patterns, shape, tempo, etc) are called
a. choreography
b. geopgraphy
c. danceology
d. patternology
10. Another name for force is
a. pathways
b. directions
c. energy
d. space
ARTY
1
Dance Scrimmage Test I
11. Pathways are examples of
a. time
b. tempo
c. space
d. force
1. A student is dancing the twist. He twists his body high, low and medium.
This is an example of
a. elements
b. levels
c. range
d. distance
1. The purposes(s) of dance are
a. ceremonial
b. recreational
c. artistic
d. all of the above
14. The square dance is an example of what type of dance?
a. social
b. ceremonial
c. artistic
d. ritualistic
15. Dance has been a part of different cultures
a. only the last 5 years
b. the last 100 years
c. the last century
d. throughout history
ARTY
Dance Scrimmage Test I
16. Dance can be used to
a. communicate feelings
b. tell a story
c. both of the above
d. neither of the above
17. Ballet is a(n)
a. folk dance
b. artistic dance
c. recreational dance
d. none of the above
18. Recreation was the main reason for dance in the
a. Appalachian culture
b. Native American culture
c. West African culture
d. All of the above
1. Colonial folk dances are of
a. West African origin
b. Native American origin
c. American origin
d. European origin
0. Tension and relaxation are part of the concept of
a. space
b. force
c. time
d. direction
ARTY
ELEMENTARY DANCE I Name________KEY_______
SCRIMMAGE TEST Class_______________________
1. A locomotor movement is a movement
a. from one place to another
b. that makes noise
c. where you feet don?t move
d. of only one part of your body
. Imagine Native American dancers dancing before they leave to go deer
hunting. Their costumes and moves imitate a deer. This dance is performed
for what purpose?
a. recreation
b for social purposes
c. as a part of the folk culture
d. ceremonial/ritual purpose
. Which of the following is not a locomotor movement?
a. running
b. stretching
c. leaping
d. skipping
4. The three elements of dance are
a. beginning, middle, end
b. space, rhythm, focus
c. space, time, force
d. ideas, thought, feelings
5. Space is
a. beat and tempo
b. level, direction, shape and pathways
c. use of energy
d. not an element of dance
ARTY
4
Dance Scrimmage Test I
6. The composition of the dance must include all the following except
a. beginning
b. refrain
c. middle
d. end
7.Time in dance refers to
a. level
b. force
c. beat
d. direction
8. A dance level is a vertical distance from the floor. An example of a low level is
a. stretching arms toward the ceiling
b. bending from the waist
c. standing straight
d. bending at the knees (a grand plie)
. The dance steps themselves (patterns, shape, tempo, etc) are called
a. choreography
b. geography
c. danceology
d. patternology
10. Another name for force is
a. pathways
b. directions
c. energy
d. space
ARTY
5
Dance Scrimmage Test I
11. Pathways are examples of
a. time
b. tempo
c. space
d. force
1. A student is dancing the twist. He twists his body high, low and medium.
This is an example of
a. elements
b. levels
c. range
d. distance
1. The purposes(s) of dance are
a. ceremonial
b. recreational
c. artistic
d. all of the above
14. The square dance is an example of what type of dance?
a. social
b. ceremonial
c. artistic
d. ritualistic
15. Dance has been a part of different cultures
a. only the last 5 years
b. the last 100 years
c. the last century
d. throughout history
ARTY
6
Dance Scrimmage Test I
16. Dance can be used to
a. communicate feelings
b. tell a story
c. both of the above
d. neither of the above
17. Ballet is a(n)
a. folk dance
b. artistic dance
c. recreational dance
d. none of the above
18. Recreation was the main reason for dance in the
a. Appalachian culture
b. Native American culture
c. West African culture
d. All of the above
1. Colonial folk dances are of
a. West African origin
b. Native American origin
c. American origin
d. European origin
0. Tension and relaxation are part of the concept of
a. space
b. force
c. time
d. direction
ARTY
7
ELEMENTARY DANCE II Name_______________________
SCRIMMAGE TEST Class_______________________
1. When you are in your own space and no one is close to you, it is your
a. general space
b. personal space
c. both of the above
d. none of the above
. Curve, zig-zag, and straight are examples of
a. levels of dance
b. timing of diance
c. force of dance
d. pathways of dance
. Space, time and force are the
a. purposes of dance
b. dance movements
c. elements of dance
d. components of dance
4. A combination of locomotor and non-locomotor movements are
a. bending, stretching, twisting
b. running, sliding, jumping
c. stretching, skipping, bending
d. leaping, galloping, walking
5. Which spatial concept involves moving around the gym?
a. physical space
b. general space
c. personal space
d. none of the above
ARTY
8
Dance Test II
6. Stretching high into the air is an example of which dance level?
a. high
b. medium
c. low
d. none of the above
7. A dance composition must have
a. a start and a finish
b. 4 beats to each step
c. high, medium and low movements
d. beginning, middle and end
8. Body movements create a dance through
a. space
b. energy
c. tempo
d. all of the above
. Shape is another name for
a. locomotor
b. non-locomotor
c. space
d. form
10. A choreographer is a person who
a. creates the dance
b. creates the music
c. dances to the music
d. creates scenery for the dance
ARTY
Dance Test II
11. Personal or general dance movements are examples of
a. time
b. space
c. force
d. style
1. The main purpose of the Native American Dance is
a. social
b. recreational
c. artistic
d. ceremonial/ritualistic
1. Recreational dance is for
a. enjoyment
b. to make money
c. to get ready for a hunt
d. for artistic purposes
14. Which dance is recreational?
a. ballet
b. line dance
c. dancing before a hunt
d. a dance at a theater
15. West African dance is based upon
a. the steady beat
b. fast drumming
c. poly-rhythms
d. high singing
ARTY
0
Dance Test II
16. Chanting is more likely to be heard in which type of dance
a. Native American
b. Appalachian /Modern
c. None of the above
d. All of the above
17. An example of artistic dance is
a. square dancing
b. ballet dancing
c. a rain dance
d. break dancing
18. Every dance routine must have
a. costumer
b. music
c. more than one person
d. beginning, middle, end
1. A folk dance is
a. a dance in which the dancers wear no shoes
b. a dancer with no partners
c. a dance with only 8 couples
d. a traditional dance of a given group of people
0. The following refers to the dance element of force
a. patterns, pathways
b. tension, relaxation
c. beat, tempo
d. ceremonial/ritualistic
ARTY
1
ELEMENTARY DANCE II Name_________KEY__________
SCRIMMAGE TEST Class_______________________
1. When you are in your own space and no one is close to you, it is your
a. general space
b. personal space
c. both of the above
d. none of the above
. Curve, zig-zag, and straight are examples of
a. levels of dance
b. timing of diance
c. force of dance
d. pathways of dance
. Space, time and force are the
a. purposes of dance
b. dance movements
c. elements of dance
d. components of dance
4. A combination of locomotor and non-locomotor movements are
a. bending, stretching, twisting
b. running, sliding, jumping
c. stretching, skipping, bending
d. leaping, galloping, walking
5. Which spatial concept involves moving around the gym?
a. physical space
b. general space
c. personal space
d. none of the above
ARTY
Dance Test II
6. Stretching high into the air is an example of which dance level?
a. high
b. medium
c. low
d. none of the above
7. A dance composition must have
a. a start and a finish
b. 4 beats to each step
c. high, medium and low movements
d. beginning, middle and end
8. Body movements create a dance through
a. space
b. energy
c. tempo
d. all of the above
. Shape is part of
a. locomotor
b. non-locomotor
c. space
d. form
10. A choreographer is a person who
a. creates the dance
b. creates the music
c. dances to the music
d. creates scenery for the dance
ARTY
Dance Test II
11. In Colonial America men and women danced
a. with no shoes
b. in separate lines facing each other
c. blindfolded
d. without ever touching
1. The main purpose of the Native American Dance is
a. social
b. recreational
c. artistic
d. ceremonial/ritualistic
1. Recreational dance is for
a. enjoyment
b. to make money
c. to get ready for a hunt
d. for artistic purposes
14. Which dance is recreational?
a. ballet
b. line dance
c. dancing before a hunt
d. a dance at a theater
15. West African dance is based upon
a. the steady beat
b. fast drumming
c. poly-rhythms
d. high singing
ARTY
4
Dance Test II
16. Chanting is more likely to be heard in which type of dance
a. Native American
b. Appalachian /Modern
c. None of the above
d. All of the above
17. An example of artistic dance is
a. square dancing
b. ballet dancing
c. a rain dance
d. break dancing
18. Dance movements that are connected create a dance
a. phrase
b. jumble
c. triangle
d. sensation
1. A folk dance is
a. a dance in which the dancers wear no shoes
b. a dancer with no partners
c. a dance with only 8 couples
d. a traditional dance of a given group of people
0. The following refers to the dance element of force
a. patterns, pathways
b. tension, relaxation
c. beat, tempo
d. ceremonial/ritualistic
ARTY
5
Intermediate (4th/5th) Open Response Item Everyday Movements
Core Content
AH-E-.1.1 ? Discuss how expressive dances are composed of a variety of
locomotor and non-locomotor movements that incorporate the elements of dance
space (shape, level, direction, pathways), time (beat, tempo), and force (use of
energy while moving).
AH-E-.1.1 - Explain how dance movements are similar and different from
everyday movements (e.g., brushing hair, tying shoes, walking).
Prompt
Dances are made up of two types of movements locomotor and non-locomotor.
These types of movements are used by people everyday.
Instructions
A. define locomotor and non-locomotor movement and identify two examples of
each.
B. Explain how everyday movements can be used by a choreographer to create a
dance.
Examples to look for in a student response
1. Locomotor movement ? Movements in which the dancer travels through space.
Examples walk, run, skip, hop, jump, slide, leap, gallop.
. Non-locomotor movement ? Movements in which the dancer remains in the
same place. Examples Bend, stretch, twist, swing.
. Choreographers change everyday movements into dance movements through
repetition, exaggeration or changes in intensity (force).
Scoring Guide Template
4 ? Student correctly defines locomotor and non-locomotor movement and gives
two appropriate examples for each. Student explains extensively how
choreographers create dances from everyday movements by listing one or more of
the following techniques repetition, exaggeration, change of intensity.
? Student correctly defines locomotor and non-locomotor movement and gives
two appropriate examples for each . Student adequately explains how
choreographers create dances from everyday movements but does not explicitly list
repetition, exaggeration or change of intensity.
? Student correctly defines locomotor and non-locomotor movement and gives
two appropriate examples for each but is unable to explain how choreographers
create dances from everyday movements.
1 ? Student correctly defines both terms but does not give appropriate examples.
or gives appropriate examples but does not define terms properly. Student is
unable to explain how choreographers create dances from everyday movements.
6
Intermediate (4th/5th) Open Response Item Elements of Dance
Core Content
AH-E-.1.1 ? Discuss how expressive dances are composed of a variety of
locomotor and non-locomotor movements that incorporate the elements of dance
space (shape, level, direction, pathways), time (beat, tempo), and force (use of
energy while moving).
AH-E-.1. ? Explain , using appropriate terminology, how dance communicates
ideas, thoughts and feelings.
Prompt
All artists work with the basic elements of their art form. For example, the musical
composer uses rhythm, melody, harmony, tempo, form timbre and dynamics.
Instructions
A. List and explain the three elements of dance.
B. Imagine that you are a choreographer who has been asked to create a dance
which sets a certain mood (ex.- happy, exciting, calm, sad, romantic). Choose a
mood and explain how you would use each of those elements in a dance that
creates that mood.
Examples to look for in a student response
1. Space ( shape, level, direction, pathways), Time (beat, tempo, duration) force
(use of energy while moving).
. The student explains his or her choices of shape of dancer?s bodies; and/or
shapes created by groups of dancers; and/or high, medium or low movements;
and/or directions and pathways taken by dancers; and/or the use of the working
space.
. The student explains his or her choices of tempo (speed) and/or duration of
(length of) movements, phrases or the entire piece.
4. The student explains his or her choice of levels of force used during the piece.
Scoring Guide Template
4 ? The student correctly identifies and explains the three elements. The student
gives extensive and reasonable explanations for their choices concerning the use of
all three elements.
? The student correctly identifies and explains the three elements. The student
gives appropriate and reasonable explanations for their choices concerning the use
of all three elements.
? The student correctly identifies and explains the three elements. The student
gives broad and reasonable explanations for their choices concerning the use of one
or two elements.
1 ? The student correctly identifies and explains two of the three elements but does
not give adequate explanations for choices concerning the elements.
7
or
The student identifies, but cannot explain, two of the three elements but makes
some adequate choices concerning these elements.
0 - The student cannot identify the three elements and makes no reasonable
choices concerning these elements.
8
Intermediate (4th/5th) Open Response Item Purposes of Dance
Core Content
AH-E-..1 ? Discuss three purposes of dance ceremonial (celebration, hunting),
recreational (folk, social), and artistic (ballet).
AH-E-.. - Describe, using appropriate terminology, differences and
commonalities in dances of different cultures (African, Native American, Colonial
American) purposes and styles.
Prompt
Every culture uses dance in many ways, for many purposes.
Instructions
A. List three purposes for dance.
B. Choose one of those purposes and describe how a Colonial American dance and
its movement and music might be different from a West African or Native
American dance and its movement and music. Describe at least three differences.
Examples to look for in a student response
1. Purposes Recreational (socialization, identifies people as a part of a group or
culture, allows people to ?show off,) Ceremonial/Religious (passed down from
generation to generation, asks for help from some spirit or God, often very formal),
Artistic (has a performer or performers and an audience, expresses ideas, feelings
or emotions).
. Colonial American European origin; men in one line, women in another; bodies
held high; set steps, often intricate; sometimes uses a ?caller? to make things
easier; music focuses on strong melody with steady beat.
. Native American Dancers bent forward, close to ground, often imitating the
movement of animals or spirits; often in circles; repetitious; music based on drums
focused on steady beat; dancers sing along with the music using vocables (vocal
sounds that are not real words)
4. West African Dancers bent forward close to ground on flat feet; dancers move
their hips; often in circles; music based on drums playing poly-rhythms (many
rhythms at the same time); no set steps; dancers and musicians take cues from each
other.
Scoring Guide Template
4 ? The student correctly lists the three purposes for dance and identifies at least
three differences between the dances of the two cultures.
? The student correctly lists the three purposes for dance and identifies at least
two differences between the dances of the two cultures.
? The student correctly lists the three purposes for dance and identifies at least
one difference between the dances of the two cultures.
1 ? The student correctly lists the three purposes for dance but is unable to identify
at least one difference between the dances of the two cultures.
Or
The student does not accurately list the three purposes for dance, but is able to
identify at least two differences between the dances of the two cultures.
0 ? The student does not accurately list the three purposes for dance and is unable
to identify at least two differences between the dances of the two cultures .
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