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January , 00


Classics 01


Roman History


- after battle at Canae, Capua (longtime ally) and Syracuse defeated by Hannibal à Macedonia declares war on Rome


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- Romans controlled up to Swiss Alps


- Cumae was first Greeks that Romans had encountered


- Messana was part of the first Punic War (64-41)


- Romans fighting on a few fronts � Romans used allies in Macedonia i.e. Athens or Corinthe to fight against Macedonians


- Quintus Fabius Maximus Cunctator � avoided direct contact, open battles � sought time and assaults on Hannibal, cut off Hannibal’s supplies


- After Canae, everyone returned to this way of delaying


- Hannibal foraged for the next few years, no supplies because intercepted by Roman army in Spain


- Publius and Gnaeus Cornelius Scipio � commanders in Spain (brothers) and were killed in battle


- Romans gave command of Roman forces in Spain to son of Publius, Publius Cornelius Scipio


o Had imperium


o Was very young (5)


o Found phalanx was too inflexible and made up of centuries


o Made principal fighting force of Romans and centuries called Maniple


§ March into battle as a phalanx but try to avoid being encircled


§ Adopted larger swords from Spaniards called Gladius


- Hannibal’s control of Syracuse and control of waterway was very important


- Recovery of Syracuse by Marcus Claudius Marcellus with very large fleet in 14 recovered the city in 1 à raised morale of Romans


- Archimedes � was within walls of Syracuse providing inventions for protection


- Capua was recovered in 11 and destroyed


- Tarentum was recaptured by Romans in 0


- Publius Cornelius Scipio brought Spanish allies to Rome


- Hasdrubal


o Brother of Hannibal


o Defeated by Scipio


o Looked as if he was retreating and tricked scipio


o Defeated again by Romans


o Beheaded in 07


- Scipio


o Realized war could be a stalemate unless declared war in Hannibal’s home country


o Opposition by senate


o 01 Zama (6 Zamae) � battle here between scipio and Hannibal and home help fight against Romans


o Carthage surrenders Hannibal but killed in 01


o Received honorary fourth name Africanus for victory over Africa


- Hannibal stayed in politics but sought refuge in Persia (Romans chased him there)


- Spain now a Roman Province


- Sicily,


- Africa not a province byt a client state with no foreign policy


- Romans declared war on Macedonia in 00 B.C. à war of vengence


- Philip was the King of Macedonia and descendant of Alexander the Great’s general


- Philip lost Balkans to Rome but remained in power after


- T. Quinctius Flamininus


o Second Macedonian War


o Major battle of Cynoscephalae 00 � 17


o Romans defeated Macedonians even though they originated the phalanx


o Declared freedom of Greece who were now allies of Rome


- Third battle Perseus 168 the Battle of Pyana � Lucius Aemilius Paullus defeats Macedonians


- Perseus is the son of Philip and captured by Romans


- Macedonia given some autonomy but now part of Roman empire


- Trasimene is where Hannibal had thousands of soldiers


- Greece a privince called Achaia


- M. Porcius Cato


o In Roman Senate


o Born in Tusculum


o No ancestors but became consul and censor


o Had fought with Africanus at battle of Zama


o Very conservative


o Recognized Carthage was still a threat


o Concluded all speeches with “Carthago delenda let” = Carthage must be destroyed


- Masinissa


o In Numidia


o Carthage had to beg Romans if they wanted a war


o Berber origin


o King Masinissa encouraged by Romans to attack Carthage and eventually Carthage attacked Numidia


§ Romans attacked Carthage for breach of treaty


- 14 �146 third Punic war


- L. Aemilius Paullus





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Molecular Biology


- bacteria and eukaryotes are composed of double-stranded DNA


- some viruses are composed of single or double stranded RNA


Historical Timeline


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- Meischer discovery that DNA in nucleus


- Gates UV of 60nm kills bacteria


- Avery and MacLeod transformation of rough streptococcus to smooth using purification of nucleic acid and RNase digestion


- Lederberg accurate genetic map of E. coli based on conjugal mating


- McClintock transposable elements = jumping genes


- Chargaff hydrolyzed DNA and separated bases by paper chromatography to show base composition varied with different DNA sources


- Franklin used x-ray crystallography to discover sugar-phosphate backbone of DNA and elucidated helical structure


- Hershey and Chase differentially labeled T4 phage


o Labelled protein with sulfur


o Labelled DNA with phosphorous


o Phosphorus detected in cell


- Watson and Crick DNA had two helical strands, hydrogen bonded together


- Ability of E.coli to mate is by F factor which is an infectious particle not associated with the chromosome


- Jacob and Wollman propose Episome to describe extrachromosomal element but now called plasmid eg. F, colicine, phage lambda


- DNA cast with heavy metals to enhance visualization because so thin


- Multiple drug resistance transferred by an episome designated the R-factor


Plastid and Mitochondrial DNA


- Plastid � plant storage and photosynthetic organelles


- small double-stranded DNA present at several copies


- Mitochondrial DNA is linear in plants and fungi but circular in humans and inherited from mother


- Chloroplast DNA is circular


- Protein synthesis is inhibited by prokaryotic inhibitors eg. Chloramphenicol


Plasmids


- usually double-stranded circular extrachromosomal DNA elements found mostly in bacteria


- sometimes able to find single-stranded replicative intermediates in cell indicating rolling-circle mode of replication


- nonessential


o can be eliminated by ethidium bromide (intercalating dye) or acridine orange


§ differentially affect replication of plasmid


- vary in copy number


- smaller than chromosome


o carry function for replication


- two possessing similar replicons cannot exist in same cell because incompatible


- Plasmid Associtated Genes


1. resistance genes


. virulence factors � toxins


. metabolic pathways � ability to metabolize certain carbonaceous compounds such as toluene


4. symbiotic � ie. Nitrogen- fixing bacteria on legumes


5. conjugal transfer systems � transfer genes on plasmid F encode pilus synthesis and mediate conjugation between cells


NOTE pBR, pUC , pGEM are nonconjugative plasmids


6. Restriction and modification systems � EcoRI


- Cairns labeled E.coli DNA by growing cells with H-Thymine and lysing the cells to trap DNA and exposed to silver halide emulsion


o Observed circular tracks which led to belief that prokaryotic genome was single circular chromosome


- rate of reassociation of fragmented denatured DNA is a function of complexity Cot Analysis


- Berg first cloning reaction


- Sanger first sequencing technique using dideoxynucleotides to sequence SV40


- Why Sequence Genomes?


o Identification of basis for disease states


o Biotechnology


o Categorization and taxonomy


o Pure science


§ No more than 0-5% of organism’s genes can be identified by classical genetic techniques


Genetic Mapping Techniques


A. Top-Down approach


- For more complex prokaryotic DNA


- cutting genomic DNA with restriction endonucleases and separating fragments by standard agarose gel electrophoresis is more easily done for plasmids and viral DNA, but not for the more complex DNA


- joining fragments


o Linking clones rare clones carrying restriction site (ie. of I-CeuI)


o Two-dimensional gel electrophoresis


§ Every site in DNA molecule is clipped


§ DNA partially and completely digested


0. Undigested run as circular piece


- Extract linear DNA and religate clone to get overlapping DNA on each side of rare endonuclease site


o Use to make library of genome


- Three developments in physical mapping


o in situ lysis techniques


§ minimize shearing


§ cells embedded in agarose blocks and lysed with enzymes (ie. Lysozyme) with mild detergents


§ proteinase K digestion removes proteins à intact DNA


o discovery of restriction endonucleases that recognize rare sites rare cutters


§ I-CeuI is an intron-encoded endonuclease in chloroplast rRNA gene


o Development of alternative gel technologies


§ The standard agarose gel electrophoresis will separate molecules up to a size of 50kb, but any larger molecules run at same mobility due to raptation (end-on migration through gel)


§ Pulsed Field Gel Electrophoresis � periodically alters orientation of molecules to avoid raptation


1. Doesn’t separate circular molecules


- Choice of enzyme is affected by


o genome size


o presence of methylated bases which can affect certain endonucleases


o GC content


§ NotI and AseI not useful for high GC


§ SwaI, PacI and PmeI not good for low GC


- Advantages


o Simple


o Accurate picture of genome


o Can be coupled with Southern Hybridization


§ For prokaryotic cells to establish genetic maps


B. Bottom-Up approach


- for very large genomes of higher eukaryotic organisms


- using vector systems


- the size of the library is a function of the mass of the genome, the insert size and the probability that all genes are represented in the library


- Genomic DNA cloning


o Isolated DNA from organism fragmented by partial digestion with restriction endonuclease


o Molecules separated by size and ligated to vector


o Transformed into intermediate host cell


- Vector Systems


o Cosmid Cloning Vectors


§ SuperCos


§ Based on cos region of bacteriophage lambda DNA which is involved in the in vitro packaging of phage DNA into phage particles


§ Terminase cuts enzyme at this site and packages the DNA into the phage head


§ Size of DNA insert is critical


. Cannot exceed capacity of phage head = 51kb


§ Phage particles more efficient transfer of DNA to cells than transformation


§ Method


. Supercos cut with Xbal to linearize vector


4. BamHI cut to produce left and right arm


5. Add insert and ligate to arms using ligase à Concatemer


6. Concatemers packaged with lambda packaging mix into phage particles


o BAC System


§ Bacterial artificial chromosomes


§ Based on F plasmid of E.coli


§ Can maintain 1Mb of insert stably


§ Inserts up to 50kb


§ No cells carrying two different BAC clones


§ Low frequency chimeras


§ Very stable


o YAC System


§ Yeast artificial chromosomes


§ Shuttle vectors capable of replicating in bacterial and yeast cells


§ Possess ColEI replication origin and an anibiotic resistance marker


§ Origin provided by autonomously replicating sequences (ARS) found in all chromosomes


§ Cloning selection based on nutritional markers not antibiotic resistance


7. Its presence in cells allow for yeast to grow on minimal media if auxotrophic


§ Have a centromere and telomeres


§ Advantage with eukaryotic genomes


§ Cohen used YAC clones to construct first physical map of human genome


§ Problems


8. High frequency of chimeras = two unrelated fragments in same vector


. More difficult to work with yeast than E. coli


o Transformation frequency 1000x lower


o More difficult to isolate


10. High frequency of two different YACs in same cell


11. Inserts frequently unstable


- Characterization of clones done in many ways


o Restrction endonuclease digestion pattern � vector sequences will show up as a constant in all clones


o Riboprobes � labelled probes of each end on the cloned sequence and hybridize these to each clone à contigs = ordered array of overlapping clones (physical map made up of clones)


- capillary gel electrophoresis permits rapid DNA sequencing


- Venter set up NIH


o Sequenced bacterial genome of human pathogen


o Used whole-genome shotgun sequencing approach


§ Randomly shear DNA mechanically using neubulizer (1.5-kb)


§ Fragments are cloned into vector that was cut with enzyme


§ Random shearing leads to random ’ and 5’ extensions which require polishing before cloning which is done with T4 DNA polymerase


1. Possesses polymerizing activity and ’à5’exonuclease activity


§ Vector ligated with clone transformed into E. coli


§ Sequence DNA preparation with two vector specific primers and get sequence from ’ and 5’ ends of cloned fragment


§ Use computer to look for similarities and produce contigs


§ Variety of techniques available for gap closure including PCR


§ Edit and correct mistakes





Bioinformatics


- what can one do with the sequence data?


o Genomic Mass


o Genomic Shape � linear or circular


o GC% content


§ Regions of higher or lower than average could indicate horizontal gene transfer


o Restriction sites


o Repeats


§ Direct repeats


§ Inverted repeats


§ Mirror repets


§ May represent sites at which proteins bind to


§ Prokaryotes have less redundancy than eukaryotes in sequence


§ Many are restroposons = DNA elements that are mobile through RNA intermediate i.e. Alu sequences


§ Two cases in which sequences encode useful genes for proteins and rRNA’s


1. Histone Gene Family


o Encoded by multiple gene copies lacking introns


o Nontranscribed spacers between histone transcriptional units


o Sequence of gene highly conserved


. rRNA genes


o gene order in prokaryotes is almost always rrs � rrl � rrf ( a single polycistronic transcript is enzymatically processed into the correct sized rRNAs)


o growth rate correlated with copy number for E. coli


o in eukaryotes transcripts are longer and contain less information


o dinucleotide frequence


o Termini can have great variation


§ Terminal redundance � may be direct or inverted and permit circulization or concatmer formation


§ Cohesive ends � certain phages possess 5’ or ’ complementary termini


§ Terminal proteins � associated with adenovirus genomes


§ Snapback structures � closed hairpin end in double strand


Introduction to Genes


- Initiation codons fMet


- Termination codons


o Ochre TAA


o Opal TGA


o Amber TAG


- Shine-Dalgarno region is a subset of TAAGGAGGT found 4-10 nucleotides upstream (5’) to gene


- Homology � implies that compared sequences diverged from common origin


- Paralogs � homologs produced by gene duplication from divergent evolution


- Orthologs � homologs produced by speciation


- Xenologs � homologs resulting from horizontal gene transfer


- Humans have 50-100kb/open reading frame


- With smaller genomes there is a linear relationship between genome size and open reading frame number


- Overlapping genes exist such that the initiation codon of one open reading frame overlaps with the termination codon of the previous one


o One sequence encodes two genes


o Good for conserving space


- cDNA is a copy of mRNA


o obtain information about not only the open reading frame but the upstream and downstream sequence


- split genes are a result of introns separating exons (the coding regions)


o mammalian mitochondrial DNA lacks introns


o lower eukaryotic mitochondrial DNA have introns


§ fewer and shorter


POST GENOMICS


Genomics


- Minimal genome determined to sustain life


- Comparative genomics


o Single Nucleotide Polymorphisms


§ Humans are .% identical


§ Occur once every 150bp


§ Unevenly distributed


§ Only 000 studied occur in protein encoding or regulatory regions


Proteomic


- Wilkins and Williams coined term “proteome” = the protein complement expressed by a genome or tissue


Transcriptomics


- developed as a result of PCR amplified genes being able to fix to glass surfaces


- less labor intensive and expensive than Protemoic procedures


- could use to determine which genes are turned on or off under a variety of conditions using flourescently labeled cDNA probes


Chromosomes of Eukaryotes


- localized within nucleus


- dispersed as chromatin


o composed of equal amounts of DNA and protein


o histone plus nonhistone proteins


o gently osmotic lysis releases material for observation under Electron Microscope


§ see “beads on a string”


§ winding of DNA around proteins reduces contour length by about 7x and introduces negative supercoils


§ nucleosome � contains HA, HB, H and H4 and 146 bp of DNA


· DNA wound around core of histone


· 1.75 left-handed superhelical turns around protein octamer


· linker between H1 � H5


o tightens the winding of nucleosome


o increases packing ratio by about 40 - 100


· will join together to form solenoid and then hyperfolds to form rosettes


- DNA helix à histones à nucleosome à solenoid à rosettes


- Minimum # of chromosomes Ant


- Maximum # of chromosomes Fern family


- human genome = 1 metre in length


- gently lysis with low ionic strength detergent


Chromosomes of Prokaryotic Cells


- genomic DNA constitutes for 4% of cellular dry weight


- genomic DNA concentrated within cell in bodies called nucleoids which occupy only a portion of intracellular volume


- Cairns’ DNA = large covalently closed, circular, naked DNA


o RNA polymerase main associated protein


o viscous


- condensed or folded


- internal environment of cell where DNA is located is high in proteins, polyamines (putrescine, spermidine) and ions such as K and Mg (counteract repulsive forces)


o in humans sperm histones are replaced by highly basic protamines


- gently lysis with mild detergent in presence of spermidine (to neutralize DNA results in a nonviscous lysate)


o showed highly folded chromosomes


o mostly protein and DNA


- if nick DNA with Dnase, whole genome doesn’t unwind à thus constrained into independent domains (about 40)


- nucleosome-poor


- viral, mitochondrial and plastid DNAs are histone-free


- dinoflagellate chromatin has low protein content


- contain variety of DNA-binding proteins


o homology of histones major ones in E. coli


§ HU


§ H-NS


o Reduce contour length


o Nonessential


- Zimmerman and Murphy high protein concentration in bacterial cells à macromolecular crowding and genomic condensation





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Life Path


It was the first day of my vacation and I wanted to sleep more than usually. Through my bedroom window I could see some children running around and playing while some old women were talking to each other not too far from them. They were the only people that I could see on the street at that time in the morning. Watching them, I noticed that children and old people have more things in common than most people realize because they both have a rich imagination, have lots of free time, and are, at some, point helpless.


Creativity is the ability to see things in a new way, to see problems that no one else may even realize exist, and then come up with new, unique, and effective solutions to these problems (Papalia and Olds, 1). A while ago, when I was visiting my uncle, my little cousin asked me to tell her a story. I did not have time to do that, so I told her to go and play with someone else. She left. After a while I heard some noise coming from the living room. In the living room I found my little cousin playing with my uncle, who is 8 years old. She was a princes and my uncle was a king. He was telling her a story in the way that no one could. While he was talking, I could se the castle with tall towers, stairs made of marble, and the king sitting on his throne. My little cousin was the only stimulus my uncle needed to make up beautiful stories. I left the room very impressed by an old man’s and little girl’s power to create things. Each child may observe an object in a peculiar way or may uniquely express it in art form. “The older I get and the more I master the medium, the more I return to my earliest experiences. I think that at the end of my life I will recover all the force of my childhood.” Joan Miro (the artist). The freshness of a child’s vision may refresh, invigorate and enlighten an adult’s creative perspective and style (Papalia and Olds, 1).


Nobody can have more free time than a retired person and a child. According to the National Health Survey, 75% of time ,spent during the day, is a free time. Only 5% of that goes on obligations. When I am working a morning shifts in the Kroger, the only people I can see are the old people. They are the only people who have time to shop in the morning. Watching them, I wandered what is it like to have so much free time. I remembered that I had had, once, too, as much time as they did. I was six, and the first thing I did in the morning was to go and play with my best friend. The time when I had a lot of free time was when I was a child.


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Children and elderly are often the most vulnerable, according to DR. Mayberg. “Young children and elderly people may experience the sense of helplessness, and children especially worry about the potential loss of their parents or families.” As a child I was very depended and helpless. When I was sick I needed my mother’s caring voice around me all the time. She was always there to give me the pills and to cook a hot soup. It is the same thing with old people in the nursing homes. They feel helpless and need someone to take care of them.


It was a ten o’clock in the night, and there were just a few people rushing to get home from work Watching the empty, dark street, a thought came to my mind “ I guess both children and old people are the first one to go to sleep in the night,” but this was not true. Thus, I left someone else wander why after a whole life, old people get to the same condition they start from.





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Fayette County Public Schools


ARTS AND


HUMANITIES


CURRICULUM


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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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LENIN’S ROLE IN THE RUSSIAN REVOLUTION.


Vladimir Ilyich Ulyanov, known famously as Lenin, died on the 1st of January in 14 after having suffered many strokes. The sweeping state funeral followed in Moscow where his embalmed corpse was laid to rest in a mausoleum built outside the Kremlin’s walls. The cult that surrounded him was phenomenal and his teachings and theories are still widely taught and discerned today. His political tactics and revolutionary ideas gave rise to his somewhat meteoric fame. In 117 after emerging as premier of the Soviet Government his fame and fortune grew overnight. It was not long before people were hypnotized by his speeches and peasants as well as workers would bow in his presence. Lenin can be seen as the backbone and driver in the events now referred to as the October revolution, where the Bolshevik’s (Lenin’s party) took over the Russian government in St Petersburg and were not only successful in seizing power but able to hang onto the position during a long civil war and thereafter. The revolution is a crucial event in our modern times. It transformed Russia and its effects are still felt around the globe today. Lenin was the main precursor who helped achieve and maintain this political order. Some may argue that Trotsky also held a main role but he was not a member of the party at the time were Lenin wrote and constructed his theses and therefore during the pre-condition phase was not as vital in Lenin’s initial success. Although throughout the civil war and the critical phase in general, Lenin relied upon Trotsky’s brilliant mind and military organizational skills to achieve greatness, it was Lenin’s drive and the conviction along with his unfailing commitment which struck those around him and drew them into the orbit that was Lenin.


Lenin’s emergence as a revolutionary leader was during the pre-condition phase of the revolution, in 10. Here as the second congress of the Russian Social Democratic Labor Party, (RSDLP), he already showed signs of being a powerful, convincing leader. Lenin’s revolutionary ideas, tactics and policies allowed him to split the party on the issue of membership. His vision was that the party should be exclusive, comprised only of a small amount of professional revolutionaries. Lenin’s faction became known as the Bolsheviks and those who opposed, the Mensheviks, believed the part should be a mass organisation, which all workers could join.


“There is evidence that the Social democrats who placed themselves in Lenin’s camp did so not


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because they preferred his way of the party statute but because they wanted to declare themselves for Lenin’s nerve.”(1)


Lenin’s Bolshevik party attracted the support from professional revolutionaries from the provinces. They appeared more comfortable with Lenin’s unpretentious bearings and ordinary appearance than that of the Mensheviks and the Marxist intelligentsia in St Petersburg and Moscow who were drawn to them.


“Lenin looked like a peasant from Volga”()


“Lenin was one of them. He was a Russian from the Volga region, the heart of Russia…his speeches were powerful but without a hint of polish or elegance. He was confident but never haughty, refined or pretentious.” ()


These quotes further the notion that Lenin’s personality, conviction and status in society were main reasons why so many were drawn to him. This success in gaining support meant that even early on his policies were able to take shape meaning that one day he would be a powerful figure in the revolution. Lenin was seen as the undisputed leader of his party. Many defined Bolshevism as a personal pledge to Lenin where Menshivism to a lesser extent by those who opposed him. This once again supports the theory that Lenin was the driver of the revolution and without him the revolution may have occurred but not gained the support or power needed. A man named Valentinov on arrival in Genova in 104 was “shocked by the atmosphere of worship of Lenin which people calling themselves Bolshevik’s had created”(4)


Menshevik and Bolshevik differences were found to face the real dilemma of politics during the 105 revolution and duma period. The factions demarcated themselves in terms of their ideologies, strategies and tactics. The Bolsheviks formed from a narrow range of peasants and workers. They were attracted to Lenin’s discipline, his firm leadership of the party, his simple slogans and undoubtedly his belief in immediate action to bring down the Tsarist regime rather than waiting.


“ This above all was what Lenin offered them, the idea that something could be done.” (5)


After 105 Lenin remained leader of the Bolshevik movement but it was scattered all over Europe by factional strife. This marked a decade of emigration. During this time Lenin’s confidence in his policies and tactics grew and developed. “He made it clear that he would continue to split, even if this meant the most drastic reduction in number of his supporters.”


This quote again conveys that Lenin was a man of his word. He didn’t sway from his ideas and stood firmly on his beliefs and tactical ideas. Such a leader was critical to the pre-condition phase, where parties were forming, discontent was mounting in Russia, and someone as powerful and convincing as Lenin had the opportunity to drive a revolution.


For many years though Lenin would have to wait for his opportunity. During the years leading up to 117, Lenin had been a virtual stranger to Russia. Apart from a 6-month stay in 105-06 he spent most of his years in exile abroad. During the war and the years leading up to the February revolution Lenin found himself in neutral Switzerland. Here he adopted a position that disagreed with that of most of his socialist comrades. While most socialists either supported or disputed the war, Lenin viewed the war as a tool for bringing the Tsarist regime to its knees. He believed the war was a crucial stage in the development of capitalism and signaled the beginning of an international economic crisis leading to a worldwide socialist revolution.


The duty of the social democrats then, was to speed up the revolutionary mood that lay unnoticed in most people. “To help the masses become conscious of these moods, deepen them and give them shape.” A slogan often chanted by Lenin. “Convert the imperialist war into a civil war.”(6)


The news that Russia was in a state of revolution in 117 caught Lenin by surprise.


“ It’s staggering.” “It’s so totally unexpected.”(7) Lenin was eager to return to Russia and did so with the help of German authorities. They saw the advantage of letting Bolshevik’s and other socialists go back to Russia and make trouble for the newly in place provisional government. On the 7 March they left on a German train, funded by the German government for Russia.


“Well there it is” Lenin wrote. “This first stage of the revolution born of war will neither be the last, nor confined to Russia.”


On his arrival at St Petersburg station soviet historians describe the night… “He achieved to save the revolution from the specter of a Tsarist restoration.(8) This quote alone can convey that without Lenin arriving and pushing his ideas of socialism and revolution the events, which led to the downfall of the government, may never have taken place. It is known that other Bolshevik leaders were frightened and in disagreement with the ideas Lenin proclaimed to his crowd at the St Petersburg station that night. The April theses as it was known demanded that there should be no cooperation with the provisional government, the war should be ended immediately, the land should be given to the peasants and the Soviets should take power.


This was an important tactical move by Lenin. He placed himself as the opposition and was able to reap the political benefits of the failures the provisional government was about to face. Lenin’s ideas were formulated around the simple slogans of “Bread, Peace, Land” and “All power to the soviets.” These catch cries were adhered to by many because of the simplistic nature and with the vindication that Lenin chanted them. To the peasants and workers, Lenin’s solutions were simple explanations to the complex problems and uncertainties surrounding them in these times. It was at this time that circumstances for the Provisional government worsened. Pri-minister Alexander Kerensky launched a major attack on the Germans, which proved to be a fatal error and a massive defeat. Demonstrations against the new government sparked and those rioting turned to the Bolshevik’s for support. It was at this time known as the “July days” that evidence proving that the Germans funded Lenin surfaced. Lenin and many other leading Bolsheviks fled to Finland while others were arrested. Lenin however did not need to wait long for another opportunity to sieze and take control of Russia. An attempted mutiny by the well known commander in chief of the army, Alvr Kornilov, prompted Kerensky who know needed the Bolsheviks support to release their leaders from jail. Lenin however remained subject to arrest. He stayed underground and wrote “State and Revolution” an anarchist pamphlet that reflected precisely the Russian revolutionary process of the previous months. During this time Russia was becoming progressively harder to govern with spontaneously formed committees taking charge in the army, the villages and the factories. Lenin urged his readers to destroy the state. In the cities however panic was rising. People were worried about the arrival of Kornilov’s troops and what they would do. Kerensky armed the Bolsheviks and they were to fire upon troops as seen necessary. However Kornilivs troops never arrived. This resulted in the Bolsheviks being seen as the “saviors” of St Petersburg and their support reached an all high time high. Leon Trotsky also joined that party. It was now that the Bolsheviks under the leadership of Lenin decided to seize power. On October the 5th after storming the Winter Palace and overthrowing the government, Kerensky showed little resistance and fled. Lenin issued a proclamation declaring the overthrow of the Provisional Government and the assumption of power by the Military Revolutionary Committee of the Petrograd Soviet of Workers. The Bolsheviks were now in charge of Russia.


“All of Lenin’s talents were uniquely suited to the crisis his extraordinary sense of timing; his ability to gauge correctly the weakness of his opponents.”()


“Had I not been present in 117 in Petersburg, the October revolution would still have taken place-on the condition that Lenin was present and in command. If neither Lenin nor I had been present in Petersburg, there would have been no revolution; the leadership of the Bolshevik party would have prevented it from occurring-of this I have no doubt.” (10)


This quote taken from Trotsky also proves that Lenin was a vital element in the Russian Revolution. His ideas sparked the slogans which won the support of so many workers and peasants, he told them what they wanted to hear. His revolutionary writings were the basis and structural point of the entire revolution. Without him there would have been no April Theses. A revolution may still have occurred but not as prematurely as it did under Lenin. These quotes and sources convey that Lenin was a phenomenal link in the great revolutionary chain.


It can be seen that Lenin and his part had now reached the critical stage of the revolution. It was one thing that they were able to overthrow the government but the civil war, which stretched into the years ahead, was another battle Lenin and his party needed to face before they could reach the consolidation phase. It was as early as the Summer of 118 that the Bolsheviks (or as they were now known the communists) found themselves under attack. The Treaty of Brest-Litovsk whereby Russia yieled large portions of its territory to Germany that caused the breach between the Bolsheviks and those who were against Lenin and his Bolshevik party, namely tsarits, nobles and the middle class constitutional democrats. They fought the war until late 10 when peace treaties were signed with Estonia, Finland, Latvia and Poland and with the retreat of Wrangel in 10 they had won the war for control of Russia. Lenin did not have a major influence in the fighting of the civil war. The expertise here lay in the hands of Trotsky, he formed the red army into a powerful fighting machine, able to regain control of Russia and get of rid of those who opposed Lenin’s Bolshevik party.





Please note that this sample paper on Lenin's role in the Russian Revolution is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Lenin's role in the Russian Revolution, we are here to assist you. Your cheap custom research papers on Lenin's role in the Russian Revolution will be written from scratch, so you do not have to worry about its originality.

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