Deck 18: Rhythmic Movement Skills

Question 1

Rhythm is the basis of music and dance.

Answer 1

True

Question 2

The development of social skills and a positive self-concept occur when rhythmic activities are taught in a sensitive and educational manner.

Answer 2

True

Question 3

Tinikling steps and marching are introduced at Development Level I.

Answer 3

False

Question 4

Early rhythmic experiences should focus on functional and creative movement forms.

Question 5

Locomotor skills are inherently rhythmic in execution.

Question 6

Simple mixers are used to help children learn to find new partners and move rhythmically in Developmental Level II.

Question 7

The focus at Developmental Level I is offering activities that require a minimum of instruction while giving students a positive experience with rhythms.

Question 8

All body movements tend to be rhythmic.

Question 9

Rhythmic activities are NOT appropriate for younger children.

Question 10

Rhythmic activities provide a vehicle for expressive movement.

Question 11

Tempo is the underlying rhythm of the music.

Question 12

The speed of the music is referred to as the tempo.

Question 13

Beat is the speed of the music.

Question 14

Tempo refers to the manner in which the beats are put together to form a measure of music.

Question 15

A major use of the drumbeat is guiding the movement from one pattern to another by signaling tiny increments of change with light beats that control the flow.

Question 16

With creative movement, the emphasis is on the movement outcomes rather than on the process.

Question 17

At Developmental Level II, all the activities are taught with an emphasis on mastering simple locomotor skills rather than on performing the dances with perfection.

Question 18

At Developmental Level III, students are comfortable moving with partners of the opposite sex.

Question 19

Mood is related to music intensity.

Question 20

Instructional procedures include application of space, time, force, and flow.

Question 21

Improvising dances can provide children opportunities to express their talents.

Question 22

International understanding can be enhanced through folk dances.

Question 23

Level I folk dances consist of simple fundamental locomotor skills.

Question 24

The underlying goal of folk dancing is to learn to move rhythmically.

Question 25

Using partners should be avoided when teaching a new activity.

Question 26

It is best to avoid the left-right and clockwise-counterclockwise orientations when introducing a new dance.

Question 27

It is inappropriate to modify rhythmic activities.

Question 28

Rhythmic activities should be taught differently than sport skills.

Question 29

Foot stomping dances do NOT appeal to boys.

Question 30

Early experiences in rhythmic movement should focus on:

A) square dance.
B) aerobic dance.
C) creative movement forms.
D) folk dance.

Question 31

Appropriate Developmental Level II rhythmic movements include:

A) advanced tinikling.
B) the step-hop.
C) square dancing.
D) creative rhythms

Question 32

Stimulating creativity includes all of the following EXCEPT:

A) suggestions.
B) encouragement.
C) challenges.
D) teacher modeling.

Question 33

The speed of the music is referred to as:

A) tempo.
B) beat.
C) meter.
D) mood.

Question 34

Essential characteristics of music that children should recognize, understand, and appreciate include:

A) tempo, intensity and beats.
B) tempo, intensity, and volume.
C) decibals, intensity, and beats.
D) rhythms, drills and volume.

Question 35

Certain notes or beats in a rhythmic pattern that receive more force than others define:

A) intensity.
B) accent.
C) beat.
D) tempo.

Question 36

If children are to move to a rhythm, it must be:

A) traditional music.
B) physically demanding.
C) appealing to the learners.
D) forced.

Question 37

Which of the following is an example of dramatization and rhythms?

A) following a rubric
B) performing favorite parts in popular movies
C) running a mile
D) performing 15 sit-ups

Question 38

Developmental Level I folk dances are characterized by:

A) fundamental locomotor skills.
B) each dance having at least two parts.
C) the part-whole teaching method.
D) skill and finesse.

Question 39

Which of the following are ways of modifying rhythmic activities to increase the probability of success?

A) Slow down the music.
B) Use the whole-part-whole teaching approach (for short dances).
C) Introduce multiple new dances simultaneously.
D) Require competency of steps first.

Question 40

Ways to increase students' interest in rhythmic activities include:

A) using current music.
B) partnering boys with girls.
C) teaching traditional dances.
D) grading them on perfection of steps.

Question 41

Acceptable methods for arranging dance partners include all of the following EXCEPT:

A) students dance with the partner of their choice.
B) teacher matches students with a partner.
C) refer to partners as Partner A and Partner B.
D) girls stand in a circle and boys stand in a circle and move opposite each other.

Question 42

Identify two examples of rhythmic accompaniment and its purpose.

Question 43

How can students express moods and feelings and show reactions to colors and sound?

Question 44

Define a folk dance and what type of understanding does it elicit?

Question 45

How can teachers modify folk dances to be more appealing to students?