Deck 19: Dance and Rhythmic Movement Skills

Question 1

The following are steps in the creative process

A) stimulus and response
B) exploration and discovery
C) demonstration and explanation
D) dynamics and space awareness
E) whole body actions and body shapes

Answer 1

exploration and discovery

Question 2

Early experiences in rhythmic movement should focus on

A) square dance.
B) aerobic dance.
C) creative movement forms.
D) folk dance.
E) time-period dances.

Answer 2

creative movement forms.

Question 3

Metre

A) is another name for phrase.
B) is the force in a rhythmic pattern.
C) is the underlying pulse of the music.
D) is the organization of beats into a regular recurring pattern.
E) focuses on acceleration and deceleration.

Answer 3

is the organization of beats into a regular recurring pattern.

Question 4

Phrase is

A) a natural grouping of measures that make up a melody.
B) generally expressed by a forceful movement in a sequence of notes.
C) indicated by a time signature.
D) related to intensity.
E) the underlying pulse in the music.

Question 5

Developmental Level I dances are characterized by

A) simple formations and uncomplicated changes.
B) each dance having at least two parts.
C) the part-whole teaching method.
D) skill and finesse.
E) fast step changes.

Question 6

The speed of the music is referred to as

A) tempo.
B) beat.
C) metre.
D) mood.
E) phrase.

Question 7

Organization of beats into a regular recurring pattern of measures is referred to as

A) pulse.
B) tempo.
C) accent.
D) phrase.
E) metre.

Question 8

The underlying pulse of the music is referred to as

A) the accent.
B) the tempo.
C) regular and constant.
D) the beat.
E) intensity.

Question 9

By Developmental Level III in dance, students

A) are just mastering basic hand holds and clapping sequences.
B) will focus on the type of rhythm more than the steps.
C) no longer need teaching cues.
D) are doing dances with complex patterns that require more concentration and memorization.
E) are able to learn most dances with one demonstration.

Question 10

The closed position is

A) most often used in developmental level I dances.
B) the most common position for folk dance.
C) also known as the open position.
D) used most often in creative dance partner work.
E) the social dance position.

Question 11

In the promenade position, partners

A) are standing face to face.
B) stand hip to hip facing opposite directions.
C) are standing side by side facing in opposite directions.
D) stand side by side facing in the same direction.
E) are standing face to face holding right hands.

Question 12

Grapevine and Danish Dance of Greeting

A) are circle dances.
B) are Developmental Level I dances.
C) are both line dances.
D) include the bleking step.
E) are Developmental Level II dances.

Question 13

Seven Jumps and Shoemaker's Dance

A) are both Danish folk dances.
B) are both partner dances.
C) are Developmental Level I line dances.
D) include the grapevine step.
E) are Developmental Level II dances.

Question 14

Maple Leaf Stomp and La Bastringue

A) are Developmental Level I line dances.
B) include the social dance position.
C) include the step-hop.
D) are French Canadian folk dances.
E) are Developmental Level III dances.

Question 15

Gustaf's Skoal

A) is a Developmental Level I dance.
B) uses a square dance set.
C) uses the longways set formation.
D) is a Developmental Level III dance.
E) uses the social dance position.

Question 16

Cumberland Reel

A) includes a double circle.
B) uses a triple circle formation.
C) uses the longways set formation.
D) is a Developmental Level III dance.
E) uses the closed position.

Question 17

Tinikling

A) and lummi sticks sequences use similar skills.
B) uses the partner square dance formation.
C) uses the longways set formation.
D) is a Developmental Level I dance.
E) has its origins in Southeast Asia.

Question 18

The first step in the progression for teaching a new dance

A) is to have the students repeat all the verbal cues.
B) emphasizes the formation of the dance.
C) is to listen and move to the music.
D) is show the whole dance without the music.
E) focuses learning the steps without the music.

Question 19

The stimulus

A) helps the students narrow down movement options.
B) is the last part of the action sequence in creative dance.
C) is a significant part of choosing dance music.
D) represents the starting point in the creative process.
E) helps the students choose the best image to solve the movement problem.

Question 20

The select step in the creative process

A) is the last part of the action sequence in creative dance.
B) represents the culmination of the creative process.
C) is a significant part of choosing the creative stimulus.
D) provides students with the opportunity to show a polished sequence.
E) helps the students choose the movements to create the desired image.

Question 21

Describe the teaching progression for introducing a new dance to a group of students.

Question 22

Identify and describe the importance of dance and rhythmic activities in the elementary school physical education program.

Question 23

Define the terms tempo and beat.

Question 24

Explain the purpose of action-directing statements when teaching creative movement. Provide examples.

Question 25

Describe the closed dance position.

Question 26

Describe the promenade dance position.

Question 27

Describe the four movements in the polka step.

Question 28

Describe the four single circle formations.

Question 29

Define folk dance.

Question 30

Describe the side-by-side dance position.

Question 31

Match the following terms with the correct definition or example.

-natural group of measures

A) tempo
B) beat
C) metre
D) accent
E) intensity
F) phrase
G) pattern

Question 32

Match the following terms with the correct definition or example.

-underlying pulse of the music

A) tempo
B) beat
C) metre
D) accent
E) intensity
F) phrase
G) pattern

Question 33

Match the following terms with the correct definition or example.

-often applied to the first beat of a measure

A) tempo
B) beat
C) metre
D) accent
E) intensity
F) phrase
G) pattern

Question 34

Describe the creative process. Describe teaching strategies that utilize this process in creative dance.

Question 35

Tinikling and lummi sticks are introduced at development level I.

Question 36

Beat is the speed of the music.

Question 37

Locomotor skills are inherently rhythmic in execution.

Question 38

Metre refers to the speed of the music.

Question 39

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

Question 40

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

Question 41

Dancing boy-girl fashion in the traditional mode is necessary in folk dancing.

Question 42

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

Question 43

Phrases of music are put together in rhythmic patterns.

Question 44

Exploration is the first step in the creative process.

Question 45

The closed position is the social dance position.

Question 46

Step-close-step-hop is a helpful teaching cue pattern for the polka.

Question 47

The refining step in the creative process provides the opportunity to polish movement sequences.