Grade by Grade
A. Dance / C. Music · Music and Dance

Music and Dance: Unit Review

A1.1 A1.2 A1.3 A1.4 A2.1 A2.2 A2.3 A3.1 A3.2 C1.1 C1.2 C1.3 C1.4 C1.5 C2.1 C2.2 C2.3 C3.1 C3.2About 40 minutes
Learning goals
  • I can use locomotor and non-locomotor moves, body shapes and space to show creatures, stories and community activities in dance.
  • I can give my dances clear beginnings and endings, compare dances and name my strengths and next steps.
  • I can read and play rhythms with half and whole notes, sing do-re-mi-so-la, and describe dynamics, articulation, tone colour, texture and form.
  • I can explain why people dance and make music, and respond respectfully to dance and music from many communities.

Words to know

locomotor / non-locomotor
Moves that travel / moves that stay in one spot.
personal space / general space
Your own bubble / the whole shared room.
half note / whole note
A note that lasts 2 beats (ta-ah) / 4 beats (ta-ah-ah-ah).
pentatonic scale
A five-pitch scale: do, re, mi, so, la.
crescendo / decrescendo
Getting louder / getting softer, little by little.
timbre
Tone colour: the special sound of a voice or instrument.
binary form
A piece with two different sections, A and B.

Let's review!

You have learned a lot about dance and music this year. This review has a few questions from every lesson in the unit. Some questions ask you to move, clap or sing. Try each one, then press Show answer to check. If a part feels tricky, go back to that lesson.

jump!HIGHreach up, jumpMIDDLEabout standing heightLOWclose to the floor
The three levels in dance. Changing levels is one of the easiest ways to make a dance more interesting.

Dance: Moving Like Creatures and Objects

1

Is sliding locomotor or non-locomotor? Is shaking locomotor or non-locomotor?

2

Dance a frog: use one locomotor move and one non-locomotor move.

3

A dancer moves slowly and heavily with strong steps. What animal might it be? Name the energy.

Dance: Body and Space Tell a Story

1

Make a twisted shape, then a wide shape.

2

Read: "The little boat bobbed on the waves, then sailed far, far away." What is the main idea? Which direction or pathway would you use for sailed far away?

3

What is the difference between personal space and general space?

Dance: Community Moves with Strong Beginnings and Endings

1

Turn sweeping the floor into a dance move. What did you change?

2

Name one way to begin and one way to end a dance.

3

Two dancers end with one high and one low. Matching or contrasting?

Dance: Comparing Dances and Growing as a Dancer

1

Two dancers show fire. Both flicker their fingers and rise from low to high. Name the similarities.

2

Make this comment more specific: "Nice dance."

3

Say one strength and one area for growth as an audience member.

Dance: Why People Dance, Here and Around the World

1

Name three reasons people dance.

2

Match: Red River Jig, jingle dress dance, Inuit drum dance.

3

What should you call the clothing powwow dancers wear?

beat 1beat 2beat 3beat 4ta (quarter note)ti-ti (two eighths)ta-ah (half note)ta-ah-ah-ah (whole note)half restwhole restFilled = sound, dashed = quiet (rest)
How long each rhythm symbol lasts, measured in beats. A half note or half rest lasts 2 beats; a whole note or whole rest fills all 4.

Music: Long Sounds, Rests and Beats in Groups

1

How many beats? ta-ah ti-ti ta

2

Which rest sits on the line like a hat? How long is it?

3

Pat and clap in groups of 3. Which song from this unit feels like this?

Music: Melody, Do-Re-Mi and the Pentatonic Scale

1

Sing so mi and show the hand signs.

2

Name the five pitches of the pentatonic scale.

3

Does "Hot Cross Buns" (mi re do) go up or down?

Music: Getting Louder, Smooth or Bouncy, and Tone Colour

1

Clap getting softer little by little. What is it called?

2

Sort: saxophone, cello, tabla, steel pan.

3

Why might a song about a sleepy bear be legato and piano?

Music: Texture, Form and Composing My Own Song

1

What two pitches does a bordun use?

2

A song has new words in each verse and the same words every time in the ___.

3

You compose a song to help your little sister brush her teeth. What is the purpose and who is the audience?

4

Write a 4-beat rhythm for "Brush, brush, brush your teeth".

Music: Why People Make Music, Here and Around the World

1

Name three reasons people make music.

2

What is Inuit throat singing traditionally?

3

Who composed the music of "O Canada", and in what year?

Just for fun

Why do a dancer and a drummer make a great team?

One has the moves and the other has the beat!

How to use this review

  • Do the review over two short sittings if your child gets tired. Each section matches one lesson.
  • Many answers are shown, not said. Watch for the things listed in each answer (a real freeze, a steady beat, a gradual crescendo).
  • After each answer, ask "How do you know?" or "Why did you choose that?" Explaining choices with dance and music words is a big part of Grade 2 Arts.
  • Note which section had mistakes, then revisit that lesson's activity.
Check your understanding

Quiz

1.

Which move is non-locomotor?

2.

A shape with sharp corners is ___.

3.

Which is a way to end a dance?

4.

Two dancers both use a zigzag pathway. This is a ___.

5.

The jingle dress dance is a ___ dance.

6.

How many beats is ta-ah ta-ah?

7.

Which is not in the Grade 2 pentatonic scale?

8.

Short, bouncy, separated notes are ___.

9.

Binary form is ___.

10.

Why do people sing lullabies?

For parents and teachers

Use mistakes to choose what to revisit. Each review section matches one lesson.

  • Mixes up travelling and staying-in-place moves, or can't use the elements to show a creature: revisit Dance: Moving Like Creatures and Objects. Play the animal guessing game.
  • Can't name body shapes or space words, or can't find a story's main idea: revisit Dance: Body and Space Tell a Story.
  • Dances start or end unclearly, or everyday moves aren't changed into dance: revisit Dance: Community Moves with Strong Beginnings and Endings.
  • Feedback is only "good", or can't name a strength or next step: revisit Dance: Comparing Dances and Growing as a Dancer.
  • Can't give reasons people dance, or uses words like "costume" for regalia: revisit Dance: Why People Dance, Here and Around the World.
  • Beats don't add up, or long notes and rests are cut short: revisit Music: Long Sounds, Rests and Beats in Groups. Use the rhythm cards.
  • Can't hear up and down, or mixes up solfa pitches: revisit Music: Melody, Do-Re-Mi and the Pentatonic Scale. Sing with hand signs.
  • Changes volume suddenly instead of gradually, confuses staccato with fast, or can't sort instruments: revisit Music: Getting Louder, Smooth or Bouncy, and Tone Colour.
  • Can't tell verse from chorus or AB form, or compositions don't fit their purpose: revisit Music: Texture, Form and Composing My Own Song.
  • Can't name reasons for music or responds to unfamiliar music unkindly: revisit Music: Why People Make Music, Here and Around the World and talk about respect.

In the Arts, effort, willingness to try and explaining choices matter more than a polished performance. Praise brave tries!