A. Dance / C. Music · Music and DanceMusic and Dance: Unit ReviewA1.1 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 minutesLearning goalsI can show what I learned about dance: props, themes in literature, improvisation, combining elements, First Nations, Métis and Inuit dance, and dance in the media.I can show what I learned about music: 9/8, 6/4 and 5/4, triplets and pick-ups, ledger lines and intervals, chords, theme and variations, ensembles, and music in culture and across times.I can explain my answers using dance and music words.Words to knowelements of danceBody, space, time, energy and relationship.elements of musicDuration, pitch, dynamics and other expressive controls, timbre, texture and harmony, and form.This review covers the whole Music and Dance unit: six dance lessons and eight music lessons. Each section below matches one lesson. Try the questions, then check your answers. For questions that ask you to move, clap or sing, the answer tells you what to look for. Many answers can be right if you can explain them!DanceBodyshapes, body basesSpaceformations, proximityTimepause, accelerateEnergyflick, stab, flowRelationshipprops, meet / partThe five elements of dance, each with some of the Grade 6 tools you used in this unit.MusicDuration9/8, 5/4, tripletsPitchledger lines, intervalsDynamicspp up to ffTimbreensembles, voicesTexturechords, layersFormtheme and variationsThe elements of music from this unit, each with an example of what you learned.Dance: Dancing with Props and Materials1Name the four ways to use a prop.Show answerAs an extension of the body, as a partner, as a place, and as a symbol.2A dancer travels in a circle around a chair. What relationship is that?Show answerAround.3Choose a safe prop to show falling snow and describe one movement.Show answerExample: a light scarf tossed up and allowed to float down slowly while the dancer sinks with light, sustained energy to a low level.Dance: Interpreting Central Themes in Literature1What is the difference between a plot and a theme?Show answerPlot = what happens. Theme = the big idea or message.2Turn the topic courage into a full theme.Show answerExample: Being brave means acting even when you are scared.3How could relationship show inclusion?Show answerExample: a group opens its circle and turns toward a dancer who was far away, and they finish together in unison.Dance: From Improvisation to Choreography1Put in order: Refine, Explore, Reflect, Set, Select.Show answerExplore, Select, Refine, Set, Reflect.2Which effort quality is light, quick and flexible, like brushing away a crumb?Show answerFlick.3Write a specific reflection with a strength, an area for growth and a next step.Show answerExample: My fold was slow and controlled. My zigzag run had no contrast. Next time I'll add a sudden speed-up and a freeze.Dance: Combining the Elements to Communicate Ideas1What is negative space?Show answerThe empty space around and between dancers.2Which formation looks powerful, like an arrow pointing at the audience?Show answerA wedge.3Change the phrase step, reach, turn, sink to show caring. Name three elements you'd use.Show answerExample: slow tempo (time), smooth, flowing energy, curved/organic shapes (body), ending near a partner and reaching toward them (relationship).Dance: First Nations, Métis and Inuit Dance, Past and Present1What is regalia, and why isn't it a costume?Show answerSpecial clothing worn for powwow and ceremony, often handmade, with deep personal, family and cultural meaning. A costume is for pretending.2Name a dance from the Haudenosaunee, one from the Métis, and one from Inuit communities.Show answerSmoke dance (Haudenosaunee), jigging such as the Red River Jig (Métis), drum dancing (Inuit).3What happened to some First Nations ceremonies and dances between 1885 and 1951, and what did communities do?Show answerThe Indian Act banned the potlatch and later limited other ceremonies and dances. Communities kept them alive in secret and passed them on; today they are practised openly.Dance: How Pop Culture and the Media Shape Dance1Give two ways the media can change how a dance looks.Show answerAny two: close-ups, camera angles, slow motion, cutting between takes, adding effects.2Who created the Renegade dance? What lesson does her story teach?Show answerJalaiah Harmon. Always find and credit the creator of a dance.3Name a dance style you rarely see in the media and say why that matters.Show answerExample: Métis jigging. If the media shows only some styles, people may think dance is only those styles; awareness and appreciation become narrow.Music: 9/8, 6/4 and 5/4 Time1Count a bar of 9/8.Show answerOne-and-a-two-and-a-three-and-a.2Does dotted quarter, quarter, eighth, dotted quarter fill a 9/8 bar?Show answerYes: 3 + 2 + 1 + 3 = 9 eighths.3Is 6/4 simple or compound? How many big beats?Show answerCompound, with 2 big beats (dotted halves).4Clap and pat a bar of 5/4 grouped 2 + 3.Show answerLook for five even beats: PAT clap PAT clap clap (accents on 1 and 3).Music: Triplets, Pick-up Notes and Tempo Marks1How many notes are in an eighth-note triplet, and how much time does it take in 4/4?Show answerThree notes in one beat (the time of two eighths).2A 3/4 song has a two-beat pick-up. How do you count in?Show answerCount "1" and start singing on beat 2.3Order from slowest to fastest: presto, adagio, allegro, andante.Show answeradagio, andante, allegro, presto.Music: Ledger Lines and Intervals1In treble clef, name the note on the first ledger line above the staff and the note on the first ledger line below it.Show answerAbove: A. Below: middle C.2Name the interval: G up to D.Show answerG, A, B, C, D = 5th; 7 half steps: perfect 5th.3Name the interval: A up to C.Show answerA, B, C = 3rd; 3 half steps: minor 3rd.Music: Chords, the I–IV–V Progression and Layering Sounds1Build I, IV and V in G major.Show answerI = G–B–D, IV = C–E–G, V = D–F♯–A.2Write the 12-bar blues in C using letter names.Show answerC C C C | F F C C | G F C C.3A melody bar has F, A and C. Which chord fits in C major?Show answerIV (F–A–C).Music: Theme and Variations, Repeats and First and Second Endings1Name three ways to vary a theme.Show answerAny three: change the rhythm, metre, mode, tempo, dynamics, timbre, pitch or texture.2Bars: 1, 2, 3, 1.[4] :|| 2.[5]. Write the playing order.Show answer1, 2, 3, 4, 1, 2, 3, 5.3Rewrite C C G G | A A G in C minor.Show answerC C G G | A♭ A♭ G.Music: Ensembles, Timbre and Performing with Expression1Name the instruments of a drum line.Show answerSnare drums, tenor drums, bass drums and cymbals.2What is the difference between a slur and a tie?Show answerA slur joins different notes smoothly; a tie joins two notes of the same pitch into one longer note.3Sing a phrase from pp to ff and back to pp.Show answerLook for gradual changes, steady pitch at pp, and a full (not shouted) ff.Music: How Culture and the Media Shape What We Hear1What does MAPL stand for? How many conditions make a song Canadian?Show answerMusic, Artist, Performance, Lyrics; at least two.2How can a streaming algorithm narrow what you hear?Show answerIt suggests songs similar to ones you already played, keeping you in a bubble of the same styles.3List the five parts of a detailed personal response.Show answerFirst impression, describe, interpret, connect, evaluate.Music: Comparing Music from Different Cultures and Times1Give one likeness and one difference between Inuit katajjaq and Tuvan khoomei.Show answerLikeness: both use the throat and breath in special ways (or both imitate nature). Difference: katajjaq is traditionally two women in a game; khoomei is usually one singer making two pitches at once.2Compare the keyboard instrument of the Baroque and Classical periods.Show answerBaroque: harpsichord. Classical: piano.3What is a "crooked" Métis fiddle tune?Show answerA tune that adds or drops beats, so its phrases don't always fit a regular metre.Just for funQ: Why did the dancer bring a ladder to the music review?A: She heard the notes on the ledger lines were really high!How to use this reviewDo the review in two or three short sittings: dance one day, music another.Clear a safe space for the movement questions.For questions that ask you to move, clap or sing, the answer tells you what to look for.After each answer, ask "How do you know?" or "Which element did you use?" Explaining is part of the Arts.Note which section had mistakes, then go back to that lesson's examples, activity and practice.Check your understandingQuiz1. Using a long scarf so your arm looks longer is using a prop as ___.a symbola placean extension of the body2. Which is a theme, not a plot?The hare naps during the race.Steady effort can beat speed and showing off.The tortoise crosses the finish line.3. Which comes right after explore when turning improvisation into choreography?selectsetperform4. Five dancers spread far apart are in a ___ formation.clumpscatteredcircle5. Métis jigging is usually danced to ___ music.harpsichordfiddlebagpipe only6. How many big beats are in a bar of 9/8?2937. Which tempo mark means slow?adagioallegropresto8. C up to E is a ___.minor 3rdperfect 4thmajor 3rd9. In C major, the V chord is ___.F–A–CG–B–DD–F♯–A10. Commercial Canadian radio must make at least ___ of its popular music Canadian.35%5%90%Mark lesson completeFor parents and teachersUse mistakes to choose what to revisit. Each review section matches one lesson.Uses props only for fun, or can't name the four ways to use a prop: revisit Dance: Dancing with Props and Materials.Mixes up plot and theme, or gives interpretations with no evidence: revisit Dance: Interpreting Central Themes in Literature.Can't put the improvisation steps in order, mixes up flick, poke and stab, or writes vague reflections: revisit Dance: From Improvisation to Choreography.Mixes up positive and negative space, or changes only speed to show an idea: revisit Dance: Combining the Elements to Communicate Ideas.Speaks of Indigenous dances only in the past, calls regalia a costume, or treats all Indigenous peoples as one group: revisit Dance: First Nations, Métis and Inuit Dance, Past and Present.Can't explain how camera work or credit affect dance in the media: revisit Dance: How Pop Culture and the Media Shape Dance.Counts 9/8 as nine equal beats, or bars don't add up: revisit Music: 9/8, 6/4 and 5/4 Time.Uneven triplets, starts pick-up songs on beat 1, or mixes up tempo words: revisit Music: Triplets, Pick-up Notes and Tempo Marks.Misreads ledger lines, or doesn't count both notes or black keys when naming intervals: revisit Music: Ledger Lines and Intervals.Builds chords in steps instead of skips, or forgets sharps and flats in chords: revisit Music: Chords, the I–IV–V Progression and Layering Sounds.Plays the first ending twice, or variations change too much or too little: revisit Music: Theme and Variations, Repeats and First and Second Endings.Mixes up slurs and ties, or can't describe ensemble timbres: revisit Music: Ensembles, Timbre and Performing with Expression.Responses without music words, or can't explain how culture and media shape listening: revisit Music: How Culture and the Media Shape What We Hear.Lists only differences, or uses words like "weird" when comparing music: revisit Music: Comparing Music from Different Cultures and Times.In the Arts, effort, willingness to try and explaining choices matter more than a polished performance. Praise brave tries!PreviousMusic: Comparing Music from Different Cultures and TimesNextDrama: One Issue, Many Perspectives