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: responding to music, ideas from my writing and media, theme and variations, choreographic forms, how dances evolve, and dance and identity in the media.I can show what I learned about music: the grand staff and keys, major and minor triads, the blues scale and improvising, tempo and articulation, complex ensembles, and music, identity and innovation.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 six 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 creative answers can be right if you can explain them with dance or music words.Dance: Responding to Rhythms and Music1How many counts are in a dancer's 8-count of 4/4 music, and how many bars?Show answer8 counts = 2 bars.2What should a dancer do on a rest, and what kind of energy fits a loud drum hit?Show answerUsually freeze or pause on a rest; percussive energy for a drum hit.3Plan a movement for each note: half note, quarter, quarter.Show answerExample: a slow 2-count reach, then step, step. Look for a movement lasting 2 counts on the half note.Dance: Turning Your Writing and Media into Movement1Turn the literal gesture waving goodbye into abstract movement.Show answerExample: the whole arm sweeps in a slow, huge arc while the dancer travels backward and sinks, as if fading away.2What are the first two steps for turning your own writing into dance?Show answerFind the message, then collect key words and images.3Give an interpretation with evidence: two dancers start far apart and end side by side.Show answerExample: It's about friendship growing, because they move closer and finish together.Dance: Theme and Variations, Isolations and Weight Transfer1Write jump, turn, kneel, reach in retrograde.Show answerReach, kneel, turn, jump.2Isolation or weight transfer: a lunge? a head circle?Show answerLunge = weight transfer; head circle = isolation.3Why should a variation change only one or two things?Show answerSo the theme stays recognizable.Dance: Choreographic Forms for Themes and Moods1Write the letters for ABA and rondo.Show answerABA; rondo A B A C A.2Describe wring and dab.Show answerWring: strong, slow, twisting. Dab: light, quick, precise.3Which form fits a story about a problem that gets solved?Show answerNarrative form (beginning, middle with a problem, end).4Write a reflection with a strength, an area for growth and a next step.Show answerExample: My canon timing was clear. My ending was rushed. Next time I'll hold the final shape for 4 counts.Dance: How Dances Change When People Move and Meet1Name the three external factors that change dances.Show answerMigration, a new environment, contact with other groups or cultures.2Which traditions blended to form Métis jigging?Show answerFirst Nations dance and music, and Scottish, Irish and French-Canadian step dancing and fiddle music.3Where and when did breaking begin?Show answerThe Bronx, New York, in the 1970s.Dance: Dance in the Media and Who You Are1Give one positive and one harmful way dance in the media can influence identity.Show answerPositive: role models, belonging, pride. Harmful: stereotypes, unrealistic edited images, pressure.2Name two critical questions for a dance video.Show answerAny two: Who made it and why? Who is shown or missing? What was edited? What message does it send? How does it make me feel?3Why shouldn't you post your school's name in a dance video?Show answerTo keep your personal information private and safe.Bodyisolationweight transfer(lunge, leap, roll)Spacelevels, pathwaysconfined orlarge spaceTimepause, freezetempo, rhythmspeed changesEnergypercussive, fluidwring, dab, mouldfree flow, bindRelationshipunison, canonoppositioncall and responseRecap: the five elements of dance with the Grade 7 tools you used in this unit. Use these words when you explain your answers.Music: The Grand Staff, Key Signatures and Accidentals1Name the bass staff lines and the treble staff spaces.Show answerBass lines G B D F A; treble spaces F A C E.2Name the major key and relative minor for 2 sharps.Show answerD major / B minor.3Name the major key for 3 flats.Show answerE♭ major (second-last flat).4In a bar with no key signature: G♯, G, G♮. Name them.Show answerG♯, G♯, G♮.Music: Major and Minor Triads1Build G major and G minor.Show answerG B D and G B♭ D.2Is A C E major or minor?Show answerMinor (A to C = 3 half steps).3Write I – V – vi – IV in C major.Show answerC – G – Am – F.C0D2E4F5G7A9B11C12136810half steps up from CC to E = 4 (major 3rd) · C to E♭ = 3 (minor 3rd) · C to G = 7 (5th)Recap tool: count half steps on a keyboard, including the black keys. The shaded keys C, E and G make a C major triad: 4 half steps, then 3.Music: The Blues Scale and Improvising on the 12-Bar Blues1Write the C blues scale.Show answerC E♭ F F♯ G B♭ C.2Build the A blues scale using 3, 2, 1, 1, 3, 2.Show answerA C D D♯ E G A.3Give two tips for improvising.Show answerAny two: start with few notes, use rests, repeat a riff, use call and response, end on the home note.Music: Tempo, Articulation and Musicianship1Order from slowest to fastest: vivace, adagio, moderato.Show answerAdagio, moderato, vivace.2What do marcato and tenuto marks ask for?Show answerMarcato (^): very strong and marked. Tenuto (–): full value, a little weight.3Where should a singer breathe?Show answerAt the ends of phrases (breath marks).Music: Listening to Complex Ensembles: Jazz, Gamelan, Choir and Orchestra1Name the four orchestra families.Show answerStrings, woodwinds, brass, percussion.2Describe two features of gamelan.Show answerAny two: from Indonesia; mostly bronze gongs and metallophones; cycles ended by a big gong; layers at different speeds; slendro/pelog tunings.3Make this analytical: The choir was nice.Show answerExample: The choir sang a cappella in four parts; the soft, blended sopranos made the ending feel peaceful.Music: Music, Identity and Innovation1How can music strengthen cultural identity?Show answerMusic in your language or from your culture builds pride and belonging.2What is oral tradition?Show answerPassing music on person to person by listening and copying.3How did the piano and the electric guitar change music?Show answerPiano: soft and loud by touch, so more dynamics and expression. Electric guitar: amplified, distorted sound that drove rock and roll.Just for funWhy did the music teacher bring a ladder to class?To reach the high notes! 🪜🎵How to use this reviewDo one or two sections a day instead of all at once.Answer out loud or on paper before you check.Mark any question you missed, and go back to that lesson's examples.For movement and singing questions, perform for someone and ask them to check the answer's "what to look for".Check your understandingQuiz1. A freeze is ___.a slow speed-upa sudden, complete stop in a held shapea type of jump2. Which is abstract movement for pull?miming pulling a rope with your handsthe whole body leaning back in a slow, strong pull against an invisible weightpointing at a rope3. Moving only one shoulder while the rest of the body is still is ___.a lungea canonan isolation4. A B A C A is ___ form.rondobinarynarrative5. Métis jigging grew from contact between ___.Indonesian and Balinese traditionsFirst Nations traditions and Scottish, Irish and French-Canadian fur-trade traditionsballet and tap6. A key signature with 1 flat is ___.F major or D minorG major or E minorB♭ major or G minor7. Which triad is minor?D F♯ AG B DE G B8. The C blues scale is ___.C D E F G A B CC E G B♭ CC E♭ F F♯ G B♭ C9. A wedge (^) over a note means ___.fermatamarcatostaccato10. The piano could do something the harpsichord couldn't: ___.play soft and loud by touchplay chordsplay in tuneMark lesson completeFor parents and teachersUse the review to find which lessons need another look.Trouble with beats, rests, freezes or percussive/fluid energy → revisit Dance: Responding to Rhythms and Music.Trouble turning ideas into movement or supporting an interpretation → Dance: Turning Your Writing and Media into Movement.Retrograde, isolation or weight transfer mix-ups → Dance: Theme and Variations, Isolations and Weight Transfer.Confusing ABA, rondo, canon or narrative, or energy words like wring and dab → Dance: Choreographic Forms for Themes and Moods.Unsure how migration and contact change dances → Dance: How Dances Change When People Move and Meet.Seeing media as all good or all bad → Dance: Dance in the Media and Who You Are.Bass clef, key signatures or accidentals → Music: The Grand Staff, Key Signatures and Accidentals.Major vs. minor triads or Roman numerals → Music: Major and Minor Triads.Blues scale or improvising → Music: The Blues Scale and Improvising on the 12-Bar Blues.Tempo and articulation marks, or vague practice goals → Music: Tempo, Articulation and Musicianship.Ensembles or opinions without musical terms → Music: Listening to Complex Ensembles.Media, identity, oral tradition or inventions → Music: Music, Identity and Innovation.For movement and performance questions, focus on whether your child can explain their choice with dance or music words; there is often more than one good answer.PreviousMusic: Music, Identity and InnovationNextDrama: Current Issues from Multiple Perspectives