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CSET Domain 1 Performing Arts Dance

Subjects : cset, performing-arts, dance
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Often carry important historical significance from ancient civilizations Examples: Chinese ribbon dance - Polish polonaise - India's Kathakali or Bharatanatyam dance - Clogging - traditionally from Wales - which involves double taps on both the heel

2. To cue the steps and directional changes - and to alert students (e.g. - 'ready'); this helps students keep the main rhythmic pattern and encourages them to gain a sense of the whole

3. A formal aristocratic court dance developed at the end of the rennaisance period

4. The steps of a dance as put together for performance or the art of composing dances

5. Characteristics: circle form (rhythmic motion within a circle); use of imagery - Gender roles: war and hunting for men - seasons and planting for women; early accompaniment came from drums - harps - flutes - and chants

6. The Church attempted to restrict pagan dance - often associated with fertility - but folk dances evolved from earlier ritual dance (e.g. - Maypole dance; origins in primitive fertility rituals [dancing around a pole]; associated with spring)

7. A term coined in the 1960s by those who wanted to create movement outside the influences of any of the then - traditional modern dance pioneers - such as Cunningham - Graham - Humphrey - Lim

8. A pose in which the working leg is extended with a straight knee directly behind the body (both the height of the leg and the position of the arms are variable)

9. Provide opportunities for interpretation of dance - Provide a classroom dance program that includes different styles of dance from a cultural and historical context

10. Movement without previous planning

11. Space - Time - Levels (dynamics)- Force (energy) - Locomotor (traveling through space)

12. Ballet developed throughout Europe; this led to ___________ - expressive capacity of the body - pointe footwork and the heel - less shoe

13. Dancing on the toes

14. Release of potential energy into kinetic energy

15. Non - metric rhythms e.g. breath - water - or wind

16. 'To twirl or spin'; a turn on one foot that can be executed outward - away from the body - or inward - toward the body

17. Determine appropriate age - related expectations for a safe - enjoyable classroom activity

18. A leap from one leg to the other in which the working leg is kicked or thrown away from the body and into the air; the pose achieved in the air differs - a does the direction the leap takes

19. Have expressed mourning the spirit in dance movement. They have also used dance as a ritual to prepare for battles and to celebrate joyful occasions.

20. As in music - the opposite of allegro; a slower tempo - also a set of practice exercises in class consisting of extensions and balances

21. Forward/Backward - Up/Down - Sideways (horizontal or vertical) - Diagonal - Straight - Circle - Out/In - Zigzag - Spiral

22. Hip - hop - line dance - ballroom - waltz - foxtrot - tango - rumba - jive - and swing

23. Kabuki (traced to primitive rituals; it involves stomping - elaborate costumes - is male only - and is still current)

24. Locomotor - Nonlocomotor - Combined Locomotor

25. Developed in France (1500s) - and moved to Italy; this led to the development of court dancing in Europe (nobility in a palace setting); patronage of the Medicis; 'dancing masters'; steps were slow (adagio) and fast (allegro); lack of spontaneity (de

26. Ethnic and cultural dance - Cultural dances - Religious or ceremonial dance - Folk Dance - Play and sing with movement - Maypole dance - Modern Dance - Theatrical dance - Social dance

27. Variations on folk dances are found in dance forms of today - including...

28. Another popular form of the flamenco that originated in Cuba and Latin America

29. Whether the energy is: Sustained (smooth) - Suspended (light) - Swing (under - curve) - Sway (over - curve) - Collapsed (loose) - Percussive (sharp) - Vibrate (shudder)

30. The way in which various parts of the dancer's body are in line with one another while the dancer is moving

31. Solo - duet - or ensemble

32. Based on music - songs - dialogue - and dance - Audiences often experience it in the form of musical theatre productions

33. Based upon the subjective interpretation of internalized feelings - emotions - and moods - Unlike formal ballet - this is often unstructured and makes deliberate use of gravity and body weight to enhance movement - It also encourages students to expr

34. High -- Medium -- Low - Might refer to a dancer's head

35. Refers to dances in which socializing is the main focus; therefore - a dance partner is essential

36. The arrangement of head - shoulders - arms - torso - and legs while dancing

37. Pantomime/dance expression

38. Type of creative dance involving specialized movement techniques; emphasis is on expression and communication

39. Intense movement often depicting pain - fear - and love; dance forms 'sculptured' by human body positions; contraction and release of the torso - 'fall and recover'; angular gestures; schools and dance companies

40. Pavane - Galliard (from the Renaissance period) - The minuet - Charleston - Twist - Disco - Hip - hop - Lambada

41. Wide/Narrow - Big/Little

42. Angular - rounded - twisted - bent - crooked - symmetrical - or asymmetrical

43. Body position - Angular/Rounded - Twisted - Bent - Crooked - Symmetrical/Asymmetrical

44. Rhythmic pattern produced when a deliberate pattern is upset - Rhythm produced when beats are displaced such that strong beats become weak and vice versa

45. A rhythmic pattern produced when a deliberate pattern is upset

46. Gaze - floor - or away

47. The ability to get up into the air and remain there long enough to perform various movements or poses

48. Leader - follower - mirror - unison - or parting)

49. Separate the dance into the steps. Begin by teaching the steps - describing and demonstrating each separately. Steps are done slowly at first - using counts - and then at the proper tempo - Teach one part of the basic step pattern at a time; when two

50. Often danced on May Day in various European nations such as Germany and Sweden - taught in American schools today - The maypole is a tall pole decorated with floral garlands - flags - and streamers - Ribbons are attached to a pole - so that children