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 imitate nature, tell stories with time and energy, and build dance patterns like ABA and ABACA.
  • I can use dance to show learning from other subjects, give specific feedback, and describe the role of dance in communities.
  • I can read 3/4 time, dotted half notes and ti-ka-ti-ka, sing low so and low la, and sing rounds.
  • I can read music symbols, sort instruments by how they make sound, compose for a purpose, and describe how music is used in communities.

Words to know

sustained
Very slow and smooth, without stopping.
pressing / gliding
A strong, slow push / a smooth, easy travelling effort.
ABA / ABACA
Patterns where the A section comes back between different sections.
dotted half note
A note that lasts 3 beats: ta-ah-ah.
ti-ka-ti-ka
Four sixteenth notes on one beat.
round
The same melody sung by groups starting at different times.
timbre
Tone colour: the special sound of a voice or instrument.

Let's review!

This year you learned a lot about dance and music. 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.

1 beat234tati-titi-ka-ti-kata-ahta-ah-ahta-ah-ah-ah
Your rhythm chart as a picture. Each bar shows how many beats the note lasts; ti-ti and ti-ka-ti-ka squeeze 2 or 4 sounds into one beat.
BodySpaceTimeEnergyRelationshiphighlow
The five elements of dance. Every dance uses all five: who moves (body), where (space), when (time), how (energy) and with whom (relationship).

Dance: Movements from Nature

1

Imitate a squirrel, then change one element (level, speed, size or energy). Say what you changed.

2

A falling leaf moves with light or strong force?

3

A woodpecker taps a tree. What quality is that movement?

Dance: Telling Stories with Time and Energy

1

Which energy fits pushing a heavy sled uphill: pressing or gliding?

2

In a story, a boy sees a bear and is shocked. Which time choice could show the shock?

3

Show the tortoise and the hare with different tempos.

Dance: Dance Patterns (AB, ABA and More)

1

A dance goes: spin, jump, spin, crawl, spin. Write its pattern with letters.

2

Why does a B section need contrast?

3

Take a clap and make two variations. Name the element you changed.

4

What are interconnected shapes?

Dance: Dancing What I Learn, and Growing as a Dancer

1

Show the life cycle of a plant in 3 moves: seed, growing, flower.

2

Turn "Nice!" into specific feedback.

3

Name one strength and one area for growth for yourself as a dancer.

Dance: Dances in Our Communities, Then and Now

1

Name two roles of dance in a community.

2

What happened at a bee in Upper Canada?

3

In the lion dance, two dancers share one lion. Which element of dance is this?

4

When should a visitor join a powwow dance?

Music: Three Beats in a Bar, Dotted Half Notes and Ti-ka-ti-ka

1

How many beats does a dotted half note get?

2

Does this bar fit 3/4? ti-ka-ti-ka ta-ah

3

What does largo mean?

Music: Low So, Low La and the Shape of a Melody

1

Put in order from lowest to highest: do, so, la,

2

What is a melody's contour?

3

Sing "Old MacDonald had a farm". Which words are sung below do?

Music: Rounds, Partner Songs and ABA Form

1

What is the difference between a round and partner songs?

2

Twinkle, Twinkle, Little Star is in which form?

3

When more groups join a round, does the texture get thicker or thinner?

Music: Music Symbols, Soundscapes and How Instruments Make Sound

1

What do p, f and a dot above a note mean?

2

Sort by how they make sound: ukulele, triangle, shaker, flute.

3

Why does a soundscape with invented symbols need a key?

Music: Composing and Performing Like a Musician

1

Choose elements for a cheer for your team.

2

Where should singers breathe?

3

Name two musicianship skills.

Music: Music in Our Communities, Then and Now

1

Name three ways music is used in a community.

2

Why did voyageurs sing while paddling?

3

Name the two instruments used with Haudenosaunee social songs, and how each makes sound.

Just for fun

Joke: Why couldn't the musician get into her house?

She left her keys on the piano!

How to use this review

  • Do the review over 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. Many answers can be right!
  • 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 revisit that lesson's examples, activity and practice.
Check your understanding

Quiz

1.

A dancer copies a maple leaf, then does the same move bigger and lower. What is she doing?

2.

Which energy fits a giant stomping through a village?

3.

A dance goes jump, turn, jump. What is its pattern?

4.

"Your sustained rise showed the plant growing slowly." This is ___.

5.

Haudenosaunee social songs and dances use ___.

6.

Which bar fits 3/4 time?

7.

Which pitch is lowest?

8.

In a round, singers ___.

9.

Which instrument is struck?

10.

A short, catchy song in an advertisement is called a ___.

For parents and teachers

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

  • Can't copy a nature movement, or can't change its level, speed, size or energy: revisit Dance: Movements from Nature. Go on another movement walk.
  • Uses the same tempo and energy for every part of a story, or mixes up pressing and gliding: revisit Dance: Telling Stories with Time and Energy.
  • Can't label AB, ABA or ABACA, sections look alike, or partner shapes pull and lean: revisit Dance: Dance Patterns (AB, ABA and More). Use the letter cards.
  • Feedback is only "good" or "nice", or can't name a strength and an area for growth: revisit Dance: Dancing What I Learn, and Growing as a Dancer.
  • Can't name roles of dance in a community, or speaks about unfamiliar dances unkindly: revisit Dance: Dances in Our Communities, Then and Now.
  • Bars in 3/4 don't add up, dotted half notes are cut short, or ti-ka-ti-ka is uneven: revisit Music: Three Beats in a Bar, Dotted Half Notes and Ti-ka-ti-ka. Pat the beat while saying rhythms.
  • Mixes up low so and low la with so and la, or can't describe a melody's shape: revisit Music: Low So, Low La and the Shape of a Melody. Draw melody maps of favourite songs.
  • Mixes up rounds and partner songs, or can't hear ABA form: revisit Music: Rounds, Partner Songs and ABA Form.
  • Can't read p, f, staccato or legato marks, or can't sort instruments by how they make sound: revisit Music: Music Symbols, Soundscapes and How Instruments Make Sound.
  • Compositions don't fit their purpose, or breathes in the middle of phrases: revisit Music: Composing and Performing Like a Musician.
  • Can't name ways music is used in a community, or thinks Indigenous music is only from the past: revisit Music: Music in Our Communities, Then and Now.

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