CSET 3: Art, Music, Dance, PE, and Child Development

Elements of Dance

These elements should be integrated throughout dance instruction. Dance activities begin with body awareness and warm up excercises including posture, balance, flexibility, strength, and coordination. The elements of dance are: Space, Time, Levels (Dynamics) Force (Energy).

Space

Locomotor (travelling through space)

The Eight Basic Steps - walking, running, leaping, jumping, hopping, galloping, skipping, and sliding (Chasse).

Nonlocomotor (staying in one place "on spot") - stretching, pushing, twisting, bending, kicking, sinking, or curling.

Combined Locomotor (often traditional folk steps) -two-step, paddle, grapevine, step-hop, chug, and spinning.

When thinking about space, teachers should also be aware of the space between the dancers.

Individual, group, or class (solo, duet, or ensemble)

Space between dancers (side-by-side, supported)

Interactions between dancers (leader, follower, mirror, unison, or parting)

Time

Structured through tempo (speed) and time signatures (meter), organizing beats into measures to create rhythm and structure.

Rhythm - countable patterns.

Tempo - fast or slow speed.

Beat - even or uneven.

Meter - 2/4 time, 3/4 time, etc.

Syncopation - a rhythmic pattern produced when a deliberate pattern is upset.

Rhapsodic Rhythms - non-metric (e.g. breath, water, or wind).

Levels (Dynamics)

The vertical distance of a dancer's body from the floor (low, medium, or high). Used to create visual interest, contrast, and emotional expression.

Direction - forward, backward, up, down, sideways (horizontal or vertical), diagonal, straight, circle out, in, zigzag, or spiral.

Form and Shape - angular, rounded, twisted, bent, crooked, symmetrical, or asymmetrical.

Level - high, medium, or low.

Range - wide, narrow, big, or little.

Pathway - floor, elevated, or air patterns.

Focus - gaze, floor, or away.

Force (Energy)

Quality of Energy - sustained (smooth), suspended (light), swing (under-curve), sway (over-cur collapsed (loose), percussive (sharp), or vibrate (shudder).

Degree of Energy - strong, weak, heavy, light, dynamic, static, flowing, or tense.

Framework for Dance Activity Instruction

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

Begin with a warm-up and end with a cool down.

Separate the dance into the steps.

Teach one part of the basic step pattern at a time. When two parts have been learned, combine them to

establish continuity of the dance.

Use keywords and counts to cue the steps and directional changes, and to alert students (e.g., "ready").

Provide opportunities for interpretation of dance.

Provide a classroom dance program that includes different styles of dance from a cultural and historical context.

En pointe

A ballet position in which the dancer stands balanced on the ball of the foot or the tips of the half Extension (leg): Describes the dancer's ability to raise and hold a leg in the air in a straightened position.

Force

In basic body mechanics, the force of energy that is released from the body (potential energy) causes a change in the body's physical motion (kinetic energy).

Grand Jeté en rournam (four jet)

In this grand (broad) ballet leap, the dancer's body turns halfway in midair so the dancer lands facing the direction in which the movement started.

Jeré

A leap from one foot to the other in which the working leg is thrown away from the body and into the air.

Lift

A part of pas de deux (dance for two partners) in which one dancer lifts the other off the ground.

Lunge

The transfer of one's body weight forward by moving and bending one leg and placing at least half of one's body weight on that front leg while dancing.

Modern dance (contemporary dance)

A type of expressive dance that started in the 1900s as a rebellion against the rigid rules that were characteristic of formal dance. Dancers are often barefoot and movements draw from the elements of ballet and jazz dance.

Pas de deux

The English translation of this French term is "a step for two" in a dance duet. It refers to a specific dance form that is choreographed in many classical ballets such as Sleeping Beauty and Swan Lake.

Passé

A "passing" movement position in which the foot passes from back to front, or vice versa. When this posi-known as retiré.

Pirouette

A non-traveling twirl or spin. The rotation of one foot en pointe that can be executed outward away of the rotating leg).

Plie

A movement in which the dancer bends the knees and straightens them again.

Positions (of feet)

In modern ballet, there are five basic placements of feet on the floor: first position through

Promenade

A walk. An adagio movement in which the dancer pivots slowly around on one foot while maintaining a pose with the working leg. Promenade is a basic move for square dance and English country dance.

Arabesque

A ballet pose in which the dancer stands on one leg with one arm extended in front and the other leg and arm extended directly behind the body.

Classical dance

Refers to romantic ballet, a style of dance as taught in the original academies that started during the Renaissance. The term also refers to the supreme ballets created during the days of Imperial Russia, such as Tchaikovsky's The Nutcracker and Swan Lake.

Folk Dance

Form of cultural dance. Originated from medieval times when townspeople danced to celebrate. Must include these four factors:

1. Dance movements must predate the nineteenth century.

2. Dance is performed by peasants or royalty.

3. The choreography is derived from tradition.

4. There is no teacher.

Variations of the original folk dances are found in dance forms of today, including square dancing and barn dancing.

Maypole Dance

Often danced on May Day in various European nations such as Germany and Sweden, the Maypole dance is taught in American schools today. The maypole itself is a tall pole decorated with floral garlands, flags, and streamers. Ribbons are attached to a pole, so that children can hold a ribbon as they dance.

Modern Dance

Twentieth-century dancers resisted the rigid structure of classical ballet dance. Modern dance choreography is based upon the subjective interpretation of internalized feelings, emotions, and moods. Often unstructured and makes deliberate use of gravity and body weight to enhance movement, and encourages free-style dance.

Theatrical Dance

Based on music, songs, dialogue, and dance. Audiences often experience it in the form of musical theatre productions. Well-known musical productions are ballet, jazz, and tap. Other productions include ethno-cultural, kabuki, Russian, and Celtic dance.

Social Dance

Refers to dances in which socializing is the main focus; therefore, a dance partner is essential. The popularity of competitive social dancing has helped many of these dance styles become household names. Social dance styles include hip-hop, line dance, ballroom, waltz, foxtrot, tango, rumba, jive, and swing.

Dynamics

The volume or intensity of a tone. Music can be played loudly (forte) or softly (piano).

Harmony

Harmony is two or more tones played simultaneously that support the melody and give music texture or mood. Harmony is a group of notes that are played behind the melody. For example, when you play several different notes at the same time on a piano, you are using harmony. You can change how music sounds by changing the harmony.

Pitch

Pitch refers to hearing a note and being able to reproduce it either vocally or with an instrument. Vocal cords and musical instruments produce vibrations in the air; as the frequency of these vibrations change, the pitch changes. The faster the vibration, the higher the note. The slower the vibration, the lower the pitch. Intonation refers to whether the pitch of a particular note is played in tune, sharp (higher) or flat (lower).

Rhythm

Rhythm is the pattern of musical movement through time. It's what makes music move and flow. It is measured in units of time and organized by sets or patterns that can be repeated. Rhythm is the way sounds beat within different lengths and accents that combine into patterns. Rhythm is a steady pulse (beat), but it can also have different kinds of beats (i.e., some stronger or longer). The first beat of a bar is typically a strong beat. It is typified by a waltz in 3/4 time.

Tempo

Tempo is the pace of the beat. It is the speed at which a composer desires his musical composition to be performed. It is measured by the number of beats per minute. A metronome is a machine that helps musicians adjust rates of speed (tempi) for faster or slower beats. The faster the tempo, the more beats per minute. Tempo is an important component to change the expressiveness of character and mood of the musical composition. For example, if the tempo is fast, the mood of the music changes to reflect more energy, aggression, or vitality. Most marches are performed at a rate of 120 beats per minute.

Italian Terms that Define Tempo

presto - very fast; adagio - slow; allegro - fast; largo - very slow; moderato - moderate

Tone

Tone refers to the sound produced by an individual instrument or singer. Each family of instruments and type of instrument is distinct from all others. For example, the tone of a brass instrument is easily distinguished from the tone of a string instrument, a woodwind instrument, etc.

Timbre

Timbre (pronounced "tam-ber") is the unique tonal quality of a musical sound. It is the tone "color." It could be described as bright, shrill, brittle, or light; or it could be dull, harsh, forceful, or dark. Not only does each type of instrument have a distinct tone, but each instrument can also have a different tone from other similar instruments. Timbre makes one instrument sound different from another. For this reason, timbre has a great effect upon the mood of the music. For example, all violins have the same tone qualities, as do all clarinets and all trumpets, yet each instrument, due mainly to its manufacturer, has a different timbre or tone quality.

Strings

Instruments that stretch over a wooden body and are tuned with pegs. The violin and viola produce higher-pitched sounds, while the cello and double bass produce lower, richer sounds. They are usually played with a bow but can also be plucked. Other string instruments include the harp and guitar. Ex) violin, viola, cello, double bass.

Brass

Instruments that produce sound when a player buzzes their lips into a metal, cup-shaped mouthpiece. They are the loudest section of the orchestra and use valves to change pitch. Modern brass instruments are made of brass and shaped like long pipes that widen into a bell. Ex) trumpet, french horn, trombone, tuba.

Woodwinds

Instruments that produce sound when air is blown through a mouthpiece or across a reed. They have holes or keys that are opened and closed to change pitch. Ex) flute, clarinet, oboe, and bassoon.

Percussion

Instruments that produce sound when they are hit, shaken, rubbed, or scraped. Some are tuned while others are untuned. In a symphony, a percussionist may play many instruments in one composition. Ex) tambourine, cymbals, gong, drum, piano is also included.

Modern Era of Music

Evolution in the musical world, rebellion; unique sounds; Widening gap between "art" and popular music (Beatles). Technology allowed for mass appeal and a new direction in music making ex) electronically created sounds, computer music. Influence of blues (sorrowful black folk music) and jazz (roots in African rhythms and harmonies with modern instrumentation, improvisation, and syncopation). Rock 'n' roll, R&B (rhythm and blues), country, folk (cultural link, passed on by word of mouth), and hip-hop.

Classical Era of Music

Orchestra gained in importance; increasing use of flutes and oboes; string and wind sections developed; by the 1800s, trombones were introduced; refinement of sonata. Elegance and courtly grace (e.g., minuet developed as a dance style). Classical style: homophony (a single melodic line and an accompaniment); simpler textures and melodies; expansion of textures, melodies, and variation. String quartet (two violins, viola, and cello); Haydn the "father" of the string quartet; orchestral symphony (origins in opera overture, four movements); opera, concerto (composition for solo instrument). Creative impulses of giants Haydn, Mozart, and Beethoven.

Staff

Staff (staves) is a set of five horizontal lines and four spaces. This is where notes are positioned. The higher the note on a staff, the higher the pitch.

Clef

Clef is the symbol at the beginning of each staff indicating the pitch or the range of sounds that should be played. There are two main clefs: the treble clef for the higher range of notes, and the bass clef for the lower range of notes.

Treble clef

Treble clef for the higher range of notes.

Bass clef

Bass clef for the lower range of notes.

Measure

A measure is formed by bar lines (vertical lines on the staff) and contains a set number of beats as determined by the time signature. Vertical lines on the staff that form measures.

Note values

Each note has a specific duration represented by a solid black or hollow oval shape. Some have flags and others have stems attached representing different values.

Ex) Whole, Half, Quarter, Eighth, Sixteenth.

Whole Note

Whole note value.

Half Note

Half note value.

Quarter Note

Quarter note value.

Eighth Note

Eighth note value.

Sixteenth Note

Sixteenth note value.

Time signature (meter)

Time signature (meter) is a way to measure rhythmic units. It is noted at the beginning of a composition and looks like a mathematical fraction. The top number denotes the number of beats in a measure and the bottom number denotes what type of note will receive the beat.

Beats per measure

The top number in the time signature denotes the number of beats in a measure.

Type of note receiving the beat

The bottom number in the time signature denotes what type of note will receive the beat.

Scale

A scale is the succession of notes arranged in an ascending order. Seven of the twelve pitches (tones) that create an octave in western music are named after the first seven letters of the alphabet: A, B, C, D, E, F, and G. This sequence repeats itself over and over.

Color

Color has three main qualities: hue, value, and intensity. Color is visible light reflected off objects. Artists use color to imitate the colors of reflected and refracted light. Color can be used in a composition to create a symbolic representation of mood and emotion.

Hue

Hue is the characteristic feature by which we distinguish one color from another, but it does not distinguish the color's value (dark from light) or intensity (bright from dull).

Value

The relative lightness or darkness of a color, tone, or hue, ranging from white to black.

Intensity

The brightness or dullness of a color. A high-intensity color is pure and vibrant (straight from the tube), while low-intensity colors are duller or more neutral, achieved by mixing a color with its complement or grey.

Primary colors and Secondary colors

Red, yellow, blue, are foundational pigments that cannot be created by mixing others. Orange, green, purple, are created by mixing equal parts of two primary colors.

Shape (Form and Contour)

Shape and form help to define objects on a piece of art. Shapes are often defined by a continuous line that meets to create a closed shape. Artists use contour line to create dimension. Shapes have two dimensions, height and width; and for has three dimensions, height, weight, and depth.

This painting of a woman bathing a child by Mary Cassett (1893), The Bath, is a good example of the use of form. Inspired by the work of Edgar Degas and Japanese prints, this artist uses bold circular contour shapes of figures, a basin, and a pitcher. Notice the rounded, natural forms created to illustrate clear, crisp lively patterns.

Linear Perspective

During the Renaissance, artists invented this technique based upon math principles in order to give paintings a realistic appearance. The technique shows when our eyes focus on the vanishing point, all shapes and objects become smaller, gíving us the illusion of depth and distance. Larger objects appear closer, and smaller objects appear more distant.

Atmospheric or Aerial Perspective

Used to create depth and dimension. Artists use overlapping, color, size, and contrast to reproduce the effects of distant objects. For example, darker objects appear to be closer when using lighter and duller colors for distant objects. In a landscape, lighter objects lose focus and clarity as they appear farther away.

Texture

The element of texture is used to describe the way a composition might actually feel, or the way it might appear lo feel with our eyes. Texture depicted in three-dimensional art has a tactile quality that can be physically touched (ee, sculpture and architecture). Texture depicted in two-dimensional art gives you a "sense" of how an object might feel when touched, but you cannot physically touch the object.

Negative Space

Although space can refer to real three-dimensional space, artists refer to space within the boundaries of the composition. Space helps the composition look like it has form and gives the artwork a feeling of depth. Artists up both nositive and negative space to influence how an obiect mieht appear. Negative space is the space

between or around the object.

Baroque (1600-1750)

Foundations in Italy and Germany but with regional differences (e.g., Rembrandt); influenced by Scientific Revolution (Newton, Galileo); Age of Enlightenment; Counter-Reformation (against Protestantism—paintings of faith/martyrdom); Age of Absolute Monarchs (Louis XIV).

Baroque Characteristics

Diversified stylistically but often very grand: complex style; appeal to senses/spectator involvement/drama; strong emotion; emphasis on depth/space; genre scenes (landscapes without people); movement with grandeur.

Rococo (1750s-1800s)

Influenced by the French Revolution and the Industrial Revolution (drastic societal changes); Salons; carefree lifestyle/high fashion; moved away from Baroque heroic subjects and dark color; moved to more delicate/pale colors; theme of romantic love.

Impressionism (1860s-1900)

Origin of Modern Art; influenced by science (principles of harmony; contrast of colors; reaction of eye in viewing composition); concern for light and color on object; experience of the fleeting moment; new techniques allowed for painting outside; rejected themes of the French Salon (not grand subjects but daily life); emphasis on primary colors and small brush strokes; side-by-side placement of primary colors; little white or black. Ex) Monet; Renoir; Cassatt; Degas.

Neo-Impressionism (Pointillism)

Tiny dots of primary colors to produce secondary colors; colors placed in scientifically measured dots (e.g., Georges Seurat).

Post-Impressionism (1880s-1900s) Characteristics

Paint indoors or outside; emotions through use of color/swirling color/thick applications; complementary colors; new subject matter away from narrow spectrum of viewing (e.g., "Starry Night"; primitive art of the South Pacific). Ex) Van Gogh; Gauguin; Cézanne.

Fauvism (early 20th century "Wild Animals")

Influenced by technology of early twentieth century; expansion of color—right from the tube in assertive brush strokes; discord of color; non-Western themes (e.g., Matisse).

Cubism (early 20th century)

Traditional subject matter portrayed by overlapping geometric forms (reduced to cubes); fragmentation of form; influenced by African tribal arts: masks and sculpture; move toward abstract art (exploration of space and color; multiple images of one subject on a two-dimensional surface). Picasso; Braque; development of collages; "found" sculpture.

Surrealism (1920s)

Metaphysical painting; evolved from Dada art (reaction against commonplace and WWI); workings of the subconscious mind (Freud) through fantastic imagery. Ex) Salvador Dali; Chagall—distorted everyday objects.

Pop Art/Popular Art

"Why is it art?" reaction against abstract painting (soup cans; comics); Warhol; Lichtenstein (iconic art); acrylics.

American Regional Art (from 1930s/rural art)

Everyday life; expanded on landscape painting of the 1870s; example: Grant Wood ("American Gothic").

Renaissance (1400-1600)

Rebirth of Greco-Roman classical forms; development of cities (Florence, Venice, etc.); art patronage: church or court/private collectors (Medicis); Humanism (individuality and self-worth); sculpture ("David"—life from marble); art and architecture (Sistine Chapel—perspective; anatomy; emotion; oil painting techniques). Art influenced by religion (pyramidal structure).

Locomotor Skills

Physical actions that allow a person to move from one location to another. Walking, running, hopping, skipping, and leaping are a few examples of locomotor skills. Locomotor movements are mastered by using gross motor skills, or actions that involve the movement of large muscles in the arms, legs, and torso.

Non-locomotor Skills

A movement performed while remaining stationary, such as stretching, punching, bending, or swaying. Used as building blocks upon which more complicated movements are based and help further a child's coordination and balance.

Body Awareness

An individual's ability to recognize where their body is in space. This self-awareness of the body and the space around it is a result of a person's heightened self-awareness. An individual's vision and hearing also plays a large role in their body awareness.

The three types of body awareness include: interoception awareness, proprioception, and spatial awareness.

Spatial Awareness

A person's ability to understand their body's position within space. This allows the person to interact successfully with their environment, avoiding obstacles and manipulating objects.

Fine Motor Development

The growth and development of the small muscles in the body, such as the fingers. This helps a toddler develop the pincer grasp, allowing them to grab objects in their hands for the first time.

Gross Motor Development

The growth and development of large muscles of the body, such as the arms and legs. Gross motor development helps a child kick a ball with accuracy. Balance is another essential component of body awareness.

Body Awareness Activities

A child may increase their body awareness through games like Twister and the Hokey Pokey. Adolescents are best suited to focus on sports as a way to increase their body awareness. Obstacle courses to increase spatial awareness.

Manipulative Skills

Movements that involve the body, as well as an object, such as throwing a frisbee, or kicking a soccer ball. Concidered a non-locomotor skill.

Three factors of movement

Effort, Flow, and Time

Time

Allows us to understand the timing of a movement, whether as a quick surprise or an intentional and thought-out movement. For example, sustained time movements refer to movements that are drawn out, lingering, leisurely, and gradual, while sudden time movements refer to movements that are quick and/or rushed.

Effort

The main factor of movement and an all-encompassing factor that combines quality, shades, and inner attitudes that are communicated through movement. Used to understand movements on a deeper level. Flow and time are both parts of effort.

Flow

About emotion, and stability, In charge of the ongoing stability of all motions. Without any flow, movement would be contained to one area or space or motion.

Free flow is more expressive and shows more emotion. Bound flow allows for movement in a more controlled way. Bound flow is described as more firm and with boundaries.

Biomechanics

Dynamics - The study of systems that move with the application of the acceleration or deceleration.

Kinematics - The effects the force has on something.

Kinetics - The study of what causes the motion, forces, and movements.

Statics - Studying systems in a state of equilibrium, where there is either a state of rest or a state of constant movement.

1st Law of Motion - An object in motion will stay in motion unless an external force is exerted upon it.

2nd Law of Motion - The acceleration of an object is dependent upon the mass of the object and the amount of force applied to the object.

3rd Law of Motion - For every action, there is an equal and opposite reaction.

Kinesiology

The study of movement in people, including mechanics, anatomy, and physiology. Kinesiological analysis uses this perspective to assess the development of motor skills and to diagnose and treat motor skill performance. Includes the bones, joints, muscles, and nervous system.

Motor Skills

Human movements that are produced by a complex combination of nerves and muscles.

Fine motor skills are small precision movements. These include writing, drawing, or using the eyes for visual tracking.

Gross motor skills, on the other hand, are larger, less precise movements. These include jumping, running, and throwing a ball.

Movement Analysis

Human movement patterns, or general motion, are essentially a combination of two things:

Linear motion - this is movement in a straight line Angular motion - this is movement in a circle (also known as rotary). Force causes movement therefore bad force causes bad movement. So, when you witness an athlete making an error, you know it was caused by the incorrect application of force.

Common sports movements such as throwing, kicking, or hitting can be broken down into three steps, which are:

1. Preparation of the move

2. Execution of the move

3. Follow-through after the move

Neurogenesis

The crucial connection between the brain and both motor skills and movement patterns through this process. The process by which the body grows newer brain cells. There are three stages involved in learning motor skills: cognitive, associative, autonomous.

Kinesiology's Importance

Studies human movement and how muscles work. Kinesiology views the body as a machine that works in a very specific way. Kinesiology breaks muscle movement into five categories:

1. The prime mover: the main muscle involved in a movement

2. The assistant mover: muscles that work with the main muscle in order to support movement

3. The antagonist: muscles that engage in the opposite type of movement from the main muscle

4. Stabilizer muscles: work to hold a moving body part in place

5. Synergy (coordinated effort): There are two types of synergy. Helping synergy occurs when muscles contract together in one movement. True synergy occurs when a muscle contracts to aid another and stabilize movement

Health

Includes all aspects of the following:

Mental Health - the condition of a person's emotional and psychological well-being.

Physical Health - the condition of a person's physiological well-being.

Social Health - the ability of a person to form meaningful and deep interpersonal relationships.

Wellness

The active pursuit of optimal health and having an optimistic view on living. Importantly, one cannot be healthy without pursuing wellness, since the end goal of wellness is overall health. The active pursuit of beneficial activities, such as being active, not smoking or drinking, sleeping well, and having optimal nutrition.

Cardiovascular Endurance

The ability to efficiently take in oxygen and distribute it to the body using the heart, lungs, arteries, vessels, and veins. Improving this can also raise a person's metabolism. Depending on a person's fitness level exercises could include walking, running, biking, swimming, and more.

Flexibility

The range of motion around a given joint. Joint-specific, and some people may be flexible in a few joints but tight in others. Allows for a large range of movements and impacts agility, balance, and coordination. Exercises could include stretching each joint regularly.

Muscular Endurance

The ability to continuously use a particular muscle group against resistance. Many people develop this unevenly. Exercises to improve this include: plank, obstacle courses, boot camp style workouts, and high-repetition strength training.