CSET SUBTEST III
# Term Definition
1 Elements of Dance space (area surrounding the body) time (rhythm
and choreography) levels planes of movement;
en bas (down low) or en haut (up high)
force/energy (how potential energy is released to
create kinetic movement)
2 Dance movements may be axial or axial - are movements that occur in place, such
locomotor as a pirouette locomotor - movements in which
the dance travels to a new location, grand jete
3 When teaching dance to children... beginning exercises should involve easy to
remember movement patterns Dance may be
also used to teach children about various
cultures and to enhance their aesthetic
appreciation of movement forms, including how
movement may be symbolic, and how movement
may by used to communicate emotions
4 Ballroom dances are social Waltz, Hustle, Swing (West Coast and Lindy Hop)
dances; leader communicate with Salsa, Tango, Mambo…
the partner to follow
5 Folk dances are generally rooted includes: clogging, square dancing
in the traditions of commoners
within a culture, and were
historically learned informally or
passed down from parents to
children
6 In Asia, dance, drama, and opera because of this emphasis on honoring tradition,
are all developed as part of a in many cases dancers focused more on
singular entertainment form, as perfecting existing forms than on inventing new
opposed to developing separately forms
as they did in the west
7 Dances can also serve political and many new dance styles build upon or combine
social commentary elements of previous dance styles Ex. tap
dancing = clogging + african dance styles
8 Music is the art of sound (and pitch - how high or low a note is, based on
silence), bring out ideas and frequency of the sound, NOT VOLUME When
emotions pitches are arranged outside the accepted rules
of order, dissonance(unease) is produced to
create uncomfortableness
, CSET SUBTEST III
# Term Definition
9 melody (humming) and harmony - sounds of different pitches are arranged
sequentially, and harmony (notes that are sung
or played) is the way sounds of different pitches
are arranged in relation to each other.
10 Rhythm is the repetitive timing or “beat” of music
11 Tempo is the speed or pace of a piece’s rhythm and
described allegro - fast presto - very fast linto -
slow largo - very slow
12 Meter is the way in which lines of music are divided into
rhythmic units composed of stressed and
unstressed
13 Articulation notes are separated or blended together within a
rhythm and described such as staccato (every
single note is completely separate “tick tick tick")
or legato (notes are blended together - flow)
14 timbre unique sound produced by a specific instrument
or voice string - violin, viola, bass, guitar wind
(woodwind and brass) - flute, bassoon, trumpet,
trombone percussion (something hits something
else) - drums, bells, xylophone keyboard - piano,
accordion
15 texture overall sound quality of a piece, how voices are,
or are not, combined monophonic - one voice
without accompaniment (or one instrument by
itself) or group singing in unison polyphonic -
multiple voices, each with an independent
melody homophonic - multiple voices, one
leading and the others forming a background
accompaniment (person is singing and someone
is playing the guitar or piano - Western)
heterophonic - multiple voices performing same
melodic line with slight variations (Eastern-Asia )
16 dynamics softness or loudness of a sound in terms of
volume piano (soft) and forte (loud) lower case =
soft ‘p’ ‘pp’ really soft ‘pop’ very very soft upper
case = loud ‘P’ start loud, get softer
17 structure overall way in which a piece of music is arranged
- sonata or fugue
# Term Definition
1 Elements of Dance space (area surrounding the body) time (rhythm
and choreography) levels planes of movement;
en bas (down low) or en haut (up high)
force/energy (how potential energy is released to
create kinetic movement)
2 Dance movements may be axial or axial - are movements that occur in place, such
locomotor as a pirouette locomotor - movements in which
the dance travels to a new location, grand jete
3 When teaching dance to children... beginning exercises should involve easy to
remember movement patterns Dance may be
also used to teach children about various
cultures and to enhance their aesthetic
appreciation of movement forms, including how
movement may be symbolic, and how movement
may by used to communicate emotions
4 Ballroom dances are social Waltz, Hustle, Swing (West Coast and Lindy Hop)
dances; leader communicate with Salsa, Tango, Mambo…
the partner to follow
5 Folk dances are generally rooted includes: clogging, square dancing
in the traditions of commoners
within a culture, and were
historically learned informally or
passed down from parents to
children
6 In Asia, dance, drama, and opera because of this emphasis on honoring tradition,
are all developed as part of a in many cases dancers focused more on
singular entertainment form, as perfecting existing forms than on inventing new
opposed to developing separately forms
as they did in the west
7 Dances can also serve political and many new dance styles build upon or combine
social commentary elements of previous dance styles Ex. tap
dancing = clogging + african dance styles
8 Music is the art of sound (and pitch - how high or low a note is, based on
silence), bring out ideas and frequency of the sound, NOT VOLUME When
emotions pitches are arranged outside the accepted rules
of order, dissonance(unease) is produced to
create uncomfortableness
, CSET SUBTEST III
# Term Definition
9 melody (humming) and harmony - sounds of different pitches are arranged
sequentially, and harmony (notes that are sung
or played) is the way sounds of different pitches
are arranged in relation to each other.
10 Rhythm is the repetitive timing or “beat” of music
11 Tempo is the speed or pace of a piece’s rhythm and
described allegro - fast presto - very fast linto -
slow largo - very slow
12 Meter is the way in which lines of music are divided into
rhythmic units composed of stressed and
unstressed
13 Articulation notes are separated or blended together within a
rhythm and described such as staccato (every
single note is completely separate “tick tick tick")
or legato (notes are blended together - flow)
14 timbre unique sound produced by a specific instrument
or voice string - violin, viola, bass, guitar wind
(woodwind and brass) - flute, bassoon, trumpet,
trombone percussion (something hits something
else) - drums, bells, xylophone keyboard - piano,
accordion
15 texture overall sound quality of a piece, how voices are,
or are not, combined monophonic - one voice
without accompaniment (or one instrument by
itself) or group singing in unison polyphonic -
multiple voices, each with an independent
melody homophonic - multiple voices, one
leading and the others forming a background
accompaniment (person is singing and someone
is playing the guitar or piano - Western)
heterophonic - multiple voices performing same
melodic line with slight variations (Eastern-Asia )
16 dynamics softness or loudness of a sound in terms of
volume piano (soft) and forte (loud) lower case =
soft ‘p’ ‘pp’ really soft ‘pop’ very very soft upper
case = loud ‘P’ start loud, get softer
17 structure overall way in which a piece of music is arranged
- sonata or fugue
