Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
25 Cards in this Set
- Front
- Back
|
punch |
direct, sudden, strong |
|
|
slash |
indirect, sudden, strong |
|
|
float |
indirect, sustained, light |
|
|
glide |
direct, sustained, light |
|
|
wring |
indirect, sustained, strong |
|
|
press |
direct, sustained, strong |
|
|
flick |
indirect, sudden, light |
|
|
dab |
direct, sudden, light |
|
|
national core strands |
performing, responding, creating, connecting |
|
|
multiple intelligences |
bodily kinesthetic, verbal linguistic, visual spatial, naturalist, intrapersonal, interpersonal, musical rhythmic, logical mathematical |
|
|
five elements of dance |
body, movement, space, time, force |
|
|
rules |
guidelines that outline conduct. should be observable characteristics and limited in number. students should know what they are, not what they’re not |
|
|
procedures |
processes of mechanical or practical nature for a particular form of work |
|
|
routines |
set sequence of steps |
|
|
laban’s effort actions |
quality of movement: action, space, time, force |
|
|
rudolf laban |
labanotation community dance (movement choirs) space harmony eukinetics |
|
|
margaret h’doubler |
creative dance scientific approach dance in higher education |
|
|
barbara mettler |
group improv naturalist approach roots of movement expression making dance attainable |
|
|
creative dance lesson plan: teaching |
warm up, exploring the concept, developing skills, creating, cooling down |
|
|
creative dance lesson plan |
objective, focus question, national dance standards addressed, primary elements addressed |
|
|
body |
what we move |
|
|
movement |
what the body can do locomotor, non locomotor |
|
|
space |
where the body moves place, size, level, direction, pathway, focus, shapes, relationships, |
|
|
time |
when the body moves tempo, rhythm, duration, accent |
|
|
force |
how the body moves energy, weight, flow |
