GRADE 9
TERM 1
DANCE
WORKSHEET
Grade 9 TERM 1 ART FORM: DANCE Activity 1
Activity 1A
Write the correct answer next to the statement
1.1 Physical area where the body does no occupy is B A. Time
1.2 It maintain dance position, shapes, balance, can perform B. Negative space
locomotor and or non locomotor C C. Body
1.3 Strong movements done during dance to send a message D D. Accent
1.4 Is a physical area the body moves, a dance can move from E. Space
point A to B showing levels: E
1.5 involves rhythm, tempo accent and duration A
1.1 Negative Space : Physical area where the body does no occupy is
1.2 Body: It maintain dance position, shapes, balance, can perform locomotor
and or
non locomotor
1.3 Accent : Strong movements done during dance to send a message
1.4 Space : Physical area where the body does no occupy is
1.5 Time: involves rhythm, tempo accent and duration
Activity 2
Choose the correct answer from the one below
2.1 Transference of weight can be:
A. from side to side
B. landing from a tree
C. Jumping into water
D. A only
2.2 “toe-ball heel- bend” is
A. safe landing strategy from jumps
B. an important kwito dance called face to face
C. warm up exercise promoted in dance
D. None of the above
2.3 Simple locomotor combinations across space: include
A. running,
B. skipping and
C. galloping
D. All of the above
2.4 It is important for every participant to… after exercise
A. continue with exercises
B. sit anyhow
C. . cool down
D. . run fast
2.5 Body part isolations is done to …
A. a spine
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Grade 9 Dance Term 1-2 Worksheets
B. toes
C. knees
D. all body parts with joints
Activity 3
Match the relevant terms with the correct explanation of element of dance
Column A Column B
3.1 Time: B A. Instrument of dance and it moves and performs an action it maintains
controlled position
3.2 Space: C B. element that include tempo, freeze
,durationfreeze, duration tempo, rhythm, accent
3.3 Relationships: D C. An area occupied by the body during dance performance
3.4 Energy: E D. the way a dancer things connect to another dance, prop, music
environment etc.
3.5 Body: A E. Force which the body moves fluid.
Activity 4
Compare the columns below and match the correct information next to the dance term
Terms Explanation
4.1 locomotor movements E A. curl, uncurl, bend, twist, swing, turn, kick
4.2 importance of warming up C B. portrays better confidence in a dance
breathing becomes easy
it improves circulation and digestion
it makes one looks slimmer and younger
Helps muscles and joints
Change ones frame of mind
Helps with healthy spine
4.3 Non- locomoto movements A C. Helps to decrease heart rate and breathing
to return towards resting levels gradually
Avoid dizziness and fainting that might
be caused by blood pooling in large
muscles
It helps to remove waste products from
muscles like lactic
4.4 Importance of good posture and D. to increase heart rate,
alignment B increase blood flow
increase lubrication of joints,
increase body core temperature,
to prevent injuries ,
prepare the body and mind ,
focuses the mind
4.5 Importance of cooling down D E walk, run, skip, hop, jump, slide, gallop, leap
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Grade 9 Dance Term 1-2 Worksheets
Activity 5
What does each of the following acronyms stand for in the elements of dance?
5.1 F_____________ : Force
5.2 S____________:Space
5.3 T____________: Time
5.4 R_____________: Relationship
5.5 E ____________: Energy
Activity 6
Give the definition of the following dance terms
6.1 Agility:_________________________________________________________
______________________________________________________________
learning how to instantly and quickly solve the problems encounter
during dance moves
6.2 Indigenous dance: ______________________________________________
______________________________________________________________
______________________________________________________________
It is a dance that is linked with the worldview of the society in which it is
produced. Like our own South African dancesKwaito, Patsula, Kwas-
kwasa, Gqom-Vosho and Gwara-gwara.
6.3 Torso:_________________________________________________________
______________________________________________________________
The main part of the body that contains the chest, abdomen, pelvis, and
back. Most of the body's organs and the backbone are foundin the torso.
Also known trunk.
6.4 Dance Teacher: _________________________________________________
______________________________________________________________
______________________________________________________________
Instructs and train students in dance, incorporating elements of
technique, performance, and choreography in their educational
approach.
6.5 Dance Studio: __________________________________________________
______________________________________________________________
Space in which dancers learn or rehearse. The term is typically used to
describe a space that has either been built or equipped for the purpose.
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Grade 9 Dance Term 1-2 Worksheets
Activity 7
Read the following extract as taken from https://allafrica.com/view/group/main/id/… and answer
the questions that follow
KWAITO DANCE...
Don’t call my number (facebook),bumpa side to side,zombooo zombomaweee,lento..These are
among the kwaito tracks when played at night clubs in my country you would see people start
queuing to dance the shuffle style which is well known as kwaito
Kwaito is a music genre that emerged in Johannesburg, South Africa, during the 1990s. It
is a variant of house music featuring the use of African sounds and samples. Typically at a
slower tempo range than other styles of house music, Kwaito often contains catchy melodic
and percussive loop samples, deep bass lines, and vocals. Although bearing similarities to hip
hop music, a distinctive feature of Kwaito is the manner in which the lyrics are sung,
rapped and shouted. American producer Diplo has described Kwaito as "slowed-
down garage music," most popular among the black youth of South Africa.
The word kwaito is an Isicamtho term from the Gauteng townships and encompasses styles that
range from guz, d'gong, and isgubhu to swaito. The word originates from the
Afrikaans kwaai, which traditionally means strict or angry, although in more common and
contemporary use the word is a loose translation of the English term cool. Kwaito led a
post-Apartheid township subculture into the mainstream. Despite the fact that
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Grade 9 Dance Term 1-2 Worksheets
the Afrikaans language is associated with the apartheid regime and racial oppression, Afrikaans
words are often drawn into the Isicamtho vocabulary, reshaped and used in a related or new
context. M'duMasilela, a pioneering Kwaito artist, said, "When house music got popular,
people from the ghetto called it Kwaito after the Afrikaans slang word kwai , meaning those
house tracks were hot, that they were kicking." Another Isicamtho word derived from the
Afrikaans word kwaai is amakwaitosi, which means gangster. The popular Kwaito artist
and producer Arthur Mafokate describes the relationship between Kwaito and
gangsterism as music revolving around ghetto life.
TOFU TOFU DANCERS
There are two artists who claim to be the kwaito originators.
One is M'du, who claims he was the first to mix BubbleGum with House from the UK and
the US back in the 1980s. The other is Arthur Mafokate, who is also credited by some as
the king of Kwaito, including himself as he wrote in a two-page piece called "Am I the
king of Kwaito?"
Mafokate's claim to fame is due to importance of his 1993 song "Don't call me Kaffir",
which put the Kwaito genre on the charts.
The first official Kwaito song played in South Africa, done by Arthur, with the usage of one of the
most degrading words that white colonialists would call black Africans, Kaffir is the Arabic
word for ‘non-believer’ or a ‘heathen’ which is the word that Afrikaans described the natives
with. In his song, Arthur demands the Boss, ‘Nee baas’ (No Boss), ‘don’t call me a Kaffir...;
The song, written in several forms, talked about how apartheid will not just go away overnight
but change is coming. His groundwork has created an avenue for South African youth to
channel their anger, talent and their voice, an outlet that they can call their own.[citation
needed] Through this music the youth were able to express their feelings of oppression.
One of the originators of Kwaito, DJ and producer Oscar waRona of B.O.P, has said that it
started out as house with small additions to that genre such as congas and other instruments.
Arthur Mafokate's "major" hit "Don't call me a Kaffir" was about white people in South Africa
using that word to refer to the black people. The song was made possible because of the
post-apartheid system, but never would have been recognized or accepted in the
apartheid times.
7.1 Another name for kwaito is:____________________________________________
shuffle style
7.2 Give a brief background of kwaito: _________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Kwaito is a music genre that emerged in Johannesburg, South Africa, during the
1990s, It is a variant of house music featuring the use of African sounds and
samples
7.3 What makes kwaito a slight different frok hip hop?:___________________________
____________________________________________________________________
is the manner in which the lyrics are sung
7.4 Who is the american producer who described Kwaito as "slowed-down garage music?
______________________________________________ American producer Diplo
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Grade 9 Dance Term 1-2 Worksheets
7.5 Describe the word Kwaito: ______________________________________________
____________________________________________________________________
the name Kwato originates from the Afrikaans kwaai, which traditionally means
strict or angry.
7.6 Who said when house music got popular, people from the ghetto called it Kwaito?___
________________________ M'duMasilela, a pioneering Kwaito artist
7.7 Who are the two artists claim to be the kwaito originators? _____________________
____________________________________________________________________
Arthur Mafokate, and M'duMasilela,
7.8 How did kwaito moved to charts in 1993 :Mafokate's claimed to famous due to the song
"Don't call me Kaffir"
TERM 1 PRACTICAL ASSESSMENT ASK ART FORM: DANCE Activity
Dance technique and improvisation (space ,time):
Practical Assessment Task (PAT)prepare and perform any dance form (solo or group
dance) using a theme of your choice for Formal Practical Task for 50 Marks in 3 to 5
minutes, your dance must show the following:
• Beginning and End
• it should tell a story, and show varying natural gestures
• it should show motion and repetition and stillness:
• relationship with a dance partners,
• Integration of dance elements into the dance performed
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Grade 9 Dance Term 1-2 Worksheets
Group dance performance
Below Average 2 Good 3 Very good 4 Excellent 5
standard
Beginning and No clear Mixed up Slight clear Good Outstanding
End beginning beginning and beginning and beginning and beginning and
and no end end end end end
Does the Performance Gestures used Various Various Various
performance does not tell confusingly gestures, gestures, use gestures
tell a story, story, no they don’t moderately tell as expected excellently
through gestures connect to the a story and connect integrated and
varying natural used performance very well to perfectly tell a
gestures the story story
it should show No slow Confusing Moderately Satisfactory Satisfactory
slow motion motion and slow motion slow motion slow motion slow motion
and repetition repetition and movements movements movements movements
and stillness: stillness in and repetition and repetition and repetition and repetition
the and stillness in and stillness in and stillness in and stillness in
performance the the the the
performance performance performance performance
relationship Dancers are Dancers are Dancers are Dancers are The dancers
with a dance displaces confused they together but together and show excellent
partners, they don’t dance limited connect with connections
dance as together but connection dance as dance
partners no connection with fellow partners partners
with partners partners
Integration of Dance Dance Dance Dance Dance
dance elements not elements elements used elements used elements used
elements into used used limitedly as expected far beyond
the dance confusingly expectations
performed
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Grade 9 Dance Term 1-2 Worksheets
GRADE 9
TERM2
DANCE
WORKSHEET
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Grade 9 Dance Term 1-2 Worksheets
Grade 9 TERM 2 DANCE
Activity 1
Underline/highlight words that complete the entire sentence with the truth about
dance
1.1 (ball-toe –heel/safe dance practice/) takes a multidisciplinary approach to the
components of dancing safely, integrating principles without compromising
dancers' artistic creativity and expression
1.2 .a routine that can be as short as 3-5 minute known as warm up and opener for
the spine they are for reducing spinal stiffness, improve spinal flexibility and
increase blood flow to the spine(spinal warm up/spinal cord)
1.3 is a rotational movement of the arm, through space in opposite directions
occurring during walking and running (backward and forward;(finger
rounding/arm swings)
1.4 (reaches/gallops)extension: reaching or stretching any part of the body
away from its original states
1.5 are exercise in which a person in a standing position steps forward into a
position in which the front knee is deeply bent while keeping the torso erect and
then returns back to the starting position.(lunges/knee bends )
Activity 2
Matched correct explanation with correct term
Column A Column B
2.1 Costume designer A. someone who teaches adults and children in the
B community various dance styles like jazz, ballroom or
tango 1.3
2.2 Choreographer E B. Create costumes for dancers in performance like ballet,
musicals that will make uniformity to dancers 1,1
2.3 Dance instructor A C. A dancer who is part of a group that performs together 1.4
2.4 ensemble member D. Process of planning and executing the technical aspects of
C a dance performance, lights, scenery costumes, sound and
props 1.5
2.5 production design E. Someone who designs steps, movements and dances with
. music for others to perform 2.2
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Grade 9 Dance Term 1-2 Worksheets
Activity 3
Define the following dance terms term with correct explanation
3.1 Code of conduct : _________________________________________________________________
____________________________________________________________________
____________________________________________________________________
is when dancers are expected to focus and pay attention to the dance teacher's
instructions and keep their talking to a minimum. Dancers must treat the
studio's premises and the possessions of all other dancers with respect,
consideration and care.
3.2 Relationship: _____________________________________________________
____________________________________________________________________
refers to the connection that a dancer has with everything else: to space, to
time, to music, themselves and to others that is built during their dance
performance.
3.3 Space:_______________________________________________________________
____________________________________________________________________
refers to the space through which the dancer's body moves (general or personal
space, level, size, direction, pathway, focus)
3.4 Force/Energy:_________________________________________________________
____________________________________________________________________
the force applied to dance to accentuate the weight, attack, strength, and flow of
a dancer's movement (sharp, strong, light, heavy, bound, free-flow).
3.5 Time: _______________________________________________________________
____________________________________________________________________
____________________________________________________________________
Refers to the movement of dancers in relationship to the music, tempo, meter,
or rhythm.
Activity 4
Match the columns to complete the meaning of the terms
Column A Column B
4.1 Meeting and parting E A. is when dancer's moves so that their weight is moved from one
supporting foot (or supporting limb/body part) to another one
fully or partially. 1.5
4.2 Call and response D B. technique, also known as human guide, is a way of walking with,
and guiding, a person who is visually impaired safely and
effectively. Prevents muscle fatigue 1.3
4.3 Blind and guide .B C. positive space refers to the main subject and negative space is
all other empty space 1.4
4.4 Positive and negative. C D. Leader sings a short melody as a solo and is answered by the
dancers in unison. The alternation between leader and dancers
creates an antiphonal 1.2
4.5 Giving and receiving E. These movements require dancers to meet, turn and travel
weight A away. Canon this technique requires dancers to move at the
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Grade 9 Dance Term 1-2 Worksheets
same time as each other 1.1
Activity 5
Matched Columns: with the relevant explanation
Column A (Term) Column B ( Explanation)
5.1 Beginnings E A. A choreographic dance strategy whereby a movement or motif is
repeated 5.3
5.2 Endings C B. When a dancer applies absence rest or tension for movement during a
dance movement 5.4
5.3 repetition A C. How to end, conclude a dance move 5.2
5.4 stillness B D. are the links between movements, phrases, sequences and sections of
the dance 5.5
5.5 Transitions D E. How to start a dance , how to introduce dance or early stages of a
moves 5.1
ACTIVITY 8
Pantsula
Read the following extract as taken from Wikipedia, the free encyclopedia and answer the
questions below
https://www.google.com/search?q=pantsula+dance+origin&sxsrf=APwXEddbArxANK5QujsoTJR3lOhQiE0_4A:
Pantsula is a tradition and also a highly energetic dance form that originated in the
black townships of South Africa during the apartheid era. It developed into a form of social
commentary for black South Africans and has undergone several transformations with the
country's changing political tides.
Pantsula dance emerged in the 1950s and 1960s as a response to the forced removals
implemented by the apartheid government, shortly after its ascent to power. It began in
Alexandra and Sophiatown, two townships in Johannesburg, as groups of older men
engaged in informal street dance competitions. Gradually the dance form spread
throughout South Africa. By the 1980s, pantsula was practiced by black South Africans of
all ages and was no longer limited to men. It began to develop more political overtones.
Pantsula was used as an expression of resistance during the political struggle then
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Grade 9 Dance Term 1-2 Worksheets
occurring against the apartheid government, as well as being used to spread awareness
about social issues such as AIDS.
After the end of apartheid in 1994, pantsula persisted as an expression of cultural roots
for many black South Africans. It also gained popularity in the white community of South
Africa and has begun to take on new meanings as a dance form for all.
Pantsula is a syncopated, quick-stepping, low to the ground form of dance which evokes
the urban street culture of which it is a part. It is performed by groups of dancers who
practice together for many hours each week. It provides a powerful, stylized form of
expression. As one pantsula dancer describes it, "we have drive, we are one, we have
power, we are young, strong and quick, we have our own style and we are competitive." [1]
It developed from the Sotho dances of mqaquanga and marabi, with influence from 1930s
American jazz. Later evolutions of pantsula dancing in the 1980s were influenced by
American hip hop and breakdance. Quick, darting steps in geometric lines with an uneven
rhythmic quality characterize this form of movement. The Charleston, a knock-kneed
manoeuvre from American jazz, as well as the popping and locking found in US hip hop,
are also found in this form of dance. The word pantsula is Zulu, and refers to "waddling
like a duck." This flat-footed move with the buttocks sticking out is commonplace in the
dance form.
Pantsula has three styles: Western Style, Slow Poison, and Futhuza. Western Style is the
most typically found form, and it is highly rigorous. The arms remain wrapped around an
upright torso while the feet move in extremely fast and particular shuffling and jumping
movements as groups of dancers move in and out of geometric formations. This form
requires good physical command of the body. Slow Poison is like Western style in form,
with mostly stationary arms and intricate lower body movements, but it is performed in a
slow, steady fashion with a constant beat. Futhuza is infused with elements of American
breakdancing and hiphop. This form utilizes the somewhat disjointed, sometimes fluid,
robotic motion of popping and locking
Originally, pantsula dancers did not have access to recorded music and danced to live
music, including voices like Bra Sello and "Big Voice Jack" Lerole. As radios became
more readily available, dancers opted for international and US pop music, calling on icons
like Michael Jackson as well as rappers including MC Hammer and Puff Daddy. However,
in the 1990s, a particular type of music for pantsula emerged: kwaito. This multilingual
music is typical of the myriad of cultures in South Africa, and is a blend of seSotho,
isiZulu, English, and Afrikaans. It is strong and sharp, like pantsula, and projects a
streetwise, gangster image
6.1 Describe the dance in the above extract:____________________________________
____________________________________________________________________
Pantsula is a tradition and also a highly energetic dance form that originated in the
black townships of South Africa during the apartheid era (1)
6.2 Describe how the dance in the extract originated?_____________________________
____________________________________________________________________
____________________________________________________________________
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Grade 9 Dance Term 1-2 Worksheets
It originated in the 1950s and 1960s as a response to the forced removals
implemented by the apartheid government. (1)
6.3 Which two township that became the epicenter of Pantsula before it could spread?
____________________________________________________________________
____________________________________________________________________
Alexandra and Sophiatown (1)
6.4 How older men became ambassadors of Pantsula ?___________________________
____________________________________________________________________
____________________________________________________________________
a groups of older men engaged in informal street dance competitions
6.5 A part from entertainment there are very pivotal roles it played to the community,
briefly discuss the other roles pansula dance played __________________________
____________________________________________________________________
____________________________________________________________________
Pantsula was also used as an expression of resistance during the political
struggle then occurring against the apartheid government, as well as being
used to spread awareness about social issues such as AIDS (2)
6.6 After 1914 Pantsula played a role in uniting South African community. Do you agree or
disagree? ____________________________________________________________
6.7 support your choice Agree:
- pantsula persisted as an expression of cultural roots for many black South
Africans. It also
- Gained popularity in the white community of South Africa and has begun to take
on new meanings as a dance form for all. (2)
6.8 Discuss how is pantsula dance connecting with international world of arts? ________
____________________________________________________________________
- Due to lack of appropriate South African relevant music genre, dancers opted
for international and US pop music, calling on icons like Michael Jackson as
well as rappers including MC Hammer and Puff Daddy. (2)
TERM 2 PRACTICAL ASSESSMENT TASKS
FORMAL ASSESSMENT TASK
- Exploration of the dance element: relationship (pair work), meeting and parting, call
and response
- Ability to improvise a south African (indigenous) dance styles, feelings and emotions
- Composition structures positive and negative shapes, giving and receiving weight
- Audience involvement emotional connection
- Overall Group performance
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Grade 9 Dance Term 1-2 Worksheets
Group dance performance
Below Average 2 Good 3 Very good 4 Excellent 5
standard
Exploration of the The dance is The dance The dance Satisfactorily The dance
dance element: not popular shows shows display of displaying
relationship (pair or social popular or popular or popular or popular /
work), meeting theme social theme social theme social theme social theme
to a little to a exceeded
and parting, call
extent moderate expectations
and response extent
Ability to improvise Gestures and Gestures, Gestures, Gestures, Gestures,
a south African articulation articulation articulation articulation articulation
(indigenous) not used used used used used
dance styles, confusingly moderately satisfactorily excellently
feelings and
emotions
Composition No Limited Moderate Satisfactory Excellent r
structures positive Composition Composition Composition Composition Composition
and negative structures structures structures structures structures
shapes, giving and shown in the shown in the shown in the shown in the shown in the
performance performance performance performance performance
receiving weight
Audience No audience Confusing Audience Satisfactorily Excellent
involvement involvement audience involvement Audience audience
emotional and no involvement emotional involvement involvement
connection emotional and connection emotional and emotional
connection emotional to a limited connection connection
connection extent
Overall Group Not Entertainme Entertainme Entertainment Entertainment
performance entertaining nt shown nt shown to shown shown
here and a limited satisfactorily excellently
there extent
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Grade 9 Dance Term 1-2 Worksheets
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Grade 9 Dance Term 1-2 Worksheets
