Unit VIII: Appreciating Performance Arts

Unit VIII: APPRECIATING PERFORMANCE ARTS

(8hrs)

Introduction
In this unit, you will learn that: Performing art as a type of arts that are performed for
an audience.” In this kind of art the artists use their voices, bodies or inanimate objects to
convey artistic expression. It is different from visual arts, which is when artists use paint, canvas
or various materials to create physical or static art objects. Performing arts include a range of
disciplines which are performed in front of a live audience. You will be able to learn in this
module the different elements of dance, music, and opera.

Unit Learning Outcomes

At the end of the unit, you will be able to:

a. Define performing arts.

b. Enumerate the different classifications of performing arts.
c. Identify the different elements of each type of performing arts.
d. Analyze the importance of performing arts in the preservation of culture and arts.
e. Analyze art elements and principles in the production of work following the elements of
performing arts.
f. Identify distinct characteristics of performing arts.
g. Reflect on and derive the mood idea or message emanating from selected sample of
performing arts.
h. Determine the effectiveness of artworks by evaluating its utilization and combination of
art elements and principles.

Topic 1: Classifications of Performing Arts

Learning Objectives

At the end of this topic, students will be able to:

a. identify the different types of performing arts;
b. perform the different types of performing arts;
c. analyze the importance of performing arts in the preservation of culture.

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 Unit VIII: Appreciating Performance Arts

Activating Prior Knowledge

1. Divide your class into groups. Each group will be given a set of pictures of different
performing art.
2. Identify the common characteristics of the pictures.
3. On the board or on a classroom wall, put the pictures with similar characteristics together.
4. Describe the similar characteristics.
5. Each group will have to answer the following questions:
• What are the subjects of the art?
• What are the materials used in the art?
• What could be the reason why the artist made such an art?
6. Record all the answers on a sheet of paper to be submitted to the teacher

Presentation of Contents

Performing art was defined by Merriam Webster as a “types of art (such as music, dance,
or drama) that are performed for an audience.” In this kind of arts the artists use their voices,
bodies or inanimate objects to convey artistic expression. It is different from visual arts, which is
when artists use paint, canvas or various materials to create physical or static art objects.
Performing arts include a range of disciplines which are performed in front of a live audience.
Theatre, music, dance and object manipulation, and other kinds of performances are present in
all human cultures. According to some historian, the history of music and dance date to pre-
historic times whereas circus skills date to at least Ancient Egypt. Many performing arts are
performed professionally. Performance can be in purpose built buildings, such as theatres and
opera houses, on open air stages at festivals, on stages in tents such as circuses and on the street.
Live performances before an audience are a form of entertainment. The development
of audio and video recording has allowed for private consumption of the performing arts.

TYPES OF PERFOMING ARTS

MUSIC
Music is a form of art whose medium is silence and sound. The word "music" was
derived from the Greek word "mousike" which means the art of the muses. The common
elements of music include rhythm, pitch, dynamics, timbre and texture. The performance,
creation, significance and definition of this art depend on the social context and culture. Music
can range from organized composition up to improvisational music to aleatoric forms.
Music can be assorted into different genres or subgenres, although the divisions of these genres
are usually vague and subtle. It is also said that there is a very strong connection between
mathematics and music. To a lot of people who belong to various cultures, music plays an

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 Unit VIII: Appreciating Performance Arts

important part in their lives. Music is usually associated with the way of life of different kinds of
people across the land.

OPERA
Opera is a form of performing arts wherein musicians and singers perform a dramatic
work that combines text, which is called the libretto and musical score. This form of art is a
popular part of the Western classical music tradition. The art incorporates a lot of elements of
spoken theatre, including scenery, acting and costumes. Sometimes it also includes dance. The
performance in an Opera is usually done in an opera house. It is also accompanied by either a
musical ensemble or an orchestra. Opera originated in Italy by the 16th century and it soon
spread to the rest of Europe as it gains popularity. Various musicians in Europe developed a lot
of ways in flourishing this form of art and made it even more popular.
DANCE
Dance is a form of performing arts that refers to the art of moving the body rhythmically
and usually in accordance to music. It is used as a form of social interaction and expression, or it
is commonly presented in a performance or spiritual setting. It is also seen as a form of
nonverbal communication, a type of communication where words are not used. Definitions of
what dance is really all about usually varies in each culture, society or person.
Some people considered even the movement of the leaves as a form of dance while some even
considered martial arts, like karate, as one form of it. Dance can also be social, participatory, and
performed for an audience. It can as well be erotic, ceremonial or competitive in purpose.
Nowadays, dancing has evolved into many styles. These styles include ballet, break dancing, and
krumping. Nevertheless, each type of dance, whether what style, has something that is common.
It does not only involve the usage of the human body kinetics and flexibility but also physics.

Application
Create and Perform Me
The students will be group into four and they will perform the type of performing arts
assigned to them by creating a simple performance.

GROUP NUMBER TYPE OF PERFORMING ARTS

GROUP 1 DANCE

GROUP 2 MUSIC

GROUP 3 OPERA

GROUP 4 THEATER

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RUBRICS

Very Good(5) Good (3) Fair (1)

Creativity Able to show Able to show and Lack of creativity

uniqueness and creative performance and uniqueness.
creativity that stand but some of the Almost all the
out among other concept are related or concept is related or
groups. similar to the other similar to the other
groups. groups.

Neatness The output is very The output is clean The output is dirty
clean and organized. but there are some and not organized.
part that is not well
organized

Alertness He/she submits He/she submits He/she submits

his/her output before his/her output on the his/her output very
the date of date of submission. late.
submission.

Total

Feedback
I. Direction: Complete the diagram below.

TYPES OF
PERFORMING
ARTS

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II. True or False: Write PERFOMING if the statement is true and ARTS if the
statement is wrong.

1. Opera is a form of performing arts wherein musicians and singers perform dramatic work
that combines text, which is called the libretto and musical score.
2. The following are example of styles in dancing, ballet, break dancing, and krumping.
3. Music can be assorted into different genres or subgenres, although the divisions of these
genres are usually vague and subtle.
4. Dance is considered as a non-verbal communication.
5. The word "music" was derived from the Greek word "mousike" which means the art of
the muses.
6. Opera is a form of performing arts that refers to the art of moving the body rhythmically
and usually in accordance to music
7. The opera is a type of performing arts that incorporates a lot of elements of spoken
theatre, including scenery, acting and costumes.
8. Music is usually associated with the way of life of different kinds of people across the
land.
9. Theatre, music, dance and object manipulation, and other kinds of performances are
present in all human cultures.
10. Performing arts artists use their voices, bodies or inanimate objects to convey artistic
expression.

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Topic 2: Elements of Dance

Learning Objectives

At the end of this topic, students will be able to:

a. Identify the different elements of dance.
b. Create a dance routine using the different elements of dance.
c. Show appreciation of the importance of dance.

Activating Prior Knowledge

1. Did you experience dancing any kind of dance?

2. Share your experience in dancing.

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II. Below is a link showing you the different elements of arts. Watch the video clips and
describe the different elements of dance. Write you observation in the blank below.

Links:

1. https://study.com/academy/lesson/elements-of-dance-space-time-levels-force.html

Observation:

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2. https://youtu.be/UGuD9Geeb2k

Observation:

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Presentation of Contents

ELEMENTS OF DANCE
Ask: Who? A dancer does what? where? through space when? and time how? with energy
moves
B.A.S.T.E. BODY ACTION SPACE TIME ENERGY
These are just Parts of the body: Head, Non- Size: large small narrow Metered: pulse Attack/Force:
some of the eyes, torso, shoulders, locomotor wide tempo accent sharp/smooth
ways to fingers, legs, feet … (axial): Level: High / medium / rhythmic pattern sudden/sustained
describe each low Free
dance Initiation: core, distal, stretch bend Place: on the spot Weight: Strength:
element. . . midlimb, body parts twist turn rise (personal space) Rhythm: breath push, horizontal,
there are fall swing through the space open score impacted
many more Patterns: upper/lower rock tip shake (general space) sensed time Lightness: resist
possibilities body, homologous, suspend upstage/downstage improvisation the down, initiate
for each contralateral, midline …. Direction: cued Clock up
element. Can Locomotor forward/backward
you think of Body shapes: (traveling): sideways diagonal Time: seconds Resiliency:
others? Add Symmetrical/asymmetrical right/left Orientation: minutes hours rebound, even up
your own rounded twisted angular slide walk facing Timing and down
ideas & arabesque hop Pathway: relationships:
words… somersault curved/straight zig-zag before after Flow: free, bound
Body systems: muscles run skip jump random Relationships: unison sooner balanced neutral
bones organs breath do-si-do leap in front beside behind than faster than
balance reflexes roll crawl over under Quality: flowing
gallop chainé alone/connected tight loose sharp
Inner self: senses turns near/far individual & swinging swaying
perceptions emotions group proximity to suspended
thoughts intention object collapsed smooth
imagination

© 2009 Perpich Center for Arts Education Adapted from Dance Education Initiative Curriculum Guide(1996; Revised 2004) and
the ACE Dance Program 2004 – 2006 May be reproduced for classroom use by teachers

Reference:https://www.nationalartsstandards.org/sites/default/files/Dance_resources/ElementsOfDance_organizer.pdf

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Application

The students will be grouped into four groups and create a 3-5minutes dance routine. The
students will be grades based on the rubrics below.

Very Good Good Fair

(5) (3) (1)
Mastery He/she demonstrates He/she He/she demonstrates
the dance steps with demonstrates the the dance steps but
accuracy, proper dance steps but lack of accuracy,
posture and level. have a little proper posture and
accuracy, proper level.
posture and level.
Alertness He/she performs He/she performs He/she performs
his/her presentation his/her presentation his/her presentation
on time with on time with a on time but lack of
presentable props and limited props and props and no music.
beauty music. music.

Feedback
Multiple choice: Choose the letter of the correct answer.

1. If you were describing the direction that a dancer moves across the floor, which compositional
element would you be MOST engaged with?

a. Space b. Time c. Force d. Shape

2. Which of these is an analysis of force in a dance?

a. The first dancer was energetic and lively, while the second was languid; an interesting contrast
in dynamics

b. The two dancers paralleled each other’s movements in every way, forming visual symmetry
on stage

c. The rhythm was upbeat and the dancer moved quickly, stepping to the beat

d. The entire dance crew advanced forward, then separated from the stage with a high leap

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3. Which of these is NOT a fundamental compositional element of dance?

a. Time b. Shape c. Space d. Texture

4. Which of these is NOT one of the main stage directions:

a.Upstage b.Downstage c.Backstage d.Stage Left

5.Which of the following choices below is an example e of TIME?

a.High & Low b.Sharp & Fluid c.Slow & Fast d.None of the above

6. What are three types of force?

a. flawed/perfect, tension/reflection, rough/smooth

b. flop/turn, tension/relaxation, sharp/dull
c. heavy/light, tension/relaxation, bound/flowing
d. All of the above

7. What are two types of flow?

a. bridled/unbridled
b. free/bridled
c. bound/free
d. None of the above

8. Direction, level, and shape relate to …

a. force b. space c. time d. pattern

9. Level is …

a. vertical distance from the floor

b. horizontal distance from the floor
c. distance moved across the floor
d. All of the above

10. Which of the following is NOT an indication of use of Space?

a. symmetrical/asymmetrical
b. angular/curved
c. bound/free
d. Personal/general

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Topic 3: Elements of Music

Learning Objectives

At the end of the topic you will be able to:

a. Identify the different elements of music.

b. Create a rhythmic pattern using the of elements of music.
c. Demonstrates understanding of salient features of Philippine music by
correlating musical elements and processes among culturally diverse
communities in our country.

Activating Prior Knowledge

Music

Procedure:
- Think about the benefit of music not to the mankind over the world.
- Raise their hand to write their idea on the graphic organizer that is placed
in the board.
- Brief explanation of the idea written.

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Presentation of Contents

All people, from the earliest recorded history, have created music. Humans, like
birds whales, have a natural tendency for making sounds and responding to them. When
music is pleasurable, it says something to you it communicates a feeling or conveys a
message.

RHYTHM

Rhythm is the element of "TIME" in music. When you tap your foot to the music, you are
"keeping the beat" or following the structural rhythmic pulse of the music. There are
several important aspects of rhythm:

TEMPO: the speed of the BEAT. (Note: Tempo indications are often designated by
Italian terms):

Largo = "large" or labored (slow)

Adagio = slow

Andante = steady "walking" tempo

Moderato = moderate

Allegro = fast ("happy")

Other basic terms relating to Rhythm are:

Syncopation: an "off-the-beat" accent (between the counted numbers)

Ritardando: gradually SLOWING DOWN the tempo

Accelerando: gradually SPEEDING UP the tempo

Rubato: freely and expressively making subtle changes in the tempo. (a technique
commonly encountered in music of the Romantic era).

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DYNAMICS

All musical aspects relating to the relative loudness (or quietness) of music fall
under the general element of DYNAMICS.

The terms used to describe dynamic levels are often in Italian: pianissimo [pp] = (very
quiet)

piano [p] = (quiet)

mezzo-piano [mp] = (moderately quiet)

mezzo-forte [mf ] = (moderately loud)

forte [f ] = (loud)

fortissimo [ff ] = (very loud)

Other basic terms relating to Dynamics are:

Crescendo: gradually getting LOUDER

Diminuendo (or decrescendo) : gradually getting QUIETER

Accent: "punching" or "leaning into" a note harder to temporarily emphasize it.

MELODY

Melody is the LINEAR/HORIZONTAL presentation of pitch (the word used to

describe the highness or lowness of a musical sound). Many famous musical
compositions have a memorable melody or theme.

Melodies can be derived from various scales (families of pitches) such as the
traditional major and minor scales of tonal music, to more unusual ones such as the old
church modes (of the Medieval and Renaissance periods: c. 500–1600), the chromatic
scale and the whole tone scale (both used in popular and art-music styles of the late 19th
and 20th-century periods), or unique scale systems devised in other cultures around the
world.

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Melodies can be described as:

• CONJUNCT (smooth; easy to sing or play)

• DISJUNCT (disjointedly ragged or jumpy; difficult to sing or play).

HARMONY

Harmony is the VERTICALIZATION of pitch. Often, harmony is thought of as

the art of combining pitches into chords (several notes played simultaneously as a
"block"). These chords are usually arranged into sentence-like patterns called chord
progressions.

TONE COLOR (or TIMBRE -pronounced "TAM-BER")

If you play a "C" on the piano and then sing that "C", you and the piano have
obviously produced the same pitch; however, your voice has a different sound quality
than the piano. Although the scientific principles of musical acoustics are beyond the
scope of this course, it is safe to say that each musical instrument or voice produces its
own characteristic pattern of “overtones,” which gives it a unique "tone color" or timbre.
Composers use timbre much like painters use colors to evoke certain effects on a canvas.
For example, the upper register (portion of the range or compass) of a clarinet produces
tones that are brilliant and piercing, while its lower register gives a rich and dark timbre.
A variety of timbres can also be created by combining instruments and/or voices.

FORM

Musical design

Theme - A melody that assumes importance in the development of a composition

because of its central and continued use

Sonata- Allegro Form- A large A-B-A form consisting of three sections:

exposition, development and recapitulation.

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Application

The class may be grouped into four (4) and ask each to perform the following:

A. For rhythm and Tempo: The students will play different music then try the beat. You can
march it or tap the beat. Tell whether it is fast or slow.

B. For melody: They will think and sing a folk song by turns. You should not repeat the
song which have been sung already. Otherwise you will be eliminated and lose the game.

C. For harmony: Create an “Ostinado” – or repeated patterns that continue beneath a

melody. E.g. “Ding Ding Dong”, “ Are you sleeping, Are you sleeping”

D. For timbre: Play a music of some musical instrument and Identify instrument families.
(strings, brass, woodwind, percussion.

Rubrics

Criteria Very Good Good Poor

(5) (3) (1)
Presentation of Able to present the Able to present the Not able to present the
the output output clearly and output clearly but there output clearly and
accurately. The content are some confusing part accurately. Lack of
is well emphasis. that needs to give content that will
emphasis. support their
presentation.
Creativity Able to show
Able to show and Lack of creativity and
uniqueness and
creative performance but uniqueness. Almost all
creativity that stand out
some of the concept are the concept are related
among other groups. related or similar to the or similar to the other
other groups. groups.
Collaboration All the group members The group members are The group members are
are working and working and sharing not participating in the
sharing their thoughts their thoughts but there activity well and few of
to accomplish the task are some who do not them are working and
well and on time. want to work and sharing their ideas.
cooperate in their group.

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Feedback
Multiple choice: Choose the letter of the correct answer.

1.Which element of music contains beat and no beat?

A. Melody B. Rhythm C. Harmony D. Form

2. In which element of music do pitches go up, down, or stay the same.

A. Style B. Rhythm C. Melody D. Texture

3. Which element talks about same and different and how they are organized?

A. Form B. Texture C. Harmony D. Melody

4. Which form talks about two or more notes sounding at the same time?

A. Melody B. Rhythm C. Texture D. Harmony

5. Which element describes the layers of music we hear?

A. Tone Color B. Texture C. Expression D. Harmony

6. Which element talks about how loud and soft music is?

A. Expression B. Rhythm C. Melody D. Tone Color

7. Which element talks about the way something sounds or the timbre of the voice or
instrument?

A. Harmony B. Melody C. Tone Color D. Expression

8. Musical terms are written in what language?

A. German B. Chinese C. French D. Italian

9. Which meter has two or four beats to the measure?

A. Triple meter B. Compound meter C. Duple meter

10. What beats are accented in triple meter?

A. Beat 1 B. Beat 2 C. Beat 3 D. All three beats

11. Which words for tempo mean fast and very fast? (Select as many as you need)

A. Largo B. Presto C. Andante D. Allegro E. Adagio

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12. Which two words for tempo mean slow and very slow?(Select as many as you need)

A. Largo B. Presto C. Andante D. Allegro E. Adagio

13. Which dynamic marking means medium soft?

A. Mezzo Piano B. Piano C. Mezzo Forte D. Forte

14. Which dynamic marking means very loud?

A. P B. Pp C. Mf D. Ff

15. What is shown by the symbol pp in music?

A. Very Loud B. Soft C. Medium soft D. Very Soft

Topic 4: Elements of Opera

Learning Objectives

At the end of this topic, you will be able to:

a. Identify the different elements of opera.

b. Create a short opera play by integrating the different elements of opera.

c. Appreciate the importance of opera in the promotion arts in nation.

Activating Prior Knowledge

I. Watch the “Noli Me Tanghere Opera” by clicking the link below and answer the
following questions.

Link: https://www.youtube.com/watch?v=8UEQyfb5TKg

1. What did you observed in the video?

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2. What does the characters of the video doing?

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Presentation of Contents

Opera is an art form in which singers and

musicians perform a dramatic work combining text
(libretto) and musical score, usually in a theatrical
setting. Opera incorporates many of the elements of
spoken theatre, such as acting, scenery, and costumes
and sometimes includes dance. The performance is
typically given in an opera house, accompanied by an
orchestra or smaller musical ensemble.

Opera is part of the Western classical music

tradition. It started in Italy at the end of the sixteenth
century (with Jacopo Peri’s lost Dafne, produced in
Florence in 1598) and soon spread through the rest of
Europe: Schütz in Germany, Lully in France, and
Purcell in England all helped to establish their
national traditions in the seventeenth century. In the eighteenth century, Italian opera continued
to dominate most of Europe (except France), attracting foreign composers such as Handel. Opera
seria was the most prestigious form of Italian opera, until Gluck reacted against its artificiality
with his “reform” operas in the 1760s. Today the most renowned figure of late-eighteenth-
century opera is Mozart, who began with opera seria but is most famous for his Italian comic
operas, especially The Marriage of Figaro (Le Nozze Di Figaro), Don Giovanni, and Così fan
tutte, as well as The Magic Flute (Die Zauberflöte), a landmark in the German tradition.

There are two main types of singing in an opera, and these are used for different
purposes. Recitative is narrative talk-singing with the emphasis on the words to move the
storyline along. These are not songs with memorable melodies and rich accompaniment, but
more like spoken lines put to a simple, one-note repeated melody to say something important that
is happening in the plot of the opera.

An aria, on the other hand, is a reflective song with melody and accompaniment that
portrays the feelings of the characters more than plot development. These are the memorable
songs with rich melodies and accompaniments that emphasize the feelings and expressions of the
character rather than the storyline itself.

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At first, these arias had no distinct form, but by the middle of the 17th century, the aria
had evolved into a form known as the da capo aria, which is a three-part form where the first
section is repeated at the end of a contrasting section in the middle; this is known as ABA form.
It is very common to have a lot of ornamentation of the melody when it returns at the end to
show off the singing ability of the performer.

Another section of opera is the overture. The word “overture” comes from the Latin
word “apertura.” You may be familiar with the English word “aperture,” which refers to an
opening or a hole. Considering the origins of the word, it comes as no surprise that “overture” is
often used to describe the instrumental opening of an opera prior to the beginning of act.

Opera seria was elevated in tone and highly stylized in form, usually consisting of secco
recitative interspersed with long da capo arias. These afforded great opportunity for virtuosic
singing and during the golden age of opera seria the singer really became the star. The role of the
hero was usually written for the castrato voice; castrati such as Farinelli and Senesino, as well as
female sopranos such as Faustina Bordoni, became in great demand throughout Europe as opera
seria ruled the stage in every country except France. Indeed, Farinelli was one of the most
famous singers of the eighteenth century. Italian opera set the baroque standard. Italian libretti
were the norm, even when a German composer like Handel found himself composing the likes of
Rinaldo and Giulio Cesare for London audiences. Italian libretti remained dominant in the
classical period as well, for example in the operas of Mozart, who wrote in Vienna near the
century’s close. Leading Italian-born composers of opera seria include Alessandro Scarlatti,
Vivaldi and Porpora.

Note: Kindly click and watch the link below for further discussion.

 https://youtu.be/eANZijJUOXw
 https://youtu.be/nPLzJZfRdsM

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Application

Direction: The students will be grouped into four (4) groups and they will ask to create a 3-
5minutes of OPERA presentation.

Rubrics

Criteria 4 3 2 1 Total
Group Group Group
Group
presented their presented their presented their
presented their
project but did project but did project but did
Length (Time) project within .
not achieve the not achieve the not achieve the
the time frame
time frame by 1 time frame by 2 time frame by 3
given.
minute. minutes minutes
Group continued Group continued Group did not
Group continued
Content the opera story the opera story continue the
the opera story
in a logical and but it was hard opera story and
in a logical
interesting to follow and it was not in
sequence.
sequence. not in sequence. sequence
Group Group Group Group
Singing presented the presented the presented the presented the
opera scene opera scene opera scene opera scene
with the whole with part of the with none of the with none of the
presentation presentation presentation presentation
sung including sung including sung except the sung including
an aria. an aria. aria. the aria.
Libretto Group's libretto Group's libretto Group's libretto
Group's libretto
is typed and is typed and is not typed but
is typed but only
contains all the contains only contains all the
one member's
parts of each half of the parts parts for each
part is included
member of the of each member member of the
in it.
group. of the group. group.
Attitude/ All group All group
Half of the One or two
Enthusiasm members members but
group members group members
participate one participate
participate and participate and
equally and equally and
contribute to contribute to
contribute to contribute to
the the
the the
presentation. presentation.
presentation. presentation.
GRAND TOTAL

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Feedback

Direction: Match Column A to Column B

COLUMN A COLUMN B
1.Musical Drama - Like A Play Set To Music, a. Opera
with Full Scenery And Costume, Accompanied
By A Full Orchestra
b. Oratorio
2. A Sacred Choral Drama Based Usually On
A Story From The Old Testament From The c. Cantata
Bible, Accompanied By An Orchestra
d. Recitative
3. A Secular Or Sacred Choral Drama
Accompanied By A Small Group Of
Instruments e. Aria

4. Sung Dialogue Of An Opera, Oratorio Or

f. Synopsis
Cantata

5. Similar To The Soliloquy Of A Play, This Is g. Overture

A Solo Song During Which A Character
Relveals Inner Emotion
h. entre'act
6. A Summary Of The Main Points Of A Story
Or An Opera i. Principal

7. Orchestral Music Played At The Beginning

j. Theme
Of An Opera Or Oratorio To Introduce The
Themes To The Audience

8. Music Used To Signal The End Of An

Intermission And Beginning Of A New Act

9. An Actor Who Plays A Lead Role In A

Theater Production

10. A Main Musical Melody, In An Opera

Each Main Character Or Idea May Have One

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 Unit VIII: Appreciating Performance Arts

Reflection

1. What do you find most rewarding about being an artist?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are some of the most important skills you draw upon to create your work?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are some of the most significant things you've learned through performance
art?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What is one of the best compliments you've received about your work?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 Unit VIII: Appreciating Performance Arts

Summary:
In this unit you’ve learned that performing art is a type of an art that requires artist to
deliver expression using his/her body voice or in one performance. This art category includes:
dance, music, and opera. To come up with a performance art, in this type of art there should be a
resemblance of the different elements of dance, music, and opera.

You also learned that dance has different elements namely; body, action, space, time, and
energy. Furthermore, you’ve learned in this module that the elements of music are the following:

 Dynamics
 Rhythm
 Melody
 Timbre
 Harmony
 Tempo

In addition, you also learned that opera started in Western country and has two major singing
classification based on their purpose namely; recitative and aria. You also learned that one
characteristic of an opera is the opera seria where it is considered as an elevated tone and
highly stylized in form.

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 Unit VIII: Appreciating Performance Arts

References:

1. Epperson, Gordan (April 11, 2016). Music. Encyclopædia Britannica, Inc.

2. Oliver, Sophie Anne (February 2010). "Trauma, Bodies, and Performance Art: Towards
an Embodied Ethics of Seeing". EBSCOhost. 24: 119–
129. doi:10.1080/10304310903362775.
3. Mackrell, J.R. (May 19, 2017). Dance Encyclopædia Britannica, Inc. Retrieved on
January 14, 2019.
4. Moreh, Shmuel (1986), "Live Theater in Medieval Islam", in David Ayalon, Moshe
Sharon, Studies in Islamic History and Civilization, Brill Publishers, pp. 565–
601, ISBN 978-965-264-014-7
5. Romano, T. Portman,N. et.al. (2015). Black Swan, and the Death of the 'Triple
Threat'". The Daily Beast. Retrieved 3 April 2015.

ONLINE REFRENCE:

1. https://en.wikipedia.org/wiki/Opera
2. https://www.musikalessons.com/blog/2016/11/parts-of-an-opera/

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