Music & Movement 1.Children who do poorly in school are primarily _________ learners.
2. A movement program that emphasizes divergent problem solving, discovery, and self-expression to foster creativity utilizes the ________ teaching method
A. Command instruction
B. Direct instruction
D. Guided discovery
3.The best time of day for toddlers to participate in a movement session is:
4.Most toddlers are in the stage of solitatry play. The next stage of play to which toddlers progress is ________play.
5. _________ should continue to be stressed in a movement program for early elementary children.
6.Locomotor skills are developmentally progressive. A child's first effective form of locomotion is:
7.Which one of the following nonlocomotor skills is commonly regarded as an exercise?
8. What factor must be present in all instances if a movement program's lesson plans are to be truly successful?
A. Elements of flow
C. Observational cues
D. Developmental progression
9. A lesson plan consisting of ______ themes might focus on body-part identification, one element of movement, one locomotor skill, and on non-locomotor skill.
D. Multiple movement
10. Playing with bare feet strengthens feet muscles and improves body:
11. Two important factors to consider when making a music selection are variety and:
12. Which one of the following teaching approaches is also referred to as the command style of teaching?
B. Guided discovery
C. Indirect instruction
D. Direct instruction
13. The best means of helping toddlers and some children with special needs achieve success is by:
14. The teaching method that should be used the least in movement education is:
A. Indirect instruction
B. Direct instruction
C. Guided discovery
15. In addition to positive reinforcement, caregivers should give positive challenges. Which one of the following phrases is an example of a positive challenge?
A. "Do a..."
B. "Show me you can..."
C. "Can you...."
D. "Try to..."
16.Because _______ is mood altering, it offers wonderful possibilities for relaxation.
A. Quiet time
B. A puzzle
C. A puppet show
17. Clapping, stomping, or stepping to the rhythms of words can familiarize children with:
B. Root words
18. Movement activities, songs, and ________ maintain children's attention during transitions and waiting times and can be integrated with curriculum content.
19. Which one of the following activities is an example of a typical transition occurring in an early childhood setting?
C. Group time
D. Story time
20. The gymnastics skills, which can be best experienced on outdoor equipment, include climbing, hanging, swinging, and:
C. Transferring weight
21. Kinesthetic learners are often labeled as:
B. Behavior problems
22. Physical movement plays a critical role in the development of:
B. Nerve cell networks
C. Neural connections
23. According to Rauscher and Shaw, children who took part in eight-month music-training program increased their ________ intelligence by forty-six percent.
24.A child who tiptoes to soft music, stamps her feet to loud music, moves in slow motion to slow music, and moves rapidly to fast music is:
A. Not paying attention to instruction
B. Performing the movements incorrectly
C. Warming up for gymnastics lessons
D. Using a multimodal approach to express and create
25. The ability to reproduce a melody is an example of the music development stage of a _______-year-old.
C. 5 to 6
D. 7 to 8
26. Which one of the following phrases foster creativity?
A. “There is no such thing as a purple cat.”
B. “I’ll show y how to do it.”
C. “What is this a picture of?”
D. “You used lots of purple in your picture!”
27. Teachers and caregivers should plan movement sessions for toddlers in the morning when possible and lasting no longer than how many minutes?
28. At what age are children able to physically replicate what their eyes are seeing and accurately imitate others’ movement and shape?
29. The two most common problems encountered among children with emotional disabilities during the movement program are lack of ________and refusal to participate.
30. A child’s first efficient form of locomotion is:
31. Stretching, bending, sitting, and shaking are examples of what types of skill?
D. Educational gymnastic
32. Which nonlocomotor skill involves a partial or complete rotation of the body around an axis, causing a shift in weight placement?
33. The lesson plan itself should be considered a _________ guideline.
34. The number of activities you plan for in a single lesson will vary accordingly to the ________ of the children and the time allotted for movement.
35. In a lesson plan with a single-movement theme, the activities focus on ________ element of movement or movement skill.
36. The most important prop(s) in a movement program is/ are:
C. The human body
D. Rhythm sticks
37. Which one of the following props is excellent for promoting cooperation among groups of children?
C. Rhythm sticks
38. Volume refers to the loudness or softness of sound and goes hand-in-hand with the movement element of:
39. Which one of the following teaching approaches is most suitable for older preschoolers and primary grade students?
B. Direct C. Task oriented
D. Guided discovery
40. The ______ method requires more time, patience, and practice by the teacher.
A. Extended exploration
41. Every child participates and succeeds at his or her own level of development and ability in the ______ teaching method.
42. Children should be expected to “stop, look, and listen” within ______ seconds of the designated signal.
43. A teacher can improve a shy child’s level of confidence through:
B. Behavior modification
C. Positive reinforcement
D. Negative reinforcement
44. Activities such as “ballons” and “melting” promote:
45. Which subject, like movement, helps develop motor skills, eye-hand coordination, and self-expression?
B. Language arts
D. Social studies
46. Because they comprise a large part of the children’s day, ________ should be planned, as are other components of the program.
B. Nap times
D. Field trips
47. Teacher and caregivers should have a repertoire of memorized _________, songs, and movement activities to use whenever the need or opportunity arises.
B. Finger plays
48. Which one of the following games is excellent for transitions going outside the classroom?
A. Simon says
B. Red light, green light
C. Follow the leader
D. Red rover
49. Since children have varying body rhythms, they should be allowed _______ minutes following nap time for quiet activities.
50. Which one of the following structures promotes coordination, muscle development, a sense of freedom, and emotional release?
B. Balance beam
ART & CREATIVE DEVELOPMENT
1. Children who are individualistic and dare to be nonconformist may be exhibiting personality traits that indicate:
A. Convergent thinking
D. Reality-bound thinking
2. Schools should have goals and practices that exercise different styles of processing information in order to: ***** left-brain and right brain learning
B. Teach democracy effectively
C. Encourage cultural pluralism
D. Balance permissive and authoritarian learning styles
3. One advantage of grouping children vertically within a range of ages is:
A. An improved use of classroom space
B. An efficient use of school funds
C. Increased communication between teachers and parents
D. Increased opportunities for vocabulary and language development
4. Since children are naturally talkative and are often in motion:
A. Parents may suspect their child has attention deficit disorder
B. They should not be taught while they are sitting quietly
C. Movement and music complement the developing child
D. Group games should always be active and noisy
5. Art helps children socially because:
A. They can make artistic products for others to see at art shows.
B. During art activities, they interact and learn social skills such as sharing and taking turns.
C. They can make crafts that can be sold to other people.
D. Children cannot learn art through individual lessons.
6. Young children process with art materials before they make products. Some examples of artistic processing are:
A. Feeling good about art and enjoying activities.
B. Doing a very simple craft activity.
C. Making a group mural with the class.
D. Cutting, pasting, and tearing paper.
7. Young children who learn easily, ask thought-provoking questions, and are very curious are often:
A. Gifted or talented
B. Behavior problems in the classroom
C. Poor at following directions
D. Overly shy and withdrawn socially
8. Most children are able to draw the human figure:
A. By the time they are two years old
B. Between the ages of four to six
C. By the time they are three years old
D. After they are given individual instruction
9. A form, shape, line, texture, or symbol that is repeated regularly is called a:
B. Moving value
D. Controlled complement
10. An aesthetic discussion conducted with younger children should be:
A. Consistent with their artistic abilities and talents.
B. Above their present level of development so they can stretch their limits.
C. below their level of development, so they are not frustrated.
D. Consistent with their level of development and mastery of language.
11. Seriating colors is a good activity for developing the chromatic sense. This involves the ability to: ***** primary colors
B. Define color tints
C. Identify, match, and discriminate among colors.
D. Intensify color hues
12. When giving lessons in aesthetics, teachers should aim to help children:
A. Find things to criticize
B. Make judgments based on standards such as the artist elements
C. Make judgments about what they have been told about the artist.
D. Find things to praise, even if they don’t like the art
13. Because older children become product oriented in their approach to art, it may be important for these children to: ***** discouraged from elaborating on their artistic products
B. Learn how to limit the scope of their craft projects
C. Take one or several art products home each day
D. Restrict their projects to those that use inexpensive supplies.
14. For children younger than age five, it is good to bring projects to a conclusion with activities for:
A. Product construction and role-playing
B. Graphing the progress of the project
C. Restructuring the objectives of the project
D. Including the project in a teacher-directed evaluation
15. Most three-dimensional creations will require some sort of:
A. Clay or play dough
C. Paper base
D. Fixative or fastener
16. Using a center format to set up an art program allows for:
A. The introduction of many teacher-directed activities
B. Extensive experiences to support convergent thinking
C. Discovery, choice, responsibility, and independence
D. The creation of appropriate products for artistic displays
17. It is useful to display samples of the work of artist who represent different artistic styles in a children’s art center to: ***** children to copy the styles of different artists and improve their skills
B. Teach children by exposing them to different ways people have done art
C. Decorate the art corner, which impresses parents and administrators
D. Motivate children to desire artistic fame and foster a competitive spirit in the classroom
18. Matting and framing children’s art:
A. Is inappropriate for young children
B. Is essential for PTA meetings
C. Should be done professionally
D. Finishes a picture
19. It is appropriate for teachers to comment on mass or volume when discussing:
A. Clay work
D. Color pattern
20. Teachers should maintain a distance when trying to observe children because:
A. It is important for teachers to maintain an emotional distance from the children they teach.
B. It is absolutely inappropriate for observations to be recorded in the classroom
C. If children know that they are being observed, their behavior changes
D. Administrators can intervene less obtrusively if teachers are not close to the children.
21. Manipulating and transforming ideas and materials indicates:
A. Creative potential
B. A creative attitude
C. An aptitude for demonstration
D. Genetic learning
22. Some indications of creativity are;
A. Parallel thinking and discipline
B. Analytical explanations and convergent thinking
C. Curiosity and originality
D. Authoritarian processes and extensive vocabularies
23. Quiet, expressive activities and manipulative experiences are both vital to: ***** thinking
B. Appropriately defined sex roles
C. Creative processing
D. Risk taking and social development
24. for a child, exploring and exhausting possibilities takes:
A. Blocks of time
B. Financial resources
C. Concrete thinking
D. Skills in language
25. One way that creativity thinking can be facilitated is by:
A. Encouraging sequential analysis
B. Supporting concrete awareness
C. Valuing scientific language and thinking
D. Asking open-ended questions.
26. When teachers discuss any potential hazards and dangers of art materials with young children, they should focus on:
A. Educating them so they have guidance and information
B. Telling them stories that illustrates what happens when children aren’t careful
C. Telling the children to warn their parents and siblings
D. Teaching the children about the safety program developed by the Arts & Craft Materials Institute
27. Children with special auditory needs should:
A. Be given soft play dough which has little resistance to finger pressure.
B. Be given combined visual, verbal, and physical cues.
C. Have textured materials added to their paints
D. Be instructed using higher than normal voice decibels.
28. It is important for children to learn about their mutual:
A. Education and styles of learning
B. Quarrels and sibling rivalry
C. Seasonal disorders and genetic makeup
D. Difference and similarities
29. When we say that artistic development is fluid, this means that:
A. As children develop, they learn to mix paints to achieve fluid effects
B. Art is a messy experience and children will be messy and spill paint sometimes
C. Children who become proficient at art make long, flowing lines when drawing.
D. Children may move back and forth between stages of artistic development
30. Before using watercolor, children should have experience with;
B. Acrylic paint
C. An easel
31. A teacher can help young children learn about aesthetics appropriately by:
A. Creating a sensory-rich classroom environment
B. Exposing children to convergent ideas
C. Lecturing on the specialties of the left hemisphere of the brain
D. Teaching children to define and spell the words aesthetic.
32. A good activity to develop a child’s aesthetic awareness would be:
A. A spelling bee based on artistic words and concepts
B. A field trip to a factory
C. Memorizing the names of famous artists
D. A field trip to an arboretum
33. Using watercolors and ink requires;
A. Expensive equipment and supplies
B. Coordination and fine motor control
C. A cognitive understanding of volume and balance
D. A specially trained art teacher
34. When children start using watercolors, it is best to encourage them to begin with:
A. Shapes and abstracts designs
C. Nature pictures
D. Realistic pictures
35. Children who are visual learners tend to learn:
A. By talking
B. While sitting and listening
C. By using their bodies to learn
D. The total picture, not individual pieces
36. Teacher-directed art projects are appropriate when:
A. Children tire of visiting the art center and seem to run out of ideas for processing
B. Children are young and require intensive training in order to produce recognizable products.
C. Make decorations for PTA meetings
D. Children lack natural talent and creative abilities
37. Children can arrive at artistic products most appropriately through:
A. Discovery and experimentation B. Modeling their crafts after seeing the teacher’s finished product
C. Modeling their crafts to resemble the finished products of talented children
D. Following directions and completing patterns
38. By the time children are three years old, they are often able to: ***** a representational product
B. Create designs with horizontal and vertical strokes
C. Cut figures or shapes
D. Color in the lines on ditto sheets
39. Before teaching an art activity, teachers should always:
A. Meet with other teachers to discuss their plans
B. Be sure the principle has approved the activity
C. Be sure it is a teacher-directed activity
D. Practice the activity themselves
40. When using a child-directed method of including art in the early childhood curriculum, teachers need to: ***** and subtly set the stage
B. Have a completely hands-off approach
C. Coordinate children’s art activities with pre-planned units
D. Include the children’s art activities in a super activity
41. Children are discovering a scientific principle when they:
A. Separate crayon patterns outdoors
B. Add water to watercolor cakes and produce liquid watercolor
C. Do art work on odd-shaped pieces of paper
D. Practice using geo-boards and string
42. Art is integrated with music when children;
A. Look at books about the orchestra
B. Listen to a tape about art
C. Make decorations for the tape recorder
D. Make their own musical instrument
43. A blown up balloon can be used to make a base for:
A. A geo-board
B. A papier-mache piñata
C. A tangram
D. Spore paints
44. If there is no sink in the classroom:
A. Pails of water can be stored in the art area
B. Prints and crayon activities should be emphasized
C. Messy art activities should be avoided
D. It is not possible to set up a complete art center
45. A child is waving a wet paint brush in the air. The teacher should;
A. Tolerate the behavior as an expression of childhood exuberance
B. Remind the child of the rules in the art center
C. Use this situation as an opportunity to teach splatter painting
D. Consider this behavior a creative use of the materials
46. When teachers participate in children’s art, they should;
A. Be careful to slowly do art for the children
B. Be sure not to do art for the children
C. Show their finished product to the children as soon a possible
D. Give children ideas for correcting their artwork
47. Computer art can be beneficial when it:
A. Replaces the art program in an overcrowded classroom
B. Leads children to use a mouse because it is always easier for children to manipulate.
C. Supplements or extends an art program in the classroom
D. Child is dependent on the teacher
48. Stooping down to children’s eye level conveys the message that the;
A. Child is respected
B. Teacher has lower expectations for the child
C. Teacher is concerned for the child’ safety
D. Child is dependent on the teacher
49. When teachers discuss the elements of art with children, they may say:
A. “That’s so pretty.”
B. “I like that picture!”
C. “What’s that?”
D. “What strong lines your drawing has.”
50. If a child is frustrated using scissors, it would be appropriate for a teacher to: ***** another child to cut for him for her
B. Plan art activities that involve tearing paper
C. Encourage the child to avoid small-motor activities
D. Tell the child to try harder.