Deck 17: Creative Music

Question 1

According to the National Association for the Education of Young Children (NAEYC), all children have music potential.

Answer 1

True

Question 2

Teachers must teach children to make up original chants and songs.

Answer 2

False

Question 3

In musical activities, the process is more important than the product.

Answer 3

True

Question 4

In the phrase-wise method of teaching a song, the teacher sings one phrase and asks children to repeat.

Question 5

The whole-song method is the most effective method of teaching young children new songs.

Question 6

It is important to choose songs that have a natural appeal for young children.

Question 7

The Start the Music program recognizes that most children should have music experiences.

Question 8

Visual aids do not help add to the pleasure of singing and song activities.

Question 9

Rhythm is present from the earliest moments in a child's life.

Question 10

Infants and toddlers are able to enjoy musical activities in the early childhood program.

Question 11

Using rhythm instruments, children learn to listen for a pattern of sounds in music.

Question 12

Two keys to success in all musical endeavors are planning and executing.

Question 13

The quality of the music young children experience is not as important as the quantity.

Question 14

Young children can develop critical-thinking skills through musical ideas.

Question 15

Musical experiences are an unusual occurrence in a young child's life.

Question 16

Encourage only in-tune attempts at singing.

Question 17

Research findings report no connection with music training and better verbal memory.

Question 18

Start the Music is a program to train children in music beginning in kindergarten.

Question 19

Young children need performance goals to achieve any musical success.

Question 20

The key to variety in music lesson planning is to plan only for the music part of your program.

Question 21

In music activities, young children should:

A) be expected to meet some type of performance goals.
B) learn the words before singing songs.
C) be expected to sing along with the group.
D) not be expected to meet performance goals.

Question 22

A teacher can help a child's development of rhythm through:

A) focusing on the natural movements of the child.
B) practicing with the child.
C) mini-lessons on movement.
D) none of the above.

Question 23

Three music elements are:

A) timbre, notation, and spiral rhythm.
B) texture, rhythm and contrapunto.
C) form, syncopation and ostinato.
D) all of the above.

Question 24

Harmony is the blending of chords with two or more pitches simultaneously.

Question 25

Rhythm refers to the movement of sounds through time.

Question 26

The key to variety in lesson planning is:

A) a good early music planning book.
B) enough time for music activities.
C) large blocks of time for activities.
D) cross-curricular planning.

Question 27

You can maintain the young child's natural musical interest by choosing songs that:

A) appeal to the teacher.
B) are multicultural.
C) have a natural appeal.
D) are from a developmentally appropriate curriculum text.

Question 28

Children in upper-elementary grades can:

A) learn musical notation.
B) enjoy listening experiences from a variety of music types.
C) sing in rounds.
D) all of the above.

Question 29

A series of musical tones falling into a recognizable pattern is:

A) rhythm.
B) dynamics.
C) harmony.
D) melody.

Question 30

Adults can provide infants and toddlers music experiences:

A) when they are sleeping.
B) that are designed for very young children.
C) throughout the day.
D) outdoors.

Question 31

Young children all have:

A) to learn the basics of music.
B) music potential.
C) inborn rhythm.
D) to learn the basics of music and have music potential.

Question 32

Some main goals of the early childhood music program are:

A) exposure to a wide range of music, many opportunities to express feelings and emotions in music, and experience in playing simple instruments.
B) exposure to selected kinds of music, many opportunities to express feelings and emotions in music, and experience in keyboarding.
C) many opportunities to express feelings and emotions in music, experience in playing simple instruments, and composition writing.
D) numerous opportunities to sing a wide variety of songs, experience in playing simple instruments, and experience in keyboarding.

Question 33

The most common methods of teaching a song are:

A) phrase-wise, whole-song, line-by-line, and from recordings.
B) from recordings, whole-song, phrase-wise, combination of phrase-wise and whole-song.
C) whole-song, phrase-wise, line-by-line, from recordings, and combination of phrase-wise and whole-song.
D) none of the above.

Question 34

The movement of sounds through time is:

A) dynamics.
B) rhythm.
C) melody.
D) harmony.

Question 35

The accent is where the relative loudness of the sound is emphasized.

Question 36

Syncopation refers to an even rhythm with an unsteady beat, as in jazz.

Question 37

Music form is related to the rhythmic pulse, like the steady beat of a clock.

Question 38

Using rhythm instruments:

A) is best in upper-elementary grades.
B) helps children learn to listen for a pattern of sounds in music.
C) can help develop hand preference.
D) helps children learn to count.

Question 39

Introducing multicultural music and dance:

A) is appropriate for toddlers.
B) can be done with children 3 years and older.
C) can be done with children 9 to 11 years of age.
D) is not appropriate until middle school.

Question 40

Tone color may be made by plucking, beating, rattling, or blowing various instruments.

Question 41

Spiral teaching of music elements refers to:

A) circling or going back to the beginning concepts.
B) using circular logic to enhance learning.
C) presenting initial facts without concern for details.
D) circling or going back to the beginning concepts and using circular logic to enhance learning.

Question 42

What kinds of singing should be encouraged?

Question 43

When a teacher introduces "marching music" instead of duple time, she is:

A) employing spiral teaching techniques.
B) presenting specific information in a circular form.
C) presenting just the initial basics.
D) employing spiral teaching techniques and presenting just the initial basics.

Question 44

What kinds of music are appropriate in the early childhood program?

Question 45

Layering of instruments and/or voices creates:

A) harmony
B) ostinato
C) melody
D) texture

Question 46

Why is it important to vary the rhythm of the music program?

Question 47

Dynamics refers to:

A) volume or relative loudness or softness of the sound.
B) tone color or unique qualities of sounds.
C) the high or low tones in the sound pattern.
D) the speed; how fast or slow the music is.

Question 48

What would make you decide to teach a song by the phrase-wise method?

Question 49

How do infants and toddlers experience music?

Question 50

Beat and accent have to do with:

A) thy rhythmic pulse.
B) the high or low tones in the sound pattern.
C) the volume or relative loudness or softness of the sound.
D) the layering of instruments and/or voices.

Question 51

What are the two keys to success in all musical endeavors?