Question 1

All of the following are identified by Dimondstein as the basic movement experiences for exploring creative dance except:&#10;A) space.&#10;B) time.&#10;C) force.&#10;D) music.

Accepted Answer

Music is not identified by Dimondstein as a basic movement experience for exploring creative dance. The basic elements identified are space, time, and force, which are fundamental to the structure and expression of dance, but music, while often associated with dance, is not considered a basic movement experience in this context.

Question 2

The second category on the continuum of affective development is:&#10;A) responding.&#10;B) attending.&#10;C) valuing.&#10;D) conceptualizing.

Accepted Answer

Responding is the second category on the continuum of affective development, following attending.

Question 3

According to the textbook, children will be more likely to enter into a music and movement activity when they feel:&#10;A) it is safe to try.&#10;B) assured that they can deal with events.&#10;C) encouraged to make the attempt.&#10;D) all of the above.

Accepted Answer

Children are more likely to engage in music and movement activities when they feel safe, assured they can handle the events, and encouraged to try, encompassing all the options provided.

Question 4

&#34;Teddy Bear, Teddy Bear, Turn Around&#34;, &#34;Let's Go on a Bear Hunt&#34;, and &#34;Where is Thumbkin?&#34; are all examples of:&#10;A) fingerplays.&#10;B) books.&#10;C) lullabies.&#10;D) dramatic dances.

Accepted Answer

These are examples of fingerplays, which are songs or chants with accompanying hand motions designed for young children to help with language development and fine motor skills.

Question 5

When exploring space, time, and force, it is not important to:&#10;A) keep the classroom area safe.&#10;B) introduce all the activities in a Movement Day.&#10;C) use your own creativity.&#10;D) engage students with disabilities.

Accepted Answer

Introducing all activities in a Movement Day is not essential when exploring space, time, and force, as the focus should be on safety, inclusivity, and creativity rather than fitting all activities into a single event.

Question 6

In exploring locomotor movement, children learn to organize the available space in relation to themselves and in relationship to objects and other individuals.

Accepted Answer

In exploring locomotor movement, children indeed learn to organize the available space as they navigate through it, understanding how to move in relation to objects, obstacles, and other individuals, which is a fundamental aspect of spatial awareness and motor skill development.

Question 7

Gardner's Multiple Intelligences are important in music and movement. Which intelligence is most related to these big ideas?&#10;A) musical intelligence&#10;B) linguistic intelligence&#10;C) intrapersonal intelligence&#10;D) naturalistic intelligence

Accepted Answer

Musical intelligence is most related to music and movement as it involves the capacity to discern pitch, rhythm, timbre, and tone, which are essential for understanding and creating music.

Question 8

Which instrument is described below?&#10;This is a valuable instrument if you consider yourself to be a nonmusical teacher. You can play this stringed instrument by holding it in your lap. You do not need special training to play.&#10;A) rhythm stick&#10;B) finger cymbal&#10;C) autoharp&#10;D) maracas

Accepted Answer

The autoharp is a stringed instrument that is played by pressing buttons to mute all strings except for the ones that form the chord you want to play. It's designed to be easy to play, even for those without musical training, and is often played by holding it in one's lap.

Question 9

According to the National Standards for Music Education mission statement, it is most important to:&#10;A) have each child compose and present a musical selection.&#10;B) advance music education by encouraging the study of music to all.&#10;C) allow only those students interested in music to take music classes.&#10;D) promote creative and healthy lifestyles through dancing.

Accepted Answer

The National Standards for Music Education primarily aim to advance music education by promoting the study and making it accessible to all students, not just those who are already interested or show an aptitude for music. This approach is designed to ensure a broad and inclusive education in music.

Question 10

Gardner's Theory of Multiple Intelligence includes bodily kinesthetic intelligence. What would a person with a lot of bodily kinesthetic intelligence do for a profession?&#10;A) teacher&#10;B) athlete&#10;C) artist&#10;D) geologist

Accepted Answer

Bodily kinesthetic intelligence refers to the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes typically excel in this area, as their profession requires them to utilize their physical abilities and skills extensively.

Question 11

According to chapter 4, when providing an integrated learning environment, which of the following content areas compliment each other?&#10;A) music and mathematics&#10;B) music and language arts&#10;C) music and social studies&#10;D) music and science

Accepted Answer

The answer of According to chapter 4, when providing an...

Question 12

Gardner proposes that instead of having one all-encompassing intelligence, human beings have at least eight, maybe nine, separate and distinct intelligences.
a. Select a grade level from the following:
Pre-kindergarten through grade three.
Grade four through six.
b. Describe an instructional strategy or explain a theoretical approach that teachers can implement to support:
Musical intelligence.
Logical-Mathematical Intelligence.
Bodily-Kinesthetic Intelligence.
Spatial Intelligence.

Accepted Answer

The answer of Gardner proposes that instead of having one...

Deck 4: Introducing Music and Movement