Deck 10: Making Music

Question 1

Jenna wants to know how many children in her first grade can sing on pitch.What is the best way for her to assess this?

A)When the children sing together, listen for the ones who sing off-key.
B)Sing together with each child individually and listen for pitch matching.
C)Have a child sing with a recording of the song.
D)Ask the child's parents if they hear the child staying on pitch.

Answer 1

C

Question 2

Which of the following would you recommend for expanding the musical preferences of young children?

A)Choose songs and music that reflect the home cultures of the children.
B)Sing lullabies to infants and toddlers daily.
C)Play complex and cultural varied music on a regular basis.
D)Create a sound center for children to explore.

Answer 2

C

Question 3

Language acquisition in young children is facilitated by:

A)the musicality of their mothers' voices.
B)their ability to make facial movements.
C)exposure to recorded music.
D)their vocal range.

Answer 3

A

Question 4

Kaatji wants to help her preschoolers develop a sense of rhythm and increase language skills at the same time. Which of the following activities will best help her children achieve this?

A)clapping along with familiar nursery rhymes and poems
B)moving to music with bells on their ankles and wrists
C)making shakers out of plastic containers filled with small safe objects
D)rocking back and forth to the rhythm of a familiar song

Question 5

Lynne wants know if her second graders are ready to sing a simple round.Before beginning, she should look in her children for the ability to:

A)read music.
B)identify harmony.
C)identify the mood in music.
D)compare two songs.

Question 6

The unique quality of a sound that lets us identify it is called the:

A)rhythm.
B)timbre.
C)dynamics.
D)pitch.

Question 7

Research has shown that listening to music can:

A)change what a person believes.
B)help people become more caring toward others.
C)produce emotional changes.
D)injure one's health.

Question 8

Three-year-old Zabata has partial hearing.How can her teacher help her enjoy and express herself musically during rhythm band activities?

A)Provide a special drum for her play that has rice sprinkled on the top.
B)Choose an instrument that will be easy for her to hold.
C)Stand behind her and help her tap on a drum.
D)Only provide tonal instruments for her to use.

Question 9

Which of the following activities should be avoided when involving parents in a music program for young children?

A)scheduling music performances that require hours of rehearsal
B)having parents and families share favorite songs
C)having siblings visit and play an instrument
D)having parents listen to recordings of their child singing alone

Question 10

To work toward creating a more soothing, stress-free classroom, teachers should have children:

A)participate in rhythm band daily.
B)explore the sound center daily.
C)listen to familiar songs and lullabies.
D)listen to unfamiliar music to expand their preferences.

Question 11

Which of the following music activities address the kindergarten music Common Core standard for responding?

A)Offer a variety of music styles to choose from at the listening center.
B)Put out tonal instruments in the music center for the children to explore and make up songs on.
C)Ask children to sing a song they like and record it.
D)Put on Saint-Saëns's The Swan and ask the children to pretend they are swans gliding on a lake.

Question 12

Sheera has a new non-English speaking student.Which music activity would help him learn English?

A)identifying the elements of music
B)playing an instrument in a rhythm band
C)learning to play the violin
D)singing simple, repetitive songs

Question 13

The Forest Road Day School offers piano and violin lessons starting in kindergarten.Why should parents encourage their children to learn an instrument at this young age?

A)Studying a musical instrument before age eight fosters brain development.
B)After age ten, it is difficult to learn to read music.
C)The ability to learn to play an instrument decreases after age six.
D)The children will be more interested in learning at that age.

Question 14

Terrill's preschoolers want to compose their own music.Which of the following activities should he use to develop their melody notation skills?

A)Teach them how to play the recorder.
B)Set up a computer or tablet with music identification software.
C)Put out staff-lined paper and drawing materials in the listening center.
D)Record the music they compose with a tape recorder or tablet.

Question 15

Which of the following is true about musical development in infants and children?

A)Infants can recognize music of their cultures.
B)Unborn babies are incapable of listening or responding to music.
C)Children under the age of one cannot distinguish between music and other sounds.
D)Toddlers react in the same way to musically pleasant and dissonant sounds.

Question 16

Carolyn works with infants.She wants to introduce them to tonal instruments.What is the best way for her to do this?

A)Hold the infant in her lap and model how to use the instrument, then let them handle it.
B)Put several instruments in a music center for them to explore.
C)Avoid tonal instruments because they are too young to play them.
D)Play the instrument so they can hear it, but avoid letting them touch it.

Question 17

When selecting pieces for children under the age of five to listen to, a teacher should:

A)have children listen to only simple music from other cultures.
B)avoid music that is unfamiliar to the children.
C)include music from their home cultures and pieces suggested by their families.
D)focus on music intended solely for children.

Question 18

Which of the following describes the dynamics of a piece of music?

A)a time-based pattern that orders sound and makes it musical
B)the speed at which a musical composition is played
C)changes in volume and the accenting of certain tones in a piece of music
D)the highness or lowness of a particular sound

Question 19

One of Sally's preschoolers brings a stink bug to school.She wants to integrate the arts by singing a song about stink bugs, but she doesn't know any by heart.She should:

A)search the Internet and library for a stink bug song.
B)forget about singing and ask the children to draw stink bugs instead.
C)ask the parents if they know any stink bug songs from their cultural background.
D)make up a stink bug song by having the children invent new words to a song they know.

Question 20

Calli has her toddlers shake and tap rhythm instruments when they sing songs.Which particular skill areas does this activity address?

A)emotional and social
B)creative and physical
C)physical and linguistic
D)emotional and cognitive

Question 21

Define each of the following musical terms and give an example of an activity to teach for each one.accent
beat harmony mood note scale style

Question 22

When selecting instruments for young children, what criteria should the instruments meet? Give three examples of appropriate instruments and the developmental level they best fit.Then select one of the instruments and complete an activity plan that features that instrument.

Question 23

Describe at least four things that are important to do when teaching children a new song.

Question 24

List the three national Common Core music standards and give an example of an activity that would address each one.

Question 25

Explain how music helps children develop physically, socially, cognitively, linguistically, and emotionally.

Question 26

Babies can do all of the following EXCEPT:

A)tell the difference between a new song and a familiar one.
B)notice a change in tempo and key.
C)turn toward pleasant sounds.
D)match pitch and rhythm.