Deck 11: Moving Creatively

Question 1

Which of the following strategies would enable a child who is deaf to participate in creative movement activities?

A)Have the child hold on to a table during movement activities.
B)Keep the creative movement space clear of obstacles.
C)Have the child move in place when the rest of the group is moving around.
D)Use large visual signals for everyone in the group.

Answer 1

D

Question 2

Which of the following activities would you advise for encouraging expressive creative movement in young children?

A)Encourage infants to move first their heads to music and then their feet.
B)Select activities that don't involve creeping and crawling.
C)Use props with children with special needs.
D)Move in silence so primary-age children can be more expressive.

Answer 2

C

Question 3

Which of the following is an effective way to introduce children to dances from home cultures?

A)Invite families to share favorite dances throughout the year.
B)Bring in a dance group from another culture.
C)Celebrate a holiday by having a family demonstrate their holiday dances.
D)Have children invent their own home culture dances.

Answer 3

A

Question 4

Annie arranges to take her second-grade class to a dance performance by local high school students.After the performance, she asks the children to write in their journals about their favorite part.Which core process from the Common Core standards in the arts for dance is she addressing in this activity?

A)performing
B)creating
C)responding
D)connecting

Question 5

Lourdes wants to introduce movement activities to the young infants she cares for.Which reflective question should she ask herself?

A)Will the area allow infants to be safe, but free to move around?
B)What start and stop signals should I use, so the infants don't move too far?
C)What dance videos should we watch together?
D)What nursery rhyme can I have them retell through movement?

Question 6

Three-year-old Silas can lift and lower his leg repeatedly.But when he tries to shake a maraca at the same time, he forgets to move his leg.Which of the following levels of proficiency is he exhibiting?

A)control
B)precontrol
C)utilization
D)proficiency

Question 7

Renee wants to help five-year-old Otis improve his ability to skip.What is the best way for her to do this?

A)Wait for him to try skipping and then imitate his movements.
B)Give him verbal instructions while watching him try to skip.
C)Stand facing him and demonstrate how to skip.
D)Hold his hand and skip slowly beside him while describing the motion.

Question 8

Kindergartners Sami and Alden announce that they are pretending to be worms tunneling in the dirt.They scoot and roll around the room on their tummies.Which component of physical performance do their movements represent?

A)intention
B)relationship
C)world view
D)energy

Question 9

Which of the following will welcome in the community and also encourage students to express themselves through dance?

A)Make boy-girl pairs and teach them a traditional dance from their community.
B)Have children perform a dance from their community in front of an audience.
C)Have children invent their own way of dancing to the music of their community.
D)Make marks on the floor where the children should put their feet to help them learn a community dance.

Question 10

Second graders Jared and Maia invent a new dance.One of the steps of their composition has a sequence in which they stand on one foot and give a little jump, then they stand on the other foot and give a similar jump.Which of the following basic steps found in folk dances resembles the step they invented?

A)tap
B)step-hop
C)slide
D)jump

Question 11

Which of the following should be done when incorporating cues in a dance activity for children?

A)Explain why a cue is needed for the performance and the purpose of it in the dance.
B)Demonstrate the cues and then begin the activity before they forget.
C)Invent new cues to match each new movement activity.
D)If children fail to follow the cues, change them to something simpler.

Question 12

Which of the following is an open-ended way to incorporate technology into the creative music program?

A)Take a video of the children dancing, then project it as a background while they invent a new dance in response.
B)Have children hold tablets and explore different ways they can move safely carrying them.
C)Take a video of the children dancing, then use it to have each child assess their peers' dancing abilities.
D)Use a Wii program that teaches the steps to a popular dance.

Question 13

Six-year-old Freddie has invented a new way to dance to techno music.Which of the following is a core process of dance that Freddie has explored?

A)reflecting
B)responding
C)creating
D)connecting

Question 14

Three-year-old Sara loves stretching way up high and collapsing to the floor.Which of the following physical elements is Sara exploring?

A)space
B)time
C)energy
D)age

Question 15

Six-year-old Fila can skip on her tiptoes.During an activity when the group is pretending to be butterflies, the teacher notices that she is both skipping on her toes and waving her arms like wings.What assessment should the teacher make of her skipping?

A)She is at the level of control in skipping.
B)She is at the level of precontrol in skipping.
C)She is at the level of utilization in skipping.
D)She is at the level of proficiency in skipping.

Question 16

Rachel wants to find out more about what home-culture dances families enjoy and share with their children.She decides to create a survey.Which of the following would be a good question to include?

A)Do you and your family watch dancing shows on TV?
B)What dances does your family do at special events, such as weddings?
C)Do you have a Wii dancing game at home?
D)Do you and your child dance to music on the radio?

Question 17

Tewana is reading a book about beetles to her easily distracted toddlers.To increase their attention, she can have them:

A)stand and move like beetles as she reads.
B)chirp and move their arms like a beetle's antennae every time she reads the word "beetle."
C)lay down on the floor and move like beetles.
D)watch one child do a dance dressed up as a beetle.

Question 18

One of the most social and expressive creative movement experiences for young children is:

A)one-on-one activities.
B)exploration exercises.
C)paired sequences.
D)group movement sequences.

Question 19

Which of the following movement starters is the best way to introduce preschoolers and older children to expressive creative movement activities?

A)"Fly like a bird."
B)"How do you think a bird would fly?"
C)"Use your arms for the wings."
D)"Flap your bird wings like this."

Question 20

Which of the following activities promote one-on-one correspondence in young children?

A)Play a lullaby and rock an infant to the rhythm.
B)Having children imagine they are inside a space bubble and try to touch the top, sides, and bottom.
C)Have children follow directions such as wave one hand or touch both ears.
D)Place a rope on the floor and have children jump over it.

Question 21

Explain how to plan a creative movement activity.

Question 22

Describe the differences among the four levels of control-precontrol, control, utilization, and proficiency.

Question 23

Describe an open-ended creative movement activity for preschoolers and explain how you would adapt it to meet the needs of children with physical, visual, and hearing difficulties.

Question 24

Describe the three core processes of dance and give an example of an open-ended creative movement or dance activity that addresses each one.

Question 25

How do creative movement activities help children develop physically, socially, cognitively, linguistically, and emotionally? Describe an open-ended activity and write an objective for each developmental area.