Q&A Hero

Q: The antibias curriculum was developed by the National Association of Young Children's ABC Task Force. a. True b. False

Q: Literacy begins at age 2 and continues throughout life. a. Trueb. False

Q: The ability to speak is related to the ability to understand. a. Trueb. False

Q: Language is part of a child's total development. a. True b. False

Q: We should underestimate the ability of a young child to get a message across. a. Trueb. False

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

Q: What kinds of singing should be encouraged?

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

Q: How do infants and toddlers experience music?

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

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

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: Layering of instruments and/or voices creates:a. harmony b. ostinato c. melodyd. texture

Q: The movement of sounds through time is:a. dynamics. b. rhythm.c. melody.d. harmony.

Q: A series of musical tones falling into a recognizable pattern is:a. rhythm.b. dynamics. c. harmony. d. melody.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: 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.

Q: Harmony is the blending of chords with two or more pitches simultaneously. a. Trueb. False

Q: Rhythm refers to the movement of sounds through time. a. Trueb. False

Q: The accent is where the relative loudness of the sound is emphasized. a. Trueb. False

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

Q: Syncopation refers to an even rhythm with an unsteady beat, as in jazz. a. Trueb. False

Q: Tone color may be made by plucking, beating, rattling, or blowing various instruments. a. Trueb. False

Q: The Start the Music program recognizes that most children should have music experiences. a. Trueb. False

Q: Young children can develop critical-thinking skills through musical ideas. a. Trueb. False

Q: Young children need performance goals to achieve any musical success. a. Trueb. False

Q: According to the National Association for the Education of Young Children (NAEYC), all children have music potential. a. True b. False

Q: Start the Music is a program to train children in music beginning in kindergarten. a. Trueb. False

Q: Research findings report no connection with music training and better verbal memory. a. Trueb. False

Q: Encourage only in-tune attempts at singing. a. Trueb. False

Q: Visual aids do not help add to the pleasure of singing and song activities. a. Trueb. False

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

Q: The whole-song method is the most effective method of teaching young children new songs. a. Trueb. False

Q: Infants and toddlers are able to enjoy musical activities in the early childhood program. a. Trueb. False

Q: In musical activities, the process is more important than the product. a. Trueb. False

Q: Two keys to success in all musical endeavors are planning and executing. a. Trueb. False

Q: Teachers must teach children to make up original chants and songs. a. Trueb. False

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

Q: Rhythm is present from the earliest moments in a child's life. a. True b. False

Q: The key to variety in music lesson planning is to plan only for the music part of your program. a. Trueb. False

Q: The quality of the music young children experience is not as important as the quantity. a. Trueb. False

Q: It is important to choose songs that have a natural appeal for young children. a. Trueb. False

Q: Musical experiences are an unusual occurrence in a young child's life. a. True b. False

Q: Why is poetry good to use to encourage children's creative movements?

Q: Other than poetry, what can be used to encourage creative movement?

Q: Why is working in small groups better for older children in middle- and upper-level elementary grades than working alone?

Q: What does a teacher have to keep in mind when planning creative movement opportunities for young children?

Q: What type of poem is good to use with creative movement activities?

Q: What kind of music is best to use with creative movement activities?

Q: How much planning does creative movement require on the part of children?

Q: Why is music good to use with creative movement activities?

Q: Where can creative movement occur for young children?

Q: The fundamental truth in the movement curriculum is:a. children all love to move.b. children all need more exercise.c. children need structured exercise. d. all of the above.

Q: Activities for children in kindergarten include:a. use of bats and paddles. b. running, chasing, hanging.c. organized games with rules. d. stunts and tumbling.

Q: In the elementary classroom, to help the teacher to manage creative movement:a. only have the children partner dance. b. encourage free play.c. take the children to recess. d. define expectations.

Q: Creative movement art activities include:a. music.b. poetry and prose. c. dance and art.d. jungle gyms.

Q: For children with physical impairments:a. space is a problem.b. movement activities do not need to be modified. c. movement activities should be discouraged.d. partners are required.

Q: Movement activities for children with visual impairments:a. are not safe.b. need to involve lots of encouragement for independent movement. c. involve moving furniture for freedom of movement.d. all of the above.

Q: Movement activities for children with ADHD and behavioral issues need to:a. have clear rules and expectations.b. involve only structured, planned movements. c. be long enough to achieve success.d. all of the above.

Q: In planning movement activities for children with developmental delays, you should:a. include exercise videos or tapes that are motivating for the children.b. plan to have a role model engage in the activity for the children to watch. c. make sure the activities are not too challenging for the children.d. include exercise videos or tapes that are motivating for the children and plan to have a role model engage in the activity for the children to watch.

Q: During gross movement experiences for a child with special needs, it is important to:a. do as much as possible for the child to increase his or her enjoyment. b. not do too much for the child.c. involve the physical therapist in planning activities. d. all of the above.

Q: For children with special needs, movement activities can:a. be possible with an adult's help.b. be possible with the help of a physical therapist. c. be challenging.d. allow them to participate at their own level of ability.

Q: Movement for children with disabilities is easy. a. Trueb. False

Q: Aerobic exercise is important for getting a head start during childhood. a. Trueb. False

Q: By the 3rd and 4th grades, children are able to begin skill games with complex rules. a. Trueb. False

Q: Children in the 5th grade enjoy being with the opposite sex in movement activities. a. Trueb. False

Q: The teacher needs to keep in mind the characteristics and the developmental levels of all students in the group when planning creative movement activities.a. Trueb. False