Q&A Hero

Q: To encourage children's aesthetic senses, try not to have them repeat activities. a. True b. False

Q: The teacher is the judge of what children's work should be displayed in the room. a. True b. False

Q: Doing a familiar activity with old materials can enhance children's aesthetic senses. a. True b. False

Q: The teacher should not give the child guidance in the aesthetic use of materials. a. Trueb. False

Q: It is not important to talk with children about their artwork. a. Trueb. False

Q: Aesthetic use of materials means that what is important is a child's personal involvement in the process, not the finished product. a. Trueb. False

Q: Aesthetic experiences for young children should be chosen according to____________and_________________.

Q: Aesthetics experiences for young children can take such forms as ______________.

Q: Three things a teacher can do to help children develop their aesthetic sensitivity are to provide _______________ , _____________,and______________.

Q: Provide some suggestions on how to enhance the environment to develop children's aesthetic sense by the use of color.

Q: The term aesthetics was invented by _______________.

Q: Shape and form are two terms to describe:a. the geometric shapes in art.b. the contours of enclosed spaces in art. c. the overall proportions of space in art.d. the geometric shapes and the contours of enclosed spaces in art.

Q: The elements of art are:a. line, shape/form, and texture. b. line, axis, and center.c. color, space, and pattern.d. line, shape/form, color, space, pattern, and texture.

Q: Forms may be described as:a. geometric, symmetrical and free-form.b. free-form, asymmetrical, and geometric. c. geometric, free-form, and organic.d. organic, symmetrical and geometric.

Q: The secondary colors are:a. red, green, and blue.b. orange, green, and violet. c. green, blue, and orange. d. orange, red, and violet.

Q: The primary colors are:a. red, blue, and green.b. red, green, and yellow. c. red, yellow, and orange. d. red, blue, and yellow.

Q: In comparison to the Victorian style, the Aesthetics Movement was:a. comparable. b. founded on it.c. directly opposed.d. comparable and founded on it.

Q: According to the proponents of the Aesthetic Movement, a "philistine" lacked:a. high-mindedness.b. scientific knowledge. c. artistic ability.d. culture.

Q: One characteristic of a member of the Aesthetics Movement was:a. high-minded spirituality. b. idealism.c. highly detailed artwork.d. high-minded spirituality and idealism.

Q: An aesthetic sense means: a. "I see." b. "I hear." c. "I enjoy what I see." d. "I enjoy what I see" and "I like what I see."

Q: Teachers who prefer that children see beauty as they do themselves:a. help children learn aesthetics faster.b. encourage children to appreciate another's sense of taste.c. are discouraging a sense of aesthetics in children. d. are encouraging a sense of aesthetics in children.

Q: Young children experience art:a. as easily as adults.b. as a part of the curriculum. c. as a whole.d. as easily as adults, as a part of the curriculum, and as a whole.

Q: The ability to use one's taste or know one's preference can:a. be considered an unnecessary skill in today's technical world.b. improve the quality of learning.c. be impossible to teach young children. d. be taught to children over the age of 8.

Q: All the following are examples of suitable topics of aesthetic discussions for young children EXCEPT:a. color, form, or shape.b. color, form, or shape and design. c. color, form, and worth.d. space, line, form, or shape.

Q: Some ways to set up the environment to encourage aesthetic discussion include:a. placing books about artists in the reading area. b. displaying fine-art prints.c. putting art objects on the science table. d. all of the above.

Q: Children can experience with their senses such artistic elements as:a. cold, hot, sharp, and soft. b. long, short, big, and little.c. line, shape, pattern, and texture.d. cold, hot, sharp, soft, long, short, big, and little, line, shape, pattern, and texture.

Q: An example of thoughtful dialogue on children's art is: a. "It's pretty." b. "I like it." c. "It makes me think of ..." d. all of the above.

Q: When talking with children about art, teachers should use terms such as:a. shape, color, line, and size.b. comparison, lightness, darkness. c. shape, design, contrast.d. shape, color, line, size, comparison, lightness, darkness, shape, design, and contrast.

Q: To develop an aesthetic sense in children, one must help them continuously:a. find beauty and wonder in their world.b. learn about famous artists and their work. c. experience art activities.d. all of the above.

Q: The capacity for aesthetics is characteristic of a. toddlers and older children.b. 3- and 4-year-olds. c. all human beings.d. none of the above.

Q: Aesthetics is an appreciation for: a. art. b. beauty. c. art and beauty. d. none of the above.

Q: The Aesthetics Movement was characterized by material and common placed things. a. Trueb. False

Q: The Aesthetics Movement was begun by the German philosopher Goethe in early 1900s. a. Trueb. False

Q: One of the most famous artists of the Aesthetics Movement was Whistler. a. Trueb. False

Q: The Aesthetics Movement began in early 1900. a. Trueb. False

Q: Even very young children can engage in art appreciation. a. Trueb. False

Q: Research in developmental psychology suggests young children are not as capable of art appreciation as we think they are. a. True b. False

Q: Aesthetic sensibility involves appreciation of famous artworks and the ability to recognize famous paintings. a. Trueb. False

Q: Children in grades 4-5 are mentally able to handle aesthetic discussions about what is art and why they consider something art. a. True b. False

Q: Children need no adult assistance to develop their aesthetic sense. a. Trueb. False

Q: Aesthetic experiences begin when the child is able to move about in his or her environment. a. Trueb. False

Q: Aesthetic experiences involve experiencing joy for its sake as well as for pleasing others. a. Trueb. False

Q: Children over age 8 are able to deal with aesthetic taste and opinions, both of themselves and others. a. Trueb. False

Q: Children can experience beauty and artistic expression in science activities. a. Trueb. False

Q: The capacity for aesthetics is a human characteristic primarily of the early years of life. a. Trueb. False

Q: Multimedia artwork is an example of integrating arts of many forms. a. Trueb. False

Q: Aesthetic experiences emphasize creating unique objects. a. Trueb. False

Q: Art elements that are appropriate to discuss with young children are colors, line, form, space, and design. a. Trueb. False

Q: Children experience a developmental shift around age 5 that allows them to deal with more abstract ideas. a. Trueb. False

Q: Aesthetics involves a sensitivity to the quality of artwork. a. Trueb. False

Q: Aesthetics involves a feeling of wonder as well as the five senses. a. Trueb. False

Q: Aesthetics refers to an appreciation for art. a. Trueb. False

Q: Name four beliefs associated with the philosophy of differentiated instruction in the early childhood curriculum.

Q: Reading, language, and phonics are developed in the _________hemisphere of the brain.

Q: Singing and music skills are developed in the ___________hemisphere of the brain.

Q: Most often, an integrated curriculum is designed around __________________.

Q: The opposite characteristics of a simultaneous hemisphere style of learning are:a. variety of order and emotional response. b. formal study and pre-planning.c. randomness and linearity.d. formal study, pre-planning and randomness and linearity.

Q: The oppositecharacteristics of a successive hemisphere style of learning are:a. analysis and logic.b. part-to-whole and step-by-step. c. random and visual.d. analysis and logic and part-to-whole and step-by-step.

Q: The term simultaneousprocessor applies to:a. holistic learning.b. differentiated learning. c. global learning.d. holistic learning and global learning

Q: The term successiveprocessorapplies to:a. holistic learning.b. differentiated learning. c. random learning.d. analytic learning.

Q: A right-brained style is also termed:a. analytic.b. sequential. c. holistic.d. all of the above.

Q: Ways to help children become motivated for the creative process are:a. to be sure they are rested and physically fit.b. to find out what naturally interests each child. c. to permit children to work with their friends. d. all of the above.

Q: One way to tell that the curriculum is based on differentiated instruction is: a. the presence of state-mandated textbooks. b. a child's choosing what he or she will learn and how. c. a child's setting his or her learning goal. d. a child's setting his or her learning goald and choosing what he or she will learn and how.

Q: Children's creative potential may be drawn out by asking questions that:a. use one sense only.b. come up with the best answer to please the teacher.c. make things better with imagination and divergent-thinking questions. d. all of the above.

Q: To encourage creativity with older children:a. avoid setting up competitive situations for children. b. monitor children's work as much as possible.c. give children choices.d. give children choices and avoid setting up competitive situations for them.

Q: To help transmit positive acceptance to children: a. help children figure out ways of doing things. b. allow the children to go at their own pace.c. let the children stay with what they are making until they feel it's done.d. help children figure out ways of doing things and allow them to go at their own pace.

Q: When using differentiated instruction in the early childhood curriculum:a. the teacher must pace the instruction to fit the needs of individual children. b. differences in life circumstances must be similar for effective instruction. c. children of the same age generally require similar developmental activities. d. all of the above are true.

Q: Differentiated instruction is: a. a philosophy of instruction. b. a new standards-based instruction. c. a way of thinking about teaching and learning. d. a philosophy of instruction and a way of thinking about teaching and learning.

Q: When modifying curriculum to encourage creative thinking, be sure:a. the content and concept are developmentally appropriate for young children. b. the children are truly interested in the content.c. there are materials for the children to explore. d. all of the above.

Q: The role of exploration and play is central to the development of creativity:a. at all ages.b. in the early years.c. in the middle school years. d. in infancy.

Q: The skills best developed in the left hemisphere of the brain are:a. art and drawing.b. color differentiation. c. creative movement.d. handwriting and phonics.

Q: Right-brained children are:a. at a distinct disadvantage in a traditional school. b. the majority of children in schools today.c. called "beta" children.d. at a distinct advantage in a traditional school.

Q: Basic knowledge and skills are:a. not necessary to express creative potential. b. a by-product of creative experiences.c. necessary to developing high-level creative thinking. d. none of the above.

Q: Curriculum should complement:a. the materials and equipment in the room. b. the teacher's style and the children's age.c. creativity and the overall learning environment. d. all of the above.

Q: In an integrated curriculum, children are able to experience learning:a. as the teacher presents it. b. as time permits.c. as a whole.d. as the teacher presents it, as time permits, and as a whole.

Q: The curriculum that encourages creativity the most in young children is:a. an integrated curriculum. b. a multifaceted curriculum. c. a multicultural curriculum. d. an open curriculum.

Q: The opposite characteristics of a successive hemisphere learning style are random and visual.a. Trueb. False

Q: The term simultaneous processorapplies to differentiated learning.a. Trueb. False

Q: The term simultaneous processor applies to holistic learning.a. Trueb. False

Q: The term successive processor applies to differentiated learning.a. True b. False