C105 Elementary Visual and Performing Arts Methods Questions with correct Answers

C105 Elementary Visual and Performing Arts Methods Questions with correct Answers "CPS" creative problem solving What is Creative problem solving (CPS) the process used to construct meaning and is at the core of the arts. CPS is used to seek connections and synthesize diverse solutions Critical thinking is a part of CPS. It is a focus of the arts where quality is highly valued. In particular, critique is used to analyze details and patterns, compile evidence, and apply criteria to make judgments skills achieved through arts • Higher order thinking such as analysis, synthesis, evaluation, including critical judgment • Imagination and creativity focused deliberately on content and quality end products • Prudent risk taking and experimentation • Teamwork that relies on collaborative problem solving • Technological competencies • Flexible thinking and an appreciation for diversity • Self-discipline, persistence, and taking initiative integrate reading to visual arts *Artwork is "read" in a way similar to reading word-based print text. *The reader/viewer must first perceive the work as a whole and then relate subordinate parts to discover relationships and connections, along with important emphases. *Making sense of any painting, sculpture, or artwork requires coordinated use of higher order thinking skills (CPS), in the same way CPS is used to understand traditional texts integrate reading to drama/theater arts Comprehension of dramatic texts closely parallels thinking to understand any written work and performance is largely about interpretation of words using CPS. Actors usually do a first read to derive big ideas in a script, which entails visualizing the setting. They also zero in other literary elements to create meaning, especially the conflict or problem, which sets the plot in motion (rising and falling action, crisis, and climax). Actors read to analyze their characters' motives and relationships to other characters and the plot integrate reading to dance Viewing a dance involves nearly the same comprehension strategies to those used in reading traditional texts, that is, coordinated CPS thinking. Dance compositions are created about the same themes and big ideas that are at the core of the literary arts, again using CPS integrate reading to music Reading a piece of music is virtually identical to reading print text and includes decoding symbols for the purpose of making sense. Reading music notation requires reading ahead, determining phrases and the overall structure, locating accents, interpreting symbols and verbal indicators, and discriminating between the main and subordinate ideas. Listening to music requires thinking, albeit aesthetic-oriented thinking to comprehend or understand integrate writing to visual arts The composition process used to create a piece of art is virtually the same as that for creating written compositions (e.g., preparing, data gathering, visualizing, experimenting, revising). integrate writing to drama/theater arts The process used to write scripts and plays involves the same thinking skills as creating any other form of writing. The difference is the writing form (e.g., script). The process includes prewriting, drafting, revising, editing, and publishing, which parallels CPS integrate writing to dance Choreography uses the same thinking and processes as writing, such as brainstorming, improvisation, selecting and organizing, revision, rehearsal, evaluation, and publishing/performance integrate writing to music Writing music phrases, sections, and compositions using notation symbols involves many of the same processes used in English language arts integrate math to visual arts The geometric shapes, proportions, and relationships used in visual arts are used in mathematics. During the process of creating a painting or sculpture, spatial relationships are explored including proportion, shapes, patterns, measurement, estimation of space and distance, making plane and solid figures, and description and creation of three-dimensional objects using different perspectives integrate math to drama/theater arts Mathematics principles used to stage and to design and construct scenery are the same as those used in geometry, algebra, and physics. For example, to design and construct a simple flat, one would need to measure and use measurement tools, add, subtract, multiply, divide, create angles, use geometric principles and geometry tools, write down numbers to communicate, use proportion, and use mathematical problem-solving skills integrate math to dance In the creation and execution of dance, a variety of math concepts are used including sequencing, symmetrical and asymmetrical shapes, geometric forms and designs, relationships between metered time and fractions, organizing skills, patterns (rhythm, movement, and body shape), and measurement (e.g., movements and space). integrate math to music Composing and performing music involves thinking about mathematical concepts such as proportion (e.g., fractions) and skills such as counting. Like, unlike, and empty sets in mathematics are the same as music measures with similar or dissimilar rhythm or melody patterns or measures with no notes in them. Greater than, less than, or equal to correlates with comparing music intervals, dynamics, and rhythm values (e.g., fractions: rhythm and meter). Proportions in mathematics equate to relationships between music intervals and rhythm values. Reciprocals in mathematics relate directly to inversions of music intervals (perfect fourth to perfect fifth, major third to minor sixth, etc.). how arts affect students increased motivation, problem-solving skills, creative capacities, plus broader multicultural understanding—which account for higher test scores Communication Literacy includes language and arts-based communication used to understand, respond to, and express thoughts and feelings. In particular, the arts are unparalleled symbolic languages that exist because all thoughts cannot be captured with words. Arts communication is integral to the cognitive, social, and personal effects of the arts Content of the arts The arts are not just a process. A vast worldwide arts treasury stands ready to change hearts and minds. Comprehension is understanding. Across disciplines comprehension is the result of actively finding and creating big ideas using problem-solving processes including data gathering, imaging, taking divergent perspectives, and synthesizing original connections. The arts also provide diverse texts from which comprehension can be derived Composition the process of expressing meaning. The arts contribute special principles, techniques, and materials to the composition process. The arts offer a range of composition forms as options to express thoughts and feelings Culture The arts uniquely record ways people have lived throughout history. They also provide rich contexts for growth, including positive classroom climates Cooperation/collaboration The arts involve students in group problem solving (e.g., ensembles, choirs, troupes, skits) Community The arts create a sense of belonging based on respect for the distinctive contributions of each person Compassion The arts build empathy by providing experiences that create new perspectives Commitment/interest The arts develop intrinsic motivation because they are inherently engaging. Persistence, based on curiosity and choice, gives satisfaction, and people feel the rewards of commitment. Concentration The arts capture attention and develop concentration because they are emotionally compelling Confidence The arts develop the courage to take risks and develop pride in one's unique contributions to solving problems. Competence/control. The arts develop skills to work with tools and materials and develop control over mind, voice, and body. They build special strategies to plan, think, work, and produce. Artists feel free to break rules after they have mastered them "AI" Arts Integration Art Integration Ladder teaching with, about, in, and through the arts to conceptualize levels or degrees of meaningful integration AI Level 1- with experiment with a few arts strategies in an arts area of most comfort and interest Daily arts routines like Art Print Discussions or Poem a Day set up arts-based centers and stations for independent follow-up work by students AI Level 2- about & in plan lessons that include teaching about arts content and skills that naturally connect to established units, often related to science and social studies. Songs, dances, music, and art from historical periods and different cultures are frequently the first kinds of arts content classroom teachers use AI Level 3- through involves creating an aesthetic school and classroom environment in which substantial content units are taught using the arts as both learning tools and unit centers art integration- academic achivement arts involved students score higher than other students greater arts involvement yields higher test scores academic achievement builds over time arts experiences especially benefit "undereducated" students art integration- cognitive effects Arts experiences engage and strengthen higher order thinking. Critical thinking is developed through the arts. Creativity as a "capacity for learning" is expanded Spatial reasoning, organization, planning, self-direction, and self-assessment improve