WGU C105 EXAM 2025 QUESTIONS
WITH CORRECT ANSWERS
An |art |teacher |has |redesigned |a |lesson |plan |that |includes |an |assignment |in |which |students |work |in |
groups |to |create |and |present |original |commercials. |She |plans |to |let |the |groups |decide |what |the |
commercials |will |advertise |and |will |encourage |students |to |use |their |own |experiences |to |make |
effective |commercials. |The |students |will |create |their |own |schedules |for |completing |the |assignment |
and |she |has |developed |a |rubric |for |evaluating |the |results. |
How |does |this |lesson |plan |align |to |current |research |findings |in |student |development? |- |ANSWER-
Current |research |shows |that |students |learn |best |when |they |are |given |the |opportunity |to |connect |
new |information |to |existing |understandings.
What |actions |are |part |of |the |Responses |and |Solutions |phase |of |the |creative |problem |solving |process?
|- |ANSWER-Reflect |and |evaluate, |revise, |and |publish
A |teacher |observes |that |the |students |are |happiest |and |most |engaged |when |they |are |given |the |
opportunity |to |engage |in |creative |role |playing, |art |projects, |and |music. |The |teacher |includes |these |
creative |activities |every |few |weeks |as |a |supplement |to |the |lesson |plans. |
How |does |this |teacher's |attitude |affect |the |creativity |of |his |students? |- |ANSWER-The |teacher's |
treatment |of |creative |activities |as |extra, |not |essential, |will |undermine |the |development |of |students' |
creativity
The |Consortium |of |National |Arts |Education |Associations |(CNAEA) |K-4 |standards |call |for |students |to |
accurately |demonstrate |non-locomotor/axial |movements |and |create |a |sequence |with |a |beginning, |
middle, |and |end. |
Which |teaching |strategy |fosters |creative |thought |and |expression |for |students |in |this |age |group |to |
meet |all |elements |of |the |identified |dance |standard? |- |ANSWER-Implement |the |apply-practice-
rehearse |method |to |prepare |students |to |perform |the |difficult |bending |and |swinging |dance |steps |in |
their |upcoming |dance |routine
, Which |steps |should |a |teacher |take |to |formulate |a |creative |learning |opportunity |for |students |who |are |
intrapersonal |learners, |according |to |Gardner's |multiple |intelligences? |- |ANSWER-Assign |students |to |go
|outside |and |create |a |song |inspired |by |what |they |see
How |are |music |and |mathematics |interrelated? |- |ANSWER-The |dynamics |and |intervals |in |music |are |like
|the |mathematical |concepts |of |greater |than |and |less |than.
After |learning |about |sound, |fifth |graders |create |clay |bells |using |hand |building |techniques. |
Which |tool |is |appropriate |to |assess |craftsmanship |of |student |work? |- |ANSWER-A |rubric
An |elementary |art |teacher |would |like |to |create |more |dialogue |and |self-reflection |in |the |classroom. |
Which |three |assessment |tools |could |be |used |to |promote |these |learning |outcomes? |- |ANSWER-Peer |
feedback, |portfolio |review, |exhibition/performance
A |fourth-grade |teacher |is |planning |a |social |studies |unit |on |Louisiana. |The |teacher |wants |students |to |
analyze |the |musical |instruments |typical |of |New |Orleans |jazz. |
Which |activity |would |be |appropriate |to |meet |this |goal? |- |ANSWER-Distribute |picture |cards |of |jazz |
instruments |and |ask |children |to |hold |up |the |card |when |they |hear |that |sound
A |third-grade |teacher |is |planning |activities |designed |to |foster |an |appreciation |of |a |variety |of |music |
styles. |
Which |strategy |would |help |this |teacher |to |meet |this |goal? |- |ANSWER-Have |students |sing |songs |from |
various |time |periods
A |fifth-grade |teacher |is |designing |a |new |unit |that |explores |the |relationships |between |music |and |the |
language |arts. |
WITH CORRECT ANSWERS
An |art |teacher |has |redesigned |a |lesson |plan |that |includes |an |assignment |in |which |students |work |in |
groups |to |create |and |present |original |commercials. |She |plans |to |let |the |groups |decide |what |the |
commercials |will |advertise |and |will |encourage |students |to |use |their |own |experiences |to |make |
effective |commercials. |The |students |will |create |their |own |schedules |for |completing |the |assignment |
and |she |has |developed |a |rubric |for |evaluating |the |results. |
How |does |this |lesson |plan |align |to |current |research |findings |in |student |development? |- |ANSWER-
Current |research |shows |that |students |learn |best |when |they |are |given |the |opportunity |to |connect |
new |information |to |existing |understandings.
What |actions |are |part |of |the |Responses |and |Solutions |phase |of |the |creative |problem |solving |process?
|- |ANSWER-Reflect |and |evaluate, |revise, |and |publish
A |teacher |observes |that |the |students |are |happiest |and |most |engaged |when |they |are |given |the |
opportunity |to |engage |in |creative |role |playing, |art |projects, |and |music. |The |teacher |includes |these |
creative |activities |every |few |weeks |as |a |supplement |to |the |lesson |plans. |
How |does |this |teacher's |attitude |affect |the |creativity |of |his |students? |- |ANSWER-The |teacher's |
treatment |of |creative |activities |as |extra, |not |essential, |will |undermine |the |development |of |students' |
creativity
The |Consortium |of |National |Arts |Education |Associations |(CNAEA) |K-4 |standards |call |for |students |to |
accurately |demonstrate |non-locomotor/axial |movements |and |create |a |sequence |with |a |beginning, |
middle, |and |end. |
Which |teaching |strategy |fosters |creative |thought |and |expression |for |students |in |this |age |group |to |
meet |all |elements |of |the |identified |dance |standard? |- |ANSWER-Implement |the |apply-practice-
rehearse |method |to |prepare |students |to |perform |the |difficult |bending |and |swinging |dance |steps |in |
their |upcoming |dance |routine
, Which |steps |should |a |teacher |take |to |formulate |a |creative |learning |opportunity |for |students |who |are |
intrapersonal |learners, |according |to |Gardner's |multiple |intelligences? |- |ANSWER-Assign |students |to |go
|outside |and |create |a |song |inspired |by |what |they |see
How |are |music |and |mathematics |interrelated? |- |ANSWER-The |dynamics |and |intervals |in |music |are |like
|the |mathematical |concepts |of |greater |than |and |less |than.
After |learning |about |sound, |fifth |graders |create |clay |bells |using |hand |building |techniques. |
Which |tool |is |appropriate |to |assess |craftsmanship |of |student |work? |- |ANSWER-A |rubric
An |elementary |art |teacher |would |like |to |create |more |dialogue |and |self-reflection |in |the |classroom. |
Which |three |assessment |tools |could |be |used |to |promote |these |learning |outcomes? |- |ANSWER-Peer |
feedback, |portfolio |review, |exhibition/performance
A |fourth-grade |teacher |is |planning |a |social |studies |unit |on |Louisiana. |The |teacher |wants |students |to |
analyze |the |musical |instruments |typical |of |New |Orleans |jazz. |
Which |activity |would |be |appropriate |to |meet |this |goal? |- |ANSWER-Distribute |picture |cards |of |jazz |
instruments |and |ask |children |to |hold |up |the |card |when |they |hear |that |sound
A |third-grade |teacher |is |planning |activities |designed |to |foster |an |appreciation |of |a |variety |of |music |
styles. |
Which |strategy |would |help |this |teacher |to |meet |this |goal? |- |ANSWER-Have |students |sing |songs |from |
various |time |periods
A |fifth-grade |teacher |is |designing |a |new |unit |that |explores |the |relationships |between |music |and |the |
language |arts. |
