C105 - Visual and Performing Arts Methods Final Questions with correct Answers

C105 - Visual and Performing Arts Methods Final Questions with correct Answers general to specific gross motor to fine motor, wholes to parts, with increasing attention to detail. Physically, children grow increasingly stronger and more coordinated and have more endurance and balance. uncontrolled to controlled ffrom exploration of media/body, tools, and skills children move to increasing control. known to seen concentration causes children to notice/see more. What they see changes what they know. me to others children become increasingly group/peer oriented, with steady growth in interest in the community and world. single to multiple perspectives with increasing use of evidence to draw conclusions. As children become more logical and more systematic, they gain ability to self-evalutate. Abstract to realistic (for art) as they first draw inages that represent the "known" and show feelings. These evolve into realistic images, which peaks about age 11. Gender awareness children increasingly are aware of boy-girl differences and tend to conform to cultural expectations. Visual intelligence and spatial awareness Which of the following represents the multiple intelligence, as noted by howard gardner, to recognize a student's ability to think, associate content and meaning by using picutes, and do well with images such as maps, charts, and puzzles? see one point of view or one aspect at a time. Which element is developmentally appropriate for the primary age group when creating arts related projects and activites? third and fourth grade A school principal wants to refine the elementary curriculum by having teachers include more lessons on drawing techniques and applications and vocabulary. What grade level should be a part of this new initiative? Draft and connect Which displays the second stage of the cps process? A center with buttons, feathers, popsicle sticks, paints, play dough, and other materials for students to guide exploration. What is an example of a learning environment that encourages and supports creativity? music stimulates the whole brain and motivates students. Why is it important to integrate music into content areas of learning? Increase concentration, focus, and is used to motivate and relax students. Energizers and warm ups are a drama integration strategy that? Students look at a modern art painting and identify the shapes they see, then make a collage using those shapes. What is an example of a lesson that integrates visual arts into a geometry lesson? Scribble and pre-shematic or shape-making Visual communication naturally progresses with child development. The earliest stages of drawing include which two stages? creative movement, exploration, and improvised lyrics, rhymes, and rhythms Identify an age-appropriate lesson and approach for integrating dance, drama, and music into a preschool classroom. pre-adolescent, age 11-12 At what age does artistic development peak and will generally remain unless further arts education is included in the school curriculum? Have students visit an online gallery to find shapes in paintings. Which activity allows a teacher to use technology to integrate the arts into the math curriculum? Students can explore ways to use their bodies to problem solve and express ideas. Which of the following offers a dance and movement activity that provides opportunities for creative exploration? Allow students to respond, analyze, and interpret art in an open-ended manner The goal of an art-based discussion with your students is to? meaningful interactions involving personal experiences build knowledge the constructivist theory of learning aligns well with art integration because? allowing students to write a script and act out a scene from a civil rights demonstration. What is an example of dramatic arts integration with social studies? Pillar I: Philosophy of Arts Integration this is the central column on which theother nine rest. It is the belief system about the goals of education, given changing societal and personal needs. Informed by theories, research, and wisdom that consider child development, learning, and teaching. Pillar II: Arts Literacy Content and skills. Purpose of the arts(why), process of the arts(how), people(who), products or art forms (texts)(What), arts elements, skills, and concepts(what). Pillar III: Collaborative Planning Working collaboratively with arts specialists, seek out overlapping ideas, concepts, and skills. Co-planning with parallel teaching. Co-planning with co-teaching. Grade-level planning with arts consultants. Artist residencies. Pillar IV: Aesthetic Learning Environment Energizing learners with an engaging physical and psychological climate. Aesthetically stimulating places and spaces provoke curiosity, surprise, and a sense of mystery. Uplift kids. Stendhal Effect. Pillar V: Literature as a Core Art Form art based literature. can integrate because there are topics on every subject. Pilar VI: Best Teaching practices 1. What you teach is WHO you are. Enthusiasm and passion. Arts confidence. 2. Inside-out motivation. Artwork aligns with conditions that trigger intrinsic motivation. 3. Engagement and Active Learning. Arts adds engagement. 4. Creative Inquiry. 5. Explicit Teaching. Students want and need to be directly taught creative inquiry processes and arts knowledge and skills. 6. Apply and Practice/ Rehearse. 7. Aesthetic Invitation. 8. Process and product. 9. Management: behavior, time, materials. 10. independence and self-discipline Pillar VII: Differentiation for Student Needs Develop Individual differences by expanding students' creativity. UDL - 1. Prepresentation 2. Actiona nd expression. 3. Engagement. RTI Pillar VIII: Instructional Design: Routines and STructures Effective AI lessons share an organization: Introduction, development, and conclusion (IDC). Pillar IX: Assessment for learning Assessment for learning not just of learning. Frontloading, Fluid criteria, specific doable feedback Pillar X: Arts partnerships form a web of mutual support based on common needs and goals. created among school arts specialists, teaching artists, community art organizations, arts councils, museums, community orchestras, colleges and universities, national arts organizations and alliances, businesses, and governmental organizations.