WGU C105 Study Guide Questions with
correct answers
Which |characteristics |of |artful |teachers |contribute |to |student |curiosity |and |motivation |in |relation |to |
arts |education? |- |ANSWER-Passion, |openness, |and |confidence
What |actions |are |part |of |the |Responses |and |Solutions |phase |of |the |creative |problem |solving |process?
|- |ANSWER-Reflect |and |evaluate, |revise, |and |publish
A |third-grade |teacher |would |like |to |plan |a |lesson |about |folk |tales |and |story |telling. |The |teacher |wants
|to |enhance |creative |thought |and |expression |in |the |class |which |includes |several |English |Language |
Learners |(ELL).
How |can |the |teacher |meet |both |of |these |goals? |- |ANSWER-Incorporate |student |storytelling |related |to
|their |backgrounds |as |a |means |of |including |drama, |dance, |art, |and |music |responses
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
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 |where |criteria
|are |based |on |a |rating |scale
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?
Choose |3 |answers |- |ANSWER-Portfolio |review
Peer |feedback
correct answers
Which |characteristics |of |artful |teachers |contribute |to |student |curiosity |and |motivation |in |relation |to |
arts |education? |- |ANSWER-Passion, |openness, |and |confidence
What |actions |are |part |of |the |Responses |and |Solutions |phase |of |the |creative |problem |solving |process?
|- |ANSWER-Reflect |and |evaluate, |revise, |and |publish
A |third-grade |teacher |would |like |to |plan |a |lesson |about |folk |tales |and |story |telling. |The |teacher |wants
|to |enhance |creative |thought |and |expression |in |the |class |which |includes |several |English |Language |
Learners |(ELL).
How |can |the |teacher |meet |both |of |these |goals? |- |ANSWER-Incorporate |student |storytelling |related |to
|their |backgrounds |as |a |means |of |including |drama, |dance, |art, |and |music |responses
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
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 |where |criteria
|are |based |on |a |rating |scale
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?
Choose |3 |answers |- |ANSWER-Portfolio |review
Peer |feedback
