WGU C105 EXAM QUESTIONS WITH
CORRECT ANSWERS
Drawing |stages |of |development |naturally |grows |in |a |child |as |a |form |of |visual |communication.
The |earliest |stages |of |drawing |include |what |2 |stages? |- |ANSWER-d) |Scribble |and |Pre-Schematic |or |
Shape-Making |Stage
A |Kindergarten |teacher |decides |to |integrate |more |music |into |her |daily |instruction. |In
consideration |of |the |students' |development |level, |the |teacher |should |consider |that |primary |age
groups |of |children |are |able |to |- |ANSWER-b) |See |one |point |of |view, |or |one |aspect |at |a |time.
A |natural |development |of |drawing |corresponds |with |cognitive, |physical |and |socio-emotional
growth |outlined |by |theorists |such |as |Piaget, |Maslow |and |Gardner. |At |what |age |does |artistic
development |peak |and |will |generally |remain |unless |further |arts |education |is |included |in |the
school |curriculum? |- |ANSWER-d) |Pre-Adolescent |Age |11-12
The |most |age-appropriate |lessons |and |approaches |for |integrating |dance, |drama, |and |music
into |a |Preschool |classroom |includes: |- |ANSWER-Creative |movement, |exploration |and |improvised |
lyrics, |rhymes, |and |rhythms.
A |fifth |grade |teacher |would |like |to |strengthen |students' |understanding |of |creating |perspective
in |drawings |while |building |upon |the |Visual |Art |standard: |understanding |and |applying |media,
techniques, |and |processes. |She/he |understands |that |at |this |age |students |begin |to |see |and
understand |the |application |of |multiple |perspectives |in |drawings |and |paintings. |What |lesson
would |best |accomplish |her |goals? |- |ANSWER-Apply |the |approach |of |Henri |Rousseau's |jungle |scenes |
by |using |a |foreground,
middleground, |and |background |in |a |drawing |of |a |jungle |scene |of |their |own.
Which |characteristics |of |artful |teachers |contribute |to |student |curiosity |and |motivation |in |relation |to |
arts |education? |- |ANSWER-Passion, |openness, |and |confidence
,A |teacher |promotes |taking |breaks |in |instruction |where |students |jump |up |and |down, |shake |their |
limbs, |and |mimic |animal |voices. |
|
How |does |this |play |contribute |to |children's |development? |- |ANSWER-It |alleviates |stress.
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.
A |kindergarten |teacher |wants |to |prepare |students |for |first |grade |cognitively |and |socially |while |making
|each |day |fun. |
How |could |the |teacher |support |this |goal? |- |ANSWER-By |having |students |make |up |rhyming |games |
together |using |the |names |of |letters, |numbers, |or |colors
How |can |teachers |recognize |expressions |of |creativity |in |children? |- |ANSWER-Look |for |children |who |
can |act |out |a |story
Which |are |two |effective |activities |for |encouraging |the |development |of |creativity |in |children? |- |
ANSWER--Have |students |theorize |what |an |unfamiliar |object |could |be |used |for |
-Ask |students |to |imagine |a |journey, |such |as |a |journey |through |a |tree
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
What |is |an |appropriate |response |to |students' |artistic |expressions? |- |ANSWER-Ask |the |students |to |
explain |what |they |have |created
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
A |teacher |wants |to |encourage |creativity |and |divergent |thought |while |also |covering |required |content |
about |Colonial |America. |
Which |would |be |an |appropriate |strategy? |- |ANSWER-Have |students |brainstorm |a |list |of |important |
people |in |Colonial |America, |conduct |research |on |them, |and |then |plan |a |classroom |party |where |the |
students |dress |up |as |and |play |the |role |of |their |historical |person
CORRECT ANSWERS
Drawing |stages |of |development |naturally |grows |in |a |child |as |a |form |of |visual |communication.
The |earliest |stages |of |drawing |include |what |2 |stages? |- |ANSWER-d) |Scribble |and |Pre-Schematic |or |
Shape-Making |Stage
A |Kindergarten |teacher |decides |to |integrate |more |music |into |her |daily |instruction. |In
consideration |of |the |students' |development |level, |the |teacher |should |consider |that |primary |age
groups |of |children |are |able |to |- |ANSWER-b) |See |one |point |of |view, |or |one |aspect |at |a |time.
A |natural |development |of |drawing |corresponds |with |cognitive, |physical |and |socio-emotional
growth |outlined |by |theorists |such |as |Piaget, |Maslow |and |Gardner. |At |what |age |does |artistic
development |peak |and |will |generally |remain |unless |further |arts |education |is |included |in |the
school |curriculum? |- |ANSWER-d) |Pre-Adolescent |Age |11-12
The |most |age-appropriate |lessons |and |approaches |for |integrating |dance, |drama, |and |music
into |a |Preschool |classroom |includes: |- |ANSWER-Creative |movement, |exploration |and |improvised |
lyrics, |rhymes, |and |rhythms.
A |fifth |grade |teacher |would |like |to |strengthen |students' |understanding |of |creating |perspective
in |drawings |while |building |upon |the |Visual |Art |standard: |understanding |and |applying |media,
techniques, |and |processes. |She/he |understands |that |at |this |age |students |begin |to |see |and
understand |the |application |of |multiple |perspectives |in |drawings |and |paintings. |What |lesson
would |best |accomplish |her |goals? |- |ANSWER-Apply |the |approach |of |Henri |Rousseau's |jungle |scenes |
by |using |a |foreground,
middleground, |and |background |in |a |drawing |of |a |jungle |scene |of |their |own.
Which |characteristics |of |artful |teachers |contribute |to |student |curiosity |and |motivation |in |relation |to |
arts |education? |- |ANSWER-Passion, |openness, |and |confidence
,A |teacher |promotes |taking |breaks |in |instruction |where |students |jump |up |and |down, |shake |their |
limbs, |and |mimic |animal |voices. |
|
How |does |this |play |contribute |to |children's |development? |- |ANSWER-It |alleviates |stress.
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.
A |kindergarten |teacher |wants |to |prepare |students |for |first |grade |cognitively |and |socially |while |making
|each |day |fun. |
How |could |the |teacher |support |this |goal? |- |ANSWER-By |having |students |make |up |rhyming |games |
together |using |the |names |of |letters, |numbers, |or |colors
How |can |teachers |recognize |expressions |of |creativity |in |children? |- |ANSWER-Look |for |children |who |
can |act |out |a |story
Which |are |two |effective |activities |for |encouraging |the |development |of |creativity |in |children? |- |
ANSWER--Have |students |theorize |what |an |unfamiliar |object |could |be |used |for |
-Ask |students |to |imagine |a |journey, |such |as |a |journey |through |a |tree
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
What |is |an |appropriate |response |to |students' |artistic |expressions? |- |ANSWER-Ask |the |students |to |
explain |what |they |have |created
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
A |teacher |wants |to |encourage |creativity |and |divergent |thought |while |also |covering |required |content |
about |Colonial |America. |
Which |would |be |an |appropriate |strategy? |- |ANSWER-Have |students |brainstorm |a |list |of |important |
people |in |Colonial |America, |conduct |research |on |them, |and |then |plan |a |classroom |party |where |the |
students |dress |up |as |and |play |the |role |of |their |historical |person
