Music 261 Final Exam

Quizzes 1-14

Thematic lessons focusing on integrating subject matter are more effective when topical rather than process oriented.

False

The most difficult of the integrated curricula to create is:

Immersion

Integration requires the same level of knowledge and skills as those needed for planing single discipline lesson plans:

False

The simplest and lowest level of integration is:

Connection

Potpourri, in lesson integration, refers to:

Losing focus and substance by random inclusion in lesson design

The most common structure of informal assessment and evaluation is:

Assessment by observation

Sequential lessons mean that activities should be:

Constructed to move from simple to more complex concepts

According to the text, the assessment and evaluation of students at the close of a lesson plan are:

Formal and informal

Objectives make lesson goals operation by stating specifically how a learner will demonstrate an understanding of the concept through observable behavior(s):

True

Educators develop the curriculum for their own classroom and the personal method or methods to achieve the goals.

True

“How many students have been to the circus?” is an example of:

A meaningful introductory statement

Duration is:

The length of time a sound lasts

A linear succession of pitches refers to:

Melody

Simultaneously occurring pitches refers to:

Harmony

Musical structure refers to:

Form

Which musical element refers to tone color?

Timbre

Form is found in all art forms

True

Which element of music contains pulse?

Rhythm

In which element of music do the pitches move up, down, or stay the same?

Melody

The notes below move:

Down

The notes below move:

Up

The note below represents the following pitch:

F sharp

These notes below move:

Same

This symbol below is referred to as:

Flat

This note should be held:

Two beats

This symbol is referred to as:

Quarter rest

In stick notation, this symbol represents:

Eighth note

This note should be held:

One beat

The Alphabetic notation for Sol is:

G

A brief rhythmic and/or melodic figure or pattern that recurs throughout a composition as a unifying element is:

A motive

A form consisting of an original theme followed by a contrasting section, then the statement again, and a different contrasting section, and ending with the original theme is:

Rondo form

Tactile or concrete items used to help make abstract concepts tangible for students are referred to as:

Manipulatives

Students can be made aware of musical rhythm by:

Engaging language as a tool for learning duration and accent

The basic concepts of expression are:

Dynamics, articulation, and tempo

Which of the following is NOT an articulation directive?

Adagio

Two terms that suggest a manner or style of performance but do not affect a change in tempo are:

Cantabile and con fuoco

The melodic feature of same or different must be established first for students to illustrate the melodic contour of a piece of music.

True

The basic concepts of musical form are:

Contrast and repetition

The musician’s guide for an expressive performance is/are:

Musical notation

More than one melodic line performed at the same time is:

Polyphony

Songs with repeated music but different words are labeled as:

Strophic songs

Most children acquire a sense of beat:

Only as a result of repeated experiences

Which of the following is NOT a dynamic marking?

Giocoso

________ can be developed into ____________

Percepts - concepts

A melodic line performed with accompaniment is:

Homophony

Patsching is:

A form of body percussion

The type of dance activity that requires the highest degree of student skill and ability is:

Formal dance activities

An activity that pertains to bodily movement is:

Kinesthetic

Non-locomotor movement refers to:

Movement activities in which the student is stationary

Another term for action song is:

Play party games

Multi-sensory teaching means the teacher is:

All of these options - Using play party games to guide movement activities, using icons to introduce accent groupings, and using patsch to keep the beat

The following are elements that can be applied to elements in visual arts and music:

Contour, pattern, color

Iconography can be used to help make abstract concepts more concrete in visual arts and music.

True

The following images correspond or are representational of:

Contour

The relationship between music and visual arts is primarily visual.

False

Visual art and music stimulate exploration and provide ways that allow for self-directed experimentation.

True

Form is similar in both visual art and music in which of the following ways?

When sections are tied together or unified by an idea (a melody, a theme, a motive).

Onomatopoeic words can:

Suggest sounds that become music

Music compositions that are based on stories are referred to as:

Programmatic music

Chanting a rhythmic ostinato will help the student:

Develop an inner sense of rhythm

Musical beat or pulse is best represented through the following language arts form:

Poetry

Pulse in poetry and song is best reinforced by physical actions such as clapping or patsch.

True

Creativity is a direct means of student knowledge through skilled technical development of the musical elements.

False

The natural connection between the study of mathematics and music is:

Musical rhythm and musical notation

Music can be combined with the study of science through:

The construction of musical instruments

An important element to be considered when including multicultural music in instruction is the context of the music in the culture from which it comes.

True

If multicultural music is introduced into the elementary classroom the teacher should:

Concentrate on only one culture

An effective teaching strategy for integrating multicultural music in social studies lessons is to include students whose culture is represented in the classroom and/or community.

True

Modeling by the teacher is an important element in teaching multicultural music. Modeling techniques could include:

Listening to recordings and performances by multi-ethnic artists

Recordings are one of the most authentic means of enabling students to hear or see the performed music.

True

Which of the following is NOT appropriate when teaching a song using an accompaniment?

Having the entire class play accompaniment while they sing.

Which of the following is NOT an element to consider when selecting vocal literature for elementary grades?

Key Signature

The downbeat is:

The first accented beat of a song.

When teaching a song by rote, the teacher should:

Divide the song into short phrases and teach the song using an echo approach

When giving verbal cue, the teacher should:

Combine it with a visual cue

An anacrusis is:

The unaccented sounds preceding the first beat

When a song moves by skips and leaps, the melody is said to be:

Disjunct

After a slight pause following the giving of the starting pitch, the teacher should talk a gentle breath and:

Lift her head

Teaching by rote is also known as:

Lining out and echo teaching

A suitable activity for closure after singing a song would be to:

Review what was learned in the lesson and sing the song in its entirety

The term “chunking” refers to:

Dividing a song into phrases

The most appropriate range for a vocal selection for a kindergarten class would have the range from:

D above Middle C to A above middle C

Vocal warm-ups help young students to:

Relax and sing at different dynamic levels and learn to control the voice

The solfège hand sign system is an efficient method for:

Teaching inner hearing, teaching melodic direction, and teaching intervals

Animation means that the teacher is:

Changing his facial expressions

During the listening activity, the teacher is an active participant in the lesson by:

Maintaining frequent eye contact with the students and using facial expressions and body language that indicate enthusiasm

Limiting the students’ sensory input helps them to focus on their listening skills.

True

For a listening activity, the first time the students hear the selection:

The teacher should give specific guidelines for listening before the activity begins

If a listening activity has a second hearing, the activity for the second hearing should be identical to the activity for the first hearing.

False

Which of the following should be considered when planning a listening activity?

Integration of the activity into the students’ lives and experiences, teacher participation in the activity, and age-and-grade-appropriate selection

Stretching, bending, swaying, clapping, swinging, or bouncing are examples of:

Non-locomotor movements

Snapping, clapping, or swaying can be categorized as:

Abstract movements

Which of the following is NOT a best practice in teaching movement activities?

Use music that is the most familiar to students

In developing the body awareness that allows them to move freely in space, without inhibition, students should be involved in both locomotor and non-locomotor activities.

True

A student’s first introduction to movement activities should be:

Exploratory movement and musical experiences

Movement assists children to coordinate cognitive development in music.

True

Two types of creative movement are _____ and _________.

Free and dramatic