Exam 4: Introducing Music and Movement

Gardner's Multiple Intelligences are important in music and movement. Which intelligence is most related to these big ideas?

According to the National Standards for Music Education mission statement, it is most important to:

According to the textbook, children will be more likely to enter into a music and movement activity when they feel:

In exploring locomotor movement, children learn to organize the available space in relation to themselves and in relationship to objects and other individuals.

Gardner proposes that instead of having one all-encompassing intelligence, human beings have at least eight, maybe nine, separate and distinct intelligences. a. Select a grade level from the following: Pre-kindergarten through grade three. Grade four through six. b. Describe an instructional strategy or explain a theoretical approach that teachers can implement to support: Musical intelligence. Logical-Mathematical Intelligence. Bodily-Kinesthetic Intelligence. Spatial Intelligence.

The second category on the continuum of affective development is:

According to chapter 4, when providing an integrated learning environment, which of the following content areas compliment each other?

"Teddy Bear, Teddy Bear, Turn Around", "Let's Go on a Bear Hunt", and "Where is Thumbkin?" are all examples of:

Which instrument is described below? This is a valuable instrument if you consider yourself to be a nonmusical teacher. You can play this stringed instrument by holding it in your lap. You do not need special training to play.

When exploring space, time, and force, it is not important to:

All of the following are identified by Dimondstein as the basic movement experiences for exploring creative dance except:

Gardner's Theory of Multiple Intelligence includes bodily kinesthetic intelligence. What would a person with a lot of bodily kinesthetic intelligence do for a profession?