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1. Musicalexperiencesareanunusualoccurrenceinayoungchild’slife.
a. True
b. False
2. It is important to choose songs that have a natural appeal for young children.
a. True
b. False
3. The quality of the music young children experience is not as important as the quantity.
a. True
b. False
4. The key to variety in music lesson planning is to plan only for the music part of your program.
a. True
b. False
5. Rhythmispresentfromtheearliestmomentsinachild’slife.
a. True
b. False
6. Using rhythm instruments, children learn to listen for a pattern of sounds in music.
a. True
b. False
7. Teachers must teach children to make up original chants and songs.
a. True
b. False
8. Two keys to success in all musical endeavors are planning and executing.
a. True
b. False
9. In musical activities, the process is more important than the product.
a. True
b. False
10. Infants and toddlers are able to enjoy musical activities in the early childhood program.
a. True
b. False
11. The whole-song method is the most effective method of teaching young children new songs.
a. True
b. False
12. In the phrase-wise method of teaching a song, the teacher sings one phrase and asks children to repeat.
a. True
b. False
13. Visual aids do not help add to the pleasure of singing and song activities.
a. True
b. False
14. Encourage only in-tune attempts at singing.
a. True
b. False
15. Research findings report no connection with music training and better verbal memory.
a. True
b. False
16. Start the Music is a program to train children in music beginning in kindergarten.
a. True
b. False
17. According to the National Association for the Education of Young Children (NAEYC), all children have music
potential.
a. True
b. False
18. Young children need performance goals to achieve any musical success.
a. True
b. False
19. Young children can develop critical-thinking skills through musical ideas.
a. True
b. False
20. The Start the Music program recognizes that most children should have music experiences.
a. True
b. False
21. Tone color may be made by plucking, beating, rattling, or blowing various instruments.
a. True
b. False
22. Syncopation refers to an even rhythm with an unsteady beat, as in jazz.
a. True
b. False
23. Music form is related to the rhythmic pulse, like the steady beat of a clock.
a. True
b. False
24. The accent is where the relative loudness of the sound is emphasized.
a. True
b. False
25. Rhythm refers to the movement of sounds through time.
a. True
b. False
26. Harmony is the blending of chords with two or more pitches simultaneously.
a. True
b. False
27. The most common methods of teaching a song are:
a. phrase-wise, whole-song, line-by-line, and from recordings.
b. from recordings, whole-song, phrase-wise, combination of phrase-wise and whole-song.
c. whole-song, phrase-wise, line-by-line, from recordings, and combination of phrase-wise and whole-song.
d. none of the above.
28. Some main goals of the early childhood music program are:
a. exposure to a wide range of music, many opportunities to express feelings and emotions in music, and
experience in playing simple instruments.
b. exposure to selected kinds of music, many opportunities to express feelings and emotions in music, and
experience in keyboarding.
c. many opportunities to express feelings and emotions in music, experience in playing simple instruments, and
composition writing.
d. numerous opportunities to sing a wide variety of songs, experience in playing simple instruments, and
experience in keyboarding.
29. Adults can provide infants and toddlers music experiences:
a. when they are sleeping.
b. that are designed for very young children.
c. throughout the day.
d. outdoors.
30. Youcanmaintaintheyoungchild’snaturalmusicalinterestbychoosingsongsthat:
a. appeal to the teacher.
b. are multicultural.
c. have a natural appeal.
d. are from a developmentally appropriate curriculum text.
31. The key to variety in lesson planning is:
a. a good early music planning book.
b. enough time for music activities.
c. large blocks of time for activities.
d. cross-curricular planning.
32. Ateachercanhelpachild’sdevelopmentofrhythmthrough:
a. focusing on the natural movements of the child.
b. practicing with the child.
c. mini-lessons on movement.
d. none of the above.
33. Using rhythm instruments:
a. is best in upper-elementary grades.
b. helps children learn to listen for a pattern of sounds in music.
c. can help develop hand preference.
d. helps children learn to count.
34. Children in upper-elementary grades can:
a. learn musical notation.
b. enjoy listening experiences from a variety of music types.
c. sing in rounds.
d. all of the above.
35. Introducing multicultural music and dance:
a. is appropriate for toddlers.
b. can be done with children 3 years and older.
c. can be done with children 9 to 11 years of age.
d. is not appropriate until middle school.
36. In music activities, young children should:
a. be expected to meet some type of performance goals.
b. learn the words before singing songs.
c. be expected to sing along with the group.
d. not be expected to meet performance goals.
37. Young children all have:
a. to learn the basics of music.
b. music potential.
c. inborn rhythm.
d. to learn the basics of music and have music potential.
38. Three music elements are:
a. timbre, notation, and spiral rhythm.
b. texture, rhythm and contrapunto.
c. form, syncopation and ostinato.
d. all of the above.
39. A series of musical tones falling into a recognizable pattern is:
a. rhythm.
b. dynamics.
c. harmony.
d. melody.
40. The movement of sounds through time is:
a. dynamics.
b. rhythm.
c. melody.
d. harmony.
41. Layering of instruments and/or voices creates:
a. harmony
b. ostinato
c. melody
d. texture
42. Dynamics refers to:
a. volume or relative loudness or softness of the sound.
b. tone color or unique qualities of sounds.
c. the high or low tones in the sound pattern.
d. the speed; how fast or slow the music is.
43. Beat and accent have to do with:
a. thy rhythmic pulse.
b. the high or low tones in the sound pattern.
c. the volume or relative loudness or softness of the sound.
d. the layering of instruments and/or voices.
44. Spiral teaching of music elements refers to:
a. circling or going back to the beginning concepts.
b. using circular logic to enhance learning.
c. presenting initial facts without concern for details.
d. circling or going back to the beginning concepts and using circular logic to enhance learning.
45. Whenateacherintroduces“marchingmusic”insteadofdupletime,sheis:
a. employing spiral teaching techniques.
b. presenting specific information in a circular form.
c. presenting just the initial basics.
d. employing spiral teaching techniques and presenting just the initial basics.
46. What kinds of music are appropriate in the early childhood program?
47. What are the two keys to success in all musical endeavors?
48. How do infants and toddlers experience music?
49. What would make you decide to teach a song by the phrase-wise method?
50. What kinds of singing should be encouraged?
51. Why is it important to vary the rhythm of the music program?
