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63. What is art for an infant or toddler? What special considerations do you need to make and what type of art
experiences do they need?
64. With early primary-grade children, what knowledge and understanding is necessary for a teacher to have in order to
support their approach to art?
65. What is wrong with providing models or using coloring books with young children?
66. List five ways young children can create sounds by experimenting with their voices and tongues.
67. List four types of listening activities to make music part of the children’s daily environment.
68. List five ordinary materials readily available at home and indicate what musical instrument(s) each might become.
69. Songs for young children are plentiful and should be sung every day. However, singing offers other learning
opportunities as well. Name, or better yet, sing three different children’s songs and identify some of the skills and
types of knowledge that could be enhanced in young children.
70. Define what non-locomotor movement is and identify three examples.
71. Define manipulative movement and identify three movements in this category.
72. Why is the introduction of classical musical important for brain development? When and how should it be introduced
in a classroom?
73. Why should dance be included in a music and movement curriculum?
74. List five ways young children can create sounds by experimenting with their voices and tongues.
75. Define and give four examples of locomotor movement.
76. List four types of musical instruments and give two examples of each.
77. Describe the five types of development that children experience while involved in an art activity and give an example
of each type of development.
78. What should teachers consider when establishing an art environment?
