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Visual and Performing Arts Methods > Deck1 > Flashcards

Deck1 Flashcards

1
Q

Artistic Perception

A

The way students learn to respond to, process, and analyze sensory information.

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2
Q

Creative Expression

A

students learn to create their own works, using a variety of means to communicate intent and meaning, and apply process and skills in composing, arranging, and performing their works.

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3
Q

Aesthetic Valuing

A

Students analyze, interpret, and critique works in each discipline, including works of their own creation

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4
Q

Historical and Cultural Context

A

students study the time and place of creation of works of art, and understand the historical and cultural impacts on a work.

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5
Q

Connections, Relationships, and Applications

A

Students connect and apply what they learn in each discipline to other arts disciplines and to other subject areas.

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6
Q

Space (Dance)

A

The area covered by movement||Level: the distance from the floor|Directions: Up, down, forward, backward, and so on|Shape: the “design” of the body|Pathways: patterns made by the body as it moves

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7
Q

Time (Dance)

A

Duration: the length of time the movement takes|Tempo: the speed of the dance|Beat: even or uneven

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8
Q

Force (dynamics)

A

refers to the amount of energy the movement takes.

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9
Q

Relationship (Dance)

A

Identifies with whom or what the body is moving

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10
Q

Solo

A

Dancing alone

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11
Q

Duet

A

Two people dancing together

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12
Q

Ensemble

A

A group of dancers

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13
Q

Level

A

How high or low a dancer is in relation to the floor

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14
Q

Directions

A

Up, down, forward, backward and so on

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15
Q

Shape

A

the “design” of the body

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16
Q

Pathway

A

Patterns made by the body as it moves

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17
Q

Musical Instrument

A

Any device used to produce sound

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18
Q

Timbre (Tone Color)

A

Quality of sound that distinguishes one instrument or voice from another.

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19
Q

Dynamics

A

Degrees of loudness or softness in music

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20
Q

Melody

A

Tune created by playing a series of notes or chords

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21
Q

Harmony

A

Sound that results when two or more tones are played at the same time

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22
Q

Rhythm

A

Pattern of beats in music

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23
Q

Meter

A

Rhythmic patterns developed in groups of strong and weak beats

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24
Q

Tempo (Music)

A

Speed at which a piece of music is played

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25
Q

Allegro

A

Fast and lively

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26
Q

Adagio

A

Slow

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27
Q

Moderato

A

Moderate

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28
Q

Grave

A

Very Slow

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29
Q

Musical Notation

A

A system of writing music with certain symbols

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30
Q

Staff

A

5 lines and 4 spaces used for writing music

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31
Q

Treble Staff

A

E,G, B, D, F||”Every Good Boy Does Fine”

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32
Q

Bass Staff

A

Bottom lines represents G||”Good Boys Don’t Fight Anyone”

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33
Q

Grand Staff

A

Combination of the treble staff and the bass staff

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34
Q

Measures

A

Divide the music, vertical lines in the staff

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35
Q

Time Signature (Meter Signature)

A

Determines the number of beats allowed in each measure.

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36
Q

Key Signature

A

Flats or sharps placed at the beginning of the staff that indicate which notes are to be altered throughout the piece.

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37
Q

Wind

A

Air as a vibrating medium to produce sound|Example: Brass and Woodwinds

38
Q

Brass Instruments

A

Tone is produced by vibration of the lips and valves are used to change the pitch|trumpet, French horn, trombone, tuba

39
Q

Woodwinds

A

Produce sound when air is blown against the opening and usually past a thin piece of wood (reed)|Flute, oboe, clarinet, bassoon, saxophones

40
Q

Keyboard

A

Produce sound when keys are pressed|Piano, pipe organ

41
Q

Percussion

A

Sounded by striking, plucking, shaking, or scraping.|drums, bells, tambourines, maracas and cymblas

42
Q

String

A

Produce tone by vibrating strings|guitar, harp, violin, cello

43
Q

Dialogue

A

Words, emotions, relationships, and situations involved

44
Q

Backstory

A

Background story

45
Q

Director

A

Takes their version of the script and guides the cast and crew into making it a reality

46
Q

Scripts

A

Type of storytelling: theme, setting, character development, and a solid plot

47
Q

Design

A

The setting of the play or film

48
Q

Genres

A

Styles of theatre

49
Q

Realism

A

Grounded fact. Real people in real situations

50
Q

Classicism

A

Exemplifies beauty principals rooted in ancient Greek and Roman art. Emphasis on simplicity, formality, and restraint

51
Q

Romanticism

A

Developed as a rebellion against classicism. Emphasized emotion and feeling rather than form and restraint.

52
Q

Modernism

A

Focuses on the contemporary, breaks from the past

53
Q

Expressionism

A

Emphasis is placed on the emotions and reactions of the characters. Symbolic and abstract representation of reality

54
Q

Existentialism

A

Belief that each person is wholly responsible for his or her own feelings, thoughts, and actions. Up to the individual to make sense of the universe.

55
Q

Absurdism

A

Idea that there is no meaning in the universe in relation to humanity, and any attempt by humans to find any sense or logic out of this chaos is absurd.

56
Q

Epic Theatre

A

Follows a familiar story but is presented in loosely connected episodes. |Alienation effect

57
Q

Alienation Effect

A

A technique intend to detach the audiences emotions from the drama.

58
Q

Visual Arts

A

Drawing, painting, sculpture and photography

59
Q

Line

A

A continuous mark going from one point to another

60
Q

Color

A

An element of art that is derived from reflected light

61
Q

Hue

A

The shade of color

62
Q

Value

A

lightness or darkness

63
Q

Intensity

A

dullness or brightness of a color

64
Q

Space (Art)

A

Depth by creating visual perspective. Can be positive, negative or three-dimensional

65
Q

Shape (Art)

A

Circles, rectangles and triangles to enclose areas of specific lengths and widths

66
Q

Form

A

Three dimensions and encloses volume. |Example: Sphere and a cube

67
Q

Texture

A

Created by shading and lines to represent the quality of a surface.

68
Q

Value (Art)

A

Changes in color, either by varying degrees of intensity or of light

69
Q

Balance

A

The way the elements of art are arranged within a piece. Symmetrical, asymmetrical and radial

70
Q

Emphasis

A

Make one or more features of the piece stand out

71
Q

Contrast

A

Method of stressing the difference between particular artistic elements

72
Q

Unity or Harmony

A

Gives a sense of belonging to a piece

73
Q

Rhythm (Art)

A

Repetion of a pattern or repeated elements

74
Q

Movement

A

The viewer’s eye to move from one place to another

75
Q

Proportion

A

The size of images in relation to each other.

76
Q

Variety

A

Combining different artistic elements to create complex and intricate relationships.

77
Q

What might a teacher direct her students to do to during the drafting phase of the Creative Problem Solving process?

A

Question and clarify

78
Q

A teacher has 3 students with Autism. All 3 are hypersensitive. How can this teacher alter the classroom environment to support these students in arts integration?

A

Adjust lighting and play music at lower volume.

79
Q

How can a teacher help students who have varying degrees of hearing impairment?

A

Use audio-visual aids and an amplification system.

80
Q

A 5th grade class is given an assignment to research the contributions of a famous artist, writer, or musician of the Jazz Age & present their finding to the class. How could the teacher design a learning center that encourages students to improvise plays based upon this assignment?

A

Create an open space in the classroom with biographies and props.

81
Q

A 2nd grade teacher has been asked by her grade level peers to create an activity that encourages students to use personal experiences to create art. Which activity would best allow the teacher achieve this?

A

Draw pictures of their families and take turns identifying the during sharing time.

82
Q

In the play about the history of their school, students will prepare a dance sequence. How can the teachers use free dance techniques to help get their students ready for the event?

A

Play the school song while students improvise movements inspired by the melody and lyrics.

83
Q

Which statement is true about the connection of the visual arts to a child’s development?

A

Visual arts increase spatial reasoning (picturing in mind the shape, size, etc. with each other).

84
Q

Which statement is true about the connection of dance to a child’s development?

A

Dance increases rhythm and balance.

85
Q

According to Jean Piaget, at which developmental stage would children first be able to participate in dramatic play with hand puppets using their imagination and ability to pretend?

A

Preoperational

86
Q

A 5th grade teacher wants to design a learning activity that relates dance to social studies. What is the best method for realizing her goal?

A

Have students research dances from different cultures, then choose one to discuss and perform for their peers.

87
Q

A teacher designs a lesson for his 4th graders in which students draw & illustrate new vocabulary words in ways that convey their meaning. This is an example of an integration between visual arts & which content area?

A

Language arts

88
Q

A teacher designs a lesson in which students draw & illustrate numbers in ways that convey their quantity. This is and example of an integration between visual arts & which content area?

A

Mathematics

89
Q

A teacher has designed a stimulating learning environment that supports the integration of music into other core curricular areas. Which of the following would you see in this classroom?

A

Inexpensive instruments found at tag sales and listening/recording centers with headphones.

90
Q

A 5th grade teacher wants to prepare her students cognitively & socially for middle school in a way that is both educational & fun. Which of the following is the best learning activity to allow this teacher to achieve this goal?

A

Creating a newspaper about the Civil War and Reconstruction in cooperative groups.

91
Q

Name 3 characteristics of artful teachers.

A

enthusiasm, flexibility, & optimism

Visual and Performing Arts Methods (2 decks)

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