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  1. 2 Most Common Ways to Teach a New Song
    • Immersion - start and let kids join in
    • Echo-Singing - sing entire song first, break into phrases for kids to echo
  2. Music
    sounds of predominantly definite pitch with artistic intent; sounds intentionally organized in time and space
  3. Rhythm
    combinations of long and short sound and silences performed with a steady beat
  4. Beat
    a steady pulse
  5. Tempo
    the speed of the beats
  6. Meter
    organization of the beats into sets . . . 2s, 3s, 4s, etc.
  7. Pitch
    high/low sounds
  8. Melody
    a sequence of pitches or tones perceived by he mind as a unit; the tune of the song
  9. Harmony
    two or more pitches played or sung simultaneously
  10. Octave
    eight pitches, from one to the next of the same name. i.e. C to C
  11. Solfege
    an octave of sequential pitches with "nicknames"and hand signs (do, re, mi, fa, so, la, ti, do)
  12. Dynamics
    volume levels; quiet/loud sounds
  13. Form
    the pattern or structure of a musical piece
  14. Sequence
    putting things in a specific order
  15. Ostinato
    a repeated pattern used to accompany a song
  16. Tone color or Timbre
    the unique sound of an instrument or a voice
  17. Why should we integrate art?
    • Art is a basic communication vehicle
    • Art engages emotions and motivates
    • Art develops aesthetic understanding
    • Art promotes attention to details
    • Art develops higher order thinking
    • Art gives confidence to be unique
    • Art promotes respect for diversity
    • Art develops concentration, responsibility & self-discipline
    • Art is a natural partner with other curricular areas
    • Art is a way to assess
  18. 10 AI Building Blocks
    • 1. Arts Integration Philosophy
    • 2. Arts Literacy
    • 3. Collaborative Planning
    • 4. Aesthetic Learning Environment
    • 5. Literature as a Core Art
    • 6. Best Teaching Practices
    • 7. Instructional Design
    • 8. Differentiation
    • 9. Assessment for Learning
    • 10. Arts Partnerships
  19. WAIT: Teaching With
    Teachers experiment by using arts casually for enjoyment and give students chances to work creatively.
  20. WAIT: Teaching About and In
    When teaching about and in the arts, there is a conscious effort to develop aesthetic thinking. Students are engaged in exploration, creation, response, performance, reflection and evaluation.
  21. WAIT: Teaching Through
    The emphasis in teaching through the arts is creating meaning using the arts.
  22. Elements and Principle of Design
    • Balance - sense of being comfortable, symmetrical and asymmetrical balance
    • Movement - focal point
    • Rhythm - repetitions, patterns
    • Contrast - Contrast shows differences between the elements of art, which are: line, color, shape, value, space and texture
    • Emphasis - given to a center of interest, which might be the largest, brightest or lightest subject
    • Pattern - created through a repetitions use of the same element to create an overall design
    • Unity - the harmony of all the visual elements in a composition
  23. Crucial question to ask when using a two-prong lesson
    What do I want the student to learn about the subjects being integrated?
  24. Inside-Out Learning
    Six key factors behind internal motivation are 1) understanding, 2) interest, 3) choice, 4) meaning and purpose, 5) goals and expectations, and 6) the group effect.
  25. Kay's "deadly dozen" and why are they forbidden?
    Stereotypes in artwork. Banning "icons" encourages children to create more thoughtful work. May stunt artistic growth.
  26. Rhoda Kellogg's studies of children's drawing show . . .
    • Children's art develops in stages
    • 1-2 years: Random scribbling
    • 2-7 years: Shape making
    • 3-5 years: Symbol making
    • Scribbles turn into shapes which turn into symbols
  27. National Standards for the Arts
    • 1. Understand and apply media, techniques and processes
    • 2. Use knowledge of structure and function
    • 3. Choose and evaluate a range of subject matter, symbols and ideas
    • 4. Understand the visual arts in relation to history and cultures
    • 5. Reflect upon and assess the characteristics and merits of their work and the work of others
    • 6. Make connections between visual arts and other disciplines
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