Opportunities for rich dialogue with a child about his/her artwork are created most effectively when teachers use:
a. the complimentary approach. b. the questioning approach.
c. art dialogue.
d. the probing approach.
Question 2Stooping to the child's eye level to discuss his/her artwork:
a. is patronizing.
b. communicates warmth and interest. c. ensures that the child can hear you.
d. establishes congruence between nonverbal and verbal messages.
Question 3Art dialogue is defined as:
a. asking children open-ended questions about their artwork.
b. discussing masterpiece art with children.
c. nonverbal teacher responses to children's artwork.
d. using the art elements to discuss a child's artwork.
Question 4Because of variation among typically developing children, the most logical classroom structure is:
a. grouping according to chronological age. b. multi-age grouping in a single class.
c. vertical grouping in a single class.
d. age-span grouping in a single class.
Question 5As art specialists, early childhood teachers do
not really need to:
a. be artists.
b. know about art and artists.
c. know about the artistic elements.
d. know about developmentally appropriate art activities.
Question 6Which of the following is the likely outcome of an adult doing art for a child?
a. The child will learn new art skills and techniques.
b. The child will be more likely to try the technique independently.
c. The child will try to copy the adult and become frustrated and discouraged. d. The child will withdraw from the art center or activity.
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