A teacher can help students use rhythm instruments successfully by providing:

A teacher can help students use rhythm instruments successfully by providing:
 
  a. an understanding of mathematical patterns
  b. a sense of rhythm and timing
  c. experiences with rhythm
  d. all of the above

Question 2

Drums, tambourines, maracas, and triangles are examples of:
 
  a. melodic instruments.
  b. tuned instruments.
  c. percussion instruments.
  d. tonal instruments.

Question 3

Children are usually comfortable singing alone by the time they reach:
 
  a. preschool.
  b. kindergarten.
  c. the primary grades. d. their toddler years.

Question 4

Which of the following describes the progression of children's singing?
 
  a. tagging on, listening, joining in, independent singing
  b. listening, tagging on, joining in, independent singing
  c. listening, tagging on, improvising, independent singing
  d. listening, echoing, tagging on, improvising

Question 5

By listening to a variety of music, children learn that music:
 
  a. can be fast or slow.
  b. has tempo.
  c. can be loud or soft.
  d. all of the above

Question 6

The four components of a comprehensive music and movement program are:
 
  a. listening to music, singing, playing a musical instrument, and moving to music.
  b. listening to music, reading music, singing, and playing a musical instrument.
  c. listening to music, singing, making music with rhythm instruments, and moving to music.
  d. appreciating music, making music, moving to music, and singing to music.

Question 7

Which of the following is not one of the four vital components of a comprehensive music and movement program?
 
  a. learning to read music
  b. listening to music
  c. moving to music
  d. singing