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FTCE K-6 Arts&Health
FTCE SAE Elementary Education Music, Art, Health, PE
| Question | Answer |
|---|---|
| when riding a bike in city traffic, what direction should the biker ride? | the same direction as traffic |
| what domain includes throwing a ball | motor |
| what tool is best for evaluating a student's progress in a studio art class? | portfolio |
| the use of carved and painted wooden masks is most commonly associated with what culture | african |
| tempo | speed of music |
| minor key | sad sound |
| genres | categories of music |
| tone | the musical sound of the voice: it may describe the quality of the musical sound |
| what is the average voice range | Middle C to F |
| style | basic musical languages |
| rhythmic instruments | triangle, tambourine, blocks and sticks |
| melodic instruments | melody bells and simple flutes |
| harmonic instruments | chording instruments like the autoharp |
| music notation | a way of writing music |
| dynamics | the volume or the loudness of the sound or note |
| line (art) | a linear form from pen or brush: the edge created where two shapes meet |
| primary colors | red, yellow and blue |
| secondary colors | green, orange, violet |
| tertiary colors | colors that fall fall between primary and secondary colors |
| compound colors | colors containing a mixture of 3 primary colors |
| complimentary colors | colors opposite each other on the color wheel |
| saturated colors | colors around the outside of the color wheel. |
| prehistoric art | cave paintings |
| medieval art | gothic architecture, ribbed vaulting, pointed roofs, flying buttresses, panel painting: painting (often in oil) on the board |
| renaissance art | early renaissance- religious theme. renaissance classicism- realistic painting |
| brogue art | early brogue- detailed, elaborate painting |
| 18th century art | rococo; opulence, grace, lightness |
| 19th century art | romanticism- idealistic, realism-everyday characters situations etc.., naturalism- realist, in subjects natural setting, impressionism- visible brush strokes emphasis on light colors:layers of oil paints added w/put waiting for the other oil paints to dry |
| 20th century | cubism-total destruction of realist depiction. Photorealism- are resemble photos, graffiti-marking on surfaces |
| Giotto | began to compose his figures into groups and depict expressive human gestures. He laid the cornerstone of the Italian Renaissance |
| franciso de Goya | war paintings (May 3, 1808) |
| complex carbs | veggie’s, fruits, high fiber bread and cereals should comprise at least 1/2 of the diet |
| proteins | should make up 1/5 of the diet. They help build and repair the body |
| diets high in saturated fats cause? | the body to produce too much low-density lipoprotein (LDL) cholesterol |
| HDL | high-density lipoprotein cholesterol |
| triglycerides | fats in the blood that are important to monitor |
| Vitamin A | needed for normal vision, healthy skin resistance to disease, tissue growth and repair |
| Vitamin D | promotes absorption of calcium and phosphorus and the normal growth of health bones, teeth and nails |
| vitamin E | protects cell membranes, improve elasticity in blood vessels |
| Vitamin C | healing and growth, resists infection, increases Iron absorption and bone and tooth formation and repair |
| sodium | maintain normal water balance in and outside cells. regulates blood pressure and balances electrolytes and chemicals |
| potassium | maintains the volumes & balance of the body fluids, prevent muscle weakness & cramping & is important for normal heart rhythm & electrolyte balance in the blood |
| zinc | promotes taste, appetite healthy skin and wound healing |
| calcium | promotes strong biomes, teeth and nails. maintain muscle tone, prevents osteoporosis & muscle cramping around nerve function and heart beat |
| phosphorus | regulates blood chemistry and internal processes, strong bones and teeth |
| magnesium | promotes energy production, normal heart rhythm, ensures nerve and muscle function and prevents muscle cramps |
| where can you find Vitamin A | spinach, carrots, broccoli, dark green or yellow or fruits and veggie’s liver plums |
| where can you find Vitamin D | halibut liver oil, cod liver oil, mackerel, salmon and tuna |
| where can you find Vitamin E | wheat germ oil, sunflower seeds, raw wheat germ, almonds, pecans, peanut oil, cod liver oil |
| where can you find Vitamin C | citrus fruits, cantaloupe, potatoes, strawberries, tomatoes and green veggie’s |
| where can you find sodium | salt, processed foods, bread and baking products |
| where can you find potassium | citrus fruits, leafy green veggie’s, potatoes and tomatoes |
| where can you find zinc | lean meat, liver, milk, fish poultry whole grain cereals and shellfish |
| where can you find calcium | milk, yogurt, dairy products, dark leafy veggie’s |
| where can you find phosphorus | meat, fish, poultry and dairy |
| where can you find magnesium | dried beans, nuts whole grains bananas & left garn veggie’s |
| receptors | send impulses to the central nervous system |
| PE children age 3-4 | ability to hop on one foot and balance, climb stand without support, kick a ball, throw overhand, catch a ball that has bounced, move forward and backward and ride a tricycle |
| PE children ages 4-5 | somersault, swing climb and skip |
| PE children age 6 | bounce a ball, skate, ride a bike, skip with both feet and dress themselves. |
| self efficacy | (Age 4) confidence you have in your ability to cope with lifes challenges a sense of control |
| social language | takes 2 years to aquire |
| academic language | takes 5-7yrs to aquire |
| self concept | its my opinion, your opinion of you, what you think about ourselves |
| external motivators | factors like luck, other people play in influencing outcomes |
| internal motivators | variables within the individual |
| self-respect | believing that you deserve happiness achievement and love |
| visualizations | are images students can create whereby they see themselves what they want to be |
| Maslow’s Hierarchy for human needs | physiological needs, safety needs, affiliation |
| stage 1 Maslow’s Hierarchy for human needs | physiological needs- fundamental to an individual’s sense of well-being and ability to engage in any meaningful activity (hunger, thirst satisfied, place to sleep etc..) |
| Stage 2 Maslow’s Hierarchy for human needs | safety- students must feel safe from harm and danger from home and at school and in the community before they are ready to learn |
| stage 3 Maslow’s Hierarchy for human needs | affiliation-the need for belonging and acceptance by other. children must feel accepted by their families their peers and community. |
| psychomotor domain | physical activities or skills the individual masters |
| affective domain | to feelings and attitudes |
| cognitive domain | to thinking |
| monophony, homophony, and polyphony are examples of | music texture types |
| what is the highest locomotor skill? | skipping |
Created by:
carolynspencer
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