Praxis Exam Questions 40 Questions And Answers
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According to The School Music Program: A New Vision, what are some appropriate musical achievements for students in grades K-4
-sing ostinatos, partner songs, and rounds
-echo short rhythms and melodic patterns
-sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
-improvise simple rhythmic and melodic ostinato accomp.
-create and arrange music to accompany readings or dramatizations
-read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters
--demonstrate audience behavior appropriate for the context and style of music performed
-identify similarities and differences in the meanings of common terms used in the various arts
-devise criteria for evaluating performances and compostitions
-echo short rhythms and melodic patterns
-sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
-improvise simple rhythmic and melodic ostinato accomp.
-create and arrange music to accompany readings or dramatizations
-read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters
--demonstrate audience behavior appropriate for the context and style of music performed
-identify similarities and differences in the meanings of common terms used in the various arts
-devise criteria for evaluating performances and compostitions
Choose one of the National Core Arts Standards for music and describe an appropriate student activity that would help achieve the outcome described in that standard.
Creating: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context
- In elementary setting, have students improvise on Orff instruments in set sections of a work (ex: in the B section of a rondo piece, students can improvise a one measure pattern using only steps and quarter, eighth, half notes and rests), then ask the students to describe the pattern they decided on.
Performing:
- students rehearse music...
Responding: Apply criteria to evaluate artistic work
-students
Connecting: Relate artistic ideas and works with societal culture and historical context to deepen understanding
-students watch various performances of different cultures (including popular western music) and ask students to compare and contrast the music to each other; students find personal connections to each song
- In elementary setting, have students improvise on Orff instruments in set sections of a work (ex: in the B section of a rondo piece, students can improvise a one measure pattern using only steps and quarter, eighth, half notes and rests), then ask the students to describe the pattern they decided on.
Performing:
- students rehearse music...
Responding: Apply criteria to evaluate artistic work
-students
Connecting: Relate artistic ideas and works with societal culture and historical context to deepen understanding
-students watch various performances of different cultures (including popular western music) and ask students to compare and contrast the music to each other; students find personal connections to each song
Describe the course objectives that you might develop for a nine-week general music course that meets three times a week that is required for all eighth grade students in a district. Then write a lesson plan for one classroom period that would help fulfill one of the course objectives.
Students will be able to perform rhythmic exercises that include quarter, half, eighth, and whole notes and rests on rhythmic syllables such as ta-ka-di-mi.
Students will be able to sing a scale on solfege using hand signs with correct intonation and proper vowels.
Students will be able to compare and contrast the music from different cultures.
Students will be able to sight-read short melodic passages on solfege using Kodaly hand signs.
Students will be able to create and present a creative research project on a given country, work, or composer individually or in a group.
Lesson:
music from different cultures: each day have a different country presented- include popular connections, indigenous connections, activity, and assignment
Students will be able to sing a scale on solfege using hand signs with correct intonation and proper vowels.
Students will be able to compare and contrast the music from different cultures.
Students will be able to sight-read short melodic passages on solfege using Kodaly hand signs.
Students will be able to create and present a creative research project on a given country, work, or composer individually or in a group.
Lesson:
music from different cultures: each day have a different country presented- include popular connections, indigenous connections, activity, and assignment
Describe two effective techniques you have seen teachers use to control students' talking in class
-Teachers give designated times for students to talk. When students are given the freedom to speak, they are less likely to speak out in times dedicated to listening.
-build classroom rules with the students. Students are more likely to respect the rules, especially ones regarding talking, if they were given power in creating them.
-define the expectations in explicit details. It is often the case that students don't know when exactly they should and shouldn't talk. By having a discussion, students have been given clear rules that are easier to follow.
-Have students practice the class rules.
-Create a sign with students that indicate silence is needed. This could be as simple as a raised hand or something fun the teacher and the students create.
-build classroom rules with the students. Students are more likely to respect the rules, especially ones regarding talking, if they were given power in creating them.
-define the expectations in explicit details. It is often the case that students don't know when exactly they should and shouldn't talk. By having a discussion, students have been given clear rules that are easier to follow.
-Have students practice the class rules.
-Create a sign with students that indicate silence is needed. This could be as simple as a raised hand or something fun the teacher and the students create.
Describe how a teacher might include opportunities for student learning in psychomotor, cognitive, and affective modalities.
Psychomotor (Physical or Kinesthetic)
-When learning solfege, immediately apply hand signs so students are getting the psychomotor connection
-Have students create body motions or hand motions to describe a specific technique the teacher is asking for when singing. Ex: draw a circle around the lips when singing an /u/ vowel to make sure the lips are rounded
-incorporate body motions with warmups that are geared to create a desired sound
Cognitive (Thinking)
-this is the opportunity for students to have critical thinking. A easy way to implement this is with bell-ringers. Students can be asked to relfect, compare, contrast, or create. It is important to incorporate the top 3 tiers of Bloom's texonomy (Analyze, Evaluate, and Create)
-Have students listen to works and have them analyze the performances looking for a specific skills (ex: tone, posture, vowels, breath support, eye contact)
Affective (Emotional or Feeling)
-Have students analyze a piece of music for the deeper meaning
-Have students write the emotion for each emotional change in their music (ex: passionate, frustrated, excited, etc.)
-Have students share stories or experiences that relate to the content of the piece
-When learning solfege, immediately apply hand signs so students are getting the psychomotor connection
-Have students create body motions or hand motions to describe a specific technique the teacher is asking for when singing. Ex: draw a circle around the lips when singing an /u/ vowel to make sure the lips are rounded
-incorporate body motions with warmups that are geared to create a desired sound
Cognitive (Thinking)
-this is the opportunity for students to have critical thinking. A easy way to implement this is with bell-ringers. Students can be asked to relfect, compare, contrast, or create. It is important to incorporate the top 3 tiers of Bloom's texonomy (Analyze, Evaluate, and Create)
-Have students listen to works and have them analyze the performances looking for a specific skills (ex: tone, posture, vowels, breath support, eye contact)
Affective (Emotional or Feeling)
-Have students analyze a piece of music for the deeper meaning
-Have students write the emotion for each emotional change in their music (ex: passionate, frustrated, excited, etc.)
-Have students share stories or experiences that relate to the content of the piece
What strategies would you use to help a student with dyslexia read sheet music
-enlarge the music
-color code the music
-highlight their part
-decode the music symbols and words before performing
-work on memory
-learn the melody and/or rhythm out of context without the sheet music
-trace the melody
-mapping melodic contour with hands
-give them music with only their part on it
-color code the music
-highlight their part
-decode the music symbols and words before performing
-work on memory
-learn the melody and/or rhythm out of context without the sheet music
-trace the melody
-mapping melodic contour with hands
-give them music with only their part on it
By approximately what grade level should students be able to play by ear simple melodies on a melodic instrument? Compare common pedagogical approaches.
8th Grade
-teacher modeling
-scaffolding
-teacher modeling
-scaffolding
Describe appropriate course objectives for singing in general music classrooms at grades K-4, 5-8, and 9-12
K-4
-identify low vs. high pitches
-sing repertoire from memory from various styles
-Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.
-tap a steady beat
-sing independently and with others
-perform a song with simple dynamics- p, mp, mf, and f
-sing with correct diction, pitch, and rhythm
5-8
-sing with correct posture, diction, vowels, pitches, and rhythm alone and with others of a varied repertoire
9-12
-same as above but add in dynamics, expression, and musicality
-identify low vs. high pitches
-sing repertoire from memory from various styles
-Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.
-tap a steady beat
-sing independently and with others
-perform a song with simple dynamics- p, mp, mf, and f
-sing with correct diction, pitch, and rhythm
5-8
-sing with correct posture, diction, vowels, pitches, and rhythm alone and with others of a varied repertoire
9-12
-same as above but add in dynamics, expression, and musicality
Describe three effective teaching techniques for correcting specific problems with woodwind embouchures, brass embouchures, stick grips, or bowing
-teacher demonstration!!! (use for all)
-adjust the instrument
-bowing: isolate the bow to hold correct thumb then add back the instrument
-play simple drills to fix grip and technical problems
-mark drum stick as a target for where to place hands if student keep choking up too far
-remind students to think of the entire airway as a broad and open passageway
-have students try gentler dynamic to encourage smooth and gentle bowing
-long tone practice to engage the entire breathing mechanism before playing
-adjust the instrument
-bowing: isolate the bow to hold correct thumb then add back the instrument
-play simple drills to fix grip and technical problems
-mark drum stick as a target for where to place hands if student keep choking up too far
-remind students to think of the entire airway as a broad and open passageway
-have students try gentler dynamic to encourage smooth and gentle bowing
-long tone practice to engage the entire breathing mechanism before playing
What kinds of difficulties with harmony would you expect in a cappella singing by an average high school chorus
-going flat, especially on the third