MU 208 – Study Guide #1  *The text states that many of us are “educated out” of being creative and imaginative.  What does this mean?   *Explain “process vs. product” as it relates to the creative classroom.   *Describe and contrast a creative activity versus a non-creative activity.     *The text states that “creativity is not a synonym for talent.”  Why is this true?   *Describe some major features of the document National Standards for Arts Education:  What Every Young American Should Know and Be Able to Do in the Arts.   *How might the arts be a facilitator for multicultural education in the classroom?  Describe a specific activity and objective in lesson plan format.  *Give a basic description of Piaget’s stages of intellectual development (include age ranges):      Sensorimotor-        Preoperational-        Concrete Operational-  *What is Vygotsky’s “zone of proximal development?”   *List and explain 6 of Howard Gardner’s intelligences:  *List 5 characteristics and/or personality traits associated with creative individuals:
Dalcroze Method of Music Education The Dalcroze approach to Music Education teaches an understanding of music -- its fundamental concepts, its expressive meaning, and its deep connections to other arts and human activities -- through a pathbreaking approach incorporating rhythmic movement, aural training, and physical, vocal, and instrumental improvisation. A Dalcroze class divides into three components: Eurhythmics, for which Dalcroze is best known, which teaches concepts of rhythm, structure, and musical expression using movement; Solfege, a reinvention of traditional ear training and sight singing which develops an integrated and expressive understanding of pitch, scale, and tonality through activities emphasizing immediate aural comprehension and vocal improvisation; and Improvisation, expressing an understanding of musical concepts, form and meaning through spontaneous musical creation using movement, voice, and instruments. The Dalcroze approach views the qualities of music as fundamental forces in human life, and emphasizes music's connection to other arts -- dance, drama, and poetry especially -- as well as fundamental human activities involving movement, language, and emotion. As more and more scientists are discovering, the Dalcroze method sees music as a fundamental language of the human brain and therefore deeply connected to who we are as human beings. The Dalcroze approach is most commonly seen today in early childhood and elementary school music education; many innovations and techniques Dalcroze developed to apply his ideas on musical understanding to children have become standard practice and are used by a wide variety of methods and approaches to children's music. However, Dalcroze designed his approach for Conservatory-trained students and adults, and it continues to be used in that environment: Dalcroze classes are offered at many of our country's top universities and conservatories, while ongoing adult classes are on offer at various Dalcroze centers around the country. The universality of the Dalcroze ideas, the method's ability to teach musical truths from pre-kindergarten through graduate school, is a testament to the vitality and power of the Dalcroze approach to music.	Tennessee Wesleyan College