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This means that fantasy role-playing ⑤provides an ideal environment to cultivate and test the productive use of imagination, utilizing it to enliven the fantasy narrative, envision alternatives, and empathize with others.
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In every case, what is minimally called for is ③imaginative flexibility in order to react appropriately to the multiple situations the students encounter, while looking ahead to the ④consequences of various actions and decisions.
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The students ②suppress their imagination and creativity in countless ways, from taking on the role of their assigned characters to interacting with other creatures and alien environments.
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(A) are the gate keys of fantasy role-playing.
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If students cannot imagine themselves ①engaged by the fantasy world described to them, then the game cannot get off the ground.
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While excellence is usually easy to recognize, it is much ⑤easier for administrators to identify mediocre or poor programs in music and provide the necessary guidance and assistance to bring about needed improvement.
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They may ②admit the challenges they experience by blaming students for "not wanting to learn".
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Similarly, they do not have experience with or ③understand the nature and structure of schools.
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Further complicating this scenario is the fact that administrators typically ④have the skill and knowledge required to properly supervise music teaching and programs.
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Programs that offer minimal training to musicians with performance degrees in an attempt to make them instant teachers ( A ) for the life of a professional educator.
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Not only is their expertise narrowly defined, but they often ①lack any concept of how to interact with or inspire young musicians.