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'////h Werner Rogers State Superintendent of Schools Georgia Department of Education Georgia Teacher Certification Tests Field 11 : Art Objectives and Assessment Characteristics Produced by Georgia Assessment Project Georgia State University For Georgia Department of Education Division of Assessment Atlanta, Georgia Objectives effective March 1991 First printing December 1990 First revised printing June 1992 2 The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in Art. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 350 art teachers statewide provided judgments on a comprehensive set of tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists--art teachers, supervisors, and teacher educators--examined the tasks and developed detailed descriptions of the knowledge that an art educator must possess in order to perform those tasks competently. More than 50 content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact: Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556 Werner Rogers State Superintendent of Schools T(T 11 3 Introduction This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) for Art. Art teachers from across Georgia participated in the preparation of these objectives, which became effective with the March 1991 administration of the TCT in Art. When preparing for the TCT, you should review each objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that 1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer. 2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content- weighting information given with each objective statement on page 7 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the total number of correct answers on the test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center. Because of the process used to produce the Objectives and Assessment Characteristics, the quality of the artwork contained herein is not equal to that of art reproductions that will appear on the actual test form. Acknowledgements The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators who volunteered their time and expertise to develop these objective specifications. TO' , LL 1)1 5 Using The Objective Specifications Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective. Statement of the Objective Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, recognizes, selects); a content term (e.g., elements of design); and a context (e.g., academic). An objective might read, "The art educator identifies and applies knowledge of art history in an academic or instructional context." Assessment Characteristics Assessment characteristics define what an objective is intended to test, that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits 'to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective. A content component further defines content within an objective. An indicator describes content within a content component. Some content components have no indicators to subdivide them. Examples Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics. Using the Objective Reference Numbers The objective reference number is a six-digit code that identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written. Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator that they illustrate or to determine the contextin which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system. Each digit of the six-digit reference number contains specific information about a test item: The first two digits (212102) identify the objective for which the item has been written. Objective =01- deals with art history. The third digit (012102) indicates a specific content component within an objective. All objectives have at least one content component. Content component =2= is artistic heritage. The fourth digit (012102) refers to an indicator, if there is one, within a content component. Indicator 1 in this case means historical influence on art. If there are no indicators for the content componen't, the fourth digit is '0"' (e.g., 041=0-01). reT 11 6 The final two digits (012123> define the context in which the problem situation is presented. 01 Academic - Items require the educator to demonstrate knowledge about art and apply concepts of art. 02 Instructional - Items require the educator to apply concepts within the context of the instructional environment. Instructional items refer to a classroom setting, or to exercises or techniques used in teaching art. Also, instructional items can require the identification of a student's failure in completing an assignment or of interventions an educator may use. TeT 11 7 Field 11: Art Objectives Objective 01: The art educator identifies and applies knowledge of art history in an academic or instructional context. This objective accounts for approximately 22-28 percent of the items on the test. Objective 02: The art educator identifies and applies theories of art and art criticism in an academic or instructional context. This objective accounts for approximately 5-11 percent of the items on the test. Objective 03: The art educator identifies and applies elements and principles of design in an academic or instructional context. This objective accounts for approximately 30-36 percent of the items on the test. Objective 04: The art educator identifies and applies studio processes in an academic or instructional context. This objective accounts for approximately 31-37 percent of the items on the test. lCT 11 II I h 8 9 TEACHER CERTIFICATION TESTS Field 11: Art Objective 01: The art educator identifies and applies knowledge of art history in an academic or instructional context. Assessment Characteristics: Items for this objective assess the educator's knowledge of major artists and their works, predominant media, styles, and techniques. Items may also assess themes, movements, and events affecting the development of the visual arts. The objective includes Oriental, Oceanic, African, and native American art as well as the art of traditional Western civilization. Educators may be required to identify, interpret, or analyze contributions of major artists; identify, interpret, or analyze major works in various media; identify styles of various historical periods; identify themes or subject matter, as well as media or techniques, of various artists and their works; match artists and their works; match artists and their media, styles, and techniques; match artists and their historical periods; identify historical and political influences on art; or identify terms related to art history. (Terms with an art-historical approach will be assessed in this objective. Terms specific to a technique will be assessed in the studio processes objective, except for those that refer to architecture.) Content Component 0110 artists and their works Items may require the educator to identify a work of art, its period, its artist, its style, its function, its media, and its technique. Items may also require the educator to identify significant contributions of major artists. Indicator 0111 period and style Items may require the educator to identify major schools, movements, and styles based on cultures and periods. Items may require analysis of works of art based on their style. Items may also assess the relationship between artists and works of art. Included here is the artistic influence a culture or another artist may have exerted on an artist or an art movement. Items may require the educator to identify the artist of a specific work of art. Items may assess the terminology related to the stylistic analysis of a work of art. TeT 11 - - 10 Indicator 0112 themes and subject matter Items may require the educator to identify the theme or subject matter of a period, artist, or a specific work of art. Items may require the educator to identify themes such as mythological, religious, and social iconography. Items may also require the educator to identify representational (portraiture, still life, landscape) and nonrepresentational (abstract) subject matter of an artwork. Items may include an iconographic description of a work of art. Items may require the educator to identify the artist of a specific work of art. Indicator 0113 medium and technique Items may require the educator to identify the media and technique of a period, artist, or a specific work of art. Items may also require the educator to recognize materials and technology employed by a specific artist. Items may assess the technical terminology related to architecture. Terms that refer to other studio processes will be assessed in the fourth objective. Items may require the educator to identify the artist of a specific work of art. Content Component 0120 artistic heritage Items may assess the educator's knowledge of the development of the various art forms in various cultures including painting, sculpture, architecture, and crafts. Items may require the educator to interpret causes and consequences of events that have affected the history of art. Indicator 0121 historical influences on art Items may require the educator to identify historical or political events that influenced art, such as the industrial revolution, Marxism, feminism, or wars. Indicator 0122 purposes and relevance of art Items may require the educator to identify the various factors that influence the function and purpose of art, such as patronage, propaganda, art for art's sake, originality, artist's inner expression, or avant-garde attitude. Items may also require the educator to identify and analyze the functions of art, such as personal, social, and physical functions of art. Items may assess the educator's knowledge of how to interpret the relevance of art in a determined time frame. TCT 11 ~ 11 Indicator 0123 relationship of visual arts to other disciplines Items may require the educator to identify the relationship with other disciplines, such as performing arts, language arts, science, and social science. Indicator 0124 current trends Items may assess the educator's knowledge of the development of art forms and media since the nineteenth century. Items may require the educator to identify characteristics of contemporary forms of expression, such as camera arts (photography, filmmaking, and video), computer art, and performance art (happenings). Items may also require the educator to identify major artists, works, and current developmentsin those media. Items may also require the educator to identify major uses of these media. TeT 11- 12 Examples for Objective 01: 011101 period and style Which impressionist artist was primarily a figure painter? (A) Monet (B) Pissaro (C) Renoir (0) Sisley 011201 themes and subject matter Which is the main theme found in Greek vase painting from the classical period? (A) mythology (B) Christianity (C) abstract painting (0) animal iconography 011101 period and style Which do Rodin's Burghers of Calais and Monet's Waterlilies have in common? (A) The same medium is used in both. (B) Both are from the same historical period. (C) The same style is used in both. (0) Their subject matter is similar. 011102 period and style Students in a ninth-grade class have been given an assignment to paint a portrait in the cubist style. Which is most characteristic of this style? (A) absence of geometric shapes (B) abstraction and bold color (C) short, choppy brush strokes (0) multiple views of the subject 011202 themes and subject matter Which objects would be most appropriate for a tenthgrade student to choose as subject matter for a painting based on Pop Art themes and subjects? (A) bowls, oranges, and apples. (B) flowers, plants, and natural forms. (C) food cans, soda bottles, and Sunday comics. (0) hats, high heels, handbags, and polka-dotted dresses. 011301 medium and technique Which feature is most innovative in Roman architecture? (A) interior space (B) post and lintel (C) site location (0) use of stone TCT 11- 13 Examples for Objective 01 011301 medium and technique Frank Lloyd Wright is renowned for his innovative use of which architectural support system? (A) arch (8) dome (C) truss (D) cantilever 011302 medium and technique An art teacher wants to introduce her students to soft sculptures. Which twentieth-century sculptor would she most likely choose to represent this medium? (A) Richard Sierra (8) Claes Oldenburg (C) Edward Kienholz (D) Robert Rauschenberg 012102 historical influences on art Mrs. Black is teaching a unit on political influences on artists and their works. She has chosen Jacques-Louis David to study. With which political revolution was David associated? (A) French (8) Russian (C) Spanish (D) American 012201 purposes and relevance of art Which is NOT generally accepted as a purpose of prehistoric art? (A) to symbolize fertility (8) to represent the hunt (C) to decorate dwellings (D) to depict animals in nature 012101 historical influences on art Which accounts for the popularity of the enclosed courtyard in southern Spanish architecture? (A) Counter-Reformation (8) Moorish occupation (C) Roman colonization (D) Renaissance innovations 012201 purposes and relevance of art Most of the painting, sculpture, and architecture of the Gothic era was supported by the patronage of the (A) church. (8) commoners. (C) merchants. (D) royalty. reT 11 - 14 Examples for Objective 01 012202 purposes and relevance of art Mr. Goodwill is teaching a unit on prehistoric art. Which is NOT associated with the fertility images of that period? (A) realism (8) symbolism (C) universality (D) magical power 012301 relationship of visual arts to other disciplines Visual art and music have all of the following in common EXCEPT (A) pattern. (8) rhythm. (C) balance. (D) perspective. 012302 relationship of visual arts to other disciplines Students who want to study artifacts from the Incan culture should know they came from (A) Canada. (8) Egypt. (C) India. (D) Peru. 012401 current trends Walt Disney's greatest contribution to filmmaking is (A) color (8) sound (C) length of features (D) animation techniques 012401 current trends _II!II5illL~~!.i~~1~~~?~~ WORLD"S HIGHEST STANDARD OF L. - iN. m~~:mfyy.~~~~~iiBIi id ~; .~d;:'z .. .p'-'.'''''. _-::~~.: ,.. ~- ... _."'_~ This artwork is an example of the social commentary typical of (A) Expressionism. (8) photojournalism. (C) portraiture. (D) Superrealism. TCT 11 15 TEACHER CERTIFICATION TESTS Field 11: Art Objective 02: The art educator identifies and applies theories of art and art criticism in an academic or instructional context. Assessment Characteristics: Items for this objective assess the educator's knowledge of art criticism techniques and theories of art appropriate for classroom instruction. Items do not require identification of theorists by name or detailed knowledge of schools of art criticism. Instead, items require familiarity with the broad nature of art and with strategies for helping students develop their own art values, attitudes, and beliefs. Content Component 0210 art criticism Items may assess the educator's knowledge of approaches to art criticism. Items may also assess the educator's knowledge of the strategies used for developing the students' sense of value judgment. Educators may be required to select or apply criteria for art criticism in a described situation. Items may require the educator to identify the various components of the methods of art criticism including historical reference, stylistic context, and/or personal responses. Historical reference includes such considerations as biographical information, cultural context (influences), and historical significance. Stylistic context includes such considerations as media and technique; contrast/comparison of artists, artworks, and historical periods; and characteristics of specific styles. Personal responses to artworks include such considerations as description (subjects, media); formal analysis (elements, principles); interpretation (meaning, themes); and evaluation Uudgment). reT 11 - 16 Content Component 0220 aesthetics Items may assess the educator'S knowledge of theories and philosophies regarding the nature of art appropriate for teaching students to analyze and evaluate art. Theories assessed include representationalism, i.e., the theory that the primary value of art is an exact imitation of nature (e.g., Realism); formalism, i.e., the theory that the primary value of art is in its form, whether abstract or representational, and that the elements and principles work together to create an aesthetic form (e.g., Minimalism, Cubism); emotionalism, i.e., the theory that the primary value of art is in the expression of emotion (e.g., Surrealism, Expressionism); and functionalism, i.e., the theory that the primary value of art is in its usefulness or its purpose (e.g., commercial, political, religious, social, utilitarian). Items also assess the educator's knowledge of how cultural influences have an impact on the evaluation of a work of art. Items may require the educator to identify theories of art as they are applied in the classroom environment. TCT 11- Examples for Objective 02: 021001 art criticism Which work of art is most likely the direct result of a study of the elements and principles of design? (C) correct response 11-'" a. .:.: ". '. ... =. ."... '.It.I .. I .. If. :- :- II ... .. . . 1::'_ ;"'0 .. J-f: ;: .......... .~.... :ts .. .. ... I.. .. . .f : .: .' I II . Ii 1Ii (0)" c 17 021002 art criticism A teacher conducting an art criticism activity asked the students to relate the theme of Snap The Whip by Winslow Homer to their own lives. She lead a discussion of the games that her students play at recess and asked the students if they would like to play the same game that the children in the painting are playing. On which aspect of art criticism was the teacher most likely focusing? (A) judgment (8) description (C) interpretation (0) formal analysis 022002 aesthetics A student commented, "It's a good painting because it makes me feel just like I'm standing in the middle of a thunderstorm!" The painting was most likely created according to which theory of art? (A) abstraction (8) emotionalism (C) formalism (0) nonobjective reT 11 - 18 TEACHER CERTIFICATION TESTS Field 11: Art Objective 03: The art educator identifies and applies elements and principles of design in an academic or instructional context. Assessment Characteristics: Items assess the educator's knowledge of basic elements and principles of design. Items may require the educator to identify basic elements of design such as line, shape, and color in a given work of art. Items may require the educator to identify the ways in which these elements are organized through the principles of design such as balance, unity, and contrast. Content Component 0310 elements of design Items may assess the educator's knowledge of design organization. Items may also assess the educator's knowledge of line, shape and form, value, color, texture, and space as well as their function in a work of art. Items require the educator to identify or define the terminology associated with elements of design. Indicator 0311 line Items may assess the educator's understanding of line including varieties of line (length, width, texture, direction) and actual vs. implied lines in two-dimensional and three-dimensional media. Indicator 0312 shape and form Items may assess the educator's understanding of shape such as geometric vs. organic/free form. Items may also assess the educator's understanding of form as an actual or illusionistic threedimensional object. Indicator 0313 value Items may assess the educator's understanding of value, or the lightness or darkness of colors or grays. Indicator 0314 color Items may assess the educator's understanding of some major aspects of color such as the physical properties of color in light and pigment; the characteristics of hue, value. and intensity; color contrasts such as warm and cool colors; and color schemes such as monochromatic, analogous. and complementary. TC T 11 - 19 Indicator 0315 texture Items may assess the educator's understanding of texture as being actual or implied surface quality. Indicator 0316 space Items may assess the understanding of two-dimensional and three-dimensional space. Two-dimensional space (the picture plane) may appear flat or give an illusion of depth. Devices for creating illusions of depth are overlapping, diminishing size, placement, detail, atmospheric perspective (color), and linear perspective. Three-dimensional space refers to objects that have volume and mass with space flowing around and sometimes through the objects. Content Component 0320 principles of design Items may assess the educator's knowledge of design principles including balance, unity, variety and contrast, emphasis, movement, repetition. rhythm, pattern, and proportion.. Items may require the educator to identify these components or evaluate their use in works of art. Indicator 0321 balance Items may assess the educator's understanding of formal (symmetrical), informal (asymmetrical), and radial balance. Indicator 0322 unity Items may assess the educator's understanding of unity as produced through the use of color, proximity, continuation (sharing edges and lines), simplicity, and a sense of completeness. Indicator 0323 variety and contrast Items may assess the educator's understam:Jing of variety and contrast as evidenced in differences in elements of design and art materials. Indicator 0324 emphasis Items may assess the educator's understanding of emphasis in which an art element may dominate the work (for example, a particular color) or an area of the work may dominate (for example, through isolation or placement). Indicator 0325 movement Items may assess the educator's understanding of movement (ways in which the viewer's eyes are directed in a composition). Movement may be actual (kinetic sculpture) or implied (blurredaction photographs). Indicator 0326 repetition, rhythm, and pattern Items may assess the educator's understanding of rhythm and pattern, which are developed by repetition of elements in several ways including regular, alternating, progressive, flowing, and random methods. Indicator 0327 proportion Items may assess the educator's understanding of proportion, which is defined as the size relationship of parts to each other and to the whole. TeT 11- 20 Examples for Objective 03: 031101 line Which of these examples is best for illustrating the primary function of line in a gesture drawing? (A) (C) (D) TCT 11- Examples for Objective 03: 031101 line In a pen-and-ink drawing, which should be used to create value and texture? (A) interaction of marks (8) variability of shapes (C) flatness of the surface (0) dimensionality of forms 031201 shape and form Which art element is dominant in this piece? (A) form (8) line (C) space (0) texture 21 031201 shape and form Which term best describes Monet's water lily shapes? (A) amorphic (8) decorative (C) geometric (0) subjective 031202 shape and form Mr. Hoffman discussed the use of various elements of design in Roman sculpture. His students then reflected on the significance of the elements in these forms. Which element should they identify as LEAST important in Roman sculpture? (A) color (8) shape (C) space (0) value 031301 value As purple loses its intensity, it approaches (A) gray. (8) blue. (C) opacity. (0) transparency. reT 11 22 Examples for Objective 03: 031301 value Which element is most responsible for achieving the dramatic contrast effect of this work of art? (A) form (B) line (C) texture (0) value 031401 color The term chroma means (A) coolness of a hue. (B) value of high hue. (C) warmness of a hue. (0) saturation of pigment. 031401 color Which color scheme does Louise Nevelson typically use to emphasize form? (A) analogous (B) complementary (C) monochromatic (0) polychromatic 031402 color Mrs. Rambey taught analogous colors by showing her class an example of a student color montage. Which color combination would have been used? (A) yellow;. blue, and red (B) orange, yellow, and purple (C) green, yellow green, and blue-green (0) yellow-orange, green, and red-violet 031501 texture A smooth, visual texture can best be achieved in painting with acrylics on a ground of (A) gesso. (B) burlap. (C) raw canvas. (0) cold-pressed paper. TeT 11- Examples for Objective 03: 031502 texture A teacher showed a real rabbit and a drawing of a rabbit to a class during a discussion of surface qualities. Which element of design was the teacher most likley discussing? (A) color (8) line (C) space (0) texture 031601 space Which technique uses a vanishing point to create a sense of depth in a drawing? (A) contour (8) crosshatching (C) gesture (0) perspective 031601 space In painting, "atmospheric" or "aerial" perspective is created by using (A) a bird's-eye point of view. (8) gradations in color intensity. (C) overlapping shapes and lines. (0) receding lines to create distance. 23 031602 space A teacher gathered magazine photos and had students create a collage. Which concept is the teacher LEAST likely emphasing? (A) scale (8) textures (C) color harmonies (0) linear perspective 032101 balance Visual equilibrium created by forces distributed around a central point is known as (A) radial balance. (8) linear: perspective; (C) symmetrical balance. (0) geometric perspective. TeT 11- 24 Examples for Objective 03: 032101 balance Which characteristic contributes most to the balance of the piece? (A) vertical lines (8) horizontal lines (C) opposite thrusts (0) contrasting shapes 032102 balance Having students create mobiles would be best suited to studying (A) asymmetrical balance. (8) implied movement. (C) texture. (0) volume. 032201 unity Which term describes a sense of completeness in a work of art? (A) balance. (8) dominance. (C) unity. (0) variety. 032201 unity Which contributes most to the effect of unity in this sculpture? (A) surface texture (8) treatment of value (C) negative space within the piece (0) directional line created by the snake reT l' - Examples for Objective 03: 032202 unity A student's collage of curvilinear shapes lacks unity. Which would NOT be a way to increase the unity of the composition? (A) limit the colors used (B) add assorted patterns (C) overlap numerous shapes (0) repeat some of the shapes 032401 emphasis Which would NOT be appropriate to create emphasis in an artwork? (A) enlarging one shape (B) using more yellow than other colors (C) using more curved lines than straight (0) creating a pattern with one size or shape 032501 movement Which style has as its primary purpose the creation of the sensation of movement? (A) Action Painting (B) Expressionism (C) Color Field (0) Op Art 25 Read the paragraph and answer the next two questions. Using pencils to incise lines, Ms. Beasley's fourth-grade students will make polystyrene prints. Ms. Beasley has instructed her students to use a jungle animal as their SUbject matter. 032302 variety and contrast Which would be the LEAST appropriate way for students to create contrast? (A) add details to some areas (B) vary the size of the objects (C) create values in a wide range (0) invent textures for some surfaces 032402 emphasis: Ms. Beasley could best stress the principle of emphasis by having students print (A) in a circular pattern. (B) once right side up and once upside down. (C) three times in a row on a long sheet of paper. (0) twice in black and once in red ink on the same paper. TCT 11 - 26 Examples for Objective 03: 032501 movement Computer animation would be a good vehicle for exploring which principle of design? (A) balance (8) contrast (C) movement (0) proportion 032601 repetition, rhythm, and pattern In this very large installation, Magdalena Abakanowicz, a fiber artist, achieves a powerful emotional effect primarily through the use of (A) repetition. (8) emphasis. (C) space. (0) value. 032602 repetition, rhythm, and pattern Rhythm in an artwork usually creates a feeling of (A) balance. (8) harmony. (C) proportion. (0) variety. 032602 repetition, rhythm, and pattern In a weaving assignment, students were limited to two colors and types of yarn. Which concept was the teacher probably trying to emphasize? (A) balance (8) color (C) pattern (0) texture 032702 proportion In his work, Chuck Close often creates an enlarged face with each feature enlarged to scale. To accomplish this effect, he incorporates which principle of design? (A) balance (8) dominance (C) proportion (0) variety reT 11 - 27 TEACHER CERTIFICATION TESTS Field 11: Art Objective 04: The art educator identifies and applies studio processes in an academic or instructional context. Assessment Characteristics: Items for this objective may assess the educator's knowledge of processes, techniques, tools, and materials for producing and displaying drawings, paintings, sculpture. other three-dimensional art, prints, photographs, computer art, graphic designs, and crafts. Items also assess the educator's knowledge of strategies for teaching art such as classroom management and techniques as well as art facility design, arrangement, and procedures. The educator will be required to select art activities and materials appropriate to the developmental stages and individual abilities or exceptionalities of students. Items also assess the educator's knowledge of career opportunities in the various studio arts. Content Component 0410 drawing and painting Items may assess the educator's knowledge of techniques and materials unique to drawing and painting. Items require the educator to identify types of drawings and paintings. Items also require the educator to identify tools and materials used for drawing, such as pencils, pen and ink, chalk, charcoal, oil pastels, felt-tip markers, and crayons. Items also require the educator to recognize or analyze techniques and characteristics of drawing such as shading/modeling, stippling, hatching/cross-hatching, brush drawing, gesture drawing, and perspective. Items also require the educator to identify tools and materials used in painting and.theirspecific. uses, such as watercolor, oil, acrylic, and tempera. Items also require the educator to identify techniques used for applying paint to a surface and the effects achieved by each. Items also require the educator to identify characteristics of collage, use of impasto, effects of wash applied to a painting, and effects of glazes. reT 11 28 Content Component 0420 sculpture Items may assess the educator's knowledge of tools, techniques, and materials used in sculpture. Items require the educator to identify types of sculpture including relief, freestanding, and kinetic. Items also require the educator to identify traditional and contemporary tools and procedures for constructing with such materials as glass, wood, plastic, polystyrene foam, metal, or stone; modeling pliable materials such as clay or wax; subtractive processes using wood, plaster, or stone; and substitution processes using wax or casting in sand. Content Component 0430 printmaking Items may require the educator to identify various processes of printmaking includingplanography (lithography and monoprint); serigraphy (silk screen and stencil); relief (woodcut, collograph, and linoleum cut); and intaglio. Items may also require the educator to identify and apply strategies for teaching printmaking. Items also require the educator to identify different visual characteristics of various kinds of prints. These items will require the educator to recognize and compare different techniques such as in a pair of engraved and etched prints. Items also require the educator to recognize the tools and materials used in printmaking such as burin, knife, gouge, drypoint needle, acid bath, wood block, metal plate, ink, wax, lithographic stone. squeegee, press, paper, frame and screen, stencil, brayer, and baren. Recognition of printmaking tools and materials should be done by selecting within a choice of tools for a certain technique, matching the name of the tool with its visual representation, and selection of the proper tools for purchasing purposes. TeT 11 - 29 Content Component 0440 crafts Items assess the educator's knowledge of a variety of crafts made by using fiber, clay, metal, wood, plastics, glass, or paper. Items require the educator to identify tools, materials, and techniques used in producing stitchery, batik, weaving, macrame, and other fiber arts. Items also require the educator to identify tools, materials, and techniques used in producing mosaics and stained glass. Items also require the educator to identify the differences in synthetic and natural fibers and synthetic and natural dyes. Items also may require the educator to identify differences between construction techniques involving fibers, such as weaving and knotting, and surface-design techniques, such as batik or screenprinting. Items also may require the educator to identify tools, materials, and techniques used in puppetry and maskmaking. Items may also assess the educator's choice of materials used in crafts. Items require the educator to identify tools, materials, and techniques for crafting with clay including physical states of clay, characteristics of various kinds of clay, firing methods, construction techniques, methods of surface design, and glazing procedures. Items also require the educator to identify tools, materials, and techniques for crafting with wood including characteristics of various types of wood, sawing techniques, carving techniques, surface finishes, and assembly procedures. Items also require the educator to identify tools, materials, and techniques for crafting with paper including qualities and characteristics of various kinds of paper; methods and techniques for papermaking; methods of scoring, folding, and attaching paper; and papier-mache techniques. Content Component 0450 art forms resulting from recent technology Items may assess the educator's knowledge of the tools, materials, and techniques for the production of photographs, film, videotape, computer art, and other art forms resulting from technological advances. Items may require the educator to identify strategies used for teaching students to create photographs, films, videotapes, or computer art. Content Component 0460 graphic design Items assess the educator's knowledge of the tools, materials, and techniques for producing graphic designs including lettering, layout, and illustration. Items may assess the educator's knowledge of typography (the scientific study of lettering design). Items may require the educator to identify major styles of lettering such as Gothic, Roman, Old English, and Script. reT 11 - 30 Content Component 0470 environmental art and design Items may assess the educator's knowledge of studio processes that are not confined to a solid and contained format. Items may require the educator to identify processes for designing and constructing models of interior design and exterior environments. Among the processes included in environmental art are conceptual art, site planning, site sculpture, and earth art. Content Component 0480 classroom management Items may require the art educator to identify techniques and methodologies of managing a classroom. Indicator 0481 art facility Items may assess the educator's knowledge of design and arrangement of the art facility. Items require the educator to identify or apply procedures for obtaining, maintaining, distributing, and storing art materials and tools. Indicator 0482 safety Items assess the educator's knowledge of safety procedures in the art facility. Items may require the educator to distinguish hazardous from nonhazardous substances and appropriate safety measures in handling them. Indicator 0483 instructional strategies Items assess the educator's knowledge of strategies and instructional techniques commonly used in art education. Items may assess the educator's knowledge of instructional management relative to the teaching of art. Items may also require the educator to identify techniques of behavior management such as behavior modification and seating chart. Content Component 0490 art opportunities Items may require the educator to identify the various uses of art for personal growth or professional development. Indicator 0491 display procedures Items may require the educator to recognize how to prepare the art student for vocational activities, including the preparation of portfolios and exhibitions and show scheduling. Indicator 0492 careers Items may require the educator to identify career opportunities for students in drawing and painting, sculpture, crafts, graphic design, and environmental design. Items may assess the educator's knowledge of other careers that require art training. TCT 11- Examples for Objective 04: 041001 drawing and painting Which mixed media technique should provide opaque color? (A) thick tempera covered with india ink (8) tissue paper over colored crayon (C) ink wash over wax crayon (0) watercolor overlay 041001 drawing and painting Which does "140 Ib" indicate in regard to watercolor paper? (A) durability (8) texture (C) thickness (0) weight 041002 drawing and painting Which paper would be most economical and suitable for practice in a drawing class? (A) rag (8) vellum (C) manila (0) newsprint 042001 sculpture Which methods are used to create clay sculpture? (A) actual-simulated (8) assemblage-collage (C) additive-subtractive (0) positive-negative space 31 042001 Which kind of space does this sculpture in the round occupy and direct? (A) real and imaginary . (8) positive and negative (C) stationary and closed (0) restricted and described 042002 sculpture An art class is going to design and construct a sculpture for the school. The sculpture will be placed against the wall above the entrance to the school. Which type of sculpture should be constructed? (A) freestanding (8) mobile (C) relief (0) stabile 043001 printmaking Which are the basic tools and materials for intaglio? (A) needles, burins, acids, grounds, zinc (8) linoleum, screens, glue, copper, scrapper (C) tusche, squeegee, resin, asphaltum, plastic (0) knife, gouge, burnisher, crayons, rubbing ink TeT 11- 32 Examples for Objective 04: 043002 printmaking Which silk-screen stencil and ink combination is NOT technically compatible? (A) Lepage's glue and water-based ink (8) wax crayon and water-based ink (C) lacquer film and water-based ink (0) tusche and water-based ink 044001 crafts Traditionally, tesserae are an integral part of (A) mosaics. (8) frescoes. (C) macrames. (0) earth paintings. 044001 crafts Which is a problem in using wood heat for firing clay objects? (A) Air pockets develop in clay. (8) It is difficult to prevent combustion. (C) It is more difficult to maintain even heating. (0) Changes occur in the color of the clay. 044002 crafts John made a wall hanging consisting of two thicknesses of muslin on which he stitched various forms. In order to emphasize certain areas of his design, he stuffed these shapes with fiberfill through a slit cut in the second thickness of muslin, thus creating a kind of soft relief. Which technique has he used to achieve this threedimensional effect with fabric? (A) applique (8) couching (C) tooling (0) trapunto 045001 art forms resulting from recent technology A high-contrast photograph contains predominantly (A) all grays, with no blacks and whites. (8) blacks and whites, with few grays in between. (C) grays and neutrals, with few blacks and whites. (0) black blacks, white whites, and a variety of grays. TeT ,,- Examples for Objective 04: 045001 art forms resulting from recent technology Value in a photograph can be controlled by all of these methods EXCEPT (A) controlling the length of time the film is washed. (B) varying the length of time the film is in the developer. (C) choosing to take the image under certain light conditions. (0) varying the length of exposure when taking the photograph. 045002 art forms resulting from recent technology Susie has completed a drawing to be used in a painting and would like to try out a variety of color schemes. Which technology would be most appropriate for this experimentation? (A) computer (B) photography (C) television (0) videotape 046001 graphic design Which is NOT a basic characteristic of graphic design? (A) high level of craft (B) commercial appeal (C) communication of ideas (0) multimedia presentation 33 047001 environmental art and design A discussion of environmental sculpture would most likely include reference to (A) Walter Gropius. (B) Robert Smithson. (C) Phillip Johnson. (0) Louis Sullivan. TeT 11 - 34 Examples for Objective 04: 047002 To illustrate environmental art. which would be the best site sculpture to show students? (A) (8) ';: :,::" 048101 art facility Which is a primary consideration in choosing a sink for an art classroom? (A) a drain trap. (8) a spray nozzle. (C) countertop space. (0) galvanized steel construction. 048201 safety Which safety label is intended to identify products appropriate for older students and adults? (A) AP (8) HL (C) CP (0) ACMI 048201 safety To produce a safe work environment, the clay area should be separated partially or completely from the art room because of (A) dust. (8) height. (C) humidity. (0) odor. TCT 11- Examples for Objective 04: 048202 safety Which would most likely be the safest medium for a student who has asthma to use? (A) watercolor (8) chalk pastel (C) powdered tempera (0) permanent markers 048302 instructional strategies An art teacher wants to evaluate a student's artwork by using Viktor Lowenfeld's developmental stages in art. At which stage would a typical 13-year-old be working? (A) schematic (8) scribbling (C) pre-schematic (0) pseudo-naturalistic 049101 display procedures When cutting a mat, which basic rule should be applied? (A) The two sides should be of equal width. (8) The top should be wider than the bottom. (C) The sides should be wider than the top or bottom. (0) The bottom should be at least twice as wide as the top. 35 049101 display procedures The dimensional quality of relief sculpture suggests a display (A) in the round. (8) in suspension. (C) on a pedestal. (0) on a wall surface. 049102 display procedures Mrs. Jenkins is teaching different mounting processes. Which process is she describing when explaining the use of tissue and heat? (A) dry"mounting: (8) loose mounting (C) partial mounting (0) free-hanging mounting 049201 careers Which is a career most closely related to landscape architecture? (A) printmaking (8) photography (C) graphic design (0) urban planning TCT 11- 36 Appendix A Content Component 0110 The U.S. art community is becoming increasingly aware of the contributions of several groups of visual artists within our nation, such as African-Americans, Hispanics, Asians, native Americans, and women. Items in this examination may include some of the following artists: African-American: Roman~ Bearden Sam Gillian Richard Hunt Jacob Lawrence Grandma Moses Horace Pippin Faith Ringgold Hughie Lee Smith Henry Tanner Hale Woodruff Hispanic-American: Marisol Escobar Simon Radio Asian-American: Maya Ying Lin Isamu Noguchi I. M. Pei Native American: Joseph Lonewolf Maria Martinez American Women: Diane Arbus Margaret Bourke-White Mary Cassatt Judy Chicago Imogen Cunningham Audrey Flack Helen Frankenthaler Nancy Grossman Lee Krasner Dorothea Lange Grandma Moses Alice Neel Georgia O'Keeffe Mattie Lou O'Kelley Nellie Mae Rowe Faith Ringgold Miriam Schapiro TCT 11 37 Appendix B Content Component 0120 Some major artists who have worked in the media of photography, filmmaking, video, and computer art are: Ansel Adams Eugene Atget Richard Avedon Ingmar Bergman Margaret Bourke-White Julia Margaret Cameron Henri Cartier-Bresson Imogen Cunningham Walt Disney David Em Walter Evans Alfred Hitchcock David Hockney John Huston Dorothea Lange Eadweard Muybridge Nam June Paik Man Ray Paul Strand Edward Steichen Alfred Stieglitz Andy Warhol Edward Weston TeT 11 38 Appendix C Credit Georgia Assessment Project and Georgia Department of Education wish to thank the artists, museums, galleries, collectors, and other owners who have kindly allowed works to be reproduced in this publication. In general museums have supplied their own photographs. Copyright holders are listed here. Sample item 012401: Margaret Bourke-White. Louisville Flood Victims, 1937. Courtesy of Life Magazine @ 1937 Time Inc. Sample item 021001: (A) Chuck Close. Frank, 1968-69. Acrylic on canvas. 84 x 108". Courtesy of The Minneapolis Institute of Arts. (B) Michelangelo Buonarroti. Pieta, 1498-99. Carrara marble. 69" high. Courtesy of Saint Peter's, Rome. (C) Piet Mondrian. Broadway BooGie-woOgie, 1942-43. Oil on canvas, 50 x 50". Collection, The Museum of Modern Art, New York. iven anonymously. (D) Claude Gellee, called Claude Lorrain. Campagna Landscape, 1660. Pen and bister with wash 12 5/8 x 8 1/2". Courtesy of The British Museum, London. Sample item 031101: (A) Jean-Auguste-Dominique Ingres. Charles-Fran~ois Mallet. 10 9/16 x 8 5/16". Courtesy of Art Institute of Chicago, Charles Deering Collection. ( ) Rembrandt Van Rijn. The Aaony in the Garden. Etching with drypoint, 4 1/4 x 3 1/4". Courtesy of Art Institute of Chicago. (C) HOnore baumier. Fright. 7 15/16 x 9 1/4. Courtesy of Art Institute of Chicago, gift. (D) Martin Schongauer. The Agony in the Garden. Engraving on metal. 6 1/2 x 41/2". Courtesy of Art Institute of Chicago. Sample item 031201: Egyptian Figure. Ouah Ab Ra. Courtesy of the Louvre, Paris (Caisse Nationale des Monuments Historique Photo). Sample item 031301: Francisco Jose de Goya y Lucientes. The Third of May, 1808, at Madrid: The Shootings on Pio Mountain, 1814. Oil on canvas. 8' 8 3/4 x 11 j 3 7/8". Courtesy of Museo del Prado, Madrid. Sample item 032101: Mark Di Suvero. XV,1971. Steel. 21' x 26' x 23'. Courtesy of Oil and Steel Gallery, New York. Sample item 032201: Athenodoros, Hagesandros, and Polydoros. Laocoon, 1st century AD. Marble. 96" high. Courtesy of the Vatican Museums, Rome. Sample item 032601: Magdalena Abakanowicz. Backs, 1978-81. 80 sculptures of burlap and resin molded from plaster casts. Over life-size. Artist's collection. Sample item 042001: Henry Moore. Reclinin~ Figure, 1935-36. Elm wood. 42" long. Courtesy of Wakefield Metropolitan District Council Art Gal ery and Museums, Yorkshire. Sample item 047002: (A) David Smith. Lett: Cubi XVIII, 1964. Stainless steel 9' 8" high. Courtesy of Museum of Fine Arts, Boston. Anonymous donation. Right: Cubi XVII, 1963. Stainless steel. 9' high. Courtesy of Dallas Museum of Art. (B) George Segal. Girl Putting on Scarab Necklace, 1975. Plaster, wood, metal; and glass. 84 x 45 x 45". Courtesy of Sidney Janis Gallery, New York. (C) George Rickey. FOUl lines Uo, 1967. Stainless sleel 16' high. Collection Mrs. and Mr. Robert H. levi, Lutherville, Maryland (0) Christo. Running Fence, Sonoma and Marin Counties, California, 1972-76. Woven synthetic fabric 18' high, 24 1/4 miles wide. ~ Christo and Running Fence corporation. I( I I I 39 Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act ofI 964); sex (Title IX ofthe Educational Amendments of1972 and Title II ofthe Vocational Education A mendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act ofI 990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy. Title 11 -Billy Tidwell, Vocational Equity Coordinator Title VI- Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education. Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201. Tn 11 Division of Research, Evaluation and Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030 ., FIRST CLASS Division of Research, Evaluation and Assessment Georgia Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556 Werner Rogers State Superintendent of Schools 1992