Art 1B. About the Exam This exam totals 400 points and is completely instructor-graded. The EA/CBE consists of the following:

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1 Art 1B Examination for Acceleration/Credit by Exam This can help you prepare for the exam by giving you an idea of what you need to study, review, and learn. To succeed, you should be thoroughly familiar with the subject matter before you attempt to take the exam. Every question that appears on the is grounded in the knowledge and skills statements and student expectations within the state-mandated standards, the Texas Essential Knowledge and Skills (TEKS). It should be noted that the exam will not test every student expectation. However, it is important that students study and know the entire scope of the TEKS so that they can develop a complete understanding of the content. The s are global exams grounded in the TEKS and are not designed to be a final exam for the University of Texas high school courses. You can view the TEKS for this exam online at Since questions are not taken from any one source, you can prepare by reviewing any of the state-adopted textbooks. About the Exam This exam totals 400 points and is completely instructor-graded. The consists of the following: Item type Total number included on exam Total points Part 1: Onsite Artwork Part 2: Short Answer Questions 2 60 Part 3: Essay Questions 3 45 Part 4: Multiple Choice Questions Part 5: Portfolio You will be allowed 4 hours to take the exam. You will need to bring the following items to the exam: completed portfolio (see instructions in Part 5: Portfolio section below) five or more sheets of drawing paper, 11" x 14" in size a soft drawing pencil a hard drawing pencil a pencil sharpener a ruler an eraser colored pencils colored markers two 4" x 6" pieces of cardboard a sheet of 9" x 12" foam-core board 1

2 white glue scissors a small spool of kite string or crochet thread fine line water based markers (several assorted colors) a self-addressed 12" x 15" envelope, for the return of your portfolio two 11" 14" pieces of cardboard (to protect drawings in the mail) Two #2 pencils Art 1B The information and sample questions below may not refer to all the material that will be on the exam. This list only provides additional information for some of the student expectations tested in the Art 1B. Ultimately, you should use the TEKS to guide your exam preparation. Sample Questions These sample questions will give you a better idea of the types of questions you can expect on the. These are provided to illustrate the format of the exam. They are not the actual exam. In order to be successful on the exam, you must study the TEKS and all of the concepts and objectives listed. Part 1: Onsite Demonstration of Skills One component of the Final Exam/CBE will be an onsite demonstration of skills. The following is suggestive of the types of skills you might be asked to demonstrate onsite. All onsite artwork can be accomplished utilizing the supplies listed above. 1. Linear Perspective (Renaissance): Define the concept of linear perspective. Create a onepoint perspective drawing. Include a horizon line and vanishing point. The following items must be included: two houses, a road, several trees, mountains in the background, clouds, and anything else that demonstrates linear perspective. Use your colored pencils to color the landscape. You will be evaluated on how well you are able to create the illusion of perspective. 2. Realism: Define Realism as it applies to art. Create a realistic drawing. Pay attention to detail, shading, and form. Color it using your colored pencils. 3. Pen and Ink Drawing: Look at a photograph and create a line drawing in pen and ink. Start off with pencil and go back with pen when you are pleased with your drawing. Use cross-hatching and shading techniques to create texture and form (three-dimensional). Use the whole page to design this composition. 4. Cubism: Define Cubism and name one artist that utilized this style. Interpret a provided photograph in a cubist manner. Use your colored markers to color the composition in the style of the cubists. 5. Modernism: Create your own creative artwork (Modern). Think of a style of art that you would like to express and use any medium you have brought with you. 2

3 6. Architecture (draw from any of the historical periods studied): Define functional architecture. Once you are finished, design a home that is influenced by any period in history. Recall a particular style (i.e., Egyptian) and design your home with obvious influences from that period in history. Draw a two-sided building, showing the front and side, and place it in an environment that would reflect its culture. Use your colored pencils and color in the building. Be neat and exact in creating the house. Use the elements of perspective to create depth of field and shading to create form. Write what architectural style you used and the reason for this choice in the space provided. 7. Surrealism: The element of surprise in a composition is the topic for this art demonstration. Reflect on your knowledge of Surrealism when planning this composition. Create two realistic looking boxes with some unusual objects coming out of the boxes. An example would be a plant growing out of the box. (Do not use this as your composition. You must come up with your own solution to the project.) Be creative and use your colored pencils to add color to this artwork. Utilize all of the space that is provided. You can add as many items as you want to achieve the goal of a balanced, interesting, and surreal composition. Short Answer/Essay Questions When answering the short answer and essay questions, students should remember: Personal value judgments and comparisons of the works in question are important to the examination. Be sure that you support your personal opinion with direct examples from the artwork. The best essays include careful visual analysis as well as relevant and correct social and contextual information. Frame a written argument that relates how and why works of art communicate visual meaning. For the best possible score, students should answer the questions in carefully constructed, complete sentences. Don't simply list the characteristics of the work in question. Learn to simplify and rephrase the question into the specific tasks you need to perform on the short answer questions and respond to each one directly and fully. Part 2: Sample Short Answer Questions 1. Who are the Maya and what are two artistic items they created? 2. What is a fresco? 3. What does the word Renaissance mean in terms of art and history? 4. Describe the Surrealist art movement. 5. What are mosaics? 6. What is Pop Art and where did it get its inspiration? 7. What are three features of Romanesque architecture? 8. Pre-Columbian refers to what cultures in Mesoamerica? 9. What is the meaning of the Classical Greek period in art? 10. How do artists in the Benin kingdom of Africa signify the importance of figures in their artwork? 11. What is kinetic sculpture? Name a famous kinetic artist. 3

4 12. Art historians look at art and follow a four-step procedure that is very similar to art criticism. Write an essay of 150 words or more identifying the four steps and types of questions art historians would use in writing or talking about an artwork. Part 3: Sample Essay Questions 1. Ancient Architecture: You will be presented with photos of two buildings. One is the Parthenon in Athens, Greece, and one is an example of a building that has been influenced by the Pantheon in Rome, Italy. The Pantheon was built after the Parthenon and has many influences from the ancient Greek temple. Write a 400-word essay comparing the two buildings similarities and differences. In the essay, address the use of balance, symmetry, and line. 2. Art Comparison: Looking at the artwork of two modern artists of the twentieth century, identify the use of texture, color, and balance by the artists and compare the similaries and differences of the artwork. Write an essay of 400 words. 3. Gothic Cathedral: Reflect on the Gothic style of architecture that was very popular in the Medieval Ages. Write a 400-word essay describing a Gothic Cathedral. In this essay, you will write about the structure as if you were writing to someone who has never seen a Gothic Cathedral. Describe the major characteristics of the outside and the inside of the cathedral. 4. Impressionist Brochure: Imagine that you were hired by a museum to write an article to be submitted to a local newspaper about an exhibit of Impressionist paintings. In this article, you must describe the Impressionist movement and some of the outstanding Impressionist artists. In your 400-word article, you are to talk about why the Impressionist movement started, who the main Impressionist painters were, and what the high point of this art movement was. 5. Abstract Art: Reflect on your knowledge of Abstract Art. Write a 400-word essay that speaks about the positive and negative aspects of Abstract Art. In this essay, make sure that you back up any statements with factual information and do not let your emotional reaction dominate your approach. Name some of the artists that appeal to you and some that do not appeal to you. Give reasons why you like or dislike the artist s work. 6. Masks: Masks are used in all cultures of the world. In a 400-word essay, write about the nature of masks, their use in a society, and their artistic importance. Then, briefly describe a hypothetical event in which a mask could play a dominant role. 7. Cave Paintings: Reflect back on the primitive cave paintings of the Neolithic times. In a 400-word essay, describe what it would be like for you as a modern day person to journey into a cave filled with these paintings. Describe what you would see and include how these ancient artists used the basic elements of art in creating the paintings. 8. Cubism: Pablo Picasso and Georges Braque are considered the founders of the cubist movement. In a 400-word essay, describe the cubist movement and what the artists were 4

5 trying to achieve. How did the artists use the basic elements and principles of art to create their work? 9. Renaissance and Perspective: During the Renaissance, artists wanted to create artwork that appeared real. During this time period, Filippo Brunelleschi developed the principle of linear perspective. Write a 400-word essay that defines and describes linear perspective. Include the names of any Renaissance artwork that makes use of linear perspective. 10. Cultural Influences: What is the role of culture on artwork? In a 400-word essay, write about how culture influences the nature of art. Be specific with your examples; name specific societies and the ways that culture has shaped their art. Think about it in combination with the political, social, or cultural influences on the artists and their work. 11. You will be presented with a photo of a church inspired by the Romanesque architecture that was common during the Middle Ages. What are the characteristics that make it Romanesque? In answering this question, consider the architecture of the ancient Roman basilica that influenced Romanesque architecture of the Christian era. Write a 400-word essay. 5

6 Part 4: Multiple-Choice Questions The multiple-choice section will give students the chance to demonstrate their knowledge of a wide range of art history topics including: Basic information about artists, schools, and movements Chronological periods, general geographic origins, and significant dates Cross-currents among artistic traditions (including non-european ones) The subjects, styles, and techniques of particular works of art Contextual issues such as patronage, gender, and functions of works of art Substantive questions will be asked in the multiple-choice section about cultures that have traditionally been included in the course (Europe, the ancient Near East, ancient Egypt, and global Islam). 6

7 Part 5: Portfolio The works presented for evaluation may have been produced in art classes or on the student's own time and may cover a period of time longer than a single school year. The student is expected to demonstrate a depth of investigation and process of discovery with a serious grounding in visual principles and material techniques. The works should exhibit knowledge of and use of the basic artwork elements and principles, materials, and techniques that make up a composition. The work should show that a student has taken the time to look at the object deliberately and plan what he or she is going to draw. Because of the limitations imposed by the shipping and handling of the portfolios, work submitted should not exceed 11"x 14", including matting or mounting. To protect the work, all work on paper should be backed or mounted. Mats are optional. Works that are smaller than 8" x 10" should be mounted on 8" x 10" sheets. Do not use reflective materials such as acetate or shrink-wrap because they cause glare that makes the work difficult to see. Material that may be smudged should be protected with a fixative. If the work is matted, a neutral color for the mat is advisable. Works should not be rolled, framed, or covered with glass or Plexiglas. Computer-manipulated work must also be submitted in digital form on a CD (.jpg files only). An explanation of what computer program was used and what the student actually did should be included in the one- to two-paragraph explanation required for each work (see below). Computer-manipulated work should demonstrate the same standards of visual thinking and artistic integrity that apply to work in non-technological media. Using computer programs merely to manipulate photographs through filters, adjustments, or special effects is not appropriate for the portfolio. Three-dimensional works may be submitted as a part of the portfolio. Do not bring the actual three-dimensional project to the exam. Three-dimensional works should be documented through the use of photographs showing five or six shots from different angles. Any work that makes use of other artists' work (including photographs) and/or published images must show substantial and significant development beyond duplication. This may be demonstrated through manipulation of the formal qualities, design, and/or concept of the original work. There must be evidence of at least three major changes made to the original work. This should be documented in the required one- to two-paragraph explanation that must accompany each work submitted in the portfolio (see below). The original artwork (or photograph) must also be attached to the back of the artwork (photocopies are acceptable). It is unethical, constitutes plagiarism, and often violates copyright law to copy an image (even in another medium) that was made by someone else. This will lead to an immediate grade of "F" for the exam. Portfolio Contents Submit a portfolio containing at least eight, but no more than eleven pieces of artwork addressing the eight different periods of art studied in the course. 7

8 Each piece size should not exceed 11" x 14", including matting or mounting. Some drawings should be in graphite, while others must display an ability to use colored media. The portfolio may include mixed media. If the artwork is remotely flat, then the original must be brought to the exam. If artwork is three-dimensional, the student may digitally photograph the artwork and submit the collection of.jpg photographs on a CD. Each collection must contain five or six shots from different angles. These should be original works of art, but be based on the different periods studied in the course: Prehistoric Art 15,000-1,000 B.C. Art and Architecture of the Fertile Crescent and Ancient Egypt Ancient Art of Asia, the Americas, and Africa Greek and Roman Art and Architecture Early Christian, Byzantine, and Islamic Art Early Medieval, Romanesque, and Gothic Art and Architecture Art of Emerging Modern Europe: Italian Renaissance, Baroque, Rococo Nineteenth Century Art Early Twentieth Century Art Modern Art and Changing Paradigms Color theory, such as that embodied in Fauvism, Abstract Expressionism, and other more recent movements Each artwork must include, attached to the back, a one- to two-paragraph explanation describing the work and how it evolved. The explanations themselves will not be graded as pieces of writing, but they provide critical information for evaluating the artwork. The explanations should be legible and well-written. It is suggested that students type the explanation in no smaller than 10-point font, then cut and paste the text to the back side of the artwork. Explanations should be concise, and should not exceed two paragraphs. While the UT will take every precaution to protect the contents of the portfolio, we are not responsible for any damage that might occur to the portfolios during shipment. The portfolios will be returned to the student. All onsite artwork becomes the property of the UT and will not be returned to the student. 8

9 (Duplicate as Necessary) Portfolio Artwork Statement of Authenticity Art 1B Each artwork piece must include, attached to the back, a one- to two-paragraph explanation describing the work and how it evolved. The explanations themselves will not be graded as pieces of writing, but they provide critical information for evaluating the artwork. The explanations should be legible and well-written. It is suggested that students type the explanation in no smaller than 10-point font, then cut and paste the text to the back side of the artwork (on this page, below). Explanations should be concise, and should not exceed two paragraphs. I, (student s name), verify that the attached artwork is original and a result of my own efforts. Witnessed by: Student: (Printed Name of Parent or Teacher) (Signature of Parent or Teacher) (Date) (Printed Name of student) (Signature of Student) (Date) 9

10 Rubric for Onsite Artwork/Portfolio Your instructor will consider the following Elements when evaluating your work. Adjust point values to 20% of total for each column. Point Values will vary depending on the point value for each artwork submitted as a part of the onsite artwork/portfolio Element Unsatisfactory Needs Improvement Average Good Excellent Design Elements: Line, Texture, Color, Shape/ Form, & Space Principles: Repetition, Balance, Emphasis, Contrast, Unity Artwork demonstrates minimum, or was never completed. Artwork demonstrates minimum, or was never completed. The assignment was completed and turned in, but showed little evidence of any understanding of the elements of art, and no evidence of planning. The assignment was completed and turned in, but showed little evidence of any understanding of the principles of art, and no evidence of planning. Artwork demonstrates assignment adequately, but shows lack of planning and little evidence that an overall composition was planned. Artwork demonstrates assignment adequately, but shows lack of planning and little evidence that an overall composition was planned. The artwork shows principles of design applied while using one or more elements effectively; showed an awareness of filling the space adequately. The artwork shows principles of design applied while using one or more elements effectively; showed an awareness of filling the space adequately. Evidence of careful planning, made several sketches, and showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively. Evidence of careful planning, made several sketches, and showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively. 10

11 Creativity & Originality Effort & Perseverance Mastery, Skill & Consistency Artwork shows no evidence of original thought. Artwork not finished or finished inadequately. Work shows poor mastery; evidence of sloppiness or lack of understanding. Artwork fulfills assignment, but gave no evidence of trying anything unusual. The project was completed with minimum effort. Artwork shows below average mastery, lack of pride in finished work. Attempts idea, but lacks originality; substituted "symbols" for personal observation. The student tried an idea, but it lacked originality; might have copied work. Project completed but it could have been improved with more effort. Adequate interpretation of the assignment, but lacking finish. Artwork demonstrates average extension of ability. Adequate, but better with extra attention. Artwork shows exploration of a few ideas before selecting one or made decisions after referring to one source, and solves problem in logical way. The student tried a few ideas before selecting one; or based his or her work on someone else's idea. Determined effort to complete the project. The student worked hard and completed the project, but with a little more effort it might have been outstanding. Very satisfactory results. Artwork could be outstanding with additional finishing touches. The student explored several choices before selecting one; generated many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills. The project was continued until it was complete as the student could make it; gave it effort far beyond that required; took pride in going well beyond the requirement. The artwork was beautiful and patiently done; it was as good as hard work could make it. Adequate, but not as good as it could have been, a bit careless. 11

12 Concepts and Objectives The bulleted list below may not refer to all the material that will be on the exam. This list only provides additional information for some of the student expectations tested in Art 1, Second Semester. Ultimately, you should use the TEKS to guide your exam preparation. Art 1B Objectives Four basic strands: (1) Perception, (2) Creative Expression/Performance. Provide a broad, unifying structure for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment; these perceptions are developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences and are utilized as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. (3) Critical Evaluation. Students respond to and analyze artworks, thus contributing to the development of the lifelong skills of making informed judgments and evaluations. (4) Historical and Cultural Heritage. Provides a broad, unifying structure for organizing the knowledge and skills students are expected to acquire. By analyzing artistic styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. (1) Perception Demonstrate basic knowledge of the meaning of and terminology for the elements of art (e.g., color, texture, shape, form, line, space, value) and the relationships among elements of art. Demonstrate basic knowledge of the meaning of and terminology for the principles of art (e.g., emphasis, contrast, pattern, rhythm, balance, proportion, unity) and the relationships among the principles of art. Demonstrate basic knowledge of the principles of design (e.g., balance, emphasis, harmony, variety, gradation, movement and rhythm, and proportion) and the relationships among the principles of design. Demonstrate basic knowledge of the types of design (e.g., symmetrical design, asymmetrical design, pyramid or triangular design, vertical design, and radial design) and the relationships among the types of design. Demonstrate basic knowledge of symbolism and how it is used to convey meaning in artwork. Recognize how the elements and principles of art are used in the creation of works of art in various media. Analyze art elements and principles and their relationships to each other and within the environment. Demonstrate knowledge of the principles of composition and design as applied to works of art in various media. Demonstrate basic knowledge of how perception is developed through observation, prior knowledge, beliefs, cognitive processes, and multisensory experiences. 12

13 Analyze how critical thinking and creative problem-solving are applied in perceiving artworks. Demonstrate basic knowledge of how perception is developed through observation, prior knowledge, beliefs, cognitive processes, and multisensory experiences. Analyze how critical thinking and creative problem-solving are applied in perceiving artworks. (2) Creative Expression/Performance Art I students engage in planning to aid in the development of complex two- and threedimensional artwork using imaginative combinations of materials. For two-dimensional projects, they use pencils, markers, pastels, crayons, water-based paint, printmaking, photography, and electronic media. Students may develop three-dimensional works, such as masks, animals, people, or abstract forms free and intuitively, or planned from drawings. Design decisions reflect conscious, thoughtful choices rather than spontaneous actions. The student understands the tools, materials, processes, and techniques used in drawing. o Recognizes the characteristics, qualities, and uses of various media used in drawing. o Demonstrates basic knowledge of drawing techniques used to produce highquality artworks (e.g., linear perspective, cross-hatching, stippling, and atmospheric perspective). o Recognizes how critical and creative thinking are applied to the creation of drawings. The student understands the tools, materials, processes, and techniques used in painting. o Recognizes the characteristics, qualities, and uses of various media used in painting. o Demonstrates basic knowledge of painting techniques used to produce highquality artworks. o Recognizes how critical and creative thinking are applied to the creation of paintings. (3) Critical Evaluation Art I students observe, discuss, and write critically about their own artworks and works from selected periods and cultures. Students should be able to analyze their own artworks in the planning stage, in progress, and upon completion. Students should be able to interpret and evaluate their own artworks and those of others in thoughtful discussions in which learners demonstrate attentiveness and respect for the opinions of others. Students should be able to speculate about intent, process and result. The student understands the skills and knowledge that contribute to visual literacy. o Demonstrate basic knowledge of the skills needed to develop visual literacy (e.g., knowledge of art elements and principles, of art of different eras and cultures, and of diverse purposes and uses of art). 13

14 14 Art 1B o Understand how to use experience, observation, memory, imagination, art of other cultures and periods, and perception of natural and human-made environments as sources for ideas for original works of art in various media. o Recognize how visual literacy (e.g., knowledge of art elements and principles, of art of different eras and cultures, and of diverse purposes and uses of art) contributes to the creation of original works of art in various media. The student should understand the basic principles of analysis, interpretation, and critique of works of art from various eras and cultures. o Understand the principles of analysis, interpretation, and critique of artworks and the factors involved in forming conclusions about formal properties, historical and cultural context, intent, and meaning in both representational and abstract artworks. o Recognize and describe major models of art criticism. o Demonstrate familiarity with various theories used in analyzing and evaluating works of art. o Know how to make subtle discriminations in analyzing visual relationships and content in works of art. o Demonstrate knowledge of multiple models for critiquing one's own artworks and the artworks of others. o Demonstrate knowledge of a variety of multisensory, verbal, and written modes for responding to art. Students select work for a personal portfolio as a record of learning and growth. o Art I students should be able to use direct observation, imagination, and personal experiences as inspiration for artworks. (4) Historical and Cultural Heritage Students should be able to identify styles and trends such as surrealism, pop art, or expressionism. The student should understand how the visual arts shape and reflect history, society, and culture. o Recognize, compare, and contrast the reasons why different cultures create and use art. o Demonstrate knowledge of the various roles of art (e.g., storytelling, documentation, personal expression, decoration, utility, inspiration, social change) in different cultures. o Understand the value of art to individuals and to society. o Demonstrate knowledge of the ways in which ideas (e.g., personal, social, political) are expressed through works of art in various media. o Analyze the effects that external conditions (e.g., political, environmental, economic, cultural) may have on a society's art. o Analyze the influence of contemporary cultures on artworks. o Recognize art's power to influence individuals and society. The student should be able to recognize and analyze similarities and differences among artworks from various cultures from ancient times through the present. o Compare and contrast works of art from various cultures and historical periods in terms of theme, style, technique, medium, function, and intent.

15 o Analyze how the elements and principles of art are used to convey perceptions in the art of different cultures. o Identify visual symbols in artworks, environments, and life experiences. o Recognize and describe universal themes in art and how their expression reflects different perceptions of and experiences in the world. The student should be able to recognize and analyze distinguishing characteristics of works of art from selected historical periods and styles from many cultures. These may include: o Prehistoric Art 15,000-1,000 B.C. o Art and Architecture of the Fertile Crescent and Ancient Egypt o Ancient Art of Asia, the Americas, and Africa o Greek and Roman Art and Architecture o Early Christian, Byzantine, and Islamic Art o Early Medieval, Romanesque, and Gothic Art and Architecture o Art of Emerging Modern Europe: Italian Renaissance, Baroque, Rococo o Nineteenth Century Art o Early Twentieth Century Art o Modern Art and Changing Paradigms For each period listed above, the student should be able to: o Recognize and describe the main idea in works from various periods. o Analyze how artists from various periods use art elements and principles to create art and convey meaning. o Analyze the cultural contexts of artworks and ways in which history, traditions, and societal issues are reflected in artworks from various periods. o Demonstrate knowledge of how ideas have been expressed using different media in the art of various periods. o Analyze how visual qualities in works of art from various periods express the meaning of images and symbols. o Recognize historical and contemporary trends and movements in the art of various periods. 15