Art 1A
Examination for Acceleration/Credit by Exam Study Guide
This EA/CBE Study Guide 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 EA/CBE 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 EA/CBEs 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 http://www.tea.state.tx.us/teks/.
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 420 points and is completely instructor-graded. The EA/CBE consists of the
following:
Item type
Total number
Total points
included on exam
Part 1: Onsite artwork
3
150
Part 2: Short Answer/Essay questions
5
50
Part 3: Visual/Verbal questions
6
60
Part 4: Design analysis
1
40
Part 5: Multiple Choice questions
20
20
Part 6: Portfolio
1
100
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 6: 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 black ink pen
• A ruler
• An eraser
• Colored pencils
• Colored markers
• A 12" x 15" self-addressed envelope, for the return of your portfolio
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•
•
Two 11" x 14" pieces of cardboard (to protect drawings in the mail)
Two #2 pencils
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 1A EA/CBE. Ultimately, you should use the TEKS to guide your exam preparation.
Important concepts to know include:
• Basic art vocabulary.
• Basic elements and their use.
• The use of line.
• Color theory.
• Shape and form in artwork.
• Criticism and analysis of your own and others' artwork.
Sample Questions
These sample questions will give you a better idea of the types of questions you can expect on
the EA/CBE. 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
listed. All onsite artwork becomes the property of the UT K-16 Education Center and will not be
returned to the student.
Part 1: Onsite Demonstration of Skills
All onsite artwork can be accomplished utilizing the art supplies listed on page 1.
1. Create seven one-inch boxes that are connected alongside of each other on a horizontal
plane. Choose a color from your colored pencils and demonstrate your ability to show
value. Start with the first box as the darkest box and end with the seventh box as the
lightest. Below the chart you have created, draw a four-inch cone or circle and
demonstrate your ability to create a three-dimensional form by use of value.
2. Use a series of loose or natural organic lines to create a balanced and harmonious visual
composition that expresses a peaceful mood. The theme can be realistic or abstract. If you
choose abstract, remember that all the lines are an important element in creating the
overall affect. Use your colored pencils to create this composition. Your choice of color
is also important in creating a mood.
3. Create a visual linear composition using geometric lines that express a feeling of tension
within the artwork. The subject matter may be realistic or abstract. Remember that
abstract interpretation relies strongly on how you use line, color, and shapes to create the
mood of the work. Use your colored pencils to heighten the tension.
4. Create a drawing that uses various symbols that express some aspect of your life. Use the
whole area for your composition in your artwork. Be expressive and have fun. Give your
artwork a title and write one or more paragraphs about the theme of the work.
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5. Choose a contemporary issue that is going on in the world and create an artwork that
expresses your reaction to it. You may choose to take a realistic, surrealistic, or abstract
approach to the project. You can choose any medium, or a combination of any medium
that you brought with you to create this composition. Pay attention to the elements and
principles of design. Give your artwork a title that reflects the theme of the work. You
will be evaluated on your choice of theme, the success of expressing it, and the title that
reflects its meaning.
6. Create a composition that consists of an apple, a banana, a bowl, a table, and a chair
within a room setting. Use your colored pencils to demonstrate your ability to shade the
objects to give them a realistic form. The light source will be implied, coming from the
top left side. First, create an interesting arrangement of the objects. Remember to utilize
all of the space provided. Once you have the objects in a balanced composition, use a
blending technique to create the three dimensional form.
7. Demonstrate how light plays off objects. Using a pencil, lightly draw a circle, a cone, and
a rectangle. The shapes should overlap each other and appear to be on a surface such as a
tabletop. Utilize all the space provided. The objects may touch some sides the drawing
space. Create an implied light source and use your pencil to shade the objects to create a
three-dimensional form. Use caste shading to heighten the realistic nature of the
composition.
8. Create a still life composition that demonstrates your knowledge of texture. Choose one
of the following techniques: hatching, cross-hatching, or stippling. First, draw the still life
lightly in pencil and then use your black ink pen to create three-dimensional forms. The
subject matter will be your shoes. You may take them off and place them in front of you
or you may look at them as they appear on your feet. Remember to utilize all of the
space provided; the composition should fill the area.
9. Look around the room and choose an unoccupied chair. Create a negative drawing of the
chair on half of the space provided and a positive drawing on the other half. You will use
your graphite black pencil for this project.
Part 2: 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,
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,
full 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 and respond to each one directly and fully.
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Sample Short Answer Questions
1. Define linear perspective. Name and define two types of linear perspective.
2. All shapes can be classified into two basic categories. Name and define each basic
category.
3. Describe the difference between a shape and a form.
4. Explain the difference between free-form forms and geometric forms. Provide two
examples of each.
5. During the Renaissance, artists used a technique called chiaroscuro (shading) in their
artwork. What is chiaroscuro (shading) and what is it called today?
6. What are the primary and secondary colors? Why are they called primary and secondary
colors?
7. Describe what monochromatic color scheme means.
8. Define the element of value and describe two ways that an object in a drawing or painting
can be altered using value.
9. How do the principles of rhythm and pattern differ?
10. What is symmetry? Give an example that is found in nature.
11. What is a contour line and how do artists use it in drawing?
12. What is a focal point? Do artists need to have a focal point in every painting?
13. Define radial balance. List two examples of radial design; one from nature and one manmade.
14. How does an artist create informal balance in an artwork?
15. What is the unit or means of measurement used when drawing the human body's
proportions?
Sample Essay Questions
1. Write an essay of 150 words or more on the benefits of learning the language of visual
art.
2. Write an essay of 150 words or more listing the seven basic elements of art and how they
are used in an artwork.
3. Write an essay of 150 words or more listing the three basic properties of art. What makes
a work of art and why does it appeal to the viewer? Give examples of artwork that appeal
to you and why.
4. Write an essay of 150 words or more describing the expressive qualities of formal
balance, radial design, and informal balance.
5. Write an essay of 150 words or more on creating a focal point in a work of art. Name at
least four ways you would create a focal point and reasons for creating it.
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Part 3: Verbal/Visual Questions
Be able to define the following terms by writing how each relates to an artwork.
Additionally, you should also be able to produce a correct demonstration (sketch, drawing, etc.)
of the meaning of the words that are starred (*).
Color
Medium
Texture
Form
Symbol
Elements of art
Line (actual and implied line)*
Linear perspective*
Proportion*
Rough texture*
Symmetrical balance*
Realist art*
Informal balance*
Printmaking
Foreground
Vanishing point
Background
Cross-hatching
Abstract art*
Value*
Balance
Shape
Space
Composition
Nonobjective art
Gesture
Organic shapes*
Pointillism (stippling)*
Blending*
Pattern*
Abstract art expression*
Visual rhythm*
Radial balance*
Movement*
Horizon line
Parallel lines
Principles of design
Part 4: Design Analysis Questions
You will be presented with a photograph or picture of a work of art. Using the included Design
Analysis Checklist from your Art course, observe how the artist manipulated specific elements to
achieve certain principles of design. Fill in the blanks with your understanding of the design
principles. Describe how the artist used the elements and principles to create the work of art (not
all principles are used in every work of art). Finally, take these ideas and write a well-developed,
500-word essay about various elements that support the artwork and your personal reaction to the
art. The essay will be graded and the analysis will also be considered for part of your grade.
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DESIGN ANALYSIS CHECKLIST
Instructions: Study the work of art by observing how the artist has manipulated certain elements
to achieve certain principles of design. Frame your analysis by completing the statements below,
filling in the blanks with a design principle and describing how it is achieved using that element
(note that not all principles are necessarily achieved in every work of art). Then comment upon
the way in which unity has been achieved throughout the work. Finally, comment upon how the
work’s idea, theme or concept has been revealed or enhanced by your observed aspects. (If you
need more space to correlate elements with additional principles, use the back of this form.)
Artwork: _____________________ Artist: _________________________
In this work, the Artist has manipulated….
The Element of Line to achieve the Principle of ________________ (choose Rhythm &
Movement, Balance, Proportion, Variety, Emphasis, Harmony, or Gradation) by (complete the
statement):
The Element of Shape/Form to achieve the Principle of ________________ (choose Rhythm &
Movement, Balance, Proportion, Variety, Emphasis, Harmony, or Gradation) by (complete the
statement):
The Element of Space to achieve the Principle of _______________ (choose Rhythm &
Movement, Balance, Proportion, Variety, Emphasis, Harmony, or Gradation) by (complete the
statement):
The Element of Texture to achieve the Principle of _______________ (choose Rhythm &
Movement, Balance, Proportion, Variety, Emphasis, Harmony, or Gradation) by (complete the
statement):
The Element of Color (Hue, Value, Intensity) to achieve the Principle of ___________
(Choose Rhythm & Movement, Balance, Proportion, Variety, Emphasis, Harmony, or
Gradation) by (complete the statement):
The Element of Non-Color Value to achieve the Principle of ______________ (choose
Rhythm & Movement, Balance, Proportion, Variety, Emphasis, Harmony, or Gradation) by
(complete the statement):
Unity has been achieved through:
Idea, theme, or concept has been revealed or enhanced through:
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Part 5: Multiple-Choice Questions
1. To have an "aesthetic appreciation" of something means
a. you consider the difficulty involved in creating it.
b. you respond to it in terms of its beauty.
c. you appreciate its practical usefulness.
d. you think it might be a good investment.
2. Claude Monet painted Rouen Cathedral many times in an effort to
a. depict every architectural detail of the Cathedral.
b. depict it from all sides and points of view.
c. depict it before and after a major renovation and exterior paint job.
d. depict it at various times of the day and year to illustrate its changing colors and
textures from reflected light.
3. An organically structured composition can express ideas, feelings, and moods, even when
there is no recognizable
a. subject.
b. person.
c. focus.
d. reason.
Answer Key
Item
Number
1
Correct
Answer
b
TEKS
expectation
(3)(A)(B),
(4)(A)(B)
2
d
(3)(A)(B),
(4)(A)(B)
3
a
(1)(B), (4)(A)
Explanation
The philosophy of aesthetics is our attempt to define the nature of
beauty in art and to understand our responses to it. Methodology,
usefulness, or monetary value are not aesthetic considerations,
though they may be taken into account in other kinds of value
assessment.
Monet, an Impressionist, experimented with methods of depicting
the effect or impression of light upon an object. He was not
interested in depicting naturalistic detail or chronicling the work of
renovators. He chose the same subject from the same position (the
Cathedral's front façade) to ascertain the changes wrought by the
changing angle and intensity of light at different times of the day
and season.
The subtle effects of a compositional arrangement of elements can
elicit basic responses that enhance our perception of a subject or
idea, even in the absence of a specific subject (whether person or
object). Focus refers to a sensory response of our eyes being taken
in a particular direction. Artists always have reasons for making
their compositional choices.
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Part 6: Portfolio
The works presented for evaluation may have been produced in art classes or in 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 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.
The Art1A portfolio is intended to address two-dimensional (2-D) design issues. Design
involves purposeful decision-making about how to use the elements and principles of art in an
interrelated way. The principles of design (unity/variety, balance, emphasis, rhythm, repetition,
proportion/scale, figure/ground relationships) produced through the visual elements (line, shape,
color, value, texture, space) help guide artists in making decisions about how to organize the
elements in a picture plane in order to communicate content. Good design is possible whether
one uses representational, abstract, or expressive approaches to making art.
For this portfolio, students are asked to demonstrate a mastery of design through any twodimensional or three-dimensional medium or process, including, but not limited to, graphic
design, digital imaging, photography, collage, fabric design, illustration, painting, sculpture, and
printmaking. The works submitted may be separate, distinct works, or they may be related to
each other, as in a collection. The works may include drawings, paintings, prints, photographs,
diagrams, plans, sculpture, ceramics, animation cells, collages, montages, and so forth.
Videotapes and photocopies of a student's work in other media may not be submitted. Computermanipulated work is not acceptable for the Art 1A portfolio.
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 student’s 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.
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 could 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.
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Portfolio Contents
Submit a portfolio containing at least five, but no more than nine, pieces of artwork. The size of
each piece should not exceed 11" x 14", including matting or mounting. Some artwork should be
in graphite, 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 to six shots from different angles.
Portfolio pieces should demonstrate the following:
•
•
•
•
•
•
•
•
•
•
Human figure in action
Human portrait
A building in one-point perspective
Several buildings in two- or multi-point perspective
Still life of several objects with one light source
Still life of organic objects with one light source
Nature scene
Animal or creature in its environment
Any modern non-representational composition
Graphic designs for posters, book jackets, etc.
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 backside of the artwork.
Explanations should be concise, and should not exceed two paragraphs.
While the UT K-16 Education Center will take every precaution to protect the contents of your
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 K-16 Education Center and will not be returned to the student.
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(Duplicate as Necessary)
Portfolio Artwork Statement of Authenticity
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 backside of the artwork.
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:
(Printed Name of Parent or Teacher)
(Signature of Parent or Teacher)
(Date)
(Printed Name of student)
(Signature of Student)
(Date)
Student:
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Rubric for EA/CBE Onsite Artwork/Portfolio
Your instructor will consider the following Elements when evaluating your work.
Point Values will vary depending on the point value for
each artwork submitted as a part of the onsite artwork/portfolio.
Adjust point
values to 20% of
total for each
column.
0-2
2-4
4-6
7-9
9-10
Element
Unsatisfactory
Needs
Improvement
Average
Good
Excellent
Design
Elements: Line,
Texture, Color,
Shape/ Form, &
Space.
Artwork
demonstrates
minimum, or
was never
completed.
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.
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.
Principles:
Repetition,
Balance,
Emphasis,
Contrast, Unity
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.
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.
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Creativity &
Originality
Artwork shows
no evidence of
original
thought.
Artwork fulfills
assignment,
but gave no
evidence of
trying anything
unusual.
Attempts
idea, but
lacks
originality;
substituted
"symbols" for
personal
observation.
The student
tried an idea,
but it lacked
originality;
might have
copied work.
Effort &
Perseverance
Mastery, Skill &
Consistency
Artwork not
finished or
finished
inadequately.
Work shows
poor mastery;
evidence of
sloppiness or
lack of
understanding.
The project
was
completed
with minimum
effort.
Artwork shows
below average
mastery, lack
of pride in
finished 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 not as
good as it
could have
been, a bit
careless.
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
for 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;
generating 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.
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Concepts and Objectives
The information below 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 1A EA/CBE. Ultimately, you should use the TEKS to guide your exam
preparation.
Three 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.
(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.
o Color. The student should be able to: utilize the color wheel; make primary,
secondary, and tertiary colors; identify analogous color and contrasting colors;
create a composition with cool and warm colors; and, tint a color using black and
white.
o Line. The student should know: the various aspects of line; the organic use of line;
the geometric use of line; how a line can be used emotionally; how implied line is
used to create artwork; the weight of a line – how this affects a drawing and how
it projects position or contact points; and, how to use line to give the impression
of foreground or background
o Space. The student should be able to: utilize and identify one and two point
perspective; atmospheric perspective, and how tone and value affects the
perception of space. The student should also be able to identify how size affects
perceptions, and should understand how to use overlapping to create perspective.
o Texture. The student should be able to: demonstrate the ability to create texture,
either smoothness or roughness; know the different techniques by which you can
create texture; and, use techniques for finding texture and how to utilize the found
or natural texture.
o Value. The student should know how: to utilize shading to go from light to dark in
a composition using gray scale; to use tint to create shading in a composition; to
add black or white space to create value; and, to use intensity in visual perception.
o Shape. The student should know: the difference between organic and geometric
shapes; how to use size to alter the perception of an object; the difference between
three-dimensional shapes and two-dimensional shapes; and, how to construct the
illusion of shape on a flat surface.
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•
•
•
•
•
•
•
•
•
•
•
o Form. The student should be able to add three dimensions to a shape by shading,
using the elements of perspective, and using value (light to dark) to create form.
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.
o Be able to interpret an artwork based on its symbolism.
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 they apply 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.
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.
• Students understand 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 University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
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Art 1A 08288
EA/CBE
Study Guide
•
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) Response/evaluation
• 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.
• 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
knowledge of diverse purposes and uses of 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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
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