Art 1B
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 400 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
135
Part 2: Short Answer Questions
2
60
Part 3: Essay Questions
3
45
Part 4: Multiple Choice Questions
30
60
Part 5: 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 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
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
1
Art 1B 08289
EA/CBE
Study Guide
•
•
•
•
•
•
•
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
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 EA/CBE. 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 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
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
2
Art 1B 08289
EA/CBE
Study Guide
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
3
Art 1B 08289
EA/CBE
Study Guide
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
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
4
Art 1B 08289
EA/CBE
Study Guide
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
5
Art 1B 08289
EA/CBE
Study Guide
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).
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
6
Art 1B 08289
EA/CBE
Study Guide
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
7
Art 1B 08289
EA/CBE
Study Guide
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 K-16 Education Center 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 K-16 Education Center and will not be returned to the student.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
8
Art 1B 08289
EA/CBE
Study Guide
(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 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:
(Printed Name of Parent
or Teacher)
(Signature of Parent or
Teacher)
(Date)
(Printed Name of
student)
(Signature of Student)
(Date)
Student:
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
9
Art 1B 08289
EA/CBE
Study Guide
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
10
Art 1B 08289
EA/CBE
Study Guide
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 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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
11
Art 1B 08289
EA/CBE
Study Guide
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
12
Art 1B 08289
EA/CBE
Study Guide
•
•
•
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).
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
13
Art 1B 08289
EA/CBE
Study Guide
•
•
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
14
Art 1B 08289
EA/CBE
Study Guide
•
•
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.
The University of Texas at Austin, Continuing & Innovative Education
K-16 Education Center
15