TEPC 5800: EC-12 PRACTICE TEST
Prefer constructing knowledge to receiving information passively - ANS Questions 1-3 are
based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population. She
includes the following art appreciation activity in her eighth-grade unit on painting. She shows
students slides of paintings exemplifying each of the following three genres: portraits,
landscapes, and still-lifes. Afterward, students engage in a small group activity in which they are
given 20 numbered postcards displaying reproductions of paintings and are asked to classify
the paintings by genre. Ms. Hanson tells them to make their choices based on observations they
made during the slide presentation. She then asks each group to complete the following two
task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting
according to its genre. Use the Other category for paintings that appear to represent more than
one genre OR that do not fit any of these categories. For all the paintings, explain why you think
the painting belongs in that category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this painting belongs in
this genre
1
2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the paintings in
each category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for this
genre, and describe the common characteristics of the paintings in this category. Name and
describe all the new genres you noticed.
Genre Common Characteristics
All Portraits:
,All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences - ANS In the sample sets given to each
group, Ms. Hanson includes reproductions of paintings created in a wide range of time periods
and cultural traditions, including cultures represented by students' own backgrounds. By doing
this, Ms. Hanson best demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are
new to them
providing Jamie with a related alternative activity that he could work on independently and
complete successfully - ANS Jamie is a student in Ms. Hanson's class who has a learning
disability that is likely to make it difficult for him to participate fully in the group classification
activity. Ms. Hanson can best fulfill her legal and professional responsibilities toward this student
by taking which of the following steps first?
providing Jamie with a related alternative activity that he could work on independently and
complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the special
education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie
productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct
answers
varying the physical setting to achieve different instructional goals - ANS During the slide
presentation and the explanation of the activity, students sit in rows of chairs facing the front of
the room. After Ms. Hanson has finished giving the instructions for the activity, each group of
students moves to a round table at the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students
can all see one another. She selects a representative from each small group to report to the rest
of the class on the group's findings. During each representative's report, the other members of
the group display or pass around each postcard for the rest of the class to see. Once each
group's findings have been reported, Ms. Hanson engages the whole class in a discussion of
issues and questions that have emerged from the painting-classification activity.
, Throughout this sequence of events, Ms. Hanson demonstrates which of the following aspects
of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
validating students' ideas - ANS During the class discussion, one issue that stimulates a great
deal of interest and enthusiasm among the students is the way in which painting styles vary
from time to time and from place to place. Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't understand
why everything looks so flat! And look how big this guy is compared to the house! (holds up a
postcard his group studied during the activity) Did they really see things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or maybe they
just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is meant by
using perspective?
Jamal: You know, making something look three-dimensional. Like when we learned how to draw
cubes last month. The back of the cube should be smaller than the front. And you need to use
the right shading. I don't think they knew how to do that.
Ms. Hanson Yes, you're right, Jamal. It wasn't until later that painters in Europe learned to use
the mathematical laws of perspective to create the illusion of space. Can anyone show us an
example of a painting in which the painter used perspective to make the composition look more
three-dimensional, like Jamal described?
During the discussion, Ms. Hanson promotes a supportive classroom environment primarily by:
adapting instruction to address individual students' strengths and needs
clearly explaining her expectations
providing opportunities for students to make their own decisions
validating students' ideas
using evaluative criteria that students understand and agree on - ANS Questions 6 & 7 are
based on the following scenario:
Following the art appreciation unit about painting, Ms. Hanson's students study various
techniques and materials to use in their own paintings. For this unit, Ms. Hanson's students will
Prefer constructing knowledge to receiving information passively - ANS Questions 1-3 are
based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population. She
includes the following art appreciation activity in her eighth-grade unit on painting. She shows
students slides of paintings exemplifying each of the following three genres: portraits,
landscapes, and still-lifes. Afterward, students engage in a small group activity in which they are
given 20 numbered postcards displaying reproductions of paintings and are asked to classify
the paintings by genre. Ms. Hanson tells them to make their choices based on observations they
made during the slide presentation. She then asks each group to complete the following two
task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting
according to its genre. Use the Other category for paintings that appear to represent more than
one genre OR that do not fit any of these categories. For all the paintings, explain why you think
the painting belongs in that category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this painting belongs in
this genre
1
2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the paintings in
each category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for this
genre, and describe the common characteristics of the paintings in this category. Name and
describe all the new genres you noticed.
Genre Common Characteristics
All Portraits:
,All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences - ANS In the sample sets given to each
group, Ms. Hanson includes reproductions of paintings created in a wide range of time periods
and cultural traditions, including cultures represented by students' own backgrounds. By doing
this, Ms. Hanson best demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are
new to them
providing Jamie with a related alternative activity that he could work on independently and
complete successfully - ANS Jamie is a student in Ms. Hanson's class who has a learning
disability that is likely to make it difficult for him to participate fully in the group classification
activity. Ms. Hanson can best fulfill her legal and professional responsibilities toward this student
by taking which of the following steps first?
providing Jamie with a related alternative activity that he could work on independently and
complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the special
education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie
productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct
answers
varying the physical setting to achieve different instructional goals - ANS During the slide
presentation and the explanation of the activity, students sit in rows of chairs facing the front of
the room. After Ms. Hanson has finished giving the instructions for the activity, each group of
students moves to a round table at the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students
can all see one another. She selects a representative from each small group to report to the rest
of the class on the group's findings. During each representative's report, the other members of
the group display or pass around each postcard for the rest of the class to see. Once each
group's findings have been reported, Ms. Hanson engages the whole class in a discussion of
issues and questions that have emerged from the painting-classification activity.
, Throughout this sequence of events, Ms. Hanson demonstrates which of the following aspects
of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
validating students' ideas - ANS During the class discussion, one issue that stimulates a great
deal of interest and enthusiasm among the students is the way in which painting styles vary
from time to time and from place to place. Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't understand
why everything looks so flat! And look how big this guy is compared to the house! (holds up a
postcard his group studied during the activity) Did they really see things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or maybe they
just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is meant by
using perspective?
Jamal: You know, making something look three-dimensional. Like when we learned how to draw
cubes last month. The back of the cube should be smaller than the front. And you need to use
the right shading. I don't think they knew how to do that.
Ms. Hanson Yes, you're right, Jamal. It wasn't until later that painters in Europe learned to use
the mathematical laws of perspective to create the illusion of space. Can anyone show us an
example of a painting in which the painter used perspective to make the composition look more
three-dimensional, like Jamal described?
During the discussion, Ms. Hanson promotes a supportive classroom environment primarily by:
adapting instruction to address individual students' strengths and needs
clearly explaining her expectations
providing opportunities for students to make their own decisions
validating students' ideas
using evaluative criteria that students understand and agree on - ANS Questions 6 & 7 are
based on the following scenario:
Following the art appreciation unit about painting, Ms. Hanson's students study various
techniques and materials to use in their own paintings. For this unit, Ms. Hanson's students will
