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TEPC 5800: EC-12 PRACTICE TEST|50 Q’s and A’s
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TEPC 5800: EC-12 PRACTICE TEST|50 Q’s and A’s
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TEPC 5800: EC-12 PRACTICE TEST|50 Q’s andA’s
prefer constructing knowledge to receiving information passively - -
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 - -
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 - -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 - -
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 - -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?
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