Study Guide

Field 102: Art 
Sample Constructed-Response Assignment

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Test Directions for the Constructed-Response Assignment

This section of the test consists of one constructed-response assignment. You are to prepare a written response of approximately 300to600 words on the assigned topic. You should use your time to plan, write, review, and edit your response to the assignment.

Read the assignment carefully before you begin to write. Think about how you will organize your response.

As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In your response to the assignment, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.

Your response to the assignment will be evaluated on the basis of the following criteria:

 start bold PURPOSE: end bold  extent to which the response achieves the purpose of the assignment
 start bold SUBJECT MATTER KNOWLEDGE: end bold  accuracy and appropriateness in the application of subject matter knowledge
 start bold SUPPORT: end bold  quality and relevance of supporting details
 start bold RATIONALE: end bold  soundness of argument and degree of understanding of the subject matter

The constructed-response assignment is intended to assess subject matter knowledge and skills, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of the scoring criteria. Your response should be written for an audience of educators in this field. The final version of your response should conform to the conventions of edited American English. Your written response must be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topic. You may not use any reference materials during the test. Remember to review what you have written and make any changes you think will improve your response.

Sample Constructed-Response Assignment

Competency 0017 
Apply knowledge of creating evidence-based, developmentally appropriate, and inclusive content and strategies that promote student learning in art.

 start bold Use the information provided to complete the assignment that follows. end bold 

Mr. Q is a visual arts teacher at a middle school. He incorporates Aesthetic Response & Critique Methodologies Academic Standard 1 into a lesson plan about aesthetics and art criticism.

Write an analytical response of approximately 300to600 words in which you analyze the information provided.

In your response:

Exhibit 1: Excerpt from Lesson Plan

The following is an excerpt from Mr. Q's draft lesson plan.

 start bold Excerpt from the Oklahoma Academic Standards for Fine Arts Visual Art: end bold 

 start bold Aesthetic Response & Critique Methodologies Academic Standard 1: end bold 
Perceive, analyze, interpret, and evaluate artistic work.

 start bold Lesson Objective: end bold 
Students will be able to describe, analyze, interpret, and evaluate a work of art.

 start bold Essential Question: end bold 
How do we respond to works of art?

 start bold Vocabulary: end bold 
critical process, beauty, meaning, technical execution

 start bold Materials: end bold 
art history text (a previously studied text), students' viewing response journals

Exhibit 2: Work of Art1

A reproduction of a color photograph.

The graphic is a reproduction of a color photograph. The photograph includes a charcoal grill with large flames, part of the hood of a black car, a child's bicycle, and a partial image of a person's arm. All of these items are on a surface of cracked concrete. Aside from the orange flame of the fire on the grill, the color palette is muted.

Exhibit 3: Student Work Sample

Students were asked to incorporate description, analysis, interpretation, and evaluation into a critical paper on the work of art. The following is one student's paper.

The photograph at first seems like a simple suburban picture - but on closer inspection there's a lot more going on in the photograph. For example, the grill is flaming. Usually a charcoal grill doesn't have such a large flame. And the bicycle is very close to the car; it's almost leaning up against it. There's more to this picture than a simple backyard barbecue. It will probably make people happy or sad, but either way it's an interesting picture that makes you feel something or think a certain way.

Sample Strong Response to the Constructed-Response Assignment

 start bold Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a score of "U" (Unscorable) due to lack of original work. end bold 

To best address Standard 1 and Mr. Q's lesson objective, it is vital to consider multiple teaching methods to reach students with diverse backgrounds and learning abilities. I would start by demonstrating elements and principles of design. Given that the students have previously studied an art history text and written in response journals, this lecture would likely be a refresher for students. Students would sketch out their understanding of the concepts in their journals with their own interpretations of the artworks discussed. I would then ask the students to create works of art using a few elements and principles of art and design with a specific meaning they wish to convey. For example, a student may decide to create a work using line, value, and balance to convey a particular emotion or experience. Once completed, students would present their works in an informal art show and explain their use of elements and principles to convey meaning. Students in the class would also be asked to practice Standard 1 by interpreting and analyzing each other's work.

To ensure that the classroom is an inclusive environment, diverse perspectives must be included in the classroom. Lectures would discuss work by global artists, such as Ai Weiwei, vital artistic movements, such as Mexican Muralism, and important cross-cultural issues, such as diaspora. I would also enact a classroom behavioral policy prohibiting racist, sexist, ableist, and homophobic language or behaviors. Conversations would be initiated with the class to explain the purpose of this policy and the importance of a respectful environment. I would use technology in the classroom to best engage with all students and promote learning at all levels and abilities. For example, I would use technology to take students on digital field trips to museums through programs such as The World Museum, a collaborative project between the British Art Museum and the Google Cultural Institute. The website has a variety of pages that would allow students to explore the British Art Museum both visually and sonically, providing audio, maps, and immersive images for students to explore. Interactive online experiences give students who have difficulty concentrating on a lecture or demonstration the opportunity to learn and explore. Technology can also be used in the classroom to create digital art, view and utilize multimedia, and use image repositories, such as online archives and visual reference generators.

The student recognizes the suburban subject matter in the photograph and that "there's a lot more going on." However, the student does not hazard a guess as to why or how the photograph moves beyond the obvious. The student recognizes the incongruency of the objects in the composition but only states that "it will probably make people happy or sad." The student does not consider why the artist would photograph these objects or why he would choose such a composition. Ultimately, the student does not recognize the value the artist gives to everyday things by providing beauty and complexity to the mundane. The student is not familiar with issues of suburban life, such as consumerism, and does not connect this work to similar themes found in pop art and urban photography. In response to an assessment such as this, I would present works by artists such as Andy Warhol, Robert Frank, and Walker Evans to show the importance given to everyday circumstances and objects. Then, I would have the students break into groups to discuss these works and the possibility of finding meaning in mundane objects and situations. Eventually, students will be able to recognize and interpret the meaning of artworks on their own.

Rationale for the Sample Strong Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The response generally achieves the purpose of the assignment as it addresses all bullets of the prompt. The response reflects a general knowledge and understanding of the subject matter as shown in the following example: "I would then ask the students to create works of art using a few elements and principles of art and design with a specific meaning they wish to convey. For example, a student may decide to create a work using line, value, and balance to convey a particular emotion or experience." This example shows the writer's understanding and accurate use of content language. Furthermore, the writer continues: "Once completed, students would present their works in an informal art show and explain their use of elements and principles to convey meaning. Students in the class would also be asked to practice Standard 1 by interpreting and analyzing each other's work." The response shows an accurate application of subject matter knowledge in the critique of the student's writing sample and in the specific details of the lesson plan. The response provides accurate supporting details; for example: "In response to an assessment such as this, I would present works by artists such as Andy Warhol, Robert Frank, and Walker Evans to show the importance given to everyday circumstances and objects." These specific examples show an understanding of present artists and the works they create. Overall, the response reflects a generally accurate and appropriate application of the subject matter.

Sample Weak Response to the Constructed-Response Assignment

I would address Standard 1 and Mr. Q's lesson objective by giving a lecture on aesthetic response and critique. After the lecture the students should be able to describe, analyze, interpret, and evaluate a variety of art works. I would then have the students write a paper critiquing the aesthetic value of the topic given, like Monet's "Water Lilies." Students would present their papers to the class and engage in discussion. To ensure that the students understand the lesson, I would have them take a short quiz in which they would develop responses to major art works.

To make the classroom inclusive, I would make sure all students have the proper materials and enough time to finish projects. I would also encourage students to use computers, including laptops and tablets, at home and at school to give them inspiration for the artworks they complete for class. It is my hope that the use of technology will help students improve. Technology brings people together and it is important to show that in the classroom environment. If students do not have access to technology at home, I would encourage them to visit the library or use a computer at school.

The student in the writing sample clearly understands the suburban subject matter of the photograph and that "there is a lot more going on." The student also correctly interprets that artist is not depicting "a simple backyard barbecue," but instead leaves the viewer questioning. The student also understand that this artwork may make viewers have an emotional response. Overall, the student's writing sample shows a good understand of art criticism. To further assess students, I would have them split up into groups and give presentations on a famous work of art and how they would critique the work. I would then give an exam on the meanings and values of art.

Rationale for the Sample Weak Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the writer attends to each of the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The response partially achieves the purpose of the assignment as it attempts to addresses the bullets of the prompt; however, there is limited use of subject matter knowledge as well as limited support. The response reflects partial knowledge and understanding of the subject matter; for example: "To make the classroom inclusive, I would make sure all students have the proper materials and enough time to finish projects." The response shows inaccurate and shallow use of knowledge and does not give a well-reasoned answer to the prompt. The response shows a partial application of subject matter knowledge in the critique of the student's writing sample and in the depth of the lesson plan. The response provides weak supporting details; for example: "It is my hope that the use of technology will help students improve. Technology brings people together and it is important to show that in the classroom environment." This example is a very surface-level response and provides limited depth to the discussion. Why is technology important to use in the classroom? How does it bring people together? The response leaves the reader with many unanswered questions. Overall, the response reflects a partial application of the subject matter.

Performance Characteristics

The following characteristics guide the scoring of responses to the constructed-response assignment.

Characteristics that guide the scoring of responses
Purpose The extent to which the response achieves the purpose of the assignment
Subject Matter Knowledge The accuracy and appropriateness in the application of subject matter knowledge
Support The quality and relevance of supporting details
Rationale The soundness of argument and degree of understanding of the subject matter

Scoring Scale

Scores will be assigned to each response to the constructed-response assignment according to the following scoring scale.

Score Scale with description for each score point.
Score Point Score Point Description
4  start bold The "4" response reflects a thorough knowledge and understanding of the subject matter. end bold 
  • The purpose of the assignment is fully achieved.
  • There is a substantial, accurate, and appropriate application of subject matter knowledge.
  • The supporting evidence is sound; there are high-quality, relevant examples.
  • The response reflects an ably reasoned, comprehensive understanding of the topic.
3  start bold The "3" response reflects a general knowledge and understanding of the subject matter. end bold 
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of subject matter knowledge.
  • The supporting evidence generally supports the discussion; there are some relevant examples.
  • The response reflects a general understanding of the topic.
2  start bold The "2" response reflects a partial knowledge and understanding of the subject matter. end bold 
  • The purpose of the assignment is partially achieved.
  • There is a limited, possibly inaccurate or inappropriate application of subject matter knowledge.
  • The supporting evidence is limited; there are few relevant examples.
  • The response reflects a limited, poorly reasoned understanding of the topic.
1  start bold The "1" response reflects little or no knowledge and understanding of the subject matter. end bold 
  • The purpose of the assignment is not achieved.
  • There is little or no appropriate or accurate application of subject matter knowledge.
  • The supporting evidence, if present, is weak; there are few or no relevant examples.
  • The response reflects little or no reasoning about or understanding of the topic.
U The response is unscorable because it is illegible, not written to the assigned topic, written in a language other than English, or lacking a sufficient amount of original work to score.
B There is no response to the assignment.

Acknowledgments

1 William Eggleston Untitled (Memphis), 19 73 Dye transfer print  16 by 20 inches 40.6 by 50.8 centimeters copyright  Eggleston Artistic Trust Courtesy Eggleston Artistic Trust and David Zwirner.