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Development Strategies

Arts Tasks in This Report

Exercise Three From the Interior Space Task

While NAEP, as an assessment, cannot replicate the brainstorming that might take place in an arts classroom, as much as possible, exercises can be used to encourage students to think before creating. Students, over a series of written exercises, think about parts of a work, the whole work, and then, as in the question shown below, how parts relate to the whole composition. Thinking about the different strategies Lawrence and Hopper used prepares students for creating an interior space of their own.

View painting 1 and painting 2

Identify an image or symbol in painting 1 that is important to your interpretation of the work. What is it?

How does the composition (arrangement of lines, shapes, colors, and forms) in the painting help to focus your attention on the image or symbol you chose?

Scoring Guide

4 - EXTENSIVE The student identifies a feature and specifically and accurately describes how the composition of the painting helps to focus attention on the image/symbol chosen. Students will often specifically refer to several aspects of composition. [Sample Response]

3 - ESSENTIAL The student identifies a feature and describes in accurate but general terms how the composition of the painting helps to focus attention on the image/symbol chosen. [Sample Response]

2 - PARTIAL The student identifies a feature and offers a sparse or at least partly inaccurate explanation of how the composition of the painting helps to focus attention on the feature. [Sample Response]

1 - UNACCEPTABLE The student may identify a feature, but fails to describe how the composition of the painting helps to focus attention on the image/symbol chosen.

NEXT: Exercise Four From the Interior Space Task


Last updated 7 March 2003 (HM)

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education