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AUTHOR Bezruczko, NikolausTITLE An Assessment of Visual Learning. Grade 3.INSTITUTION Chicago Board of Education, Ill.SPONS AGENCY Illinois State Board of Education, Springfield.PUB DATE 89NOTE 147p.; Document is composed primarily of black and
white photographs and color photographs of paintings.Many responses depend on the color, which may notreproduce from ERIC microfiche.
AVAILABLE FROM Board of Education of the City of Chicago, 1819 WestPershing Road, Chicago, IL 60609.
PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052) Speeches/Conference Papers (150)
Tests /Evaluation Instr....ments (160)
EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS *Academic Achievement; Classification: Cognitive
Processes; Diagnostic Tests; *Educational Assessment;*Fine Arts; *Grade 3; *Measures (Individuals):Primary Education; Standardized Tests: StateStandards; Student Evaluation: Teaching Guides:*Visual Learning; Visual Literacy: Visual Measures;Visual Perception
. IDENTIFIERS Illinois
ABSTRACTThi:, assessment guide represents a method for
evaluating visual arts achievement by third graders. The artworkpresented can be used to determine whether students have met learningobjectives and are ready to advance, and also as a diagnostic toolfor school improvement. The guide is based on selected samplelearning objectives from "State Goals for Learning and SampleLearning Objectives: Fine Arts." These objectives have beenFormulated into a taxonomic design that measures the followingparameters: (1) identification of terms, tools, and processes; (2)
understanding of affective intent; (3) ability to form non-verbalcognitive deductions; and (4) sensitivity to perceptual aspects. Theguide demonstrates the possibility of a standardized approach to theevaluation of art achievement. There are 52 pages of illustrationsranging from black and white photographs of tools and artifacts tofull-color reproductions of paintings by famous artists. Each pagesconsists of two or more "boxes" containing the illustration, alongwith printed questions requiring the child to select the rightanswers among the boxes. A teacher's guide is included. An appendix
lists the sample learning objectives. (SLD)
*********1.***A.****************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
An
Ass
essm
ent o
f V
isua
l Lea
rnin
g
DE
PA
RT
ME
NT
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DU
CA
TIO
NO
ftwe
el E
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men
t has
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Mm
or c
hang
es h
ave
been
mad
e to
mor
ose
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oduc
tion
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lity
Poi
nts
of s
lew
or
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ions
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ted
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pres
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posi
tron
or
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y
"PE
RM
ISS
ION
TO
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PR
OD
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L H
AS
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EN
GR
AN
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DB
Y
Key
.
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
2B
ES
T C
OP
Y A
VA
IL
e.
Pic
-pal
ed le
, Mt I
litai
d of
Edu
catio
n of
the
Cit
of (
.1in
ago
mul
ti t (
)inta
ct ?
...ith
the
Illin
ois
Sta
te B
oard
of E
duca
tion
Pub
lishe
d by
She
ffiel
d P
ress
..
1989
Illin
ois
Sta
te B
oard
of E
duca
tion
All
right
s re
serv
ed. P
ublis
hed
1989
.P
ilote
d in
the
Uni
ted
Sta
tes
of A
mer
ica.
AC
KN
OW
LED
GE
ME
NT
S
1 4,
1 pe
t ini
v.io
n to
rep
rodu
ce a
rt w
ork,
gra
tefu
l ack
now
ledg
emen
tis
mad
e to
the
follo
win
g so
urce
s
Pho
togr
aphy
m P
arrs
I an
d Iii
by
Ted
J. C
osto
pool
os (
Ros
ton)
,C
hica
go P
ublic
Sch
ools
.
Ri p
ioi h
i, ed
loin
' tra
nspa
rent
ies
or p
rints
sup
plie
d by
the
Alt
Inst
itute
of C
hica
go: Z
apat
a, S
leep
(D
onni
eI,A
1 lu
ng it
'ont
an in
a .c
umne
er,
Mau
er. N
unda
y A
llem
:eon
on
the
Man
e! it
I a
Gra
nde
Jatte
. Pro
leta
rian
Spe
aker
(O
rade
a l'i
alet
aria
), a
nd .S
elf-
Poe
fait
It< ja
rkli,
, ed
nom
nan
spai
enci
rs b
y T
ed K
osto
n fin
the
I ruS
able
Mus
eu >
of A
fric
an A
mer
ican
I lis
toi y
and
Art
. 7 h
re'
Rot
,,A
trua
n /b
et. L
eaer
ut. I
lia l'
iano
l'aer
),I '
deal
tla,
k. a
nd T
he tl
iedd
mg.
Rt p
rod,
ic e
d no
m ti
ansp
arriw
ies
and
prin
ts s
uppl
ied
by th
eM
exic
an F
ine
Art
s C
ente
r-M
useu
m: D
art!
Mas
k, V
ende
dora
de
Cal
,M
ater
nida
d. G
rindi
ng S
ugar
Can
e,
.ti-s
unT
rant
form
a en
Una
Gra
n C
iuda
d.S
ell-
Por
trai
t, an
d l.a
Sie
ga.
John
son
O'C
onno
r R
esea
rch
Fou
ndat
ion:
Rat
ing
Sca
le fo
r V
isua
lD
esig
ns. C
opyr
ight
i986
by
the
John
son
O'C
onno
r R
esea
rch
Fou
ndat
ion,
loc.
Vis
ual d
esig
ns: N
o
i7 (
For
m A
l Na
15 (
Far
m 1
1), '
No.
13
(For
m A
), a
nd D
eno
No.
46.
Rei
n od
ut r
d no
m tr
ansp
aren
cies
sup
plie
d by
the
Ter
ra M
useu
mof
Am
eric
an A
rt fr
om th
e P
roud
Her
itage
col
lect
ion
C:o
pyrig
ht19
87 b
y th
e T
erra
Mus
eum
of
Am
u' n
ail A
rt. P
rint n
ombe
rs: T
-2, -
9, T
-11,
T-:
3,
.1 -
14, '
F -
17, T
-22,
T-2
5, T
-29,
T-3
1, T
-bh,
T-6
9, T
70,
T-7
2, T
-75,
-77,
-7't
.1 -
92, T
-93,
T-1
2ti,
T-1
29,1
141
1.1-
-15
ti, T
-170
, T-1
7, T
-172
, T -
17a,
and
T-I
85.
Rep
o du
i( ed
trou
t put
ts s
uppl
ied
by th
e F
ield
Mus
eum
of N
atur
alH
isto
ry: N
eg$A
97n9
, $90
956,
$10
8249
, and
$A
1067
51.
kept
tain
t nil
II011
1tr
ansp
aien
cy b
y -F
ed K
osto
n fo
r th
eF
rank
lin F
ine
Art
s A
ca fe
rny:
Clo
wel
face
and
Han
d
Itis
the
polic
y of
the
Boa
rd o
fE
duca
tion
of th
e C
ity o
f Chi
t ago
not
to d
iscr
imin
ate
on ti
,e b
asis
of l
ac e
,col
or, c
reed
, nat
iona
l orig
in, i
t lig
nin,
age
, han
dl, a
p
umel
ated
to a
bilit
y, o
r se
x in
its
educ
atio
nal p
rogr
am o
r em
ploy
men
tpo
licie
s or
pra
ctic
es.
!nyl
on..
c tin
t rt t
ong
the
appl
icat
ion
of T
ule
IX o
f th,
Edu
t ano
nA
men
dmen
ts o
f 197
2 an
d th
e re
gula
tions
pr
omul
gate
d th
e' v
ouch
' I ti
nt.I
lam
; se
disc
r im
man
on
slni
uld
be n
.h.t
red
to th
e T
itle
IX C
oord
inat
or, B
oard
of
Edu
catio
n of
the
City
of C
hica
go, 1
819
Wes
t Per
shin
g R
oad,
Chi
cago
, Illi
nois
UM
W/.
4B
EST
CO
PYA
VA
ILA
BL
E4A
Prep
ared
by
the
Boa
rd o
f E
duca
tion
of th
e C
ity o
f C
hica
goun
der
cont
ract
with
the
Illin
ois
Stat
e B
oard
of
Edu
catio
n.Pu
blis
hed
by S
heff
ield
Pre
ss.
c198
9 Il
linoi
s St
ate
Boa
rd o
f E
duca
tion
All
righ
ts r
eser
ved.
Pub
lishe
d 19
89.
Prin
ted
in th
e U
nite
d St
ates
of
Am
eric
a.
AC
KN
OW
LE
DG
E
For
perm
issi
on to
rep
rodu
ce a
rt w
ork,
gra
tefu
l ack
now
ledg
emen
t is
mad
e to
the
follo
win
g so
urce
s.
Phot
ogra
phy
in P
arts
I a
nd I
II b
y T
ed J
. Cos
topo
ulos
(K
osto
n), C
hica
go P
ublic
Sch
ools
.
Rep
rodu
ced
from
tran
spar
enci
es o
r pr
ints
sup
plie
d by
the
Art
Ins
titut
e of
Chi
cago
: Zap
ata,
Sle
ep (
Do
mir
), A
You
ngW
oman
in a
Sum
mer
Sho
wer
, Sun
day
Aft
erno
on o
n th
e Is
land
of
La
Gra
nde
Jane
. Pro
leta
rian
Spe
aker
(O
rado
r Pr
olet
ario
), a
nd S
elf-
Port
rait.
Rep
rodu
ced
from
tran
spar
enci
es b
y T
ed K
osto
n fo
r th
e D
u Sa
ble
Mus
eum
of
Afr
ican
Am
eric
an H
isto
ry a
nd A
rt:
Thr
ee B
oys,
Afr
ican
Ibe
x, L
ione
ss, T
he P
iano
Pla
yer,
Fac
es, T
riba
l Mas
k,
and
The
Wed
ding
.
Rep
rodu
ced
from
tran
spar
enci
es a
nd p
rint
s su
pplie
d by
the
Mex
ican
Fin
e A
rts
Cen
ter-
Mus
eum
. Dev
il M
ask,
Ven
deor
a de
Cal
, Mat
erra
dad,
Gri
ndin
g Su
gar
Can
e, M
exic
o se
Tra
nsfo
rma
en
Una
Gra
n C
iada
d...,
Se
lf-P
ortr
ail,
and
La
Seig
a.
John
son
O'C
onno
r R
esea
rch
Foun
datio
n: R
atin
g Sc
ale
for
Vis
ual D
esig
ns. C
opyr
ight
198
6 by
the
John
son
O'C
onno
r R
esea
rch
Foun
datio
n, I
nc. V
isua
l des
igns
: No.
37 (
Form
A),
No.
15
(For
m B
), N
o. 1
3 (F
orm
A),
and
Des
ign
No.
46.
Rep
rodu
ced
from
tran
spar
enci
es s
uppl
ied
by th
e T
erra
Mus
eum
of
Am
eric
an A
rt f
rom
the
Prou
d H
erita
ge c
olle
ctio
n. C
opyr
ight
1987
by
the
Ter
ra M
useu
m o
f A
mer
ican
Art
, Pri
nt n
umbe
rs:
T-2
, 1-9
. T-1
1, T
-13,
T-1
4, T
-17,
T-2
2, T
-25,
T-2
9, T
-31,
T-6
6, T
-69,
T-7
0, T
-72,
1-75
, T-7
7, T
-79,
T-9
2, T
-93,
T-1
26, T
-129
, T-I
49, T
-156
, T-1
70, T
-171
, T-1
72,T
-17
8, T
-185
.
Rep
rodu
ced
from
pri
nts
supp
lied
by th
e Fi
eld
Mus
eum
of
Nat
ural
His
tory
. Neg
ativ
e #A
9760
9, 0
0090
56, #
1082
49, a
nd #
A10
6751
.
Rep
rodu
ced
from
a tr
ansp
aren
cy b
y T
ed K
osto
n fo
r th
e Fr
ankl
in F
ine
Art
s A
cade
my:
Clo
wnf
ace
and
Han
d.
It is
the
polic
y of
the
Boa
rd o
f E
duca
tion
of th
e C
ity o
f C
hica
go n
ot to
dis
crim
inat
e on
the
basi
s of
rac
e, c
olor
, cre
ed, n
atio
nal
orig
in, r
elig
ion,
age
, han
dica
p un
rela
ted
to a
bilit
y, o
r se
x in
its
educ
atio
nal p
rogr
am o
r em
ploy
men
t pol
icie
s or
pra
ctic
es.
Inqu
irie
s co
ncer
ning
the
appl
icat
ion
of T
itle
IX o
f th
e E
duca
tion
Am
endm
ents
of
1972
and
the
regu
latio
ns p
rom
ulga
ted
ther
eund
er c
once
rnin
g se
x di
scri
min
atio
n sh
ould
be
refe
rred
to t`
.e
Titl
e IX
Coo
rdin
ator
, Boa
rd o
f E
duca
tion
of th
e C
ity o
f C
hica
go, 1
819
Wes
t Per
shin
g R
oad,
Chi
cago
, Illi
nois
606
09.
551
\
DM
PA
N A
il In
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r
An
Ass
essm
ent o
f V
isua
l Lea
rnin
g
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de 3
Des
igne
d an
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ped
byN
ikol
aus
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rucz
ko
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F C
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TE
NT
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RO
DU
CT
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CT
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AT
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AR
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CT
IVE
S68
LI
III
INT
RO
DU
CT
ION
The
util
izat
ion
of a
rtw
ork
in th
is a
sses
smen
tgu
ide
repr
esen
ts o
ne m
etho
d of
eval
uatin
g vi
sual
art
s
at h
ieve
tnen
t by
thir
d gr
ader
s. T
he f
ollo
win
gco
nsid
erat
ions
will
hel
p yo
u in
you
r re
view
if th
is
met
hod.
Firs
t, be
caus
e th
is a
sses
smen
t gui
de m
ay n
otre
pres
ent
the
art l
earn
ing
obje
ctiv
es in
you
rdi
stri
ct, s
choo
l, or
(las
sroo
m, y
ou a
rc e
ncou
rage
d to
ada
ptit.
The
asse
ssm
ent i
tem
s sh
ould
refl
ect y
our
visu
al a
rts
curr
icul
um a
nd lo
cal a
rts
cultu
re.
Als
o, th
is m
etho
d of
pres
entin
g as
sess
men
t ite
ms
is in
tend
edon
ly a
s an
exam
ple.
Som
e su
gges
tions
for
alte
rnat
ive
pres
enta
tions
are
the
use
ofpo
stca
rds,
pho
togr
aphi
c sl
ides
, wal
l pos
ters
,
and
com
pute
r vi
deo
prog
ram
s.T
each
ers
are
also
rem
inde
d th
at in
the
area
of
art,
ast
anda
rdiz
edas
sess
men
t met
hod
such
as
this
is m
ost e
ffec
tive
whe
nus
ed w
ith te
ache
r ra
tings
and
stu
dent
port
folio
s. U
nder
no c
ircu
mst
ance
shou
ld te
ache
rs c
onsi
der
this
met
hod
as a
com
preh
ensi
ve a
sses
smen
t of
thir
d gr
ade
visu
al a
rt
dl h
ieve
men
t.
Seco
nd, t
his
asse
ssm
ent g
uide
can
be
used
a n
umbe
r of
way
s. T
each
ers
may
use
the
asse
ssm
ent i
tem
s to
dete
rmin
e w
heth
er s
tude
nts
have
met
lear
ning
obj
ectiv
es
and
are
read
y fo
r ad
vanc
emen
t to
the
next
leve
l of
art
inst
ruct
ion.
The
item
s ca
n al
so b
e us
ed a
s a
diag
nost
ic
tool
in th
e sc
hool
impr
ovem
ent p
roce
ss.
Tea
cher
s ca
n
exam
ine
stud
ents
' res
pons
es to
item
s an
d de
term
ine
whe
ther
to r
etea
ch c
erta
in o
bjec
tives
,m
odif
y a
met
hod
of
inst
ruct
ion,
or
drop
an
obje
ctiv
efr
om th
e cu
rric
ulum
.
A th
ird
cons
ider
atio
n is
the
philo
soph
y an
dor
gani
zatio
n of
this
ass
essm
ent g
uide
.A
n ef
fect
ive
asse
ssm
ent m
etho
d sh
ould
com
plem
ent a
nd e
nhan
ce
inst
ruct
ion
with
out d
isru
ptin
gre
gula
r cl
assr
oom
inst
ruct
ion.
It s
houl
d pe
rmit
ate
ache
r to
dir
ect i
ndiv
idua
l
stud
ents
to c
ompl
ete
spec
ific
ass
essm
ent
item
s w
ithou
t
cons
tant
teac
her
supe
rvis
ion
or s
peci
al a
udio
visu
aleq
uipm
ent.
Furt
herm
ore,
the
act
of v
isua
l art
s as
sess
men
t
shou
ld h
old
the
prom
ise
ofae
sthe
tic e
nric
hmen
t fin
-
stud
ents
. The
stu
dent
s' in
tera
ctio
nw
ith f
ine
wor
ks o
f ar
t
from
sev
eral
cul
ture
s, d
urin
g an
ass
essm
ent,
shou
ld
tiniu
late
fur
ther
inte
rest
in a
rtex
peri
ence
and
pre
sent
a
chal
leng
e to
thei
r un
ders
tand
ing
and
appr
ecia
tion
ofar
tistic
exp
ress
ion.
For
thes
e re
ason
s,th
e re
adin
g le
vel f
or
man
y of
the
item
sis
at t
he th
ird
grad
e le
vel a
nd c
anbe
self
-adm
inis
tere
d by
a s
tude
nt. B
ecau
seth
is g
oal i
s no
t
prac
tical
for
som
e ite
ms,
the
clas
sroo
m te
ache
r sh
oidd
revi
ew th
e as
sess
men
t ite
ms
and
deci
de th
e ex
tent
of
teac
her
supe
rvis
ion
that
is n
eces
sary
to a
sses
sst
uden
t
lear
ning
.
Four
th, t
he it
ems
in th
is g
uide
book
arc
bas
ed o
n
sele
cted
sam
ple
lear
ning
obje
ctiv
es f
rom
the
publ
icat
ion
Stat
e G
oal%
for
Lea
rnin
g an
dSa
mpl
e L
earn
ing
Obj
ectiv
es: F
ine
Art
s (S
prin
gfie
ld: I
llino
isSt
ate
Boa
rd o
f E
duca
tion,
198
6).
For
pers
ons
inte
rest
ed in
inst
rum
ent
cons
truc
tion,
thes
e
obje
ctiv
es h
ave
been
for
mul
ated
into
a ta
xono
mic
des
ign
asse
ssin
g fo
ur a
s;w
ets
of a
rtkn
owle
dge
whi
ch a
ppea
rs o
n
page
s 66
and
67
of th
is g
uide
. A b
rief
desc
ript
ion
of th
e
taxo
nom
y th
at u
nder
lies
this
gui
de a
s an
ass
essm
ent
devi
ce f
ollo
ws
belo
w.
Iden
tific
atio
n of
term
s, to
ols,
and
pro
cess
es is
bas
ic to
an
inst
ruct
iona
l app
roac
h to
art
. Mos
t edu
cato
rs w
ould
agre
e th
at s
ome
aspe
ct o
f th
is a
rea
is e
ssen
tial t
oun
ders
tand
ing
the
basi
c fo
unda
tions
of
artis
ticpe
rfor
man
ce a
nd is
a u
sefu
l int
rodu
ctio
n to
lear
ning
the
skill
s an
d te
chni
ques
of
artis
tic p
rodu
ctio
n.
Und
erst
andi
ng o
f af
fect
ive
inte
nt is
a s
ubtle
cap
acity
toun
ders
tand
the
expr
essi
ve a
spec
ts o
f an
art
wor
k as
inte
nded
by
an a
rtis
t. T
his
spec
ializ
ed a
spec
t of
art
deal
s w
ith th
e ca
paci
ty to
und
erst
and
feel
ings
and
expr
essi
ons
com
mun
icat
ed in
art
istic
sta
tem
ents
.
Abi
lity
to ,f
orm
non
verb
al c
ogni
tive
dedu
ctio
ns r
epre
sent
s a
high
leve
l of
visu
al th
inki
ng a
nd m
ay e
nabl
e a
view
erto
und
erst
and
and
know
how
othe
rs f
eel a
nd li
ve.
Pers
ons
use
this
ski
ll to
arr
ive
at c
oncl
usio
ns a
ndm
ake
pred
ictio
ns o
n th
e ba
sis
of n
onve
rbal
vis
ual
info
rmat
ion.
Alth
ough
thir
d gr
ader
s ar
c no
t exp
ecte
dto
be
high
ly a
ccom
plis
hed
atth
is le
vel o
f ar
tistic
achi
evem
ent,
seve
ral i
tem
s ha
ve b
een
incl
uded
tore
pres
ent t
he r
ange
of
visu
al s
kills
taug
ht in
the
thir
dgr
ade.
,nsl
tivity
to p
erce
ptua
l asp
ects
is th
e si
mpl
e aw
aren
ess
ofho
w v
isua
l stim
uli d
iffe
r. T
extu
res,
col
ors,
sha
pes,
and
form
s ar
c pe
rcep
tual
asp
ects
of
anar
twor
k th
atnt
hesi
ies
to e
stab
lish
an o
vera
ll se
nse
ofN
isua
l bea
uty
and
pers
onal
pre
fere
nce.
a
;\It h
ough
,111
t om
pris
es m
any
othe
r :le
a.:
of k
oow
ledg
e
and
lear
ning
, thi
s as
sess
men
t gui
de f
ocus
eson
ly o
n th
ese
four
. Are
as s
uch
as a
rt p
rodu
ctio
n (i
.(.,
stud
ents
' cap
acity
vi
12
to p
rodu
ce a
rt o
bjec
ts),
cri
ticis
m, a
ndin
terp
reta
tion
shou
ld b
e as
sess
ed b
y an
othe
r m
etho
d.
Plea
se n
ote
that
sev
eral
of
the
asse
ssm
ent i
tem
s m
ay h
eve
ry d
iffi
cult
for
thir
d gr
ader
s.T
hese
item
s ar
e in
the
guid
e be
caus
e th
ey a
sses
s ob
ject
ives
that
app
ear
in th
esa
mpl
e le
arni
ng o
bjec
tives
(se
e ab
ove)
. A ju
dgm
ent
rega
rdin
g th
e ap
prop
riat
enes
s of
thes
e ob
ject
s fo
r th
ird
grad
ers
is b
eyon
d th
e sc
ope
of th
is I
ntro
duct
ion.
Fina
lly, t
his
guid
e de
mon
stra
tes
the
poss
ibili
ty o
f a
stan
dard
ized
app
roac
h to
the
eval
uatio
n of
art
achi
evem
ent i
n a
dist
rict
, sch
ool,
or c
lass
room
. It s
ugge
sts
that
edu
cato
rs, u
sing
loca
l lea
rnin
g ob
ject
ives
and
artw
orks
sig
nifi
cant
to th
e co
mm
unity
, can
als
o de
velo
pva
lid a
sses
smen
t pro
cedu
res
that
are
eco
nom
ical
and
prac
tical
. Sch
ools
may
wis
h to
exp
and
on th
is m
etho
d by
deve
lopi
ng c
alib
rate
d ite
m b
anks
or
appl
ying
ada
ptiv
ete
stin
g te
chno
logy
to th
eir
visu
al a
nd p
erfo
rmin
g ar
tscu
rric
ula,
fur
ther
incr
easi
ng th
e ef
fect
iven
ess
of th
ism
etho
d.
A te
chni
cal r
epor
t des
crib
ing
the
relia
bilit
y an
ddi
ffic
ulty
of
thes
e as
sess
men
t ite
ms,
an
anal
ysis
of
item
fit
to a
n ar
t ach
ieve
men
t var
iabl
e, it
embi
as a
naly
sis,
and
ques
tionn
aire
res
ults
of
stud
ent a
nd te
ache
r re
actio
ns to
the
asse
ssm
ent m
etho
d w
ill a
ppea
r in
a s
epar
ate
docu
men
t
to b
e pu
blis
hed
by th
e D
epor
tmen
tO
fR
esea
rch,
Eva
luat
ion,
and
Pla
nnin
g of
the
Chi
cago
Pub
lic S
choo
ls,
Pers
ons
who
use
this
test
or
adap
t it i
n so
me
man
ner
arc
rot m
itnen
ded
to s
tudy
this
rep
ot(
( ;tr
efoi
l..
3
In o
rder
to p
rodu
ce a
n as
sess
men
tgu
ide
that
: (1)
valid
ly a
sses
ses
art a
chie
vem
ent,
(2)
prom
ises
to h
e us
eful
as a
ref
eren
ceai
de to
teac
hers
, and
(3)
is in
tend
ed to
be
aest
hetic
ally
ple
asin
g to
stu
dent
s, th
eco
ntri
butio
ns o
f
man
y pe
rson
s an
dor
gani
zatio
ns w
ere
nece
ssar
y. A
cru
cial
pers
on w
as T
edC
osto
poul
os (
Kos
ton)
fro
m C
omm
unity
Info
rmat
ion
Out
reac
h (D
epar
tmen
tof
Com
mun
icat
ion)
of
the
Chi
cago
Pub
lic S
choo
ls. H
epr
ovid
ed p
hoto
grap
hic
serv
ices
for
sev
eral
ver
sion
s of
the
guid
e.W
ithou
t his
expe
rtis
e, th
e gu
ide
wou
ld n
ot h
ave
been
pro
duce
d.
Ass
ista
n«. f
rom
Luc
inda
Vri
ner
and
the
teac
hers
and
stud
ents
of
the
Fran
klin
Fin
e A
rts
Aca
dem
y is
gre
atly
appr
ecia
ted.
Ms.
Vri
ner
assi
sted
with
the
desi
gn o
f m
any
asse
ssm
ent i
tem
s, g
ener
ousl
ypr
ovid
ed s
ampl
es o
f th
ird
grad
e ar
twor
k, a
nd a
dvis
ed m
e on
the
artis
tic r
elev
ancy
of
soni
c im
ages
to th
ird
grad
ers.
All
phot
ogra
phs
in P
arts
Ian
d Il
l arc
of
stud
ent p
roje
cts
inhe
r th
ird
grad
ela
ssro
om. S
he a
lso
faci
litat
ed th
e fi
eld
test
ing
of th
e ite
ms
with
the
thir
d gr
ade
stud
ents
and
teac
hers
at t
he F
rank
lin
Fitu
Art
s A
cade
my.
Dia
na F
oste
r, f
orm
erly
of
Art
emis
iaG
alle
ry, i
n
Chi
cago
pro
vide
d se
vera
l art
istic
revi
ews
of th
e gu
ide.
She
advi
sed
me
on th
e te
chni
cal a
ccur
acy
of m
any
artis
tic
com
pari
sons
in th
ese
item
s an
dpr
ovid
ed h
elpf
ul
sugg
estio
ns f
or th
eir
artis
tic la
yout
.
Seve
ral o
rgan
izat
ions
pro
vide
d va
luab
leas
sist
ance
and
reso
urce
s fo
r th
ispr
ojec
t. T
he C
hica
go P
ublic
Sch
ools
,th
roug
h th
eir
depa
rtm
nts
of r
esea
rch
and
eval
uatio
n, a
ndcu
rric
ulum
pro
vide
d te
chni
cal s
uppo
rtfO
r th
e \,o
rd
I -;
proc
essi
ng o
f th
e gu
ide
hook
, sev
eral
revi
ews
of th
e ite
ms,
as w
ell a
s st
uden
tsfO
r th
e fi
eld
test
ing
and
pilo
ting.
In
part
icul
ar, N
ancy
Hie
stan
d, F
lore
nce
Hal
prin
, and
Cyn
thia
Gon
zale
z, f
rom
thes
e de
part
men
ts,
cont
ribu
ted
subs
tant
ial t
ime
to th
e re
view
of
item
s.T
he T
erra
Mus
eum
of
Am
eric
an A
rt D
uSab
leN
Itis
ettn
i of
Afr
ican
Am
eric
an H
isto
ry a
nd A
rt, M
exic
anFi
ne A
rts
Cen
ter
and
Mus
eum
, Fie
ld M
useu
mof
Nat
ural
His
tory
, and
the
Art
Ins
titut
e of
Chi
cago
gen
erou
sly
wai
ved
thei
r co
pyri
ght
rest
rict
ions
for
man
y of
the
phot
ogra
phic
repr
oduc
tions
in
this
ass
essm
ent g
uide
. Ass
ocia
ted
with
thes
e or
gani
zatio
ns
are
seve
ral i
ndiv
idua
lsw
ho s
peci
fica
lly p
rovi
ded
expe
rtad
vise
and
ass
ista
nce.
Arc
eo, A
rtis
tic C
oord
inat
or f
orth
e N
texi
can
Fine
Art
s (:
ente
r-M
useu
m g
uide
d m
ein
the
sele
ctio
n of
Mex
ican
art
pri
nts.
Ang
ela
Pate
raki
s, P
rofe
ssor
of
Art
Edu
catio
n of
the
Scho
ol o
f th
e A
rtIn
stitu
te o
f C
hica
go;
Susa
n Fr
eife
ld, M
anag
er o
f Sc
hool
and
Tea
cher
Pro
gram
san
d R
ober
ta K
atz,
I)i
rect
or o
fth
e D
epar
tmen
t of
Edu
catio
n of
the
Ter
ra M
useu
mof
Am
eric
an A
rt;
The
resa
Chr
isto
pher
of
the
1}uS
able
Ntu
seum
of
Afr
ican
Am
eric
an H
isto
ry a
nd A
rt; a
ndR
ober
t J. J
ohns
on,
Dir
ecto
r, B
urea
u of
Art
of
the
Chi
cago
Pub
lic S
choo
ls
criti
cally
rev
iew
ed ll
w a
sses
smen
tite
ms
at c
ruci
al p
oint
s
of th
eir
deve
lopm
ent.
Prof
.Pa
tera
kis
was
inst
rum
enta
l iii
obta
inin
g th
e pe
rmis
sion
to r
epro
duce
seve
ral p
rint
s fr
om
the
Art
Ins
titut
e of
(:h
icag
o, M
s.Fr
eife
ld a
nd M
s. K
atz
faci
litat
ed th
e se
lect
ion
of T
erra
Ntu
seum
pri
nts.
and
Ms.
Chr
isto
pher
arr
ange
d fo
r th
eph
otog
raph
y of
sev
eral
artw
orks
fro
m th
e D
uSab
le M
useu
m.
1 5
VII
The
coo
pera
tion
of th
ese
pers
ons
and
thei
r re
spec
tive
orga
niza
tions
is g
rate
fully
app
reci
ated
.W
hile
thei
r
cont
ribu
tions
gre
atly
impr
oved
the
fina
lfo
rm o
f th
is
guid
e, th
us in
crea
sing
its
prac
tical
usef
ulne
ss, I
acc
ept
sole
res
pons
ibili
ty f
or th
e m
any
flaw
s an
d de
fect
s th
at
1it
rem
ain.
My
hope
is th
at w
e ha
vepr
oduc
ed a
n ex
ampl
e
and
esta
blis
hed
a st
anda
rd u
pon
whi
ch f
utur
e pr
ogre
ss in
the
asse
ssm
ent o
f ar
t lea
rnin
g ca
npr
ocee
d.
1
Nik
olau
s B
ezru
czko
C:h
icag
o, I
llino
is
TE
AC
HE
R IN
ST
RU
CT
ION
S
CO
ND
UC
TIN
G T
HE
AS
SE
SS
ME
NT
. The
item
s in
this
ass
essm
ent g
uic
e ca
n be
adm
inis
tere
d to
indi
vidu
al s
tude
nts
or to
a g
roup
.Q
uest
ions
2-6
in P
art I
and
all
of th
e qu
estio
ns in
Par
t II s
houl
d be
rec
id to
stu
dent
s by
a te
ache
r. T
he r
est o
f the
ques
tions
in th
egu
ide
have
bee
n co
ntro
lled
to b
e at
the
third
gra
de r
eadi
ng le
vel.
T -
le te
ache
r m
ay, n
owev
er, c
hoos
e to
rea
d th
ese
item
s al
so.
SE
TT
ING
UP
TH
E T
ES
TIN
G C
ON
DIT
ION
S. S
uppl
y ea
ch s
tude
nt w
ith c
cop
y of
the
asse
ssm
ent g
uide
(i.e
., A
n A
sses
smen
t of V
isua
lLe
arni
ng),
an
answ
er s
heet
, a p
enci
l with
an
eras
er, a
nd a
cle
ared
des
k to
p or
tabl
e. T
he te
ache
r w
ill n
eed
an a
sses
smen
t gui
de,
an a
nsw
er s
heet
for
dem
onst
ratio
n, a
nd e
xtra
pen
cils
.
PR
EP
AR
ING
TH
E S
TU
DE
NT
S. I
ndic
ate
to s
tude
nts
that
they
are
par
ticip
atin
g in
an
asse
ssm
ent o
f the
ir vi
sual
lear
ning
. Exp
lain
that
the
purp
ose
of th
e as
sess
men
t is
to d
eter
min
e w
heth
er th
eir
inst
ruct
ion
was
effe
ctiv
e an
d to
hel
p ev
alua
te th
e ex
tent
of th
eir
lear
ning
in th
e vi
sual
art
s. In
stru
ct e
ach
of th
e st
uden
ts to
writ
e hi
s or
her
nam
e on
the
answ
er s
heet
and
fill
in th
e gr
idsh
eet.
If th
is is
a gr
oup
adm
inis
trat
ion,
wal
k ar
ound
the
room
to e
stab
lish
that
the
stud
ents
are
follo
win
gdi
rect
ions
cor
rect
ly.
DE
MO
NS
TR
AT
ING
TH
E A
NS
WE
R S
HE
ET
FO
RM
AT
. Dem
onst
rate
the
use
of th
e an
swer
she
et b
y dr
awin
g th
e fo
llow
ing
exam
ple
onth
e bo
ard.
Not
e th
at a
sec
tion
on th
e an
swer
she
et is
title
d T
est 1
. Stu
dent
s sh
ould
mar
k al
l the
ir an
swer
s fo
r th
is a
sses
smen
t in
Tes
t1
of th
e an
swer
she
et. Q
uest
ions
1, 1
6, a
nd 3
9 ar
e sa
mpl
e ite
ms.
AE
xam
ple:
00
0D
Dire
ctio
ns to
stu
dent
s:P
rint y
our
nam
e in
the
grid
sec
tion.
Do
not m
ake
any
mar
ks in
the
book
let o
f art
prin
ts. M
ark
all y
our
answ
ers
on th
e fr
ont o
f you
r an
swer
shee
t in
the
sect
ion
with
the
title
Tes
t 1.
Whe
n yo
u m
ark
an a
nsw
er o
n th
e an
swer
she
et, m
ake
sure
that
the
answ
er n
umbe
r m
atch
es th
equ
estio
n nu
mbe
r in
the
book
let o
f art
p in
ts.
Not
ice
that
eve
ry a
nsw
er n
umbe
r on
the
answ
er s
heet
has
four
circ
les.
Eac
h ci
rcle
cor
resp
onds
to A
,B
, C, o
r D
. If y
ou th
ink
the
corr
ect a
nsw
er to
a q
uest
ion
is A
, fill
in th
e ci
rcle
und
er A
. (D
emon
stra
te o
nth
e ch
alkb
oard
how
to fi
ll in
circ
le A
).If
you
wis
h to
cha
nge
an a
nsw
er, c
ompl
etel
y er
ase
your
ans
wer
. The
n fil
l in
the
circ
le fo
r th
e an
swer
you
thin
k is
cor
rect
. Be
sure
that
you
mar
k on
ly o
ne a
nsw
er fo
r ea
ch q
uest
ion.
If y
ouha
ve m
ore
than
one
answ
er, t
he it
em w
ill b
e m
arke
d w
r)ng
.
SC
OR
ING
TH
E T
ES
T. D
etai
ls r
egar
ding
eith
er e
lect
roni
c sc
anni
ng o
r -la
nd s
corin
g of
the
answ
er s
heet
sho
uld
be s
uppl
ied
to th
ete
ache
r pr
ior
to th
e ad
min
istr
atio
n of
the
test
.
is1
PAR
T I
20
D
TE
AC
HE
R D
IRE
CT
ION
S:
Quu
slio
m 2
II u
uIn
l'uiI
I
are
read
to s
tude
nts
by th
ete
ache
r. R
ead
the
dire
ctio
nsan
d th
e sa
mpl
e ite
m b
elow
1. S
ampl
e ite
m.
"Stu
dent
s, 1
will
now
ask
you
ques
tions
abo
ut th
epi
ctur
es in
this
boo
k. F
irst
will
be
a qu
estio
n ab
out
the
pict
ures
on
page
3.
Look
at t
he b
oxes
on
page
3 an
d ch
oose
the
draw
ing
of th
e st
raig
ht li
ne. M
ark
A,
B, C
, or
D n
ext t
o #1
on
your
ans
wer
she
et."
Afte
r al
l stu
dent
s m
ark
the
sam
ple
item
, sup
ply
them
with
the
corr
ect a
nsw
er.
The
n re
ad q
uest
ions
2 th
ru 6
to th
e st
uden
ts. I
tem
s 7
thru
15 m
ay b
e re
ad b
y th
est
uden
ts.
I_ S
TO
P H
ER
E.
213
BE
GIN
TH
E T
ES
T H
ER
E.
224
4
2.W
hich
box
sho
ws
a lo
om?
2.3
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
GO
ON
..
B
Iff
3.W
hich
box
sho
ws
som
ethi
ng m
ode
byw
eavi
ng?
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et
LS/
GO
ON
.
5
62.
6
4.W
hich
box
sho
ws
a to
ot fo
rm
akin
g th
e pr
int b
elow
')
I
Mar
k A
, B, C
, Cr
D o
n th
e(F
isw
or
2.7
GO
OM
.
5.W
hich
box
sho
ws
only
prim
ary
colo
rs?
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et 29
GO
ON
.
7
L
8
31
6.W
hat w
as n
eede
d to
mak
eth
is p
ictu
re?
A b
rush
Blo
omC
ligh
tD
pen
cil
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
GO
ON
.
TE
AC
HE
R N
OT
E:
You
may
dire
ct s
tude
nts
to r
ead
item
s 7
thro
ugh
15 in
this
sec
tion
toth
emse
lves
A IC
orls
T r
i3O
rtv
r
7.W
hiul
i box
stto
vvt,
tool
s to
tpa
intin
g?
Mur
k A
, B, C
, or
Dof
If le
onsw
or s
hout
GO
ON
.
9
10
8.W
hich
box
sho
ws
tool
s fo
rdr
awin
g on
pap
er')
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
I GO
ON
.
A C
...':'
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dr,
B
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I mx
)w.
pain
ting?
ir I.
A, B
, C,
D
answ
er s
heet
GO
ON
.I
11
s
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11.
Whi
ch b
ox s
how
sso
met
hing
mad
e fr
omcl
ay?
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
41
GO
ON
. 13
1442
12. W
hich
box
sho
ws
aca
rvin
g?
43
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
GO
ON
.i
d 4
13. W
hich
box
sho
ws
som
ethi
ng m
ade
with
ane
edle
and
thre
ad?
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
a5
GO
ON
. 15
:..
tis
PA
.
16
B A
14. W
hich
box
sho
ws
thin
gs fo
rst
ringi
ng a
nec
klac
e?
Q7
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
GO
ON
.
48
BE
ST
CO
PY
AV
AIL
AB
LE
15. W
hich
box
sho
ws
thin
gsth
at c
an b
e ca
rved
?
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
riTO
P H
ER
E. 17
N,
PA
RT
II
TE
AC
HE
R D
IRE
CT
ION
S: R
ead
sam
ple
item
#1.
5 on
the
next
pag
e to
the
stud
ents
. Be
sure
that
the
stud
ents
look
at b
oth
page
s (p
ages
20
& 2
1) to
ans
wer
the
ques
tion.
Ans
wer
any
que
stio
ns th
ey m
ay h
ave
abou
tth
e ite
m. A
fter
stud
ents
hav
e m
arke
d th
eir
answ
er o
n th
eir
answ
er s
heet
, rev
iew
the
corr
ect a
nsw
er w
ithth
em. W
hen
you
feel
con
fiden
t tha
t all
stud
ents
und
erst
and
the
dire
ctio
ns, r
ead
item
s 17
thro
ugh
38 to
them
. Pro
vide
stu
dent
s w
ith e
noug
h tim
e to
fini
sh th
e ite
ms
with
out r
ushi
ng th
roug
h th
em.
IMP
OR
TA
NT
Ple
ase
note
that
on
seve
ral p
ages
(pa
ges
26 &
27,
28
& 2
9, 3
2 &
33,
46
& 4
7, 4
8 &
49,
and
52
&53
),fo
ur a
rtw
orks
and
two
asse
ssm
ent i
tem
s ar
e pr
esen
ted
to s
tude
nts.
Be
sure
the
stud
ents
und
erst
and
that
the
four
art
wor
ks o
n th
ese
page
s ar
e us
ed to
ans
wer
bot
h as
sess
men
t ite
ms.
50
51
19
Lod,
at t
he a
rt o
n pa
ges
20 a
nd 2
1.S
AM
PLE
16.
Whi
ch li
ne h
as a
sof
t fee
ling?
ITE
M:
Mar
k A
, B, C
, or
D o
n th
e an
swer
she
et.
5220
[BE
GIN
PA
RT
II H
ER
E.
I
Look
at t
he p
aint
ings
on
page
s 22
and
23.
17.
Whi
ch p
aint
ing
show
s a
dres
s th
at lo
oks
shin
yan
d sm
ooth
? N
ark
A, B
, C, o
r D
on
the
answ
ersh
eet
A 56
22B
EST
CO
PY A
VA
IIV
I
5'7
CZ'N
O 00
ESa
9g34
00k
at th
e or
tpa
ges
24 a
na 2
5.18
.W
hich
one
sho
ws
the
mos
t mov
emen
t') M
ark
A,
B, C
, or
D o
n th
e an
swer
she
et
24
A 6o.;
I
9Z
£9
'NO
00
a^
'4011t77',
IsC
Look
at t
he a
rj on
pag
es 2
6 an
d 27
.19
.W
hich
one
sho
ws
bold
line
and
col
or?
Mar
k A
, B,
C, o
r D
on
the
answ
er s
heet
.
26
A 64
Look
at t
he a
rt o
n pa
ges
26 a
nd 2
7.20
. In
whi
ch a
rtw
ork
did
the
artis
t use
met
al a
s a
flow
ing
line?
Mar
k A
, B, C
, or
D o
n th
e an
swer
shee
t. (T
EA
CH
ER
NO
TE
: Be
sure
that
stu
dent
slo
ok a
t the
art
wor
ks o
n bo
th p
ages
to a
nsw
er th
equ
estio
n.)
66
C
D
GO
ON
. 27
Look
at t
he a
rt o
n pa
ges
28 a
nd 2
9.21
.In
whi
ch p
aint
ing
did
the
artis
t use
man
yre
ctan
gles
? M
ark
A, B
, C, o
r D
on
the
answ
ersh
eet
A
28
Look
at t
he a
rt o
n pa
ges
28 a
nd 2
9.22
.In
whi
ch p
aint
ing
did
the
artis
t use
onl
y na
tura
lsh
apes
? M
ark
A, B
, C, o
r D
on
the
answ
er s
heet
.(T
EA
CH
ER
NO
TE
: You
may
sub
stitu
te th
e w
ord
orga
nic
for
natu
ral i
f it m
ore
accu
rate
ly r
efle
cts
your
cur
ricul
um. B
e su
re th
at s
tude
nts
look
at t
hear
twor
ks o
n bo
th p
ages
to a
nsw
er th
e qu
estio
n)
69
6ZNO
00
IC
'
ar°
111I1=7
I
k.'1.4%?*
1;
oL
3
Look
at t
he a
rt o
n pa
ges
30 a
nd 3
1.23
. A fl
ower
is in
the
fron
t of w
hich
pai
ntin
g) M
ark
A,
B, C
, or
D o
n yo
ur a
nsw
er s
heet
rt
30
A
71
C
-;?.
.
,"'
B
'
Look
at t
he a
rt o
n pa
ges
32 a
nd 3
3.24
.In
whi
ch a
rtw
ork
did
the
artis
t use
sev
eral
diffe
rent
mat
eria
ls?
Mar
k A
, B, C
, or
D o
n th
ean
swer
she
et.
32
A
76
3
-,t.S
T C
OP
Y A
VA
ILA
BLE
>W
I.;
4;,7
4*-- 6.
/
0. B 77
Look
at t
he a
rtw
ork
on p
ages
32
and
33.
25.
In w
hich
art
wor
k di
d th
e ar
tist c
ombi
ne c
olor
sw
ith fo
rm to
exp
ress
hap
pine
ss?
Mar
k A
, B, C
, or
D o
n th
e an
swer
she
et. (
TE
AC
HE
R N
OT
E: B
e su
reth
at s
tude
nts
look
at t
he a
rtw
orks
on
both
pag
esto
ans
wer
the
ques
tion)
C
78
r
79
r
GO
ON
. 33
look
at t
he p
artin
gs o
n pa
ges
34 a
nd 3
5.26
.In
whi
ch p
aint
ing
did
the
artis
t use
a b
rush
str
oke
that
is d
iffer
ent f
rom
the
othe
rs'?
Mar
k A
, B, C
, or
D o
n th
e an
swer
she
et
g£I
'N000
4ht;
t
£8
a
A
T8
took
at t
he p
aint
ings
on
page
s 36
and
37.
27. W
hich
one
was
pai
nted
by
Geo
rges
Seu
rat?
Mar
k A
, B, C
, or
D o
n th
e an
swer
she
et
+64
1411
111
",bo
re,
41:
6
;0°"
'"
A
36
B
85
LC
1.9N
O 00 1
9 a
34-41,
c,
i auk
at t
he p
aint
ings
on
page
s 38
and
39.
28. W
hich
pai
ntin
g ha
s m
any
smal
l rou
nd 'h
opes
-,M
ark
A, B
, C, o
r D
an
the
answ
er s
heet
A
38
sa
r4
T
B 8
Amtninimom"--: -
Look
at t
he a
rt o
n pa
ges
40 a
nd 4
1.29
.If
you
coul
d to
uch
it, w
hich
one
wou
ld fe
elsm
ooth
er th
an th
e ot
hers
? M
ark
A, B
, C, o
r D
on
the
answ
er s
heet
.
4092
,
A
93
V
NO
00S
5a
I
11
k,
0
46
Look
at t
he p
aint
ings
on
page
s 42
and
43.
30. I
n w
hich
pai
ntin
g is
red
the
stro
nges
t col
or?
Mar
k
A, B
, C, o
r D
on
the
answ
er s
heet
4 ')
SG
97
Er
WV
'Mfg
tiJ L3
66N
O 00
I
7'
a
e6
3
Look
at t
he a
rt o
n pa
ges
44 a
nd 4
5.31
.W
hich
pat
tern
is a
n ex
ampl
e of
form
alba
lanc
e?M
ark
A, 1
3, C
, or
D o
n th
e an
swer
she
et.
44
I
--,
I I
I
--
I
St7
WI
[N000
1
a0
Look
at t
he a
rt o
n pa
ges
46 a
nd 4
7.32
. Whi
ch a
rtw
ork
has
a pa
ttern
that
is r
epea
ted
over
and
ove
r? M
ark
A, B
, C, o
r D
on
the
answ
ersh
eet.
46
A
10+
r.
105
4;41
109:
0114
Look
at t
he a
rt o
n pa
ges
46 a
nd 4
7.33
.W
hich
one
has
a q
uiet
feel
ing?
Mar
k A
, B, C
, or
Don
the
answ
er s
heet
. (T
EA
CH
ER
NO
TE
: Be
sure
that
stu
dent
s lo
ok a
t the
art
wor
ks o
n bo
th p
ages
.)
C
RIG
D
107
I_ G
O O
N. 47
Look
at t
he a
rtw
ork
on p
ages
48
and
49.
34. W
hich
one
sho
ws
the
mos
t pai
n?M
ark
A, B
, C, o
rD
on
the
answ
er s
heet
.
A
4810
8
B10
9
Look
at t
he a
rt o
n pa
ges
48 a
nd 4
9.35
. Whi
ch o
ne fe
els
mor
e ge
ntle
than
the
othe
rs?
Mar
k A
, B, C
, or
D o
n th
e an
swer
she
et.
(TE
AC
HE
R N
OT
E: B
e su
re th
at s
tude
nts
look
at
both
pag
es.)
C
110
FFPr
.?r
4
D
[-G
O O
N. -
1
49
Look
at t
he a
rt o
n pa
ges
50 a
nd 5
1.36
. Whi
ch o
ne h
as a
tire
d an
d sa
d fe
elin
g?M
ark
A,
B, C
, or
D o
n yo
ur a
nsw
er s
heet
.
0>--
-1.1
4y -
50
A0
it
4°.
-Clk
112
11
3
B
,
tgI 'NO
00 1
(t I
a
/0-
1
3
Look
at t
he d
raw
ings
on
page
s 52
and
53.
37.
Whi
ch d
raw
ing
has
man
y gr
acef
ul c
urve
s?M
ark
A, B
, C, o
r D
on
the
answ
er s
heet
.
)11
-
52
116
A
117
Look
at t
he a
rt o
n pa
ges
52 a
nd 5
3.38
.In
whi
ch d
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l 2
PAR
" l'
II16
.SA
M P
I ,E
IT
EM
17.
A6
for
Goa
l I
18.
A3
for
Goa
l I
19.
Cl f
or G
oal I
20.
C3
for
Goa
l I
21.
A5
for
Goa
l 1
99A
5 fo
r G
oal 1
.( .o
n le
Ill d
es(
Iii)(
inns
1ii
thew
tuck
s ap
peal
in A
ppen
dix
A.
6418
1 .3
9
IND
EX
OF
SAM
PLE
LE
AR
NIN
G O
BJE
CT
IVE
SA
ND
IT
EM
NU
MB
ER
SFO
R T
HE
IL
LIN
OIS
ST
AT
E B
OA
RD
OF
ED
UC
AT
ION
STA
TE
GO
AL
S FO
R L
EA
RN
ING
(co
nt.)
ITE
MSA
MPL
E L
EA
RN
ING
SEQ
UE
NC
EO
BJE
CT
IVE
RE
FER
EN
CE
NU
MB
ER
CO
DE
S FO
R G
RA
DE
3*
23.
B5
for
Goa
l 1
24.
C2
for
Goa
l 1
25.
D4
for
Goa
l 1
26.
B3
for
Goa
l 1
27.
Fl f
or G
oal 4
28.
B3
for
Goa
l 1
29.
A6
for
Goa
l 1
30.
A2
for
Goa
l 1
31.
Bl f
or G
oal 1
32.
B2
for
Goa
l 1
33.
DI
for
Goa
l I
34.
D2
for
Goa
l 1
35.
D2
for
Goa
l 1
36.
DI
for
Goa
l 1
37.
A3
for
Goa
l 1
38.
E2
for
Goa
l 1
PAR
T I
II1(
)SA
MPL
E I
TE
M
40.
Al f
or G
oal 2
41.
A2
for
Goa
l 2
42.
B1
for
Goa
l 2
*('.4
iiiie
ni d
es(
ript
imis
for
thes
e co
des
appe
ar in
App
endi
x A
.
140
141
65
CU
RR
ICU
LU
M T
AX
ON
OM
Y B
Y I
TE
M M
AT
RIX
AR
TIS
TIC
AFF
EC
TIV
EC
OG
NIT
IVE
PER
CE
PTU
AL
TE
RM
ST
EC
HN
IQU
ES
TO
OL
SIN
TE
NT
DE
DU
CT
ION
SEN
SIT
IVIT
Y
1)11
-1*
IIt
em No. 1.
S.A
11,1
1)I,
E I
TE
M
2 3.
X
4.X
5X
6.X
7X
XX
8.X
XX
9X
10.
X
11.
X
12.
XX
X13
XX
14.
X
15.
XX
X
1):1
1.1.
II
Item No. 16
. SA
NIP
LE
'TE
RI
17.
X
18.
XX
XX
20.
XX
X
143
.
142.
CU
RR
ICU
LU
M T
AX
ON
OM
Y I
CY
IT
EM
MA
TR
IX (
cont
.)
TE
RM
SA
RT
IST
ICT
EC
HN
IQU
ES
AFF
EC
TIV
ET
OO
LS
INT
EN
TC
OG
NIT
IVE
DE
DU
CT
ION
PER
CE
PTU
AL
SEN
SIT
IVIT
Y
21.
X
22.
X23
.X
X24
.X
XX
25.
XX
XX
26.
XX
27.
X28
.X
29.
X30
X
31.
X32
.X
33.
XX
34.
XX
35X
X
36.
XX
37.
XX
38X
XX
PAR
T I
IIIt
em No. 39
. SA
MPL
E I
TE
M40
.X
X41
.X
X42
.X
X
144
145
67
APP
EN
DIX
A:
GR
AD
E 3
SAM
PLE
LE
AR
NIN
G O
BJE
CT
IVE
S*
SAM
PLE
LE
AR
NIN
G O
BJE
CT
IVE
S FO
R G
OA
L 1
Al
Iden
tify
prim
ary
and
seco
ndar
y co
lors
.
A2
Rec
ogni
ze e
xpre
ssiv
e an
d ph
ysic
al c
hara
cter
istic
s of
colo
r.
A3
Iden
tify
sim
ple
mov
emen
t and
dir
ectio
n of
line
.
A4
Rec
ogni
ze e
xpre
ssiv
e ch
arac
teri
stic
s of
line
.
A5
Iden
tify
geom
etri
c, ir
regu
lar,
and
nat
ural
sha
pes.
A6
Rec
ogni
ze th
e qu
aliti
es o
f te
xtur
e.
131
Iden
tify
form
al, i
nfor
mal
, and
rad
ial b
alan
ce.
B2
Iden
tify
rhyt
hm.
133
Iden
tify
sim
ilari
ties/
diff
eren
ces
in s
ize,
sha
pe, c
olor
,an
d to
ne.
B4
Iden
tify
oppo
site
s.13
5D
iscr
imin
ate
betw
een
figu
re a
nd g
roun
d.
Cl
Und
erst
and
how
cho
ices
of
colo
rs c
ombi
ne w
ithot
her
elem
ents
in th
at im
age.
C2
Und
erst
and
how
cho
ices
of
mat
eria
ls a
nd m
edia
com
bine
with
oth
er e
lem
ents
in th
at im
age.
C3
Und
erst
and
how
cho
ices
of
tech
niqu
e an
d to
ols
com
bine
with
oth
er e
lem
ents
in th
at im
age.
DI
Rel
ate
the
moo
d.1)
2U
nder
stan
d th
e em
otio
ns c
omm
unic
ated
thro
ugh
faci
al e
xpre
ssio
ns a
nd a
ctio
ns.
1)3
Iden
tify
poss
ible
mea
ning
s of
the
imag
e.
1)4
Und
erst
and
how
med
ia c
hoic
e co
nvey
s at
mos
pher
e.
El
Rel
ate
pers
ona!
pre
fere
nce
for
a w
ork
of a
rtin
term
sof
the
sens
ory,
for
mal
, and
tech
nica
lqu
aliti
es.
E2
Und
erst
and
way
s th
e se
nsor
y, f
orm
al, a
ndte
chni
cal
qual
ities
per
ceiv
ed in
an
art w
ork
inte
ract
to e
xpre
ssid
eas.
6814
6
SAM
PLE
LE
AR
NIN
G O
BJE
CT
IVE
S FO
R G
OA
L2
Al
Iden
tify
or d
emon
stra
te s
impl
e pr
intin
g pr
oces
ses.
A2
Iden
tify
or d
emon
stra
te p
aper
con
stru
ctio
n pr
oces
ses
such
as
curl
ing,
slo
tting
, or
fold
ing.
A3
Iden
tify
or d
emon
stra
te th
e pr
oces
s of
pri
ntin
g on
light
-sen
sitiv
e pa
per.
B1
Iden
tify
or u
se b
asic
dra
win
g an
d pa
intin
g to
ols.
B2
Kno
w o
r de
mon
stra
te h
ow to
wor
k w
ith a
vari
ety
ofto
ols.
B3
Iden
tify
or u
se s
culp
ting
mat
eria
ls.
B4-
Iden
tify
or u
se c
omm
on o
bjec
ts f
or p
rint
mak
ing.
B5
Iden
tify
or u
se w
eavi
ng a
nd s
titch
ery
mat
eria
ls.
B6
Iden
tify
or u
se m
ater
ials
as
sim
ple
loom
s.B
7Id
entif
y fo
und
obje
cts
whi
ch c
an b
e us
ed f
orje
wel
ry.
B8
Kno
w o
r de
mon
stra
te h
ow a
sim
ple
cam
era
wor
ks.
SAM
PLE
LE
AR
NIN
G O
BJE
CT
IVE
S FO
RG
OA
L 4
El
Rec
ogni
ze u
nive
rsal
em
otio
ns a
nd e
xper
ienc
esex
pres
sed
in g
iven
vis
ual i
mag
es.
FlId
entif
y gi
ven
sign
ific
ant v
isua
l im
ages
.
*The
sam
ple
lear
ning
obj
ectiv
es a
ppea
r in
Stat
e G
oals
For
Lea
rnin
g an
d Sa
mpl
e L
earn
ing
Obj
ectiv
es: F
ine
Arc
;G
rade
s 3,
6, 8
, 10,
and
12
publ
ishe
d by
the
Illin
ois
Stat
e B
oard
of
Edu
catio
n, D
epar
tmen
t of
Scho
ol I
mpr
ovem
ent
Serv
ices
.
17
