Multiple choice questions are on the left, broken down by subtest and (most of the time) by domain within subtest. If memory serves, you've got three domains per subtest. ++++ means the test taker did really well; + means the test taker, um, didn't. That's true for the overall scores for constructed response, too. Constructed response questions are on the right, broken down by subtest, domain, and sometimes length of response, but the difference is that each constructed response has its own performance indicators. A grayed-out block means that that subtest doesn't have a question with that number in that domain. p means that answer didn't show evidence of the test taker having grasped the big overall point of the question. If you can tell what bigger issue the question plays into, mention it. k is for Knowledge: getting a k generally means the test taker should have used more technical terminology. CSET, unlike CSET, is designed for Practitioners In The Field and as such is an invitation to Talk Art with all the buzzwords you can muster. s is for support: shoring up your answer with evidence. If you're analyzing an artwork or a technique, your response needs to point to specific features of the artwork or of the technique d, which shows up only for extended responses, stands for Depth and Breadth: it's basically more of the above. If you've got a specific question about scoring, feel free to send me a private message.
Teachergroupie, Thank you for your help and support through this thread. I took both tests for art in May and passed both. The practice tests were just like the real ones and gave me a good idea of the types of questions and applications they would want. it also gave a good feel for the type of artist to brush up on. It definately helped to go ove the elements and principles of art becaus that is what teaching art is all about. I practiced writing short essays on my own art using the questions from the practice test and that was wonderfully helpful. It made me realize key terms and support I needed to add in. I must admit, I was the last person to leave the test. When I left the building I burst out laughing because I left out key components, Key components of two essays. I was sure I failed. but I got enough of the other correct to balance it. This last post was very helpful for reading my score sheet. I wish they added that info. to the sheet. I got someof it but not all. You are a true asset to this site. Thank you ps I did not take a break and i did not have and real problems
rokera, i did pass test II, my biggest advice is to practice writing short essays about your art based on the practice test that is on the art sub test web site. and truly take it several times Really spend time going over the answers they provide and comparing the difference between a 1 and a 4 response. If you beef up on using the correct technical terms and art terms it can only help. Really spend time with the elements and principles of art and have a firm understanding of the dominant contemporary artists of the 20th Century. the classes that helped me the most were ones given by teachers who are actively teaching and keeping up in their field. Both of these groups provided wonderful workshops, seminars, or conferences with pertinent information: TCAP-The California Art Project and CAEA-California Art Education Association. The are found throughout the state. Good luck and good studying:2up:
Thanks Thank you for the information. I will go over the subset II study guide and look into those groups that you recommend. I am sure that I will pass this time. The only bad thing is I have to wait until September to take it again. Thank you again. Rokera
The Book List For Art Cset Hi Folks, Freemaker here with a little free information - I was lucky enough to pass the Cset Art this last time, (and it was the first time I took it thank God, someone is making buckets of money off this). As I had already passed the English Cset, I took that strategy into this one. After very carefully examining the book references and example tests, I was able to determine the test maker's slant on art - namely ALMOST NOTHING FROM THE CANON. Apparently, according to the Testing Service, fringe groups, obtuse art critisim, and lots of "arty" words qualify a person to teach art in California. There were some token well known pieces, but these were recast in an unclassical viewpoint. It was almost a relief to come across a straightforward question that might actually apply to a classroom not actively teaching gender studies or ethnic policy as it's main content. The compiled book list looks like this: Calliope's Sisters, Richard Anderson 1990 - This is the key book, it's a strange read but apparently it sets the tone for the tests. Art Fundamentals Theory and Practice, Ocvirk 2006 - just memorize the vocabulary lists Approaches to Art in Education, Laura Chapman 1978 - this ancient book covers the "development of youth" and various short summaries of art forms you may not know the techniques for, like semi-obsure printing technquies and the the health dangers of various media. The Visual Arts: A History, Hugh and Fleming 2000 - any good overview will do, I just used this one 98% of the test was pulled semi-directly out of these books, in some cases I even recognized the wording with some small change. In describing my own work, I tossed out my practical reasons and artisic aspirations and wove a cross-cultural, multigenerational, name dropping fairy-tale that was apparently good enough for the passing grade. Why the change? Because my analysis of the given test and the comments of previous test takers told me that my original response of "I like to make strong work that reflects my values" would've earned another expensive trip to the testing site in Sept. I hope this helps. Freemaker-
Buying the Books Used I forgot to mention, these books are expensive and can be gotten a great deal cheaper used at Abebooks or Powells Books both online and better able to get text books than Amazon. Good Luck, Freemaker
resources for the ART cset Hey Everyone... can anyone out there recommend resources to help me study the following: a. Demonstrate knowledge of the common or interrelated concepts, areas of concern, and methods of inquiry among the arts disciplines. b. Demonstrate knowledge of content-specific connections between visual arts and one or more major subject areas. c. Demonstrate knowledge of how to substantively integrate visual art with other subject areas. d. Demonstrate knowledge of how art can be used to gain and express learning in other disciplines. a. Recognize how different visual representations of the same object or event can lead to different interpretations of meaning. b. Analyze uses of visual images and symbols to communicate and persuade (e.g., advertising, propaganda). c. Demonstrate understanding of how visual communication media (e.g., television, music videos, film, Internet) influence all aspects of society. d. Compare and contrast works of art, probing beyond the obvious and identifying content (e.g., psychological, metaphorical, cultural) found in the symbols and images. Demonstrate knowledge of what various types of artists (e.g., architects, product designers, graphic artists, illustrators) produce and how their works play a role in the everyday environment. e. Demonstrate knowledge of how portfolios can be used for a variety of career-related purposes. a. Demonstrate knowledge of the role of the visual arts in human development. b. Demonstrate knowledge of how cultural backgrounds, learning styles, and developmental levels are related to learning in the visual arts. a. Demonstrate knowledge of current and historical purposes, philosophies, and theories of learning in art. thanks!
Oh, good: I was afraid you were going to say July 19... Um. If you haven't downloaded the state content standards etc. from http://www.cde.ca.gov/be/st/ss/ and http://www.cde.ca.gov/ci/vp/cf/index.asp, you should. You can then use them in conjunction with the ever-useful Answers.com, with which you can look up terms and get insight faster than you can through Google. Don't omit using Google, though, for good Web sites. Look for connections! It's easy to assume that each of these points is a separate, discrete task. Not so: there are interrelationships. What's your background in art?
It's been awhile since I've been on this thread. Was wondering if anyone here has their B.A. in art or B.F.A. and has tried to just earn their art credential via art courses vs. the dreaded Art/CSET exam? (I have my B.A. in Art Ed) I am looking into that possibility right now, waiting to hear from my old art prof @ my alma mater. I can't imagine that the CSET has now become the sole indicator of wether or not one can teach a subject? :mellow: I just ask because the time and $ it takes to pass these exams seems not always worth it. :unsure: However, I realize going back to school and taking college courses is not always the best option either. Just wondered if anyone else has tried/considered this?
The sole indicator, no. I'm guessing that your background should equip you very well for the parts of this test that deal with art history. How are you on the art making?
Thanks, except that doesn't really answer my question as far as gaining a credential OTHER than taking the test. I'd like to avoid it if possible. I can draw and paint, those are my strengths. I'm a bit rusty though. Haven't done much in a while, so I'd have to build a portfolio before I took the test. Are you an art teacher? You seem to know quite a bit about art ed.
nasimi, given your undergrad degree, have you talked to a credential analyst about this? No, I'm not an art teacher.
Think I already mentioned I'm in the process of this, if not then yes...I'm in the process, waiting to hear back.
Thanks! I'm still lost about the connections part. I've never heard of such thing before (between disciplines). I'm a credentialled art teacher in Ontario, Canada and our curriculum is 70% creation and 30% art history and criticism. I taught in a school in a very needy, at-risk neighborhood and most of my students struggled to pass basic "retelling" styled art history tests and assignments (and could not handle anything beyond that for the most part). I have a BFA in film and video production and have worked as professional freelance photographer and exhibiting photographic artist for years so my background in media and computers is very solid. I am very well-read on art history (from independent reading - I got 14/15 on the multiple choice questions posted for subtest one's practice test online), and have a solid self taught background in life drawing, perspective, watercolour and acrylic painting, and ceramics. I have assembled an excellent resource to study all the tools, techniques, etc. for all media. I'm mostly stumped on the interrelationships part, and the "visual literacy" part (I have developed my own theories which I teach my students and have them apply to their own works and which I am hoping to one day publish a book about), but have yet to do any readings on the subject (re: what others say about it - mine are from my own observations). I would really appreciate it if you could point me toward books on the above as opposed to searching for key terms online (haven't had much luck finding anything helpful) thanks! marcine
Consider arts education Web sites: - There's the California Arts Education Association mentioned a few posts back and the National Arts Education Association, which has publications at http://www.naea-reston.org/publist.html; the NAEA has fairly recently published Interdisciplinary Approaches to Teaching Art in High School, and there are some other useful-sounding resources at http://www.naea-reston.org/classroom.html. - Art museums of all sorts often have educational resources, including sample lesson plans: you might look through the plans, especially those that are annotated with their alignment to the state standards, and consider how their elements speak to the issues raised in the CSET Art study guide and in your post above. You might also try http://www.edutopia.org/artthink-online-museum-art-curriculum. - Pick a university you trust that offers classwork in art education. The syllabus is probably online, complete with textbooks. Those might be useful. In all of this, listen for resonances with things you already know and do - if you've taught, you probably have considered these questions, but you may simply have called them something else. And that's what I mean by paying attention to the connections. It's not very likely that there's just one book that will do it all, however; one tends to have to pull things together from a variety of resources. Fortunately, that also generally leads to richer learning and teaching.
Hey there... I live in Canada... our museums here are not great (the Toronto ones are quite poor in the sense that we don't have the funding Americans do for great collections or even helpful printed information on the collections - often they are merely labelled with basic info on where they piece comes from, when it was made, the medium, etc.). I will check out the links you have recommended! Thanks!!! I have no clue which University to check out for that. I went to the University of Toronto for my B.Ed (where I received my qualification for Visual Art and English in Ontario eight years ago) and most of the resources I received were instructor created and tailored to the Ontario curriculum. We do not have any teacher exams here so much of this is new to me (although I did successfully pass the CBEST and the CSET for English - which also covered things we do not teach in the Ontario Curriculum such as public speaking, and required me to do a lot of research to learn). Thanks for your advice... I'm still feeling lost just because my experience with these tests has taught me that because they are standardized, I need to understand the psychology behind the test itself to make sure my terminology etc. lines up with the test scorers (in English you can get a terrible mark for a well written essay that doesn't conform to the rigid formula of things they are looking for, for example). I found the English exam BRUTAL to write all in one shot (although somehow I pulled it off and passed - wow was I ever brain dead afterwards!!!). Would you say the same is true of the Art CSET?
one more question... I found a resource for a lesson plan online that asks students to find connections between musical rhythm and art. In the lesson it says: " Once they have selected the postcard of their preference, ask the students why they selected that specific postcard. Were they drawn to the color, shapes, lines, movement, rhythm, and/or patterns? Ask other students if they agree, and if not, which postcard they would select. (There is no right or wrong answer. As long as students can explain why they chose a particular image, and use appropriate vocabulary to describe particular elements of the painting (shape, line, rhythm, etc.), they have completed the goals of this activity.)" so my questions are: a) on the CSET would we have to listen (in headphones) to a piece of music and be able to talk about it, or would we only be given photos of say dance or a theatrical tableau to analyzie b) would the scoring be the same as in this assignment... there is no standard correct answer to finding the interrelationship, it's more about how you defend what you say?
It would be very surprising if you had to listen to and analyze music for CSET Art - but knowing a couple of elements of art that instantiate one or another of the design principles wouldn't hurt. I think a good deal of the CSET program is like your option (b): an unusual answer that is in fact well grounded in the question and in the materials to analyze and that shows strong knowledge in the field shouldn't be a deal-breaker, especially on the short answers. Some of the bigger American museums have excellent online education pages - check out the Web sites of the Metropolitan Museum of Art and the Getty Museum, among others.
Books for studying? Hi, just joined the forums and have been reading all the chatter regarding the CSET Art test. I want to become an art teacher (for any grades) so I realized I need to get a single subject credential in art, thus I'll have to take the CBEST and CSET. Just a quick background on me: I graduated in May from Otis College of Art and Design in Los Angeles, with a BFA in Fine Arts-Painting. I've taken a few art history classes that were required there, but they were only on visual culture, and modern and contemporary art. A question, that's maybe already been asked on here, but I'll ask anyways: Can anyone suggest titles for any books that I could use to help me study? An art teacher suggested I look up "The History of Art"...and I ended up getting several books with this title on Amazon. I want to begin at least gathering materials to help me study and familiarize myself with the possible types of questions. Thanks and I look forward to your responses!
Well, the granddaddy of all histories of art would be the compendious one by H. W. Janson, though it's by no means the only one. You might try (since I infer that you're still in the LA area) popping by UCLA or another school with a decent art program and see what the required texts are for Art History majors... and chances are that such a book would be a useful classroom resource for you anyway. The good people up at the Getty might have some useful suggestions for you, too: try http://www.getty.edu/education/. Have you checked out the online study guide at http://www.cset.nesinc.com?
Another question: how much? Thanks for that author's name...I have one other question that I just thought of: How much studying should be done for the CSET art? I know one could just use a study guide book for the CBEST, but how much is too much studying for the CSET? How many weeks/months should be dedicated for studying for the CSET? (I know everyone has their own method, but I don't want to end up doing all this unnecessary reading and find that only half was on the test...)
Look at the study guide, and look at the state content standards for art, which you'll find on http://www.cde.ca.gov under Curriculum and Instruction (sorry I don't have the link just handy). What's on those, you need to know. What isn't, you don't.
I have question regarding my score report. I received a "p" for purpose on the breadth. Does that mean my art work does not have a purpose or my written response?
"p" on a score report usually means that one's response didn't reflect the overall purpose of the question - the point, if you will, or the Big Idea. I don't believe that CSET Art is concerned with the quality of your artwork, provided you follow the directions in choosing and submitting your portfolio.
portfolio Hello, For portfolio 2 breadth, does digital photography mean you submit a photo that has been alter. Alter as in using photo shop to change the image or am I suppose to submit a photo that has been taken with a digital camera?
No: it means that you MAY use a digital camera rather than a film camera and that you MAY submit a print from a computer printer rather than from a film processor, provided the print is of sufficiently high resolution to show details.
help with passing Help!!!!!!!!!!!! I just received my results on the subset II. I missed the passing score by 7 points. I didnt pass the last two sections. The comparison essay and the drawing. I dont know what to do? Does anyone have any suggestions on how to pass the last two sections? Any books? I used the study guide from the site and I studied the California visual and performing art standards.
When you get your printed score report, take a look at side 2, and then let's talk about what you see there.
Yes, but how didn't you pass? That's where side 2 of the score report comes in: there are performance indicators that can shed some light on what happened (or what didn't).
I am seven points away from scoring the 220 that you need to pass. On subset II the multiple-choice section I passed. On Constructed response assignment 1 and 2 I have check marks. On assignment 3 and I have a "k". And assignment 4 there is a "p". Do you have any advice on how I can pass this section, this is really frustrating.
The "p" indicates that the scorers think you didn't understand the Purpose of the question. A more fruitful approach is to think about the general category into which the topic falls - the subdomain according to the subtest description, if you will. If it's not named for you, you need to be sure to name it; if it is named but not described, you need to explain it. The "k" indicates that the scorers wish you'd shown off more of what you know that has to do with the question; one of the classic ways to do that is to sling around a bunch of appropriate technical terminology, so you sound like someone who's in the know. How many plus marks did you get for multiple choice on subtest II?
I received three plus marks on the multiple choice section. Is there any books that you recommend to pass the last two sections?
Hm. Well, there are some interesting resources here: http://www.naea-reston.org/research_curriculum.html. I should point out that there's room for improvement in your multiple choice score... and that if you can raise that score enough, you'll pass even if the other scores don't improve. Each CSET subtest is scored as a whole: you pass the whole thing, not the individual sections of the subtest.
