document resume arts education: highlights of the naep
TRANSCRIPT
DOCUMENT RESUME
ED 425 122 SO 030 562
TITLE Arts Education: Highlights of the NAEP 1997 Arts AssessmentReport Card.
INSTITUTION National Center for Education Statistics (ED), Washington,DC.
REPORT NO NCES-98-455PUB DATE 1997-00-00NOTE 33p.; Photographs may not reproduce clearly.AVAILABLE FROM ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel:
877-433-7827 (Toll Free).PUB TYPE Information Analyses (070)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Standards; *Art Education; *Dance Education; Grade
8; Junior High Schools; National Standards; *StudentEvaluation; *Theater Arts; *Visual Arts
IDENTIFIERS *National Assessment of Educational Progress
ABSTRACTThis summary report provides samples from and highlights of
the national assessment in arts education at the eighth-grade level conductedin 1997 by the National Assessment of Educational Progress (NAEP) . The artsassessment measured students' literacy in the arts through their knowledgeand skill in creating, performing, and responding to challenging, innovativetest exercises. Sample test items and results are given from the assessmentof music, theater, and the visual arts. A list of six other arts educationassessment publications is included. (LB)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
NA
TIO
NA
L C
EN
TE
R F
OR
ED
UC
AT
ION
ST
AT
IST
ICS
TH
E N
AT
ION
'SR
EP
OR
Tm
epC
AR
D19
97 N
atio
nal A
sses
smen
t
of E
duca
tiona
l Pro
gres
s Art
sci
Edu
catio
n
2
BE
ST C
OPY
AM
IAB
LE
Hig
hlig
hts
of th
e
!.
U S
DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)24
; doc
umen
t has
bee
n re
prod
uced
as
rece
ived
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it
13 M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy
NA
EP
1A
rts
Ass
essm
er
r
r,
r=
til
19,
16,
NO
TE
For
rea
sons
of c
onfid
entia
lity,
the
stud
ents
show
n on
the
phot
ogra
phs
for
this
rep
ort a
re n
ot
NA
EP
art
s as
sess
men
t par
ticip
ants
4 Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
U.S
. Dep
artm
ent o
f Edu
catio
n
.
In 1
997
the
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess
(NA
EP
), c
omm
only
calle
d "T
he N
atio
n's
Rep
ort C
ard,
" co
nduc
ted
a na
tiona
l ass
essm
ent i
n ar
tsed
ucat
ion
at th
e ei
ghth
-gra
de le
vel.
The
art
s as
sess
men
t mea
sure
d st
uden
ts'
liter
acy
in th
e ar
ts th
roug
h th
eir
know
ledg
e an
d sk
ill in
cre
atin
g, p
erfo
rmin
g,an
d re
spon
ding
to c
halle
ngin
g, in
nova
tive
test
exe
rcis
es. T
his
brie
f rep
ort
prov
ides
sam
ples
from
and
hig
hlig
hts
of th
at a
sses
smen
t.
The
ass
essm
ent e
stab
lishe
d ne
w g
roun
d fo
r m
easu
ring
stud
ent a
chie
vem
ent.
It pr
oved
that
art
s an
d ot
her
com
plex
edu
catio
nal e
xper
ienc
es c
ould
be
mea
sure
d in
a la
rge-
scal
e as
sess
men
t usi
ng a
uthe
ntic
mea
sure
s th
at a
llow
stud
ents
to d
emon
stra
te th
eir
know
ledg
e an
d sk
ill in
per
form
ance
set
tings
.
The
art
s as
sess
men
t pro
duce
d a
wea
lth o
f inf
orm
atio
n ab
out w
hat e
ight
h-gr
ade
stud
ents
kno
w a
nd c
an d
o in
mus
ic, t
heat
re, a
nd th
e vi
sual
art
s. T
he r
esul
ts a
reim
port
ant t
o th
e na
tion
beca
use
the
arts
man
ifest
a s
peci
al fo
rm o
f lite
racy
that
mak
es u
se o
f vis
ual i
mag
es, s
ound
s, m
ovem
ents
, ges
ture
s, a
nd th
e w
hole
ran
ge
of h
uman
inte
llect
and
em
otio
n to
und
erst
and
the
hum
an c
ondi
tion,
dev
elop
inno
vativ
e id
eas,
and
info
rm o
ur d
ecis
ions
in fu
ndam
enta
l way
s.
If th
e ar
ts a
re a
bout
cre
ativ
ity, i
nnov
atio
n, n
ew id
eas,
wor
king
toge
ther
to p
rodu
ce e
xcel
lenc
e, a
nd th
e w
ays
in w
hich
indi
vidu
als
find
a vo
ice
for
expr
essi
on, t
hen
our
natio
n ha
s ca
use
to r
efle
ct d
eepl
y on
thes
e fin
ding
s.
CO
NT
EN
TS
(2)
The
Art
sA
sses
smen
t
Sam
ple
Res
ults
from
the
Ass
essm
ent o
f Mus
ic
Sam
ple
Res
ults
from
the
Ass
essm
ent o
f The
atre
Sam
ple
Res
ults
from
the
Ass
essm
ent o
f the
Vis
ual A
rts
Dev
elop
men
t of t
he D
ance
Ass
essm
ent
The
Con
text
of A
rts
Pro
gram
s
Oth
er P
ublic
atio
ns a
nd R
elat
ed M
ater
ials
BE
ST C
OPY
AV
AIL
AB
LE
5N
CE
S 9
8-45
5
fAf.
'
.4-
The
dev
elop
men
t of
the
NA
EP
Art
s E
duca
tion
Ass
essm
ent
was
fou
nded
on
a vi
sion
of
a
soci
ety
that
bel
ieve
s th
e ar
ts
are
an e
ssen
tial f
orm
of
.f
liter
acy
for
ever
y ch
ild's
com
plet
e de
velo
pmen
t. T
he
expe
ctat
ion
is n
ot th
at a
ll
child
ren
will
bec
ome
tale
nted
artis
ts, b
ut th
at th
ey w
ill
expe
rien
ce e
noug
h of
the
Nat
iona
l Goa
ls
The
Art
sA
sses
smen
t
In 1
994
Con
gres
s pa
ssed
the
Goa
ls 2
000:
Edu
cate
Am
eric
a A
ct. G
oal t
hree
list
ed th
e ar
ts a
s on
eof
the
impo
rtan
t cor
e su
bjec
ts fo
r al
l chi
ldre
n.A
lso
in 1
994
the
Con
sort
ium
of N
atio
nal A
rts
Edu
catio
n A
ssoc
iatio
ns c
ompl
eted
the
volu
ntar
yN
atio
nal S
tand
ards
for
Art
s E
duca
tion.
The
stan
dard
s re
flect
a c
olle
ctiv
e na
tiona
l wis
dom
abou
t art
s ed
ucat
ion
lear
ning
bas
ed o
n m
any
poin
ts o
f vie
w.
Ass
essm
ent F
ram
ewor
k
The
NA
EP
199
7 F
ram
ewor
k sh
ows
the
rela
tions
hip
of th
e fo
ur a
reas
of m
usic
, the
atre
, the
vis
ual a
rts,
and
danc
e to
the
thre
e ar
ts p
roce
sses
of c
reat
ing,
perf
orm
ing,
and
res
pond
ing.
The
kno
wle
dge
and
skill
s ap
prop
riate
for
each
are
a ar
e pa
rt o
f the
asse
ssm
ent a
ctiv
ities
for
all f
our
disc
iplin
es. T
he
asse
ssm
ent f
ram
ewor
k, d
evel
oped
by
the
Nat
iona
l
Ass
essm
ent G
over
ning
Boa
rd w
as fu
nded
by
the
Nat
iona
l End
owm
ent f
or th
e A
rts,
in c
olla
bora
tion
with
the
Get
ty C
ente
r fo
r E
duca
tion
in th
e A
rts.
The
fram
ewor
k re
flect
s th
e vo
lunt
ary
natio
nal
stan
dard
s an
d is
the
resu
lt of
a n
atio
nal c
onse
nsus
proc
ess
that
incl
uded
teac
hers
, art
ists
, sch
olar
s,
BE
ST C
OPY
AV
AO
LA
BL
E
Ass
essm
ent D
esig
n
The
199
7 N
atio
nal A
sses
smen
t of E
duca
tiona
l
Pro
gres
s in
the
Art
s w
as c
ondu
cted
at t
he e
ight
h-gr
ade
leve
l in
mus
ic, t
heat
re, a
nd th
e vi
sual
art
sus
ing
a re
pres
enta
tive
sam
ple
of p
ublic
and
nonp
ublic
sch
ools
. Dan
ce w
as n
ot a
sses
sed
beca
use
only
4%
of s
choo
ls h
ad r
egul
ar d
ance
pro
gram
s.
Sam
ple
The
sam
ple
of s
choo
ls a
nd s
tude
nts
for
mus
ic a
ndth
e vi
sual
art
s w
as a
nat
iona
lly r
epre
sent
ativ
esa
mpl
e. T
he s
ampl
ing
proc
ess
allo
ws
rese
arch
ers
to p
redi
ct w
hat t
he s
core
s m
ight
be
if ev
ery
child
wer
e as
sess
ed. T
he th
eatr
e sa
mpl
e w
as a
targ
eted
sam
ple
sele
cted
from
sch
ools
that
offe
red
thea
tre
cour
ses
and
from
stu
dent
s w
ho to
ok th
ose
cour
ses.
Thi
s sa
mpl
ing
proc
ess
allo
ws
rese
arch
ers
to p
redi
ct w
hat t
he s
core
s m
ight
be
for
stud
ents
taki
ng th
eatr
e co
urse
s. C
ompa
rison
s fo
r th
isas
sess
men
t can
be
mad
e on
ly a
t the
nat
iona
l and
regi
onal
leve
ls.
Ass
essm
ent T
asks
disc
iplin
e, c
halle
nge,
and
joy
of c
reat
ing
in d
iffe
rent
art
form
s to
und
erst
and
intim
atel
y
the
hum
an s
igni
fica
nce
of
mus
ic, t
heat
re, t
he v
isua
l art
s,
d da
nce:
arts
and
edu
catio
n le
ader
s, a
nd e
xper
ts in
test
deve
lopm
ent,
as w
ell a
s in
put f
rom
pub
lic h
earin
gsac
ross
the
coun
try.
In th
e fr
amew
ork,
the
term
cre
atin
g re
fers
toge
nera
ting
orig
inal
art
. Per
form
ing
is d
efin
ed a
sre
crea
ting
an e
xist
ing
wor
k, a
pro
cess
that
cal
lson
a s
tude
nt's
abi
lity
to in
terp
ret a
nd p
ortr
ayso
meo
ne e
lse'
s cr
eativ
e w
ork.
Res
pond
ing
incl
udes
a s
tude
nt's
res
pons
e to
a w
ork
of a
rt o
rpe
rfor
man
ce a
s w
ell a
s to
his
or
her
own
wor
k.
Cre
atin
g
Per
form
ing
!Res
pond
ing
Dan
ceM
usk
r,T
heat
reV
isua
l Art
s
Bas
ed o
n S
peci
fic C
onte
nt in
the
Art
s D
isci
plin
es
Kno
wle
dge
and
Ski
lls
BE
STC
OPY
AM
IAB
LE
The
NA
EP
Art
s E
duca
tion
Ass
essm
ent d
evel
oped
inno
vativ
e ta
sks
for
all f
our
arts
dis
cipl
ines
. Pap
er-
and-
penc
il ta
sks
incl
uded
mul
tiple
-cho
ice
and
shor
t- a
nd lo
ng-a
nsw
er q
uest
ions
in r
espo
nse
toth
e w
orks
of a
rt p
rovi
ded.
Per
form
ance
task
s as
ked
the
stud
ents
to a
pply
thei
r kn
owle
dge
and
skill
s to
act
iviti
es in
the
arts
.T
hese
act
iviti
es p
rove
d to
be
espe
cial
ly c
halle
ngin
gto
dev
elop
and
adm
inis
ter.
To
capt
ure
the
full
arra
y of
stu
dent
res
pons
es in
the
asse
ssm
ent,
NA
EP
use
d ph
otog
raph
y, v
ideo
, and
aud
iore
cord
ing
devi
ces.
In m
usic
per
form
ance
task
s,st
uden
ts w
ere
aske
d to
sin
g, u
se a
n el
ectr
onic
keyb
oard
, and
, in
som
e ca
ses,
pla
y th
eir
own
inst
rum
ents
. Vis
ual a
rts
task
s al
low
ed s
tude
nts
tow
ork
with
cla
y, c
harc
oal,
draw
ing
penc
ils, a
ndot
her
cons
truc
tion
mat
eria
ls. T
heat
re a
ctiv
ities
invo
lved
scr
ipt r
eadi
ng, i
mpr
ovis
atio
n, a
ndel
emen
ts o
f des
ign.
Dan
ce ta
sks
deve
lope
d bu
tno
t use
d in
clud
ed c
reat
ing
and
perf
orm
ing
danc
e m
ovem
ents
und
er th
e gu
idan
ce o
f a tr
aine
dda
nce
faci
litat
or.
Mus
ic w
as a
sses
sed
usin
g a
natio
nal s
ampl
e of
2,2
75 s
tude
nts.
As
with
thea
tre
and
the
visu
al a
rts,
all
stud
ents
wer
e ad
min
iste
red
a se
t of
pape
r-an
d-pe
ncil
item
s in
a c
lass
room
set
ting
to a
sses
s th
eir
know
ledg
ean
d sk
ills
in r
espo
ndin
g to
mus
ic. T
o m
easu
re th
eir
know
ledg
e an
d sk
ills
in c
reat
ing
and
perf
orm
ing,
stu
dent
s w
ere
asse
ssed
indi
vidu
ally
and
thei
r re
spon
ses
wer
e re
cord
ed f
or la
ter
scor
ing.
:=i,s
tiots
2
Stu
dent
s
who
sco
red
in
the
uppe
r 25
% o
f the
resp
ondi
ng s
cale
sco
red
bette
r in
the
crea
ting
and
perf
orm
ing
task
s th
anot
hcr
stud
ents
, with
sco
res
of 5
20/a
in th
e
crea
ting
task
s an
d 56
% in
the
perf
orm
ing
task
s. S
tude
nts
who
sco
red
in th
e m
iddl
e 50
% o
fth
e re
spon
ding
sca
le a
lso
scor
ed b
ette
r th
an d
id
stud
ents
in th
e lo
wes
t gro
up.
Thc
gra
phs
show
the
stud
ents
' sco
res
for
all
crea
ting
and
perf
orm
ing
task
s as
they
rel
ate
to
the
stud
ents
' res
pond
ing
scor
es (
low
er, m
iddl
e,
and
uppe
r). 10
Sam
ple
ques
tions
from
sel
ecte
d cr
eatin
g an
dpe
rfor
min
g ac
tiviti
es il
lust
rate
the
type
s of
ques
tions
ask
ed a
nd th
e ty
pes
of s
tude
nt r
espo
nses
colle
cted
. For
exa
mpl
e, s
tude
nts
wer
e as
ked
to
sing
the
song
"A
mer
ica"
with
a fu
ll ch
orus
acco
mpa
nim
ent o
n ta
pe a
nd w
ere
rate
d on
five
diffe
rent
fact
ors:
rhy
thm
, pitc
h/in
tona
tion,
tone
qual
ity, d
ictio
n, a
nd e
xpre
ssio
n. M
ost s
tude
nts
coul
d m
aint
ain
an a
dequ
ate
rhyt
hm b
ut h
ad s
ome
diffi
culty
pro
duci
ng g
ood
tone
qua
lity
and
mai
ntai
ning
the
corr
ect p
itch.
Per
cent
age'
of E
ight
h G
rade
rS`k
'jP
erce
ntag
e of
Eig
hth
Gra
ders
Rec
eivi
ng V
ario
us S
core
s,=
.*R
ecei
ving
Var
ious
Sco
res
Pitc
h/In
tona
tion
Sco
re L
evel
Per
cent
ages
Sco
re le
vel
Per
cent
ages
IIMIN
FIN
NO
ME
NIO
OM
MM
OrV
OIM
I11r
allin
3-A
dequ
ate
2-Li
mite
d
1-In
adeq
uate
C.1
CI%
SO
%10
0%
4-D
evel
oped
3-A
dequ
ate
2-Li
mite
d
1 -I
nade
quat
e
C!)
CD
C11
10
Per
cent
age
of E
ight
h G
rade
rsR
ecei
ving
Var
ious
Sco
res
Ton
e Q
ualit
y
Sco
re L
evel
Per
cent
ages
0%S
O%
100%
Stu
dent
s w
ere
also
ask
ed to
com
pose
two
mea
sure
s of
a s
hort
mus
ical
sco
re to
ass
ess
thei
r
abili
ty to
use
mus
ical
not
atio
n T
he r
espo
nses
wer
e sc
ored
as
adeq
uate
, lim
ited,
or
inad
equa
tefo
r ea
ch o
f the
two
mea
sure
s
ro, q
uest
ion
8, y
ou a
re ti
t writ
e an
end
ing
for
the
thyt
hmic
pat
tern
you
sec
belo
w. Y
ou w
ill h
ear
it pl
ayed
two
times
. Afte
r yo
u he
at th
e rh
ythm
ic p
atte
rn,
writ
c an
end
ing
to th
e pa
ttern
in th
e em
pty
mea
sure
s pr
inte
d in
you
r te
stbo
okle
t. T
he n
msi
c th
at y
ou w
rite
shou
ld m
ake
the
rhyt
hm s
ound
fini
shed
. You
may
use
not
es o
r re
sts
in y
our
answ
er, h
ut d
o no
t cop
y an
y of
the
mea
sure
s th
at
arc
alre
ady
used
in th
e m
usic
. Mak
c su
re th
at th
e en
ding
that
you
writ
e ha
s th
e
corr
ect n
umbe
r of
bea
ts.
11-J
.LII
MM
II
In th
e fir
st m
easu
re s
core
d, 6
60/a
of t
he s
tude
nts
rece
ived
the
scor
e in
adeq
uate
, 40/
13 r
ecei
ved
alim
ited
scor
e, a
nd 3
00/a
rec
eive
d a
scor
e of
adeq
uate
. In
the
last
mea
sure
, 72%
of t
hest
uden
ts r
ecei
ved
a sc
ore
of in
adeq
uate
, 30/
are
ceiv
ed a
lim
ited
scor
e, a
nd 2
50/a
rec
eive
d a
scor
e of
ade
quat
e.
EST
CO
PY A
VA
I1A
BL
E
11
Cre
atin
g M
ean
for
Low
er, M
iddl
e, a
nd U
pper
Res
pond
ing
Sem
i Gro
ups
Gro
ups
of S
tude
nt P
rofil
es o
nth
e M
usic
Res
pond
ing
Sca
leM
ean
Per
cent
Cor
rect
Cre
atin
g S
core
Low
er
Mid
dle
Upp
er61
1111
1111
021
1%41
1%60
ssIti
ox
Per
form
ing
Mea
n fo
r Lo
wer
, Mid
dle,
and
Upp
er R
espo
ndin
gS
core
sou
ps
Gro
ups
of S
tude
nt P
rofil
es o
nth
e M
usic
Res
pond
ing
Sca
leM
ean
Per
cent
Cor
rect
Per
form
ing
Sco
re
Low
er
Mid
dle
Upp
erC
1112
1111
1111
026
.14
411%
60%
80%
4-D
evel
oped
CO
3-A
dequ
ate
2-Li
mite
dC
ID1-
Inad
equa
te
0%50
%10
0%
Sam
ple
Stu
dent
Res
pons
e 2:
Use
of M
usic
al N
atat
ion
f]JeJ
ITJJ
M11
7.1.
I)M
J
Thi
s sa
mpl
e st
uden
t res
pons
e re
ceiv
ed a
sco
re o
fin
adeq
uate
on
the
first
mea
sure
and
ade
quat
eon
the
seco
nd m
easu
re.
Sam
ple
Stu
dent
Res
pons
e 4:
Use
of M
usic
al N
otat
ion
TJ
Ji If
-JJJ
TJI
;JnI
) IJ
J
Thi
s sa
mpl
e st
uden
t res
pons
e re
ceiv
ed a
sco
re o
f
adeq
uate
for
both
mea
sure
s.
Stu
dent
sco
res
from
the
resp
ondi
ng s
ectio
n w
ere
plac
ed o
n a
scal
e th
at lo
cate
d th
emin
the
low
er 2
5%, m
iddl
e 50
0/0,
or
uppe
r 25
%.
Stu
dent
s w
ho w
ere
in th
e lo
wer
ran
ge (
low
er 2
50/a
)of
the
mus
ic s
cale
wer
e ab
le to
:
Mak
e si
mpl
e di
stin
ctio
ns a
bout
the
mus
ic p
hras
esth
ey h
eard
as
bein
g th
e sa
me
or d
iffer
ent f
rom
exam
ples
pla
yed.
Sho
w li
mite
d kn
owle
dge
of th
e fu
nctio
nal u
ses
of
mus
ic in
soc
iety
and
ver
y lim
ited
know
ledg
e of
the
hist
oric
al o
r cu
ltura
l sig
nific
ance
of m
usic
al g
enre
s
(suc
h as
spi
ritua
ls).
Des
crib
e ad
equa
tely
at l
east
one
err
or h
eard
in a
perf
orm
ance
of l
he fo
lk s
ong
"Mic
hael
Row
the
Boa
t Ash
ore.
"
Stu
dent
s w
ho w
ere
in th
e m
iddl
e ra
nge
(mid
dle
50%
)of
the
mus
ic s
cale
wer
e ab
le to
:
Mak
e di
stin
ctio
ns a
bout
the
mel
odic
con
tour
of
mus
ic p
laye
d.
Sho
w a
bro
ader
und
erst
andi
ng o
f the
func
tions
of
mus
ic in
soc
iety
.
Dem
onst
rate
kno
wle
dge
of b
asic
term
s an
d
fund
amen
tals
of m
usic
not
atio
n.
Des
crib
e ad
equa
tely
at l
east
thre
e er
rors
hea
rd in
a pe
rfor
man
ce o
f the
folk
son
g "M
icha
el R
ow th
e
Boa
t Ash
ore.
"
12S
OU
RC
E N
otio
n., C
eris
er h
i, E
docr
oion
Sta
tistic
s, N
raio
nol A
sse5
smen
t of E
duca
tiona
l Pro
gres
s (N
AE
PI,
1997
Ms
Ass
essm
ent.
Stu
dent
s w
ho w
ere
in th
e up
per
rang
e (t
op 2
5%)
of th
e m
usic
sca
le w
ere
able
to:
Iden
tify
line
draw
ings
that
ref
lect
ed th
e te
xtur
eof
mus
ic th
ey h
eard
.
Pro
vide
at l
east
lim
ited
desc
riptio
ns o
f asp
ects
of m
usic
they
hea
rd.
Iden
tify
and
prov
ide
limite
d ju
stifi
catio
n fo
r th
eir
cate
goriz
atio
ns o
f the
gen
res
or s
tyle
per
iods
of s
ome
piec
es o
f mus
ic th
ey h
eard
(su
ch a
s a
Sco
tt Jo
plin
pian
o ra
g an
d an
aria
by
Geo
rge
Frid
eric
Han
del).
Dis
play
mor
e ad
vanc
ed k
now
ledg
e of
sta
ndar
d
mus
ic n
otat
ion
and
term
inol
ogy.
13B
EST
CO
PYA
VA
ILA
BL
E
heat
re w
as a
sses
sed
usin
g a
targ
eted
sam
ple
of 1
,386
stu
dent
s w
hoto
ok th
eatr
e co
urse
s in
sch
ools
that
off
ered
them
.
Man
y of
the
resp
ondi
ng ta
sks
used
vid
eota
pes
of f
ilm s
cene
s an
dau
diot
apes
of
play
rea
ding
s to
eng
age
stud
ents
in th
e as
sess
men
tac
tiviti
es. T
he c
reat
ing/
perf
orm
ing
stud
ent a
ctiv
ities
wer
e vi
deot
aped
for
scor
ing
at a
late
r tim
e. M
ost o
f th
e cr
eatin
g/pe
rfor
min
g st
uden
tre
spon
ses
wer
e sc
ored
on
a nu
mbe
r of
fac
tors
; eac
hst
uden
tre
ceiv
ed a
sep
arat
e sc
ore
for
each
fac
tor
acco
rdin
g to
his
or h
er p
erfo
rman
ce.
As
with
mus
ic a
nd th
e vi
sual
art
s, a
ll st
uden
tsw
ere
adm
inis
tere
d a
set o
f pap
er-a
nd-p
enci
lite
ms
in a
cla
ssro
om s
ettin
g to
ass
ess
thei
rkn
owle
dge
and
skill
s in
res
pond
ing
to th
eatr
e.
Cre
atin
g/Pe
rfor
ndng
Mea
n fo
r L
ower
, Mid
dle,
and
Upp
erR
espo
ndin
g Sc
ore
Gro
ups
,
Gro
ups
of S
tude
nt P
rofil
es o
nM
ean
Per
cent
Cor
rect
the
The
atre
Res
pond
ing
Sca
leC
reat
ing/
Per
form
ing
Sco
re
Low
er0M
M 20x
amso
xsk
Stu
dent
s w
ho d
id w
ell o
n th
e pa
per-
and-
penc
ilre
spon
ding
por
tion
of th
e as
sess
men
t als
o sc
ored
rela
tivel
y w
ell o
n th
e cr
eatin
g/pe
rfor
min
g ta
sks,
with
the
uppe
r le
vel m
ean
scor
es a
t 600
/0.
In th
e cr
eatin
g/pe
rfor
min
g se
ctio
ns, s
tude
nts
wer
e as
ked
to p
erfo
rm in
a v
arie
ty o
f act
iviti
esto
app
ly a
nd d
ispl
ay th
eir
know
ledg
e an
d sk
illin
thea
tre.
For
exa
mpl
e, s
tude
nts
wer
e as
ked
to c
reat
e a
scen
e fr
om a
sho
rt s
crip
t. T
he s
tude
nts
wer
esc
ored
on
a va
riety
of f
acto
rs, s
uch
asex
pres
sion
, voc
al p
rodu
ctio
n, a
nd h
ow w
ell
14B
EST
CO
PY A
VA
ILA
BL
Eth
e gr
oup
perf
orm
ed to
geth
er.
Stu
dent
sco
res
from
the
resp
ondi
ngse
ctio
n w
ere
plac
ed o
n a
scal
e th
atlo
cate
d th
em in
the
low
er 2
5%, m
iddl
e50
%, o
r up
per
25%
.
Stu
dent
s in
the
low
er r
ange
(lo
wer
25%
) of
the
thea
tre
resp
ondi
ng s
cale
wer
e ab
le to
:
Mak
e si
mpl
e in
fere
nces
bas
ed o
n vi
sual
and
aur
alin
form
atio
n ab
out c
hara
cter
and
loca
tion.
Iden
tify
nece
ssar
y so
und
effe
cts
for
the
stag
ing
ofa
shor
t scr
ipt.
Dis
play
a r
udim
enta
ry u
nder
stan
ding
of t
hepu
rpos
e of
the
title
son
g in
the
film
Mee
t Me
inS
t. Lo
uis
and
iden
tify
the
genr
e of
that
film
.
Stu
dent
s in
the
mid
dle
rang
e (m
iddl
e 50
%)
ofth
e th
eatr
e re
spon
ding
sca
le w
ere
able
to:
Mak
e in
fere
nces
bas
ed o
n sc
ripts
, film
, and
audi
otap
e ab
out n
eces
sary
pro
ps a
nd c
ostu
mes
for
stag
ing
perf
orm
ance
s.
Des
crib
e in
gen
eral
term
s ho
w to
sta
ge a
port
ion
of a
pla
y to
ld b
y a
narr
ator
.
Sho
w a
n in
itial
und
erst
andi
ng o
f how
an
acto
rus
ed h
is v
oice
to c
onve
y ch
arac
ter.
Iden
tify
the
effe
ct o
f a c
amer
a sh
ot in
the
film
Jez
ebel
.
Sho
w s
ome
unde
rsta
ndin
g of
how
cha
ract
ers
in a
film
use
d ac
tion
and
faci
al e
xpre
ssio
ns to
conv
ey fe
elin
g.
Stu
dent
s in
the
uppe
r ra
nge
(top
25%
) of
the
thea
tre
resp
ondi
ng s
cale
wer
e ab
le to
:
Mak
e co
mpl
ex in
fere
nces
bas
ed o
n sc
ripts
, film
,an
d au
diot
ape
abou
t cha
ract
er, s
et, a
nd c
ostu
me.
Ana
lyze
and
exp
lain
the
suita
bilit
y of
the
them
em
usic
for
a ra
dio
play
, how
to s
tage
a p
ortio
n of
iliat
pla
y to
ld b
y a
narr
ator
, and
how
an
acto
rus
ed h
is v
oice
to c
onve
y ch
arac
ter.
cost
ume
in J
ezeb
el a
nd h
ow c
hara
cter
s in
that
film
use
d ac
tion
and
faci
al e
xpre
ssio
ns to
conv
ey fe
elin
g.
4$64
,A
16
For
thes
e th
ree
dim
ensi
ons
of th
e ac
tivity
,
mos
t stu
dent
s sc
ored
fairl
y hi
gh o
n sp
atia
law
aren
ess
and
voca
l pro
duct
ion,
but
mos
t
fell
shor
t on
expr
essi
on, w
hich
ass
esse
dth
e ab
ility
to c
hang
e pi
tch,
vol
ume,
pac
e,an
d to
ne o
f the
voi
ce to
con
vey
mea
ning
.
11P
eree
litag
e'of
Eig
hth
Gra
ders
Rec
eivi
ng V
ario
us S
core
sS
patia
l Aw
aren
ess
Sco
re L
evel
Per
cent
ages
4-E
xten
sive
3-E
ssen
tial
2-P
a rt
ial
1-U
nacc
epta
ble
0 al;
50%
100%
NO
TE
Per
cent
ages
do
not s
um to
100
due
to r
ound
ing.
416-
k'P
entiO
Witi
itY4
Rec
eWtia
rhl4
Sco
re L
evel
Per
cent
ages
3.-A
ccep
tabl
e
2-P
artia
l
1-U
nacc
epta
ble
0
sox
no%
Per
ieiff
iget
if E
lohl
tglid
Rec
ihin
g V
Oio
us:ti
ote0
5E
xpre
ssio
n41
'
Sco
re L
evel
Per
cent
ages
3-A
ccep
tabl
e
2-P
artia
l
1-U
na c
cept
abl
e
56%
100%
SO
UR
CE
: Nat
iona
l Cen
ter
for
Edu
catio
n S
tatis
tics,
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess
(NA
EP
), 1
997
Art
s A
sses
smen
t.
BE
ST C
OPY
AV
AIL
AB
LE
he v
isua
l art
sas
sess
men
t iva
s gi
ven
to 0
natio
nal s
ampl
e of
2,9
99st
uden
ts, u
sing
a r
ich
asso
rtm
ent o
f ar
twor
kfr
om a
bro
ad r
ange
of
artis
ts. T
he s
tude
nts
wer
e as
ked
to u
sedi
ffer
ent a
rts
med
iaan
d to
ols
to d
raw
,co
nstr
uct c
olla
ges,
and
mod
el c
lay
in c
ompl
etin
gth
eir
resp
onse
s. S
tude
nts
wer
eal
so a
sked
to c
reat
e so
lutio
ns f
orre
al-w
orld
des
ign
prob
lem
s. T
he c
ompl
eted
stu
dent
wor
kw
as e
ither
pho
togr
aphe
d or
col
lect
ed b
y th
e as
sess
men
tfa
cilit
ator
for
late
r sc
orin
g.
I 1
1
As
with
mus
ic a
nd th
eatr
e, a
ll st
uden
ts w
ere
adm
inis
tere
d a
set o
f pap
er-a
nd-p
enci
l ite
ms
in a
clas
sroo
m s
ettin
g to
ass
ess
thei
r kn
owle
dge
and
skill
s in
res
pond
ing
to th
e vi
sual
art
s.
14'
'
;.1
rL
Gro
ups-
of S
tude
nt P
rofil
es o
nth
e V
isua
l Art
s R
espo
ndin
g S
cale
Cre
atin
g S
core
Mea
n P
erce
nt C
orre
ct
Low
er
Mid
dle
4111
1111
111
OM
C11
1101
M11
,00f
riM
IT6'
k.4
:o4i
1111
111.?I
F..
tA26
4660
%B
O%
160%
Stu
dent
s w
ho d
id w
ell o
n th
e pa
per-
and-
penc
ilre
spon
ding
act
iviti
es a
lso
did
wel
l on
the
crea
ting
task
s.
Stu
dent
s w
ere
also
ask
ed to
com
plet
e a
self-
port
rait
ofth
emse
lves
and
to e
valu
ate
wha
t the
y cr
eate
d. B
oth
the
wor
k an
d th
e st
uden
t sel
f-ev
alua
tion
wer
e sc
ored
topr
ovid
e a
cont
ext f
or u
nder
stan
ding
the
stud
ent's
inte
ntan
d us
e of
exp
ress
ive
qual
ities
.
Per
cent
age
of E
ight
h G
rade
rsR
ecei
ving
Var
ious
Sco
res
Sel
f-P
ortr
ait
Sco
re L
evel
Per
cent
ages
4-S
uffic
ient
3-U
neve
n
2-M
inim
al
1-U
nstif
ficie
nt
itssi
tst0
0%
Per
cent
age
of E
ight
h G
rade
rsR
ecei
ving
Var
ious
Sco
res
Sel
f-E
valu
atio
n
Sco
re L
evel
Per
cent
ages
4-C
ompl
ete
3-E
ssen
tial
2-P
artia
l
0 cr1-
Una
ccep
tabl
e G
Oi
in;
sox
loos
Ove
rall,
stu
dent
s di
d a
fair
job
on th
e se
lf-po
rtra
it ta
sk,
but m
ost w
ere
unab
le to
exp
ress
thei
r id
eas
clea
rly a
ndef
fect
ivel
y in
the
self-
eval
uatio
n.
Stu
dent
6: S
ampl
eS
elf-
port
rait
Res
pons
e R
ecei
ving
a S
core
of S
uffic
ient
AM
.
1 8
BE
ST
CO
PY
AV
AIL
AB
LE
Stu
dent
6: S
ampl
e S
elflv
alua
tion
Res
pons
e R
ecei
ving
a km
of C
oMP
lete
Exp
lain
wha
t you
hop
edto
com
mun
icat
e sh
out yo
urse
lf in
you
r dr
awin
g
Dis
cus%
at l
eam
thm
esp
ecifi
c th
ings
aho
utyo
ur s
elfp
ortr
ait t
hat
com
mun
icat
eyo
ur p
erso
naly
o. I
n yo
ur a
nsw
er, t
alk
in d
etai
l aim
how
you
use
d th
e oi
lpa
stel
s an
d/or
cha
rcoa
lto
cre
ate
the
thin
gsyo
u ta
lk a
bout
.
At l
eft i
s an
exa
mpl
eof
a s
tude
nt w
hore
ceiv
ed th
e hi
ghes
tsc
ore
on b
oth
the
self-
port
rait
and
the
self-
eval
uatio
n.
1 9
Mul
tiple
-cho
ice
ques
tions
are
som
etim
es a
n
effe
ctiv
e an
d ef
ficie
nt w
ay to
col
lect
info
rmat
ion
abou
t a s
tude
nt's
bas
ic k
now
ledg
e w
hen
asse
ssin
g
the
visu
al a
rts.
The
stu
dent
s w
ere
give
n a
repr
oduc
tion
of a
sel
f-po
rtra
it do
ne b
y K
äthe
Kol
lwitz
in c
harc
oal a
nd a
sked
abo
ut te
chni
que
and
expr
essi
ve q
ualit
ies.
Sam
ple
Que
stio
n 1
Thi
s qu
estio
n m
easu
res
stud
ents
' abi
litie
s to
rec
ogni
ze a
feat
ure
of c
ompo
sitio
n in
the
Kol
lwitz
sel
f-po
rtra
it. T
he q
uest
ion
was
sco
red
eith
er c
orre
ct o
rin
corr
ect.
The
cor
rect
ans
wer
is B
.
Look
at s
elf-
port
rait
A. W
hich
of t
he fo
llow
ing
is a
n im
port
ant a
spec
t of t
heco
mpo
sitio
n (a
rran
gem
ent o
f sha
pes,
line
s, a
nd fo
rms)
of t
he d
raw
ing?
CD
Lin
ear
pers
pect
ive
CP
Hor
izon
tal e
mph
asis
C)
Rad
ial e
mph
asis
CD
Sym
met
ryO
mit
1%
Stu
dent
sco
res
from
the
resp
ondi
ng s
ectio
n pl
aced
them
in th
e lo
wer
25%
, mid
dle
50%
, or
uppe
r 25
%.
Stu
dent
s w
ho w
ere
in th
e lo
wer
ran
ge (
botto
m 2
5%)
of th
e vi
sual
art
s re
spon
ding
sca
le w
ere
able
to:
Mak
e so
me
basi
c ob
serv
atio
ns a
bout
the
tech
nica
las
pect
s or
sub
ject
s of
art
wor
ks (
such
as
a qu
ality
of
colo
r in
an
Ego
n S
chie
le s
elf-
port
rait
or th
e pr
esen
ceof
a fa
ctor
y in
a R
omar
e B
eard
en c
olla
ge).
Offe
r sp
arse
inte
rpre
tatio
ns o
f wha
t an
artis
t mig
htha
ve b
een
tryi
ng to
com
mun
icat
e w
hen
crea
ting
aw
ork
of a
rt.
Mak
e si
mpl
e in
fere
nces
abo
ut p
acka
ge d
esig
n(f
or e
xam
ple,
an
adva
ntag
e of
mai
ling
a po
ster
ina
mai
ling
tube
).
Stu
dent
s w
ho w
ere
in th
e m
iddl
e ra
nge
(mid
dle
50%
)of
the
visu
al a
rts
resp
ondi
ng s
cale
wer
e ab
le to
:
Iden
tify
one
char
acte
ristic
of c
harc
oal i
n a
K5t
heK
ollw
itz s
elf-
port
rait.
Mak
e so
me
obse
rvat
ions
abo
ut a
nd c
ompa
rison
s of
conc
epts
in w
orks
of a
rt (
such
as
near
and
far,
or
real
ism
or a
lack
of r
ealis
m).
Mak
e so
me
initi
al c
onne
ctio
ns b
etw
een
tech
nica
las
pect
s of
wor
ks a
nd th
eir
expr
essi
ve q
ualit
ies,
link
ing
char
acte
ristic
s lik
e co
lor
with
thei
r in
tend
ed m
eani
ng in
the
self-
port
raits
they
wer
e as
ked
to c
reat
e as
par
t of
the
asse
ssm
ent.
App
ly s
impl
e de
sign
prin
cipl
es to
des
crib
e ch
arac
-te
ristic
s of
thei
r ow
n de
sign
s fo
r a
pack
age
to c
arry
a fis
h on
a b
icyc
le.
SO
UR
CE
: Nat
iona
l Cen
tel f
or E
duca
tion
Sta
tistic
s, N
atio
nal A
sses
smen
t of E
duca
tiona
l Pro
gres
s (N
AE
P),
199
7 A
rts
Ass
essm
ent.
20
Stu
dent
s w
ho w
ere
in th
e up
per
rang
e (u
pper
25%
)of
the
visu
al a
rts
resp
ondi
ng s
cale
wer
e ab
le to
:
Sup
port
inte
rpre
tatio
ns o
f a S
chie
le s
elf-
port
rait
and
a,W
illia
m S
erge
ant K
enda
ll m
othe
r-an
d-ch
ild p
ortr
ait,
with
spe
cific
ref
eren
ces
to c
hara
cter
istic
s su
ch a
s lin
e,co
mpo
sitio
n, b
ackg
roun
d, a
nd c
olor
.
Iden
tify
the
hist
oric
al a
nd c
ultu
ral c
onte
xts
for
seye
ral,,
wor
ks o
f art
and
iden
tify
the
genr
e of
a B
eard
en"
colla
ge a
nd th
e hi
stor
ical
Per
iod
of a
mot
her-
andi
child
por
trai
t'.
App
ly d
esig
n pr
inci
ples
to a
naly
ses
of th
e op
erat
iOn
and
mat
eria
ls o
f the
ir ow
n de
sign
s. fo
r a
pack
a*L-
..to
car
ry a
fish
on
abic
ycle
.'
BE
ST C
OPY
AV
AH
AB
LE
21
The
ass
essm
ent f
or d
ance
was
ful
ly d
evel
oped
and
fie
ld-t
este
dw
ith th
e ot
her
arts
are
as. H
owev
er, t
he a
sses
smen
t was
not
adm
inis
tere
d be
caus
e of
the
low
inci
denc
e of
dan
ce p
rogr
ams
in th
e na
tion'
s sc
hool
s.
The
NA
EP
1997
Art
s R
epor
t Car
d do
es p
rovi
de a
des
crip
tion
of th
e as
sess
men
t tha
t is
para
llel t
o th
e ot
her
arts
are
as.
Info
rmat
ion
abou
t the
fie
ld te
st o
f th
e as
sess
men
t at t
he f
ourt
h-,
eigh
th-,
and
twel
fth-
grad
e le
vels
will
als
o be
ava
ilabl
e in
the
NA
EP
1995
-97
Art
s Fi
eld
Tes
t Pro
cess
Rep
ort.
Dpn
tifi
th4
sup
Din
ce,A
sses
tinte
nt
"Phi
lippi
ne"
(Res
pond
ing
bloc
k)
"Eag
le"
(Res
pond
ing
bloc
k)
"Whi
te W
eb"
(Res
pond
ing
bloc
k)
"Jaz
z"(P
erfo
rmin
g bl
ock)
-wta
mor
phos
is-
2
..
Stu
dent
s vi
ew s
egm
ents
of t
hree
vid
eota
ped
danc
es (
a P
hilip
pine
Sin
gkal
dan
ce, a
n Ir
ish
step
dan
ce, a
nd a
Wes
t Afr
ican
dan
ce)
and
appl
y th
eir
know
ledg
e of
dan
ce e
lem
ents
, suc
h as
mov
emen
t qua
litie
san
d ch
oreo
grap
hic
tech
niqu
es, t
o th
e da
nces
.A
nd S
till W
e D
ance
: Phi
lippi
ne C
ourt
esy
of W
orld
Art
s W
est;
Iris
h S
tep
Dan
ceC
ourt
esy
of W
orld
Art
s W
est;
Wes
t Afr
ican
Dan
ce C
ourt
esy
of W
orld
Art
s W
est
Stu
dent
s vi
ew s
egm
ents
of t
wo
vide
otap
ed d
ance
s (a
n A
mer
ican
Indi
an d
ance
and
a R
ussi
an fo
lk d
ance
) an
d ap
ply
thei
r kn
owle
dge
of d
ance
ele
men
ts, s
uch
as m
ovem
ent q
ualit
ies,
cho
reog
raph
icte
chni
ques
, and
cul
tura
l and
sty
listic
con
text
s, to
the
danc
es.
Stu
dent
s vi
ew s
egm
ents
of t
hree
dan
ces
from
the
mov
ie W
hite
Nig
hts,
with
Gre
gory
Hin
es a
nd M
ikha
il B
arys
hnik
ov. T
he s
egm
ents
incl
ude
exam
ples
of b
oth
jazz
and
mod
ern
danc
e. S
tude
nts
appl
y th
eir
know
ledg
e of
dan
ce e
lem
ents
, suc
h as
mov
emen
t qua
litie
s,ch
oreo
grap
hic
tech
niqu
es, a
nd c
ultu
ral a
nd s
tylis
tic c
onte
xts,
toth
e da
nces
. Fin
ally
, stu
dent
s vi
ew a
con
tem
pora
ry d
ance
bas
ed o
na
spid
er m
otif
(cre
ated
for
NA
EP
feat
urin
g si
x ch
ildre
n) a
nd w
rite
a br
ief r
evie
w a
naly
zing
and
eva
luat
ing
the
danc
e.
Afte
r a
war
m-u
p, s
tude
nts
are
aske
d to
lear
n an
ext
ende
d m
ovem
ent
phra
se th
at u
ses
jazz
ste
ps fr
om a
dan
ce fa
cilit
ator
. The
stu
dent
s th
enpe
rfor
m th
e ph
rase
, and
thei
r pe
rfor
man
ces
are
capt
ured
on
vide
otap
e.
Afte
r a
war
mup
, stu
dent
s ar
e as
ked
to w
ork
with
a p
artn
er to
cre
ate
2_4;
1T
he fo
llow
ing
is a
n ex
ampl
e of
a p
erfo
rmin
g ac
tivity
from
the
danc
eas
sess
men
t, w
ith s
etup
inst
ruct
ions
and
a li
st o
f crit
eria
to b
e as
sess
ed.
['Sam
ple
Tas
k th
e "J
aze
Iock
In th
is ta
sk, s
tude
nts
lear
n an
ext
ende
d m
ovem
ent p
hras
e th
at u
ses
jazz
ste
ps. T
he s
tude
nts
first
part
icip
ate
in a
thre
e-m
inut
e w
arm
up a
nd th
en a
re ta
ught
the
jazz
phr
ase
in s
ever
al s
ectio
ns b
y a
danc
e
faci
litat
or. A
fter
they
are
taug
ht th
e ph
rase
, the
y ar
e as
ked
to p
erfo
rm it
thre
e tim
es. T
he fi
rst t
ime
stud
ents
per
form
it w
ith th
e fa
cilit
ator
. The
y ar
e th
en g
iven
30
seco
nds
to p
ract
ice.
The
sec
ond
time
and
third
tim
e th
ey p
erfo
rm th
e da
nce
on th
eir
own.
The
stu
dent
s in
the
fron
t and
bac
k ro
ws
switc
h pl
aces
for
the
third
per
form
ance
.
The
task
ass
esse
s st
uden
ts' a
bilit
ies
to a
ccur
atel
y re
call
and
repr
oduc
e m
ovem
ent,
and
to d
emon
stra
te p
hysi
cal
tech
niqu
e an
d fo
cus
and
expr
essi
on. T
he c
riter
ia th
at s
tude
nts
are
scor
ed o
n an
d th
e se
tup
for
the
task
are
sho
wn
belo
w.
IA. S
tude
nt d
emon
stra
tes
awar
enes
s of
rhy
thm
by
mov
ing
on th
e pu
lse
(bea
t) o
f the
mus
ic d
urin
g ke
y pa
rts
of th
e ph
rase
.
1B.
Stu
dent
dem
onst
rate
s th
e co
ncep
t of i
sola
ting
body
par
ts (
coun
ts 3
& 4
of s
ectio
ns I
& 2
).
IC. S
tude
nt a
ccur
atel
y re
peat
s th
e se
quen
ce o
f the
ent
ire m
ovem
ent p
hras
e.
ID. S
tude
nt d
emon
stra
tes
sust
aine
d re
ach
(cou
nts
9-11
in S
ectio
n 2)
.
IE.
Stu
dent
dem
onst
rate
s ba
lanc
e (c
ount
s 3-
6 of
Sec
tion
3).
IF.
Stu
dent
dem
onst
rate
s ju
mps
acc
urat
ely
(cou
nts
11-1
2 in
Sec
tion
3).
1G. S
tude
nt d
emon
stra
tes
dyna
mic
s ca
lled
for
in th
e da
nce
phra
se.
BE
ST C
OPY
AV
AIL
AB
LE
3
"Met
amor
phos
is"
(Cre
atin
g/P
erfo
rmin
g bl
ock)
Afte
r a
war
mup
, stu
dent
s ar
e as
ked
to w
ork
with
a p
artn
er to
cre
ate
a m
ovem
ent s
eque
nce
base
d on
the
idea
of m
etam
orph
osis
, usi
ngdi
ffere
nt c
ompo
sitio
nal e
lem
ents
suc
h as
tim
e, s
pace
, and
ene
rgy.
The
stu
dent
s th
en p
erfo
rm th
eir
com
posi
tion,
and
thei
r pe
rfor
man
ces
are
capt
ured
on
vide
otap
e.
Fiv
e "b
lock
s,"
or g
roup
s, o
f ass
essm
ent
activ
ities
wer
e pr
epar
ed fo
r th
e da
nce
asse
ssm
ent.
Thr
ee w
ere
desi
gned
to m
easu
re
resp
ondi
ng ta
sks,
one
mea
sure
d a
perf
orm
ing
task
, and
one
was
a c
ombi
natio
n of
per
form
ing
and
crea
ting.
Vid
eos
of d
iffer
ent d
ance
rs a
ndda
nces
wer
e to
be
show
n to
stu
dent
s fo
r th
eth
ree
resp
ondi
ng q
uest
ions
, and
trai
ned
danc
ers
and
danc
e ed
ucat
ors
wer
e us
ed to
conv
ey th
e in
stru
ctio
ns in
the
crea
ting
and
perf
orm
ing
exer
cise
s. E
xam
ples
of t
he ty
pes
of q
uest
ions
and
task
s ar
e in
clud
ed h
ere,
but
beca
use
the
asse
ssm
ent w
as n
ot a
dmin
iste
red,
no r
esul
ts a
re p
rovi
ded.
As
with
the
othe
r as
sess
men
ts, d
ance
mad
e
use
of s
hort
-ans
wer
que
stio
ns to
mea
sure
stud
ents
' abi
lity
to p
erce
ive
and
anal
yze
diffe
rent
ele
men
ts o
f dan
ce. I
n th
is q
uest
ion,
stud
ents
are
ask
ed to
obs
erve
a s
et o
f dan
ces
on a
vid
eota
pe a
nd a
ddre
ss th
e th
ree
elem
ents
bein
g ex
plor
ed.
IN.
Stu
dent
dem
onst
rate
s iu
mps
acc
urat
ely
Icou
nts
11-1
2. m
Sec
tion
M.
1G. S
tude
nt d
emon
stra
tes
dyna
mic
s ca
lled
for
in th
e da
nce
phra
se.
Set
up:
Fou
r st
uden
ts a
re s
pace
d in
two
stag
gere
d lin
es (
see
diag
ram
bel
ow)
so th
at th
e st
uden
ts c
an s
ee th
e fa
cilit
ator
and
be
visi
ble
to th
e vi
deo
cam
era.
The
spa
ce m
ust b
e at
leas
t 20'
x 2
0', a
nd th
e en
tire
room
at l
east
30'
x 4
0', s
o th
atth
e
vide
o ca
mer
a ca
n si
mul
tane
ousl
y fo
cus
on a
ll fo
ur s
tude
nts
with
in th
e pe
rfor
man
ce a
rea.
In th
e fo
llow
ing
exam
ple,
four
stu
dent
s ar
e as
ked
to c
reat
e a
mov
emen
tse
quen
ce w
ith a
par
tner
and
per
form
it w
ithin
a tw
elve
-foo
t spa
ce. T
hecr
iteria
bei
ng s
core
d ar
e pr
ovid
ed.
Sam
ple
Tas
lc th
e "M
etam
orph
osis
" B
lock
In th
is ta
sk, s
tude
nts
colla
bora
te w
ith a
par
tner
to c
reat
e a
mov
emen
t seq
uenc
e ba
sed
on th
e id
ea o
f
met
amor
phos
is, u
sing
ele
men
ts o
f dan
ce c
ompo
sitio
n in
clud
ing
time,
spa
ce, a
nd e
nerg
y. S
tude
nts
dem
onst
rate
an
abili
ty to
col
labo
rate
with
a p
artn
er to
ach
ieve
sol
utio
ns to
a m
ovem
ent t
ask,
cre
ate
and
perf
orm
impr
ovis
atio
nal a
nd c
ompo
sitio
nal s
truc
ture
s, r
eplic
ate
mov
emen
t, pe
rfor
m w
ith p
hysi
cal
tech
niqu
e, a
nd c
omm
unic
ate
thro
ugh
mov
emen
t. T
he a
spec
ts o
f Cre
atin
g an
d P
erfo
rmin
g th
at
stud
ents
are
sco
red
on a
re li
sted
bel
ow.
IA. T
he d
ance
beg
ins
and
ends
with
a c
lear
, stil
l pos
e (s
core
d in
sec
ond
perf
orm
ance
onl
y).
1B. T
he p
air
accu
rate
ly r
epea
ts th
e se
quen
ce o
f the
dan
ce.
IC. T
he p
air
perf
orm
s th
eir
danc
e to
geth
er w
ith s
moo
thne
ss, f
ocus
and
exp
ress
ion.
ID. T
he p
air
dem
onst
rate
s at
leas
t tw
o cl
ear,
diff
eren
t sha
pes
in th
e da
nce
(not
incl
udin
g be
ginn
ing
or e
ndin
g po
se).
1E. T
he p
air
dem
onst
rate
s us
e of
hig
h, m
iddl
e, a
nd lo
w m
ovem
ent l
evel
s in
the
danc
e.
IF. T
he d
ance
inco
rpor
ates
the
use
of s
harp
and
sm
ooth
mov
emen
t qua
litie
s.
1G.
Effe
ctiv
enes
s of
the
danc
e as
a w
hole
.
Que
stio
n 2
mea
sure
s st
uden
ts' a
bilit
ies
to a
naly
ze c
ompo
sitio
nal e
lem
ents
in d
ance
, suc
h as
tim
e,
sPac
e, a
nd e
nerg
y.
.I i
2.D
escr
ibe
the
Phili
ppin
e da
nce
(Dan
ce 1
). I
n yo
ur a
nsw
er, d
iscu
ss in
det
ail:
use
of ti
min
g (r
hyth
m a
nd te
mpo
),us
e of
spa
ce (
how
the
danc
ers
mov
ed in
and
thro
ugh
the
perf
orm
ance
spa
ce a
nd a
roun
d on
e an
othe
r); a
ndth
e us
e of
for
ce/e
nerg
y (t
he q
ualit
ies
and
moo
d of
the
mov
emen
ts th
e da
ncer
s m
ade)
.
1.U
se o
f tim
ing:
2.U
se o
f sp
ace:
3.U
se o
f fo
rce/
ener
gy:
2 4
faet
rili f
teih
iiA
ni F
2 5
The
Con
text
of
Art
s P
rogr
ams
The
NA
EP
199
7 A
rts
Ass
essm
ent R
epor
t Car
d al
soex
amin
es th
e co
ntex
ts fo
r ar
ts le
arni
ng in
the
scho
ols.
It p
rovi
des
som
e im
port
ant e
vide
nce
abou
tw
ho is
teac
hing
, wha
t is
bein
g ta
ught
, whe
re th
ein
stru
ctio
n ta
kes
plac
e, a
ndm
ost i
mpo
rtan
tlyw
heth
er s
tude
nts
have
the
fund
amen
tal o
ppor
tuni
tyto
lear
n th
e ar
ts a
t all.
For
exam
ple,
the
scho
ols
in th
eas
sess
men
t wer
e as
ked
whe
ther
thei
r di
stric
t or
stat
e ha
d a
curr
icul
um fo
r th
em to
follo
w.
Nin
ety
perc
ent r
epor
ted
not
havi
ng a
cur
ricul
um fo
r da
nce,
850/
0 re
port
ed n
o cu
rric
ulum
for
thea
tre,
280
/a r
epor
ted
no
curr
icul
um fo
r m
usic
, and
360
/0re
port
ed n
o cu
rric
ulum
tofo
llow
for
visu
al a
rts.
26
Sch
ools
' Rap
ed, a
t Db
,bbt
a S
tab
ibtit
iibic
atbi
lltet
ildra
men
i
-
Doe
s yo
ur d
istr
ict o
r st
ate
have
acu
rric
ulum
in a
ny o
f the
follo
win
gsu
bjec
t are
as th
at y
our
scho
olis
exp
ecte
d to
follo
w?
% S
tude
nts
4.47
, T
Mus
icY
esti
No"
1
The
atre
Yes
clip
No
Vis
ual A
rts
Yes
011
1111
1111
1110
No*
40%
60%
80%
100%
Per
cent
ages
in th
is r
ow a
re r
epre
sent
ativ
e of
that
por
tion
of th
e sa
mpl
e th
at d
idno
t res
pond
"Y
es."
For
this
ser
ies
of b
ackg
roun
d qu
estio
ns, r
epon
dent
s w
ere
toin
dica
te o
nly
thos
e st
atem
ents
that
wer
e ap
plic
able
.
te,E
ST C
OPY
AV
AIL
UB
LE
0
Iv
ITII h
e N
AE
P 19
97 A
rts
Ass
essm
ent i
llust
rate
s th
e ga
p
betw
een
the
expe
ctat
ions
for
stud
ent a
chie
vem
ent f
ound
in
the
NA
EP
Fram
ewor
k an
d th
e
real
ity f
ound
in th
e sc
hool
s.
It g
ives
us
a cl
eare
r fo
cus
on
whe
re ti
me,
eff
ort,
and
mat
eria
l
reso
urce
s m
ight
be
empl
oyed
to
27
The
sch
ools
wer
e al
so a
sked
abo
ut th
e fr
eque
ncy
ofar
ts in
stru
ctio
n in
the
four
art
s ar
eas.
The
gra
phbe
low
pro
vide
s a
prof
ile o
f tho
se d
ata.
saga
:fir
_4.?"
0...N
A41
4,af
ra.-
s,-
tv,..
1,,,r
TzS
`77
,p,0
1!vi
e'rr
eclg
enP
itk,
iVih
ich-
The
le=
'-- -
'1-
How
ofte
n do
es a
typi
cal e
ight
h-gr
ade
stud
ent I
n yo
ur s
choo
l rec
eive
inst
ruct
ion
In e
ach
of th
e fo
llow
ing
subj
ects
?%
Stu
dent
s
Dan
ceA
t Lea
st 3
or
4 T
imes
a W
eek
Onc
e or
Tw
ice
a W
eek
Less
than
Onc
e a
Wee
k
Sub
ject
not
Tau
ght
Mtis
ieA
t Lea
st 3
or
4 T
imes
a W
eek.
.'
Onc
e or
:Tw
ice
a W
eek
A
Less
than
Onc
e a
Wee
k
Sub
ject
not
Tau
ght
; The
atre
At L
east
3 o
r 4
Tim
es a
Wee
lc:.4
10
rice
or T
wic
e a
Wee
k
Less
than
Onc
e a
Wee
k
Sub
jeC
inO
t Ta
ug h
i
,V
isua
lA
t Lea
st 3
or
4 T
imes
a W
eek
Art
snc
e or
Tw
ice
a W
eek
GO
OLe
ss th
an O
nce
a W
eek
Sub
jeC
t not
Tau
ght
NO
TE
: Per
cent
ages
do
not s
um to
100
due
to r
ound
ing.
20ic
am80
%10
0%
BE
ST C
OPY
Alf
28c.
111
SO
UR
CE
: Nat
iona
l Cen
ter
for
Edu
catio
n S
tatis
tics,
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess
(NA
EP
), 1
997
Art
s A
sses
smen
t.
dim
inis
h th
e ga
p.
The
ass
essm
ent m
ade
exte
nOve
use
of v
ideo
; aud
io, a
nddi
J,:,
tech
noio
gy in
thed
çvei
oprn
impl
emen
tatio
n, s
cori
ng,a
nd
repo
rtin
g of
the
resu
lts. T
he
less
ons
NA
EP
lear
ns f
roin
arts
ass
essm
ent w
illbe
app
lie
to f
utur
e as
sess
men
ts.
4
Oth
er P
ublic
atio
ns a
nd R
elat
ed M
ater
ials
For
add
ition
al in
form
atio
n an
d a
mor
e co
mpl
ete
repo
rt o
f the
find
ings
with
info
rmat
ion
from
the
back
grou
ndqu
estio
nnai
res,
ple
ase
refe
r to
the
NA
EP
199
7 A
rts
Ass
essm
ent R
epor
t Car
d or
the
CD
-RO
M th
at p
rovi
des
som
eof
the
actu
al s
ight
s an
d so
unds
from
the
asse
ssm
ent.
The
se r
epor
ts w
ill b
e fo
llow
ed b
y th
e N
AE
P19
95-9
7 F
ield
Tes
tP
roce
ss R
epor
t, th
e re
leas
e of
the
NA
EP
Art
s A
sses
smen
t Tas
ks (
incl
udin
g al
l rel
ated
mat
eria
ls n
otco
vere
d by
copy
right
agr
eem
ents
), a
nd o
ther
focu
sed
rese
arch
find
ings
from
the
asse
ssm
ent.
Ple
ase
cons
ultt
he in
form
atio
n
belo
w fo
r or
derin
g th
ese
and
othe
r re
sour
ces
abou
t the
ass
essm
ent.
The
Art
s E
duca
tion
Ass
essm
ent F
ram
ewor
k, N
atio
nal A
sses
smen
t Gov
erni
ng B
oard
, 199
4 (a
vaila
ble
now
).
Foc
us o
n N
AE
P: a
ser
ies
of fi
ve s
hort
des
crip
tions
abo
ut th
e co
nten
t and
pro
cess
of t
he 1
997
NA
EP
Art
s
Ass
essm
ent (
avai
labl
e no
w).
NA
EP
199
7 A
rts
Ass
essm
ent R
epor
t Car
d: (
avai
labl
e no
w).
NA
EP
199
7 A
rts
Ass
essm
ent R
epor
t Car
d: C
D-R
OM
(av
aila
ble
Win
ter
1999
).
NA
EP
.199
5-97
Rei
d T
est P
roce
ss R
epor
t: (a
vaila
ble
Win
ter
1999
).
Foc
used
Res
earc
h R
epor
ts: (
avai
labl
e 19
99).
For
mor
e in
form
atio
n or
cop
ies
of a
ny m
ater
ials
on
the
NA
EP
art
s as
sess
men
t lis
ted
abov
e, e
ither
phon
e
877-
4-E
D P
UB
S (
877-
433-
7827
) or
che
ck th
e N
CE
S p
ublic
atio
ns W
eb s
ite a
t http
://nc
es.e
d.go
v
3031
U.S
. Dep
artm
ent o
f Edu
catio
nN
atio
nal C
ente
r fo
r E
duca
tion
Sta
tistic
sW
ashi
ngto
n, D
.C. 2
0208
-565
3
Offi
cial
Bus
ines
s O
nly
Pen
alty
for
Priv
ate
Use
$30
0
FIR
ST
CLA
SS
Pos
tage
and
Fee
s P
aid
U.S
. Dep
artm
ent o
fE
duca
tion
Per
mit
No.
G-1
7
33
fai
U.S. Department of EducationOffice of Educational Research and Improvement (0ERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
NOTICE
REPRODUCTION BASIS
ERIC
This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").
EFF-089 (9/97)