NBPTS EC Art flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Elements of art

The seven basic visual components: line, shape, form, color, value, texture, and space. They are the building blocks artists use to create and describe any artwork.

Principles of design

Organizational concepts including balance, emphasis, contrast, rhythm, movement, pattern, proportion, and unity/variety. They describe how elements are arranged and combined within a composition.

Complementary colors

Pairs located opposite each other on the color wheel, such as red and green or blue and orange. Mixing them neutralizes color, and placing them side by side creates high contrast.

Analogous colors

Colors adjacent to each other on the color wheel, such as blue, blue-green, and green. They share a common hue and produce harmonious, low-contrast color schemes.

Preschematic stage

A developmental drawing stage, roughly ages four to seven, in which children use symbols and random placement with no baseline or spatial organization. Figures are often floating.

Schematic stage

A drawing stage, roughly ages seven to nine, marked by a baseline, a skyline, and repeated symbols for people and objects. Spatial relationships begin to organize around a ground line.

Formative assessment

Ongoing assessment during instruction that identifies student understanding and guides immediate teaching adjustments. In art, it may include critiques, sketches, and observation checklists.

Summative assessment

Assessment at the end of a unit or term that measures achievement against standards. In art, it typically uses rubrics applied to finished artwork or portfolios.

Kiln safety

Rules for firing ceramics: never fire wet or thick greenware with trapped moisture or air, ensure ventilation, and avoid lead glazes. Proper drying prevents explosions and hazards.

Constructed-response scoring

Component 1 includes one written response scored on a 0-4 rubric examining accuracy of art content, developmental appropriateness, and clear rationale for instructional choices.

Baseline evidence

Initial student work or assessment data collected before instruction. In Component 2, it documents the starting point against which growth is later measured.

Tiered instruction

Designing tasks at varied complexity levels around the same objective so students with different readiness levels can access the same core content and demonstrate learning.

Flexible grouping

Temporary, purposeful student groupings that change based on task, readiness, or learning goal. Groups are not fixed ability tracks and are revisited frequently.

Choice board

A menu of differentiated activities addressing the same objective through varied modalities or products. Students select tasks that match readiness, interest, or learning profile.

Formative submission

Component 2 evidence showing baseline work, teacher feedback, and the student's subsequent response. It demonstrates how assessment informed adjusted instruction.

Summative submission

Component 2 evidence showing final student work evaluated against standards, with commentary connecting outcomes to instructional decisions and documented growth.

Anonymization requirement

All student names, school names, and district identifiers must be removed or replaced with codes before Component 2 and 3 submission to protect confidentiality.

Differentiation rationale

A written justification linking a specific instructional adjustment to evidence from a particular student's work, describing the need and the resulting outcome.

Video 1 focus

Component 3 recording showing the candidate engaging students in discussion or an interactive lesson. It must be continuous, fifteen minutes, with clear audio.

Video 2 focus

Component 3 recording showing the candidate providing feedback or demonstrating a technique. It documents instructional interaction and assessment in practice.

Timestamp citation

Referencing specific moments in a video by time code within the commentary so scorers can locate evidence for each rubric dimension efficiently.

Learning environment evidence

Observable routines, physical organization, safety procedures, and respectful interactions that create a productive art classroom, documented in Component 3 video and commentary.

Equitable participation

Ensuring all students, including quieter or marginalized learners, have meaningful opportunities to contribute during discussion and studio work, shown in video evidence.

Student-to-student interaction

Dialogue and collaboration among students, such as peer critique or group problem solving, which the Component 3 rubric rewards as evidence of a collaborative culture.

Commentary page limit

Component 3 written commentary is capped at twelve pages. Exceeding the limit or omitting required sections affects scoring and completeness.

Continuous recording rule

Each Component 3 video must be one unedited fifteen-minute segment. Splicing separate lessons or inserting edited clips is not permitted.

Component 4 exercises

Four written responses covering teaching context, analysis of student learning, collaboration, and professional contributions. Each requires concrete evidence and data.

Data-driven reflection

Connecting professional learning or instructional changes to measurable student outcomes using assessment results, growth measures, or other documented evidence.

Professional collaboration

Working with colleagues through co-planning, professional learning communities, mentoring, or family partnerships. Component 4 requires documented examples with outcomes.

Professional contributions

Activities such as presenting, publishing, developing curriculum, or leading professional development that extend beyond the classroom and benefit the profession.

Teaching context profile

A Component 4 exercise describing the school, student population, resources, and constraints that shape instruction, providing a frame for later evidence.

Evidence requirement

All Component 4 claims must be supported by concrete artifacts or data. Unsupported assertions about effectiveness or collaboration receive low rubric scores.