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CSET Visual Arts

Subjects : cset, visual-arts
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Lines that suggest movement






2. The depiction of a form in its realistic - true - life image






3. An ancient harp






4. The way that an artist's work is related - can either by harmonious or disharmonious






5. How dancers move - which revealt s their effects of gravity on body mass - can be sustained - collapsing - swiniging - percussive - suspended






6. The particular noteon which a scale begins and ends - to be able to name the key - look at the first note on the piece






7. The entry path in Japanese theater in which an actor becomes a character






8. Vertical lines used on the staff to group beats






9. Music with a fast tempo; also referas to the unaccented beat






10. Students can evaluate dance in terms of the elements - like choreography and the impact of space - constumes and other considerations






11. Artist who inspired by African American sculptures to focus on the geometric shapes - like circles - triangles called cubism






12. A leap in which the dancer turns halfway in midair to land facing thedirection where the movement started






13. A pose in which the working leg is extended with a straight knee behind the body






14. Representing an object by using lines instead of masses






15. The one point or area that catches the person's eye. Notice how your eye moves as it focuses on different pieces of art






16. Fast tempo






17. Music made by medieval monks that had multiple harmonies and voices






18. Looking at how the objects portrayed in a painting. The object that is emphasized is the dominant one. You must ask why it was selected compared to something else to determine why the artist mae the work






19. The amount of light and dark areas in a composition. Can be used for showing opaque: the limitation of light - not transparent or transluscent






20. A large group of instrument players - usually 75 to 90 people






21. Look at the symbols at the beginning of the line of music that indicate whether or not the note is played a half - step above or half - step below






22. The brightness of the color - its vividness






23. The images or elements (colors - shapes - lines) that re repeated several times in an art work - can show the dominance of a certain element to help understand the purpose of the art






24. Were using styluses of incised ocher dating back 100000 years ago to create works






25. A stage that juts out to the audience so it can viewed from three sides - like the fashion runway






26. Originated in Spain among gypsy dancers and also in India






27. A seious Japanese theatrical field that only uses male actors to tell highly stylized stories through dance and poetry






28. Prossessing qualities of height - width and depth






29. The shape - structure or organization of a piece - like unity and repetition






30. The pattern of long and short sounds/beats in combinations of stressed and unstressed beats






31. Students can create - memorizee - and perform a variety of simple dances






32. A music for Catholic services






33. Instruments sounded by striking - like the cymbals - drums - triangle - wood block - xylophone - snare drum - bongo - timpani - piano - chimes - bells - marimba - tambourine






34. The pictoral arrangement of inaminate objects






35. Steps perofmred in the air during dance

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36. The person who sees the overall actual staging of the production






37. Why art flourished in the Renaissance






38. Space that creatse depth in art






39. Start learning simple folk dances from around the world






40. Dance - music - theater - and visual arts






41. Slow tempo






42. A note of a different pitch thatsounds good when played simulataneously with the melody






43. Representing only the dimensions of width and height without showing depth or thickness






44. Originally banned because it involved couples touching each other - spread across Europe and then across the Americas






45. Children learn to respond to simple oral instruction






46. The ability to get into the air and remain there long enough to perform various movements






47. A group of lines and spaces that music is written on; it has five lines and four spaces and they each correspond to a specific note or musical tone






48. Should be able to use dance vocabulary to describeand analyze elements and components of dance






49. The pre - eminent European form of performance dance. It is rooted in the Italian Renaissance. Russia has some of the world's foremost dancers and dance companies - utilizes elaborate costume and scenery. Movements are stylized and technical with pre






50. Laern to distinguish one dance from another - based on music - setting - costume and speed