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TExES Core Subjects EC-6 - Art, Health, PE (905) Resources
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Understanding the exact breakdown of the TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education test will help you know what to expect and how to most effectively prepare. The TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education has 40 multiple-choice questions . The exam will be broken down into the sections below:
| TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education Exam Blueprint | |||
|---|---|---|---|
| Domain Name | |||
| Visual Arts | |||
| Music | |||
| Health | |||
| Physical Education | |||
| Theatre | |||
TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education Study Tips by Domain
- Teach the elements and principles together (e.g., line, shape, color, value, form, texture, space + balance, contrast, emphasis, movement, pattern, rhythm, unity)—common trap: naming terms without connecting them to how a student would revise an artwork.
- Use developmentally appropriate processes for EC–6 (exploration to skill-building) and choose tools safely—red flag: solvents, spray fixatives, or sharp cutters used without strict procedures and direct supervision.
- Plan lessons around the creative process (idea generation, planning, creating, reflecting, revising, presenting)—priority rule: students should document intent and reflection (artist statement, critique notes), not just produce a finished product.
- Teach critique with clear protocols (describe, analyze, interpret, judge) and evidence-based language—common trap: letting critique become opinion-only (“I like it”) instead of referencing specific visual evidence.
- Address art history and culture with accurate context and respectful vocabulary—red flag: tokenizing or stereotyping cultural art forms rather than explaining purpose, symbolism, and historical setting.
- Assess with criteria aligned to objectives (rubrics for craftsmanship, creativity, use of elements/principles, and process)—common trap: grading primarily on neatness or talent rather than growth and demonstrated learning.
- Plan instruction around the Texas Essential Knowledge and Skills (TEKS) strands for Music (e.g., foundations, creative expression, historical/cultural relevance, critical evaluation) — red flag: lessons that are only performance/rehearsal with no explicit listening, creating, or responding targets.
- Teach and assess accurate beat/rhythm and pitch-matching using developmentally appropriate progressions (e.g., steady beat before complex rhythms; echo-singing before independent singing) — common trap: introducing notation-heavy tasks before students can aurally demonstrate the skill.
- Use appropriate classroom instruments/voice-care routines (proper mallet grip, safe volume, hydration, warm-ups) — contraindication: prolonged shouting/singing at extremes of range or unsafe instrument handling that risks injury.
- Build music literacy by connecting sound to symbols (rhythm syllables, solfège/hand signs, staff notation) — priority rule: students should demonstrate aural recognition and performance before being graded primarily on written notation.
- Integrate diverse musical styles, genres, and cultures with accurate context and vocabulary — red flag: token “multicultural” selections without discussing function, origin, or respectful performance practice.
- Assess with clear criteria (intonation, rhythm accuracy, tone, expression, ensemble skills) using rubrics and frequent formative checks — common trap: grading only participation or compliance rather than specific musical outcomes aligned to objectives.
- Teach students to distinguish communicable vs. noncommunicable disease and pair each with a realistic prevention strategy (e.g., handwashing/vaccines vs. nutrition/activity)—red flag: treating antibiotics as appropriate for viral illnesses.
- Use age-appropriate instruction on nutrition and reading basic food labels (serving size, added sugars, sodium)—common trap: assuming “low-fat” automatically means “healthy” without checking added sugar and portion size.
- Prioritize safety and first aid basics (e.g., bleeding control, burns, choking response, when to seek adult/EMS help)—priority rule: activate emergency procedures immediately for trouble breathing, altered consciousness, or suspected head/neck injury.
- Address mental and emotional health through protective factors (sleep, supportive relationships, coping skills) and warning signs—red flag: statements about self-harm always require immediate referral per campus policy; never promise confidentiality.
- Teach substance use prevention including vaping and misuse of OTC/prescription meds—common trap: minimizing nicotine addiction risk from e-cigarettes or assuming “smoke-free” means harmless.
- Cover personal health and hygiene (dental care, puberty basics, infection prevention) with clear boundaries and medically accurate language—contraindication: avoid sharing personal opinions or ignoring district/parental notification requirements for sensitive topics.
- Plan instruction around Texas Essential Knowledge and Skills (TEKS) skill progressions from locomotor to manipulative patterns; red flag: teaching sport rules before students demonstrate safe, mature movement forms.
- Use developmentally appropriate practice with frequent, specific feedback (e.g., cues for force, balance, and spatial awareness); common trap: “one-size-fits-all” drills that ignore individual readiness and increase off-task behavior.
- Prioritize safety and risk management with clear boundaries, equipment checks, and supervision ratios; red flag: starting activities without scanning for hazards (wet floors, broken gear) or without explicit stop signals.
- Assess with observable criteria and multiple measures (skill rubrics, fitness logs, peer/self-assessment) aligned to lesson objectives; common trap: grading primarily on effort, attendance, or athletic ability rather than demonstrated learning.
- Promote health-related fitness using age-appropriate components (cardiorespiratory endurance, muscular strength/endurance, flexibility, body composition) and emphasize improvement over comparison; red flag: using maximal testing protocols without proper warm-up, screening, or technique checks.
- Ensure inclusion and legal/ethical compliance by adapting tasks, space, and equipment for diverse learners (including IEP/504 needs) while maintaining meaningful participation; common trap: isolating students with modifications that reduce learning time or create stigma.
- Select age-appropriate theatre activities using developmental benchmarks (EC–6) — red flag: scripts/themes requiring mature emotional content or unsafe physical contact.
- Apply basic stage vocabulary (upstage/downstage, stage right/left, blocking, levels) to plan student movement — common trap: giving directions from the audience view while students face the stage.
- Teach the elements of drama (character, plot, setting, dialogue, conflict, theme, spectacle) with quick performance tasks — priority rule: assess observable choices in performance, not a student’s personality or “talent.”
- Use improvisation with clear constraints (who/where/what, objective/obstacle) to build ensemble skills — red flag: open-ended improv without boundaries that leads to off-task or inappropriate content.
- Plan safe production practices (traffic patterns, prop handling, tape marks, voice care) — contraindication: using real weapons, glass, or untrained lifting/falls in elementary performances.
- Incorporate culturally responsive storytelling and audience etiquette (listening, clapping norms, respect) — common trap: treating one cultural performance style as the “correct” theatre convention.
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TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education Aliases Test Name
Here is a list of alternative names used for this exam.
- TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education
- TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education test
- TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education Certification Test
- TExES Core Subjects EC-6 - Art, Health, PE test
- TEXES
- TEXES 905
- 905 test
- TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education (905)
- TExES Core Subjects EC-6 - Fine Arts, Health and Physical Education certification
