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TExES Core Subjects EC-6 Practice Test and Prep

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Welcome to our TExES Core Subjects EC-6 practice test and prep page. We provide this free resource so you can see how prepared you are to take the official Core Subjects EC-6 391, which is made up of five subject exams. On this page, we outline the key competencies for each of the subject exams.

While this free guide outlines the competencies and domains found on the Core Subjects EC-6, our paid study guide covers EVERY concept you need to know and is set up to ensure your success! Our online Core Subjects EC-6 study guide provides test-aligned study material using interactive aids, videos, flash cards, quizzes and practice tests.

Will I pass using this free article? Will I pass using your paid study guide?

If you use this guide and research the key concepts on the Core Subjects EC-6 on your own, it’s possible you will pass, but if you fail two or more of the subject exams, you’ll need to reregister for the CORE Subjects EC-6 again, and each testing session counts toward your total exam attempts. Why take that chance? With our paid study guide, we guarantee you will pass.

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Not ready to start studying yet? That’s OK. Keep reading, and when you’re ready take our free Core Subjects EC-6 practice tests.

In this article, we will cover:

TExES Core Subjects EC-6 Test Information

Core Subjects EC-6 Pin

Overview:

The TExES CORE Subjects EC-6 (391) exam evaluates the knowledge and skills necessary to become an entry-level teacher in Texas public schools. This exam is an updated version of what was previously the CORE Subjects EC-6 (291) exam. If you’re planning on becoming an elementary teacher in Texas, you will most likely need to take this exam.

Format:

The CORE Subjects EC-6 391 exam consists of 210 selected-response questions broken down into five subject exams. The total exam appointment time is five hours. This includes 15 minutes for a tutorial on computer-based exams and a compliance agreement.

Subject Exam NumberSubject Exam NameNumber of Selected-Response QuestionsTime
901English Language Arts and Reading4570 minutes
902Mathematics4070 minutes
903Social Studies4050 minutes
904Science4555 minutes
905Fine Arts, Health, and Physical Education4035 minutes

Cost:  $116 for the total exam, or $58 for an individual subject exam.
Scoring: 

Scores for each subject exam range from a scaled score of 100 – 300. In order to pass the overall exam, you will need to score at least 240 on each individual subject exam.
Pass rate: 

Since the CORE Subjects EC-6 391 is a new exam, the passing rate is not yet known. For the retired CORE Subjects EC-6 291 exams, passing rates typically ranged from 73% to 92%, depending on the specific subject exam. (https://www.tx.nesinc.com/content/docs/summary_statistics_for_total_scores_16-17.pdf)

Study time: 

Study time will vary for each individual test taker, but most people will need to dedicate at least six weeks to studying. Make sure you create a study schedule that ensures you will have enough time to cover all of the material. In order to do this, start by taking our free diagnostic test. This will help you determine the areas you need to work on the most. Next, work backwards from your test date and set aside dates and times that you will spend studying specific concepts.

TExES ELAR 4-8 291 vs 391 Exam

What test takers wish they would’ve known: 

  • There are no penalties for wrong answers, so it is better to guess than to leave a question unanswered.
  • If you fail just one of the subject exams, you can retake that single subject exam rather than take the entire CORE Subjects EC-6 again. However, taking a single subject exam will still count toward your total exam attempts.
  • If you fail two or more subject exams, you’ll need to reregister for the CORE Subjects EC-6 again. It is better to register for the entire exam again than to register for each individual exam you did not pass, since each testing session counts against your total exam attempts. In order to skip through a subtest you already passed, you can view, but not answer, each test question in the section.
  • The name on your testing account must match the name on your identification, or you will not be allowed to take the exam. If your last name has changed since creating your account, make sure you update your information.
  • Personal items such as purses, wallets, jewelry, and cell phones will be kept in a locker outside of the testing room, so make sure to keep the amount of items you bring to a minimum.

Information and screenshots obtained from the TExES and NES website.

TExES Core Subjects EC-6 Videos

Core Subjects EC-6 ELAR Key Concepts

The English Language Arts and Reading subject exam has 45 selected-response questions which account for about 21.5% of the entire exam. You will have 70 minutes to complete this subject exam.

There are 10 competencies on the ELAR subject exam:

  1. Oral Language
  2. Word Analysis and Identification Skills
  3. Reading Fluency
  4. Reading Comprehension and Applications
  5. Vocabulary Development
  6. Reading, Inquiry, and Research
  7. Writing Conventions
  8. Written Communication
  9. Viewing and Representing
  10. Assessment of Developing Literacy

Each of these competencies has several descriptive statements that further describe the skills and knowledge needed for teaching. For example, competency 3 (reading fluency) covers several specific topics, such as comprehension, word identification skills, activities to develop reading fluency, and strategies for improving collaboration with families. Detailed descriptions of each competency can be found on the NES Preparation Manual for this exam.

Let’s explore a few of the specific concepts that are highly likely to appear on the exam.

Concept 1 – Phonological Awareness 

Phonological awareness is the ability to recognize and manipulate different units of sound in oral language. But what does this really mean? When we think about oral language, the sentences we speak can be broken down into words, syllables, onsets and rimes, and phonemes (the smallest unit of sound in a spoken language). Phonological awareness means that students can identify these different parts of language (such as counting the syllables in a word) and also manipulate them (such as changing the initial sound of a word to form a rhyming word).

Phonological awareness is a crucial skill, because it helps students with decoding skills, fluency, spelling, and even sets the foundation for good reading comprehension.

Concept 2 – Decoding Skills 

Decoding refers to the ability to use letter-sound relationships and spelling patterns to correctly pronounce a word. We often think of this as “sounding out” a word. A variety of skills can be taught to help students with decoding. To promote decoding skills, students should be taught:

  • Letter sounds: A strong phonics foundation is crucial for successful decoding. Students should receive explicit phonics instruction that teaches letter-sound relationships.
  • Blending and segmenting: This is what we often think of as “sounding a word out” or “breaking a word into parts.” Blending means putting together the parts of a word, such as the phonemes, onsets, rimes, and syllables to form the word as a whole. Segmenting means to break a word down into the individual phonemes.
  • Common spelling patterns: It is important that students are taught to recognize common spelling patterns such as -tch, th, sh, or -ought. Students will need to know these and other patterns in order to decode increasingly complex words.
  • Syllable types: Students need to be familiar with different syllable types, such as open, closed, and r-controlled syllables. This will allow them to segment words by syllables, therefore improving their decoding skills.
  • Common prefixes, suffixes, and root words: By recognizing common prefixes and suffixes, such as un- or -ful, along with root words, students can segment a word into parts and then decode the word more easily.

Concept 3 – Reading Comprehension 

Students should be taught a variety of strategies that will improve their reading comprehension. Two important skills involved in reading comprehension are active reading and metacognition.

Active reading is reading with the intent to understand and connect with the text. Teachers can help students develop active reading strategies by asking comprehension questions and encouraging students to make connections to the text during read-alouds or guided reading. Teachers can encourage students to make connections to the text by asking questions such as “What does this story make you think of?” or “When have you felt like this character?”

Metacognition means being aware of your own thought process. It is often described as “thinking about your own thinking.” Metacognition strategies can improve comprehension because students will ideally be reflecting on their own thought processes while they read. Teachers can model metacognition by “thinking out loud” during a shared reading. For example, a teacher might pause during a read aloud and say, “I wonder what will happen next. I know that the third pig spent a lot of time on his brick house and that brick is pretty strong, so I predict that the wolf might have a hard time blowing it down.”

Concept 4 – Stages of Writing Development

Young children move through common stages of writing development. Let’s take a look at each of these stages:

  • Preconventional: Also referred to as the scribbling and drawing stage, this stage of writing is characterized by seemingly random lines or marks made by the child. However, this is the first step to writing development, as a child is beginning to understand that letters and words have meaning and that they can convey meaning through marks on a paper. A child at this stage may draw a squiggly line and explain that it says “My dog ran.”
  • Emergent: At this stage, children begin to string random letters together and may begin writing these letters from left to right or leave spaces between “words.” For example, instead of a squiggly line, a child may write “N BCTAM” to mean, “My dog ran.”
  • Early phonetic: Also referred to as semiphonic, this stage of writing includes attempts at phonetic spelling and can typically be understood by a child’s teacher, parent, or someone familiar with early childhood writing. At this stage, “My dog ran” might be written as “Mi dOG Rn.”
  • Phonetic: At the phonetic stage of writing, children will use learned phonics patterns, and their writing will increase in complexity. Spelling errors will still be present, but the writing will be understood by most adults. The sentence from earlier examples might become, “My wite dog ran owtsid.” (“My white dog ran outside.”)
  • Conventional: At this stage, a child’s writing will be well-developed and follow most writing conventions. Spelling errors will be limited to low-frequency words. A child at this stage might write, “My white dog ran outside on our trip to Callorodo.” (“My white dog ran outside on our trip to Colorado.”)

And that’s just some very basic information about the Core Subjects EC-6 English Language Arts subject exam.

Core Subjects EC-6 Math Key Concepts

The Mathematics subject exam has 40 selected-response questions which account for about 19% of the entire exam. You will have 70 minutes to complete this subject exam.

There are 6 competencies on the Mathematics subject exam:

  1. Mathematics Instruction
  2. Number Concepts and Operations
  3. Patterns and Algebra
  4. Geometry and Measurement
  5. Probability and Statistics
  6. Mathematical Processes

Each of these competencies has several descriptive statements that further describe the skills and knowledge needed for teaching.

Let’s explore a few of the specific concepts that are highly likely to appear on the exam.

Concept 1 – Using a Variety of Representations to Teach Mathematical Concepts

Math should be taught using a variety of representations that help students transition between concrete, symbolic, and abstract understandings of mathematical concepts.

When a new mathematical concept is introduced, teachers should focus on using concrete representations such as math manipulatives or other physical models. Manipulatives are tangible objects (such as base-ten blocks, fraction tiles, or geoboards) that help students understand a new math concept.

Once students have a strong concrete understanding of a new concept, representations can transition from concrete to symbolic. This includes the use of graphs, drawings, number lines, or even verbal descriptions.

When students begin to master a concept, more abstract representations can be used, such as equations or algorithms.

Concept 2  – The Coordinate Plane

The coordinate plane is formed by two intersecting axes: the x-axis and the y-axis. Coordinate planes can be used to graph points, lines, and more. For the CORE Subjects EC-6 exam, it’s important that you know the key attributes of the coordinate plane and that you are able to graph an ordered pair.

(image showing the x- and y-axes, labeling the origin, and labeling the quadrants)

  • On a coordinate plane, the x-axis is the line that runs horizontally. The y-axis runs vertically.
  • The origin is the point where the x-axis and y-axis intersect. The origin has a coordinate pair of (0,0).
  • The coordinate plane is divided into four quadrants as shown above. These quadrants are useful when referring to the location of various points on the coordinate plane.

An ordered pair is a set of two numbers that represent a point on a coordinate plane. Ordered pairs use the format (x,y). To graph an ordered pair, start at the origin (0,0) and move along the axes according to the numbers in the ordered pair. The first number listed tells how far to move along the x-axis, and the second number tells how far to move along the y-axis. For example, to graph the ordered pair (-3,2), we need to move backwards along the x-axis to -3, then move up two points to the 2 on the y-axis, as shown below.

(image with ordered pair (-3,2))

Concept 3 – Probability of Compound Events

Compound probability is used to find the likelihood of two separate events both happening. In order to find the probability of compound events, you multiply the probability of the first event by the probability of the second event. These two events can be either independent or dependent on one another. Let’s look at an example of each of these scenarios:

Probability of Two Independent Events

Jake wants to find the chance of a coin landing on heads and then drawing an ace from a deck of cards. The probability of a coin landing on heads is ½. The probability of drawing an ace from a deck of cards is 4/52, or 1/13.

Even though we are finding the probability of both events happening, these two events are independent of one another – the chance of drawing an ace is not affected by the result of the coin toss.

In order to find the probability of these two compound events, we need to multiply the two probabilities together:

1⁄2 x 1⁄13 = 1⁄26

Therefore, the probability of a coin landing on heads then drawing an ace is 1⁄26, or 1 out of 26.

Probability of Two Dependent Events

Stacey has a bag filled with 3 lemons and 5 limes. She gets one fruit from the bag, then, without putting the first fruit back into the back, gets a second fruit. What is the probability that she first pulled a lemon from the bag, then a lime?

Since there are eight total pieces of fruit in the bag, the probability of her first grabbing a lemon is 3⁄8. However, in this case, the probability of the second event (getting a lime) is dependent on the first event. After she grabs the lemon from the bag, there are now 7 pieces of fruit in the bag. So now, the probability of grabbing a lime is 5⁄7.

To find the probability of both events happening, we follow the same method as the previous example and multiply the two probabilities:

3⁄8 x 5⁄7 = 15⁄56

So the probability of first grabbing a lemon, then grabbing a lime is 15⁄56, or 15 out of 56.

Concept 4 – Multiplying and Dividing fractions

On the Mathematics Subject Exam, you will likely encounter some questions that ask you to multiply or divide two fractions.

To multiply fractions, you will multiply the two numerators (top numbers) by one another, then multiply the two denominators (bottom numbers) by one another. Next, simplify your answer if needed. Let’s try an example:

4⁄5 x 3⁄4 =

First, we will multiply the two numerators together:

4⁄5 x 3⁄4 = 12⁄?

Next, multiply the two denominators:

4⁄5 x 3⁄4 = 12⁄20

Finally, we will simplify the answer. Since 12 and 20 have a common factor of 4, we can divide both the numerator and denominator by 4 to get a simplified answer of 3⁄5.

12⁄20 ÷ 4⁄4= 3⁄5

To divide fractions, you will multiple the first fraction by the reciprocal of the second fraction. This is often referred to as “keep it, change it, flip it.”

  • “Keep it” means to keep the first fraction the same.
  • “Change it” means to change the division symbol to multiplication.
  • “Flip it” means to switch the numerator and denominator of the second fraction to get the reciprocal.

Once this is done, you will follow the steps for multiplying fractions. Let’s take a look at an example:

3⁄8 ÷ 2⁄3 =

Following the “keep it, change it, flip it” method, we will keep 3⁄8 as is, change the division symbol to multiplication, and “flip” 2⁄3 to 3⁄2.  So our new equation will be:

3⁄8 x 3⁄2 =

Next, we will follow the steps for multiplying fractions:

3⁄8 x 3⁄2 = 9⁄16

Since 9 and 16 do not have any common factors other than 1, our answer is already in its simplest form, so 9⁄16 is our final answer.

And that’s just some very basic information about the Mathematics subject exam.

Core Subjects EC-6 Science Key Concepts

The Science subject exam has 45 selected-response questions which account for about 21.5% of the entire exam. You will have 55 minutes to complete this subject exam.

There are 18 competencies on the Science subject exam:

Competencies 1-6 relate to science instruction and general, overarching science concepts. These competencies include: Lab Processes, Equipment, and Safety; History and Nature of Science; Impact of Science; Concepts and Processes; Students as Learners and Science Instruction; and Science Assessment.

Competencies 7-10 include: Forces and Motion; Physical and Chemical Properties; Energy and Interactions; and Energy Transformation and Conservation.

Competencies 11-14 cover information about living organisms. This includes: Structure and Function of Living Things; Reproduction and the Mechanisms of Heredity; Adaptations and Evolution; and Organisms and the Environment.

Competencies 15-18 relate to Earth and Space. These competencies include: Structure and Function of Earth Systems; Cycles in Earth Systems; Energy in Weather and Climate; and Solar System and the Universe.

Each of these competencies has several descriptive statements that further describe the skills and knowledge needed for teaching.

Summarize competencies using your subject knowledge

Let’s explore a few of the specific concepts that are highly likely to appear on the exam.

Concept 1 – Facts, Hypotheses, Scientific Laws, and Theories

Some of the terms you’ll want to be familiar with for the Science subject exam are hypothesis, theory, scientific law, and fact. These terms are often mistakenly used interchangeably, but they each have very specific definitions with regards to science.

  • A fact in science is an observation that has been confirmed so many times that it can be accepted as “true.”
  • A hypothesis is a tentative statement that can be tested. A hypothesis is one step of the scientific method. Hypotheses go on to be tested through experiments. After results are analyzed and conclusions are drawn, hypotheses are either supported or revised.
  • A scientific law is a statement based on repeated observations that describes how the natural world behaves. A scientific law provides proof that something happens and describes how it happens, but does not explain why it happens.
  • A scientific theory is an explanation of an aspect of the natural world and is strongly supported by facts, tested hypotheses, and laws.

Concept 2 – Food Chains and Life Cycles

A food chain refers to the flow of energy in the form of food from one organism to another. In other words, a food chain shows which living things eat or consume other living things. Food chains begin with producers, such as trees, grass, or other plants. This producer is then consumed by a primary consumer, which is then eaten by a secondary consumer. Many food chains continue beyond that, with the secondary consumer being eaten by a tertiary consumer. The image below shows the food chain of a ______. (more description based on image)

A life cycle shows the stages that an organism or species goes through during its lifetime. For this exam, you’ll want to be familiar with some of the more common life cycles, such as that of a frog, butterfly, or a plant.  For example, a butterfly begins as an egg, and grows into a caterpillar. The caterpillar then forms a chrysalis, and the butterfly is formed from chrysalis. The cycle begins when the adult butterfly lays eggs, which will become caterpillars.

Concept 3 – Physical vs Chemical Changes

There are two different kinds of changes in matter: physical and chemical. When a physical change occurs, the chemical formula of a substance does not change. The appearance or state of the substance changes, rather than an entirely new substance being created. For example, when ice melts, it simply becomes liquid water; the chemical formula for ice and water is the same (H2O).

Chemical changes occur due to a chemical reaction taking place. When a chemical change happens, a new substance with a new chemical formula is formed. For example, when a nail rusts, iron from the nail and oxygen in the air undergo a chemical reaction to form iron oxide, or rust.

Concept 4 – The Lunar Cycle

The lunar cycle refers to the changing appearance of the moon due to the positions of the moon and earth relative to the sun. As the moon rotates around the earth, different portions of the moon are reflected by sunlight, which creates the lunar phases that we see from Earth. There are eight lunar phases: first quarter, waxing crescent, new moon, waning crescent, last quarter (sometimes referred to as third quarter), waning gibbous, full moon, and waxing gibbous.

(images of lunar cycle/moon phases)

And that’s just some very basic information about the TExES Core Subjects EC-6 Science subject exam.

Core Subjects EC-6 Social Studies Key Concepts

The EC-6 Social Studies subject exam has 40 selected-response questions which account for about 19% of the entire exam. You will have 50 minutes to complete this subject exam.

There are 5 competencies on the Social Studies subject exam:

  1. Social Science Instruction
  2. History
  3. Geography and Culture
  4. Economics
  5. Government and Citizenship

Each of these competencies has several descriptive statements that further describe the skills and knowledge needed for teaching.

Let’s explore a few of the specific concepts that are highly likely to appear on the exam.

Concept 1 – Common Types of Government

There are a few common forms of government that you’ll likely need to be familiar with for the exam. Let’s take a look at each of these:

  • Democracy: In a democracy, the citizens choose who is in leadership positions through elections. These elected leaders make decisions regarding laws and regulations. The United States is an example of a democratic country.
  • Monarchy: In a monarchy, one person (the monarch) is the leader, or head of state, throughout their life. The head of state position is then inherited by the next in line in the family. Today, many monarchies are constitutional monarchies, meaning that the monarch’s powers are restricted and mostly symbolic. However, a few absolute monarchies remain. In absolute monarchies, the monarch holds authority that is not restricted by laws or customs. The United Kingdom is a constitutional monarchy, while Saudi Arabia is an example of an absolute monarchy.
  • Oligarchy: In an oligarchy, a small group of people hold power. Typically, this group of people is made up of privileged individuals who make decisions that benefit their own class, rather than for the benefit of society as a whole.
  • Communism: In a communist society, the state owns and controls all property and wealth, in an attempt to create a classless society.
  • Socialism: In a socialist society, property and economic resources are allocated by the government and shared equally among citizens. This differs from communism, where economic resources are owned and controlled by the state.

Concept 2 – Scientific Revolution

The scientific revolution took place during the 16th and 17th centuries, near the end of the Renaissance period. During this time, new scientific ideas emerged, leading to significant changes in the way people viewed the world. Discoveries and changes that came from the scientific revolution include the heliocentric model of the solar system, Newton’s laws of motion, and advances in biology, chemistry, and medicine.

Concept 3 – Causes of Human Migration

People migrate to new locations for a variety of reasons. The causes of human migration are often political, economical, or environmental in nature. For example, political unrest, war, political persecution, and civil rights violations may cause humans to migrate to a new country, often as refugees. Others may move to a new country, state, or city for economic opportunities or for a more affordable cost of living. Environmental factors can also lead to human migration, as people are forced from their homes due to flooding, fires, hurricanes, etc. Others may move to a more desirable climate, such as moving from a cold and icy region to one with more mild temperatures. Historically, humans have also migrated based on geographic circumstances. For example, before methods of transporting water were invented, humans settled near bodies of freshwater, such as rivers or lakes.

Concept 4 – Analyzing Graphics 

Certain questions on the Social Studies subject exam may ask you to analyze graphics including tables, graphs, timelines, and maps. Let’s take a look at some basic concepts related to each of these.

  • When looking at information presented in a table, it’s important to look at the title of the overall table, as well as the labels of the different rows and columns. Questions with tables will likely ask you to analyze or compare sets of data. To do this, look for trends in the data – are all variables increasing? Does one variable increase while another decreases? This will help you understand the “big picture” of the information presented in the table.
  • Graphs can be used for a wide variety of purposes and can include many different types. For this exam, you’ll want to be familiar with the following types of graphs:
    • Bar graphs – used to show categories of data
    • Pie charts – used to show categories as a proportion or percentage of a whole
    • Line graphs – typically used to show change over time
    • Scatterplots – used to show trends and correlations in a set of data
  • Timelines are used to show important events over a specified time range. Events on timelines are always placed in chronological order and typically include the date(s) or year(s) in which the event occurred. Questions with timelines may ask you to place a certain event on the correct area of the timeline. Be sure to look closely at the range of dates on the timeline and the surrounding events in order to understand the context of the timeline.
  • Questions with maps will likely ask you to analyze information shown in a map and then make an inference or generalization based on this information. Look carefully at the title of the map, the location that is shown, and the map key or legend to gain a better understanding of the information presented in the map.

And that’s just some very basic information about the TExES EC-6 Social Studies subject exam.

Core Subjects EC-6 Fine Arts, Health and PE Key Concepts

The EC-6 Fine Arts subject exam has 40 selected-response questions which account for about 19% of the entire exam. You will have 35 minutes to complete this subject exam.

There are 5 competencies on the Fine Arts subject exam:

  1. Visual Arts
  2. Music
  3. Health
  4. Physical Education
  5. Theater

Each of these competencies has several descriptive statements that further describe the skills and knowledge needed for teaching.

Let’s explore a few of the specific concepts that are highly likely to appear on the exam.

Concept 1 – Principles of Art 

The Fine Arts, Health, and PE subject exam may include questions that refer to the principles of art. The principles of art that you’ll want o be familiar with are: emphasis, contrast, pattern, rhythm, balance, proportion, and unity

  • Emphasis occurs when an artist makes a certain part of the artwork more visually dominant (or emphasizes a certain part of the artwork). Emphasis can be achieved in various ways, but is often done by using contrast.
  • Contrast refers to a visual difference between art elements. As mentioned previously, contrast is often used to emphasize certain portions of a piece of art.
  • Pattern is achieved through the repetition of various elements of art, such as repeated colors, lines, or shapes.
  • Rhythm refers to the creation of “movement” through the use of various elements such as lines, shapes, color, light, and space. Although most pieces of art do not actually “move,” movement means that the viewer’s attention will move about the artwork in an intentional way.
  • Balance means that the different elements are used in a way to make the artwork as a whole feel stable and, well, balanced. Balance can be achieved through symmetry, asymmetry, and radial symmetry.
  • Proportion refers to the relative size of one element or part of an object compared with another within the same piece of art. For example, when drawing a person, their legs should typically be in the correct proportion to the rest of their body. Occasionally, artists will intentionally use incorrect proportions in order to draw attention to a certain aspect of an object or piece of art.
  • Unity means that all of the collective elements in a piece of art feel balanced, pleasing, and whole.

Concept 2 – Musical Vocabulary 

There are several music terms that you’ll need to be familiar with for the music competency on the CORE EC-6 exam. Let’s take a closer look at a few of these:

    • Rhythm in music is the duration of different notes over a consistent beat.
    • Melody occurs when a series of musical notes are strung together to make a tune. Think of a melody as the part of a song that you would hum along to.
  • Pitch refers to how high or low the sound of a musical note is. Pitch is determined by the frequency of the sound waves that are producing a particular sound.
  • Dynamics refers to the volume of a piece of music, or even a single musical note. Music can be loud or soft, or change throughout a piece of music.

Concept 3 – Elements of Drama

The elements of drama can vary slightly based on the source, but the six traditional Aristotelian elements of drama are: plot, character, thought, diction, melody, and spectacle.

  • Plot is the storyline, or what happens in a piece of drama.
  • Character refers to the “who” of a story and their relationships to one another.
  • Thought is the reasoning or philosophical meaning behind a character’s actions.
  • Diction refers to the words used in a piece of drama or the dialogue between the characters.
  • Melody refers to any music included in a piece, or the rhythm or “sound” of any spoken dialogue.
  • Spectacle refers to the visual elements of a piece of drama or production. This can include the costumes, set design, special effects, etc.

Concept 4 – Common Movement and Manipulation Patterns

Two concepts that will likely come up on the physical education portion of this subject exam are movement patterns and manipulation skills.

Movement patterns involve the controlled movement of various parts of the body. These patterns progress in difficulty as children get older. Common movement patterns taught in elementary P.E. include: stretching, running, jumping, skipping, and moving in specified patterns such as a zig zag pattern.

Manipulation skills combine movement patterns with an object, such as a ball. Common manipulation skills include throwing, dripping, striking, and volleying.

And that’s just some very basic information about the TExES 391 Fine Arts, Health, and PE subject exam.