TExES Core Subjects EC-6 Fine Arts, Health and Physical Education (905)

The exam includes 5 competencies that assess solid foundational understanding and pedagogical knowledge across five distinct subject areas: Visual Arts, Music, Health, Physical Education, and Theatre in the EC-6 context. Here’s a detailed breakdown of these competencies:

Competency 001—(Visual Arts): The teacher understands the concepts, processes and skills involved in the creation, appreciation and evaluation of art and uses that knowledge to plan and implement effective and engaging visual arts instruction.

The beginning teacher:

• A.Knows how to involve students in activities that promote enjoyment and understanding of visual arts by providing students with a wide range of opportunities to create and respond to visual arts so that they develop visual arts literacy.
• B.Knows and understands how perception is developed through observation, prior knowledge, imaginative and cognitive processes and multisensory experiences.
• C.Selects and uses instructional strategies, materials and activities to help students deepen and expand their ability to perceive and reflect on the environment.
• D.Knows and understands how critical thinking and creative problem solving are applied in the perception of artworks.
• E.Demonstrates knowledge of the elements of art (i.e., color, texture, shape, form, line, space, value) and provides instruction that promotes students' understanding of the elements of art as well as students' ability to apply that understanding in creating original artworks.
• F.Demonstrates knowledge of the principles of art (e.g., emphasis, contrast, pattern, rhythm, balance, proportion, unity) and provides instruction that promotes students' understanding of the principles of art as well as students' ability to apply that understanding in creating original artworks.
• G.Selects appropriate techniques to create art in various media (e.g., drawing, painting, printmaking, construction, ceramics, fiber art, electronic media) and promotes students' ability to use those techniques in creating original artworks.
• H.Understands how different cultures use art elements and principles to create art and convey meaning in different ways.
• I.Selects and uses instructional strategies, materials and activities to promote students' awareness and appreciation of the characteristics of a variety of art forms of multiple cultures within and outside the Western tradition.
• J.Provides instruction to develop the skills and knowledge required for visual literacy (e.g., art elements and principles, art of different areas and cultures, diverse purposes and uses of art)
• K.Integrates instruction in the visual arts with instruction in other subject areas.
• L.Understands how students develop cognitively and artistically and knows how to implement effective art instruction and assessment that are individually, culturally and age appropriate.
• M.Applies knowledge of visual arts content and curriculum based on the Texas Essential Knowledge and Skills (TEKS) and knowledge of students in early childhood through grade six to plan and implement effective, developmentally appropriate art instruction.

Competency 002—(Music): The teacher understands the concepts, processes and skills involved in the creation, appreciation and evaluation of music and uses that knowledge to plan and implement effective and engaging music instruction.

The beginning teacher:

• A.Knows how to involve students in activities that promote enjoyment and understanding of music by providing students with a wide range of opportunities to make and respond to music so that they develop music literacy (e.g., concert attendance, authentic performance opportunities).
• B.Applies knowledge of standard terminology for describing and analyzing musical sound (e.g., rhythm, melody, form, timbre, tempo, pitch, meter, dynamics, intonation, intervals) and has a basic understanding of how to read, write, recognize aurally and interpret standard music notation.
• C.Knows how to arrange vocal and instrumental music for specific purposes and settings (e.g., guides students in creating simple song arrangements and accompaniments using voices, classroom percussion, and melody instruments).
• D.Knows and understands music of diverse genres, styles and cultures.
• E.Demonstrates an understanding of the purposes and roles of music in society and how music can reflect elements of a specific society or culture.
• F.Explains a variety of music and music-related career options.
• G.Identifies and describes how music reflects the heritage of the United States and Texas.
• H.Applies knowledge of criteria for evaluating and critiquing musical performances and experiences, including using standard terminology in communicating about students' musical skills and performance abilities.
• I.Integrates instruction in music with instruction in other subject areas.
• J.Knows how to teach students to sing and/or play an instrument with expression, both independently and in small groups.
• K.Applies knowledge of music content and curriculum based on the Texas Essential Knowledge and Skills (TEKS) and of students in early childhood through grade six to plan and implement effective, developmentally appropriate instruction, including instruction that promotes students' creativity and performance skills as well as students' ability to use critical-thinking and problem-solving skills in music contexts (e.g., sequential instruction, music composition, improvisation, concert etiquette).
• L.Manages time, instructional resources and physical space effectively for music education.

Competency 003—(Health): The teacher uses knowledge of the concepts and purposes of health education to plan and implement effective and engaging health instruction.

The beginning teacher:

• A.Understands health-related behaviors, ways that personal health decisions and behaviors affect body systems and health and strategies for reducing health risks and enhancing wellness throughout the life span.
• B.Demonstrates knowledge of major areas in health instruction, including body systems and development (e.g., structures and functions of various body systems, relationships among body systems, five senses); illness and disease (e.g., types of disease, transmission mechanisms, defense systems, disease prevention); nutrition (e.g., types of foods and nutrients, maintenance of a balanced diet); stress (e.g., effects of stress, stress-reduction techniques); and fitness (e.g., components of fitness, methods for improving fitness, posture).
• C.Knows and understands stages of human growth and development, including physical and emotional changes that occur during adolescence.
• D.Understands substance use and abuse, including types and characteristics of tobacco, alcohol, other drugs and herbal supplements.
• E.Understands types of violence and abuse, including causes and effects of violence and abuse and ways to prevent and seek help in dealing with violence and abuse.
• F.Selects and uses instructional strategies, materials and activities to teach principles and procedures related to safety, accident prevention and response to emergencies.
• G.Applies critical-thinking, goal-setting, problem-solving and decision-making skills in health-related contexts (e.g., eating habits, drug use, abstinence) and understands the use of refusal skills and conflict resolution to avoid unsafe situations (e.g., bullying, violence, abuse).
• H.Knows and understands strategies for coping with unhealthy behaviors in the family (e.g., abuse, alcoholism, neglect, anxiety, grief).
• I.Understands types and symptoms of eating disorders.
• J.Knows how to use various social and communication skills to build and maintain healthy interpersonal relationships (e.g., tolerance, respect, discussing problems with parents/caregivers, showing empathy).
• K.Understands health care responses to threats to safety, internal injury, early detection and warning signs of illness.
• L.Selects and uses instructional strategies, materials and activities to help students build healthy interpersonal relationships (e.g., communication skills) and demonstrates consideration and respect for self, family, friends and others (e.g., practicing self-control).
• M. Understands the influence of various factors (e.g., media, technology, peer and other relationships, environmental hazards) on individual (e.g., idealized body images, unhealthy weight-loss plans), family and community health.
• N.Demonstrates knowledge of sources of health information and ways to use information to make healthrelated decisions.
• O.Selects and uses instructional strategies, materials and activities to help students understand the roles of health care professionals, the benefits of health maintenance activities and the skills for becoming health-conscious consumers.
• P.Applies knowledge of health content and curriculum based on the Texas Essential Knowledge and Skills (TEKS) and of students in early childhood through grade six to plan and implement effective, developmentally appropriate health instruction, including relating the health education curriculum to other content areas.

Competency 004—(Physical Education): The teacher uses knowledge of the concepts, principles, skills and practices of physical education to plan and implement effective and engaging physical education instruction.

The beginning teacher:

• A.Applies key principles and concepts in physical education and physical activity (e.g., cardiovascular endurance, muscular strength, flexibility, weight control, conditioning, safety, stress management, nutrition) for the promotion of health and fitness.
• B.Knows and helps students understand the benefits of an active lifestyle.
• C.Understands appropriate methods, including technological methods, for evaluating, monitoring and improving fitness levels.
• D. Applies knowledge of movement principles and concepts to develop students' motor skills including understanding key elements of mature movement patterns (e.g., throwing, jumping, catching) and various manipulative skills (e.g., volley, dribble, punt, strike).
• E.Selects and uses developmentally appropriate learning experiences that enhance students' locomotor, nonlocomotor, body control, manipulative and rhythmic skills.
• F.Modifies instruction based on students' individual differences in growth and development.
• G.Evaluates movement patterns to help students improve performance of motor skills and to integrate and refine their motor and rhythmic skills.
• H.Understands a variety of strategies and tactics designed to improve students' performance, teamwork and skill combinations in games and sports.
• I.Selects and uses instructional strategies to promote students' knowledge and application of rules, procedures, etiquette and fair play in developmentally appropriate games and activities.
• J.Designs, manages and adapts physical education activities to promote positive interactions and active engagement by all students.
• K.Understands areas of diverse needs (e.g., physical and emotional challenges, learning disabilities, sensory difficulties, language differences) and their implications for teaching and learning.
• L. Applies knowledge of physical education content and curriculum based on the Texas Essential Knowledge and Skills (TEKS) and knowledge of students in early childhood through grade six to plan, implement and assess effective, developmentally appropriate physical education activities.

Competency 005—(Theatre): The teacher understands the concepts, processes and skills involved in the creation, appreciation and evaluation of theatre and uses that knowledge to plan and implement effective and engaging theatre instruction.

The beginning teacher:

• A.Knows and understands how perception is developed through the use of elements of drama and conventions of theatre.
• B.Knows how to involve students in activities that promote enjoyment and understanding of theatre arts by selecting and using instructional strategies, materials and activities to help students interpret creative expression and performance.
• C.Demonstrates the knowledge of the elements of theatre (i.e., dramatic play, expressive movement, voice, characterization) and theatre occupations, provides instruction that promotes students' understanding of the elements and occupations, and helps them apply that understanding in creating theatrical productions. 
• D.Integrates instruction in theatre with instruction in other subject areas.
• E.Knows how to promote students' ability to identify and use technical elements (e.g., properties, scenery, sound, costumes, lighting) to create suitable environments for dramatic play and performance.
• F.Knows how to promote students' ability to identify and use technical elements (e.g., properties, scenery, sound, costumes, lighting) to define and enhance characterization, mood, theme and setting.
• G.Understands how theatre relates to history, society and the diverse cultures.
• H.Applies knowledge of theatre content and curriculum based on the Texas Essential Knowledge and Skills (TEKS) and knowledge of students in early childhood through grade six to plan and implement effective, developmentally appropriate theatre instruction.
• I.Manages time, instructional resources and physical space effectively for theatre education.