Test Bank for Humanities Through The Arts 10Th Edition By Lee Jacobus
Humanities through the Arts, 10e (Jacobus)
Chapter 3 Being a Critic of the Arts
1) Interpretive criticism centers upon
A) formal elements of a work.
B) the content.
C) the relative merits of a work.
D) the degree of beauty of a work of art.
Answer: B
Page Ref: 49
Learning Objective: Define interpretive criticism.
Bloom’s: 1. Knowledge
2) Descriptive criticism focuses upon
A) formal elements of a work.
B) the content.
C) the relative merits of a work.
D) the degree of beauty of a work of art.
Answer: A
Page Ref: 49
Learning Objective: Define descriptive criticism.
Bloom’s: 1. Knowledge; 2. Comprehension
3) Evaluative criticism centers on
A) formal elements of a work.
B) the content.
C) the relative merits of a work.
D) the degree of beauty of a work of art.
Answer: C
Page Ref: 49
Learning Objective: Define evaluative criticism.
Bloom’s: 1. Knowledge
4) A work of art is most likely to be judged a masterpiece by an evaluative critic if
A) it is inexhaustible.
B) its form is perfect.
C) it has a subject matter that defies comprehension.
D) it puzzles critics.
Answer: A
Page Ref: 58
Learning Objective: Define evaluative criticism.
Bloom’s: 2. Comprehension; 3. Apply
5) A detail relationship of an artistic form is
A) the connection of one part to the overall structure.
B) the connection of a part to another part or parts.
C) the detail within a part.
D) none of the above.
Answer: B
Page Ref: 51
Learning Objective: Identify detail and structural relationships in works of art.
Bloom’s: 1. Knowledge; 2. Comprehension
6) A region of a work of art is
A) a larger distinct part or group of parts.
B) a geographical representation.
C) a landscape area.
D) none of the above.
Answer: A
Page Ref: 51
Learning Objective: Identify detail and structural relationships in works of art.
Bloom’s: 1. Knowledge
7) A structural relationship in a work of art is
A) the overall organization.
B) the connection of a part to the overall structure.
C) a perceptually distinct part or group of parts.
D) none of the above.
Answer: B
Page Ref: 51
Learning Objective: Identify detail and structural relationships in works of art.
Bloom’s: 1. Knowledge
8) Which of the following was considered shock art?
A) Ofili, Holy Virgin Mary
B) Pollock, Autumn Rhythm
C) Drost, The Polish Soldier
D) Leonardo, The Last Supper
Answer: A
Page Ref: 59
Learning Objective: Identify examples of shock art.
Bloom’s: 1. Knowledge; 2. Comprehension
9) The statement that Picasso’s Guernica is a better painting than Blume’s The Eternal City is
A) interpretive.
B) historical.
C) descriptive.
D) evaluative.
Answer: D
Page Ref: 57
Learning Objective: Distinguish between three kinds of criticism (descriptive, interpretive, and evaluative).; Define evaluative criticism.
Bloom’s: 3. Apply
10) The statement that there are more detailed relationships in The Flame than in The Last Supper is
A) interpretive.
B) historical.
C) descriptive.
D) evaluative.
Answer: C
Page Ref: 49
Learning Objective: Define descriptive criticism.; Distinguish between three kinds of criticism (descriptive, interpretive, and evaluative).
Bloom’s: 2. Comprehension; 3. Apply
11) The statement that the bull in Picasso’s Guernica symbolizes Franco’s utter insensitivity to suffering is
A) interpretive.
B) descriptive.
C) evaluative.
D) historical.
Answer: A
Page Ref: 53
Learning Objective: Distinguish between three kinds of criticism (descriptive, interpretive, and evaluative).; Define interpretive criticism.
Bloom’s: 2. Comprehension; 3. Apply
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