Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter B - MIDDLE SCHOOL, ADOPTED 2013
Section 117.204 - Art, Middle School 3, Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.204
Current through Reg. 49, No. 38; September 20, 2024
(a) Introduction.
(1) The fine arts incorporate
the study of dance, music, theatre, and the visual arts to offer unique
experiences and empower students to explore realities, relationships, and
ideas. These disciplines engage and motivate all students through active
learning, critical thinking, and innovative problem solving. The fine arts
develop cognitive functioning and increase student academic achievement,
higher-order thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic and
cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential to
nurture and develop the whole child.
(2) Four basic strands--foundations:
observation and perception; creative expression; historical and cultural
relevance; and critical evaluation and response--provide broad, unifying
structures for organizing the knowledge and skills students are expected to
acquire. Each strand is of equal value and may be presented in any order
throughout the year. Students rely on personal observations and perceptions,
which are developed through increasing visual literacy and sensitivity to
surroundings, communities, memories, imaginings, and life experiences, as
sources for thinking about, planning, and creating original artworks. Students
communicate their thoughts and ideas with innovation and creativity. Through
art, students challenge their imaginations, foster critical thinking,
collaborate with others, and build reflective skills. While exercising
meaningful problem-solving skills, students develop the lifelong ability to
make informed judgments.
(3)
Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible
illustrative examples.
(b) Knowledge and skills.
(1) Foundations: observation and perception.
The student develops and expands visual literacy skills using critical
thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of
design, and expressive qualities. The student uses what the student sees,
knows, and has experienced as sources for examining, understanding, and
creating original artworks. The student is expected to:
(A) identify and illustrate concepts from
direct observation, original sources, imagination, personal experience, and
communities such as family, school, cultural, local, regional, national, and
international;
(B) evaluate the
elements of art, including line, shape, color, texture, form, space, and value,
as the fundamentals of art in personal artworks using vocabulary
accurately;
(C) evaluate the
principles of design, including emphasis, repetition/pattern, movement/rhythm,
contrast/variety, balance, proportion, and unity, in personal artworks using
vocabulary accurately; and
(D)
compare and contrast the expressive properties of artworks, including
appropriation, meaning, narrative, message, and symbol, using vocabulary
accurately.
(2) Creative
expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and
ideas creatively while challenging the imagination, fostering reflective
thinking, and developing disciplined effort and progressive problem-solving
skills. The student is expected to:
(A)
create original artworks expressing themes found through direct observation;
original sources; personal experiences, including memory, identity, and
imagination; and the community;
(B)
apply the art-making process to solve problems and generate design
solutions;
(C) create artworks by
selecting appropriate art materials, including drawings, paintings, prints,
sculptures/modeled forms, ceramics, fiber art, photographic imagery, and
digital art and media;
(D) use an
understanding of copyright and public domain to appropriate imagery when
working from sources rather than direct observation or imagination;
and
(E) create experimental
artworks using installation, performance, or collaboration.
(3) Historical and cultural
relevance. The student demonstrates an understanding of art history and culture
by analyzing artistic styles, historical periods, and a variety of cultures.
The student develops global awareness and respect for the traditions and
contributions of diverse cultures. The student is expected to:
(A) analyze ways in which global,
contemporary, historical, and political issues have influenced art;
(B) analyze cultural ideas expressed in
artworks relating to social, political, and environmental themes such as
environment/nature, conflict and power, relationships to others, and
reality/fantasy;
(C) evaluate the
relationships that exist among a society's art, music, theatre, and dance;
and
(D) compare and contrast career
and avocational opportunities in art such as various design, museum, and fine
arts fields.
(4)
Critical evaluation and response. The student responds to and analyzes artworks
of self and others, contributing to the development of the lifelong skills of
making informed judgments and reasoned evaluations. The student is expected to:
(A) create written and oral responses about
personal or collaborative artworks addressing purpose, technique, organization,
judgment, and personal expression;
(B) analyze original artworks and portfolios
using a method of critique such as describing the artwork, analyzing the way it
is organized, interpreting the artist's intention, and evaluating the success
of the artwork;
(C) investigate and
explore original artworks in a variety of venues outside of the classroom such
as museums, galleries, or community art; and
(D) understand and demonstrate proper
exhibition etiquette.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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