Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter C - HIGH SCHOOL
Section 117.303 - Art, Level II (One Credit), Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.303
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Art II, Drawing I, Painting I, Printmaking I, Fibers I, Ceramics I, Sculpture I, Jewelry I, Photography I, Design I, Digital Art and Media I, and Art and Media Communications II (one credit per course). The prerequisite for each art course listed in this subsection is one credit of Art, Level I.
(b) 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.
(c) 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) use visual comparisons to illustrate
concepts and ideas from direct observation, original sources, experiences,
narration, and imagination for original artworks;
(B) identify and apply the elements of art,
including line, shape, color, texture, form, space, and value, as the
fundamentals of art in personal artworks;
(C) identify and apply the principles of
design, including emphasis, repetition/pattern, movement/rhythm,
contrast/variety, balance, proportion, and unity in personal artworks;
and
(D) explore suitability of art
media and processes to express specific ideas such as content, meaning,
message, appropriation, and metaphor relating to visual themes of artworks
using art 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 artwork
using multiple solutions from direct observation, original sources,
experiences, and imagination in order to expand personal themes that
demonstrate artistic intent;
(B)
apply design skills in creating practical applications, clarifying
presentations, and examining consumer choices in order to make successful
design decisions;
(C) use an
understanding of copyright and public domain to appropriate imagery
constituting the main focal point of original artwork when working from images
rather than direct observation or imagination;
(D) create original artwork to communicate
thoughts, feelings, ideas, or impressions;
(E) collaborate to create original works of
art; and
(F) select from a variety
of art media and tools to communicate specific ideas in drawing, painting,
printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography,
and digital art and media.
(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) examine selected historical periods or
styles of art to identify general themes and trends;
(B) analyze specific characteristics in
artwork from a variety of cultures;
(C) collaborate on community-based art
projects; and
(D) examine and
research career, entrepreneurial, and avocational opportunities in
art.
(4) Critical
evaluation and response. The student responds to and analyzes the 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) interpret, evaluate, and justify artistic
decisions in artwork by self, peers, and other artists such as that in museums,
local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork 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) use responses to
artwork critiques to make decisions about future directions in personal
work;
(D) construct a physical or
electronic portfolio by evaluating and analyzing personal original artworks to
provide evidence of learning; and
(E) select and analyze original artwork,
portfolios, and exhibitions to form precise conclusions about formal qualities,
historical and cultural contexts, intentions, and meanings.
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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