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TEKS
for Art, Elementary
Chapter 117.
Texas Essential Knowledge and Skills for Fine Arts
Subchapter A.
Elementary
Statutory Authority: The provisions
of this Subchapter A issued under the Texas Education Code,
§28.002, unless otherwise noted.
§117.1. Implementation of Texas
Essential Knowledge and Skills for Fine Arts, Elementary.
The provisions of this subchapter
shall supersede §75.31(a)-(f) of this title (relating to
Fine Arts) beginning September 1, 1998.
Source: The provisions of
this §117.1 adopted to be effective September 1, 1998, 22
TexReg 4943.
§117.2. Art, Kindergarten.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected
to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts
and ideas creatively, while challenging their imagination,
fostering reflective thinking, and developing disciplined
effort and problem-solving skills.
(2) By analyzing artistic styles
and historical periods students develop respect for the traditions
and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.
| (K.1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) glean information from
the environment, using the five senses; and
(B) identify colors, textures,
forms, and subjects in the environment.
|
| (K.2)
Creative expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
|
The
student is expected to:
(A) create artworks, using
a variety of colors, forms, and lines;
(B) arrange forms intuitively
to create artworks; and
(C) develop manipulative
skills when drawing, painting, printmaking, and constructing
artworks, using a variety of materials.
|
| (K.3)
Historical/cultural heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
|
The
student is expected to:
(A) identify simple subjects
expressed in artworks;
(B) share ideas about personal
artworks and the work of others, demonstrating respect
for differing opinions; and
(C) relate art to everyday
life.
|
| (K.4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The
student is expected to:
(A) express ideas about
personal artworks; and
(B) express ideas about
original artworks, portfolios, and exhibitions by peers
and artists.
|
§117.5. Art, Grade 1.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected
to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts
and ideas creatively, while challenging their imagination,
fostering reflective thinking, and developing disciplined
effort and problem-solving skills.
(2) By analyzing artistic styles
and historical periods students develop respect for the traditions
and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.
| (1.1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
A) identify similarities,
differences, and variations among subjects, using the
senses; and
(B) identify color, texture,
form, line, and emphasis in nature and in the human-made
environment.
|
| (1.2)Creative
expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
|
The student
is expected to:
(A) invent images that
combine a variety of colors, forms, and lines;
(B) place forms in orderly
arrangement to create designs; and
(C) increase manipulative
skills, using a variety of materials to produce drawings,
paintings, prints, and constructions.
|
| (1.3)Historical/cultural
heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
|
The
student is expected to:
(A) identify simple ideas
expressed in artworks through different media;
(B) select artworks that
show families and groups; and
(C) identify the use of art in everyday life.
|
| (1.4)Response/evaluation.
The student makes informed
judgments about personal artworks and the works of others.
|
The student
is expected to:
(A) express ideas about
personal artworks; and
(B) identify simple ideas
about original artworks, portfolios, and exhibitions
by peers and others.
|
§117.8. Art, Grade 2.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected
to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts
and ideas creatively, while challenging their imagination,
fostering reflective thinking, and developing disciplined
effort and problem-solving skills.
(2) By analyzing artistic styles
and historical periods students develop respect for the traditions
and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills
| (2.1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) identify variations
in objects and subjects from the environment, using
the senses; and
(B) identify art elements
such as color, texture, form, line, and space and art
principles such as emphasis, pattern, and rhythm.
|
| (2.2)
Creative expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
|
The student
is expected to:
(A) express ideas and feelings
in artworks, using a variety of colors, forms, and lines;
(B) create effective compositions,
using design elements and principles; and
(C) identify and practice
skills necessary for producing drawings, paintings,
prints, constructions, and modeled forms, using a variety
of art materials.
|
| (2.3)
Historical/cultural heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
|
The student
is expected to:
(A) identify stories and
constructions in a variety of artworks;
(B) compare ways individuals
and families are depicted in different artworks; and
(C) identify different
kinds of jobs in art.
|
| (2.4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The student
is expected to:
(A) define reasons for
preferences in personal artworks; and
(B) identify ideas in original
artworks, portfolios, and exhibitions by peers and artists.
|
§117.11. Art, Grade 3.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected
to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts
and ideas creatively, while challenging their imagination,
fostering reflective thinking, and developing disciplined
effort and problem-solving skills.
(2) By analyzing artistic
styles and historical periods students develop respect for
the traditions and contributions of diverse cultures. Students
respond to and analyze artworks, thus contributing to the
development of lifelong skills of making informed judgments
and evaluations.
b) Knowledge and skills.
| (3.1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) identify sensory knowledge
and life experiences as sources for ideas about visual
symbols, self, and life events; and
(B) identify art elements
such as color, texture, form, line, space, and value
and art principles such as emphasis, pattern, rhythm,
balance, proportion, and unity in artworks.
|
| (3.2) Creative
expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
|
The student is expected
to:
(A) create artworks based
on personal observations and experiences;
(B) develop a variety of
effective compositions, using design skills; and
(C) produce drawings, paintings,
prints, constructions, ceramics, and fiberart, using
a variety of art materials appropriately.
|
| (3.3) Historical/cultural
heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
|
The student is expected
to:
(A) compare content in
artworks from the past and present for various purposes
such as telling stories and documenting history and
traditions;
(B) compare selected artworks
from different cultures; and
(C) relate art to different
kinds of jobs in everyday life.
|
| (3.4) Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The student is expected
to:
(A) identify general intent
and expressive qualities in personal artworks; and
(B) apply simple criteria to identify main ideas in
original artworks, portfolios, and exhibitions by peers
and major artists.
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§117.14. Art, Grade 4.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected
to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts
and ideas creatively, while challenging their imagination,
fostering reflective thinking, and developing disciplined
effort and problem-solving skills.
(2) By analyzing artistic styles
and historical periods students develop respect for the traditions
and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.
| (4.1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) communicate ideas about
self, family, school, and community, using sensory knowledge
and life experiences; and
B) choose appropriate vocabulary
to discuss the use of art elements such as color, texture,
form, line, space, and value and art principles such
as emphasis, pattern, rhythm, balance, proportion, and
unity.
|
| (4.2)
Creative expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
|
The
student is expected to:
(A) integrate a variety
of ideas about self, life events, family, and community
in original artworks;
(B) design original artworks;
and
(C) invent ways to produce
artworks and to explore photographic imagery, using
a variety of art media and materials.
|
| (4.3)
Historical/cultural heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
|
The
student is expected to:
(A) identify simple main
ideas expressed in art;
(B) compare and contrast
selected artworks from a variety of cultural settings;
and
(C) identify the roles
of art in American society.
|
| (4.4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The
student is expected to:
(A) describe intent and
form conclusions about personal artworks; and
(B) interpret ideas and
moods in original artworks, portfolios, and exhibitions
by peers and others.
|
§117.17. Art, Grade 5.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing the knowledge and skills students are expected
to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity
to surroundings, memory, imagination, and life experiences,
as a source for creating artworks. They express their thoughts
and ideas creatively, while challenging their imagination,
fostering reflective thinking, and developing disciplined
effort and problem-solving skills.
(2) By analyzing artistic styles
and historical periods students develop respect for the traditions
and contributions of diverse cultures. Students respond to
and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.
| (5.1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) communicate ideas about
feelings, self, family, school, and community, using
sensory knowledge and life experiences; and
(B) identify in artworks
that color, texture, form, line, space, and value are
basic art elements and that the principles such as emphasis,
pattern, rhythm, balance, proportion, and unity serve
as organizers.
|
| (5.2)
Creative expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
|
The
student is expected to:
(A) combine information
from direct observation, experience, and imagination
to express ideas about self, family, and community;
(B) compare relationships
between design and everyday life; and
(C) create original artworks
and explore photographic imagery, using a variety of
art materials and media appropriately.
|
| (5.3)
Historical/cultural heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
|
The
student is expected to:
(A) compare artworks from
several national periods, identifying similarities and
differences;
(B) compare cultural themes
honoring history and traditions in American and other
artworks; and
(C) identify the use of
art skills in a variety of jobs.
|
| (5.4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The
student is expected to:
(A) analyze personal artworks
to interpret meaning; and
(B) analyze original artworks,
portfolios, and exhibitions by peers and others to form
conclusions about properties.
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