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TEKS
for Art, High School
Chapter 117.
Texas Essential Knowledge and Skills for Fine Arts
Subchapter C.
High School
Statutory Authority: The provisions
of this Subchapter C issued under the Texas Education Code,
§28.002, unless otherwise noted.
§117.51. Implementation of Texas
Essential Knowledge and Skills for Fine Arts, High School.
The provisions of this subchapter
shall supersed §75.67 of this title (relating to Fine Arts)
beginning September 1, 1998.
Source: The provisions of
this §117.51 adopted to be effective September 1, 1998, 22
TexReg 4943.
§117.52. Art, Level I.
(a) General requirements.
Students may fulfill fine arts
and elective requirements for graduation by successfully completing
the following art course: Art I (one credit).
(b) 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.
(c) Knowledge and skills.
| (1)
Perception.
The student develops and
organizes ideas from the environment.
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The
student is expected to:
(A) illustrate ideas for
artworks from direct observation, experiences, and imagination;
and
(B) compare and contrast
the use of art elements (color, texture, form, line,
space, value) and art principles (emphasis, pattern,
rhythm, balance, proportion, unity) in personal artworks
and those of others, using vocabulary accurately.
|
| (2)
Creative expression/performance.
The student expresses ideas
through original artworks, using a variety of media
with appropriate skill.
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The student
is expected to:
(A) create visual solutions
by elaborating on direct observation, experiences, and
imagination;
(B) create designs for
practical applications; and
(C) demonstrate effective
use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
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| (3)
Historical/cultural heritage.
The student demonstrates
an understanding of art history and culture as records
of human achievement.
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The student
is expected to:
(A) compare and contrast
historical and contemporary styles, identifying general
themes and trends;
(B) describe general characteristics
in artworks from a variety of cultures; and
(C) compare and contrast
career and avocational opportunities in art.
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| (4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
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The student
is expected to:
(A) interpret, evaluate,
and justify artistic decisions in personal artworks;
and
(B) select and analyze
original artworks, portfolios, and exhibitions by peers
and others to form precise conclusions about formal
qualities, historical and cultural contexts, intents,
and meanings.
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§117.53. Art, Level II.
(a) General requirements.
Students may fulfill fine arts
and elective requirements for graduation by successfully completing
one or more of the following art courses: Drawing II, Painting
II, Printmaking II, Fibers II, Ceramics II, Sculpture II,
Jewelry II, Photography II, Electronic Media II (one credit
per course). The prerequisite for each Level II art course
is one credit of Art I.
(b) 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.
(c) Knowledge and skills.
| (1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) interpret visual parallels
between the structures of natural and human-made environments;
and
(B) compare suitability
of art materials and processes to express specific ideas
relating to visual themes, using precise art vocabulary.
|
| (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) formulate multiple
solutions to expand personal themes that demonstrate
intent;
(B) apply design skills
in creating practical applications, clarifying presentations,
and defining choices made by consumers; and
(C) select from a variety
of art media and tools to communicate specific ideas
in drawing, painting, printmaking, sculpture, ceramics,
fiberart, jewelry, photography/filmmaking, and electronic
media-generated art.
|
| (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) study a selected historical
period or style of art;
(B) analyze specific characteristics
of artworks in various cultures; and
(C) select and research
career and avocational choices in art.
|
| (4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The
student is expected to:
(A) select and critique
artworks in progress, making decisions about future
directions in personal work; and
(B) select and critique
original artworks, portfolios, and exhibitions by peers
or others.
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§117.54. Art, Level III.
(a) General requirements.
Students may fulfill fine arts
and elective requirements for graduation by successfully completing
one or more of the following art courses: Drawing III, Painting
III, Printmaking III, Fibers III, Ceramics III, Sculpture
III, Jewelry III, Photography III, Art History III, Graphic
Design III, Electronic Media III, the College Board Advanced
Placement (AP) Drawing Portfolio, AP Two-Dimensional Design
Portfolio, AP Three-Dimensional Design Portfolio, AP History
of Art, International Baccalaureate (IB) Art/Design SL Option
A, IB Art/Design SL Option B, IB Art/Design HL (one credit
per course). The prerequisite for Art History III, Graphic
Design III, AP Two-Dimensional Design Portfolio, AP Three-Dimensional
Design Portfolio, AP History of Art, IB Art/Design SL Option
A, IB Art/Design SL Option B, and IB Art/Design HL is one
credit of any Art II course. The prerequisite for all other
Level III art courses is one credit of Art II in the corresponding
discipline.
(b) 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.
(c) Knowledge and skills.
| (1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) analyze visual characteristics
of natural and human-made subjects in a variety of ways,
illustrating flexibility in solving problems, creating
multiple solutions, and thinking imaginatively; and
(B) analyze visual qualities
to express the meaning of images and symbols, using
precise art vocabulary.
|
| (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) solve visual problems
by planning and attempting a variety of solutions;
(B) solve visual problems
and develop multiple solutions for designing ideas,
clarifying presentations, and evaluating consumer choices,
using design skills; and
(C) select from a variety
of art media and tools to express intent in drawing,
painting, printmaking, sculpture, ceramics, fiberart,
jewelry, photography/filmmaking, and electronic media-generated
art.
|
| (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) study a selected period,
style, or movement in art;
(B) trace influences of
various cultures on contemporary artworks; and
(C) analyze a selected
career opportunity in art, identifying the training,
skills, and plan of action necessary for realizing such
a goal.
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| (4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The
student is expected to:
(A) select artworks for
a personal portfolio based on evaluation of developmental
progress, competency in problem-solving, and a variety
of visual ideas; and
(B) analyze original artworks,
portfolios, and exhibitions to form conclusions about
formal qualities, historical and cultural contexts,
intents, and meanings and to show innovation and provide
examples of in-depth exploration of one or more themes.
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§117.55. Art, Level IV.
(a) General requirements.
Students may fulfill fine arts
and elective requirements for graduation by successfully completing
one or more of the following art courses: Drawing IV, Painting
IV, Printmaking IV, Fibers IV, Ceramics IV, Sculpture IV,
Jewelry IV, Photography IV, Graphic Design IV, Electronic
Media IV, the College Board Advanced Placement (AP) Drawing
Portfolio, AP Two-Dimensional Design Portfolio, AP Three-Dimensional
Design Portfolio, AP History of Art, International Baccalaureate
(IB) Art/Design SL Option A, IB Art/Design SL Option B, and
IB Art/Design HL (one credit per course). The prerequisite
for AP Two-Dimensional Design Portfolio, AP Three-Dimensional
Design Portfolio, AP History of Art, IB Art/Design SL Option
A, IB Art/Design SL Option B, and IB Art/Design HL is one
credit of any Art II course. The prerequisite for all other
Level IV art courses is one credit of Art III in the corresponding
discipline.
(b) 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.
(c) Knowledge and skills.
| (1)
Perception.
The student develops and
organizes ideas from the environment.
|
The
student is expected to:
(A) create themes for personal
artworks that integrate a broad range of visual observations,
experiences, and imagination; and
(B) make subtle discriminations
in analyzing complex visual relationships and content,
using precise art vocabulary.
|
| (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) produce an original
body of artwork that integrates information from a variety
of sources and demonstrates sustained, self- directed
investigations into specific themes;
(B) evaluate and justify
design ideas and concepts for use in personal artworks;
and
(C) create artworks, singularly
and in series, by selecting from a variety of art materials
and tools appropriate to course work in drawing, painting,
printmaking, sculpture, ceramics, fiberart, jewelry,
photography/filmmaking, and electronic media-generated
art.
|
| (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 and illustrate
art history as a major source of interpretation;
(B) analyze and evaluate
the influence of contemporary cultures on artworks;
and
(C) evaluate a selected
career in art, justifying the choice.
|
| (4)
Response/evaluation.
The student makes informed
judgments about personal artworks and the artworks of
others.
|
The
student is expected to:
(A) develop evaluative
criteria for selecting artworks to include in a portfolio
and senior exhibition that demonstrate a high level
of creativity and expertise in one or more art areas;
and
(B) analyze a wide range
of artworks to form conclusions about formal qualities,
historical and cultural contexts, intents, and meanings.
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