For all Texas public school students, art learning begins in kindergarten. Elementary programs provide sequential art content and unique learning experiences at each grade level. Elementary students produce creative and imaginative work that reflects:

• Development of perceptual skills
• A variety of media, in multiple activities, over time
• Knowledge of art history
• Understanding of art as an expression of cultural experience
• Growing skills of evaluation.

In the primary grades, art increases children's awareness of their physical environment, extends and develops the use of the senses, and encourages inventive thinking. Art programs support individual interpretation of ideas, thoughts, and feelings while providing opportunities for experimentation in a variety of media. Teachers capitalize on children's curiosity by encouraging them to explore and express their individual responses to artwork.

In kindergarten through grade 2, students create two- and three-dimensional artworks. Children draw, paint, make prints, and construct (e.g., puppets and masks). Art experiences utilize creative problem solving by encouraging children to be original and to use their imaginations. Group projects offer students opportunities to exchange ideas and to work collaboratively. As students encounter art and produce their own art based on personal experiences, they begin to understand that people often have different responses to similar experiences.

In grades 3-5 , teachers build on students' art knowledge and experiences, as learning the Art TEKS becomes more complex. At times, instruction must be individualized. Students who have had limited involvement with art begin with basic processes. As understanding grows, so does the ability to express ideas and respond to visual forms. Visits to museums and galleries foster students' interest in art and help them relate art to everyday life, but do not supplant the need for sequenced art instruction in class.

Students continue to develop visual literacy. Experiences that develop students' awareness of line, color, texture, and form are fundamental to the grades 3-5 program. Examining the design, structure, and function of natural objects and of works of art enables students to appreciate art and make informed personal choices about art in their lives.

Third, fourth, and fifth graders continue making two- and three-dimensional art, including drawings, paintings, prints, sculptures, ceramics, fiber art, jewelry, photography, film projects, and electronic media projects. As students approach adolescence, they have an increased desire to apply art elements, design principles, and art techniques to their own creations. Their works reflect more deliberate decision-making than earlier works, and they describe their thinking and artistic processes using more specific art vocabulary.

Developing sincere, informed art appreciation by interacting with contemporary and historic artwork is a key aspect of early art education. Furthermore, it can be a means for students to understand and value cultural diversity.

Scheduling

Significant learning in art is possible only when educators give careful attention to time and scheduling. Sufficient time must be available for teachers to teach and for students to learn the Art TEKS.

Districts make decisions about time allocations, meeting patterns, and class sizes. Time allotted to art includes instruction in art concepts and skills, completion of work, and distribution and cleanup of materials. Art education requires individualized instruction in a laboratory situation. Large numbers of students reduce the effectiveness of teaching and learning. A maximum of 25 students per class is suggested.

The specialist needs one duty-free planning and preparation period per day with scheduled intervals between classes. Classroom teachers may escort students to and from the classroom, providing security for the students and time for the art specialist to set up for the next class. The specialist may require additional assistance when the class contains students with special needs.

Specialists assigned to multiple campuses need an additional period for travel, record keeping, materials management, and preparation of multiple art laboratories. An additional benefit of having an art specialist as part of the faculty is flexibility in scheduling conference periods for elementary classroom teachers.

Facilities

A quality art room is visually attractive and has the necessary equipment, supplies, and materials to teach the TEKS. Art spaces are flexible enough to be used for large group, small group, or individual activities. When an art specialist teaches at the school, the specialist has a well-stocked art room while another, comparable room is also available for other teachers to use when teaching art. Outdoor workspace adjoining the art rooms provides a valuable site for outdoor extension activities. Adequate storage space for supplies, materials, equipment, and works-in-progress is in, or connected to, the art room. Both open and closed storage is provided.