Quick Finder

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

Other Comparisons Available

Return to Resources Menu
Elementary ArtElementary Music
Middle School ArtMiddle School Music
High School ArtHigh School Music
 Elementary Theatre
High School DanceMiddle School Theatre
High School Theatre
 
Print Preview

Elementary Art TEKS Comparison

§117.2. Kindergarten. Adopted 1998§117.2. Kindergarten Adopted 2013
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following art course: Art I (one credit).     (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 I, Pre-AP® Art I, Art Appreciation, and Art and Media Communications I (one credit per course).  
(b) Introduction       (b) Introduction    
  (1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evalutaion - provide broad, unifying structures for organizing the knowledge and skills students are exptected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surreoundings, memory, imagination, and life experiences, as a source fo creating artorks. They express their thoughts and idea creatively, while challenging their imagination, fostering reflective thinking,a nd developing disciplined effort and problem- solving skills.       (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 is essential, and the study of the fine arts nurtures and develops the whole child.  
  (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.       (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.       (c) Knowledge and skills.    
  (1) Perception. The student develops and organizes ideas from the environment. The student is expected to:       (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 artwork. The student is expected to:  
    (A) glean information from the environment, using the five senses; and       (A) gather information from subjects in the environment, using the senses; and
    (B) identify colors, textures, forms, and subjects in the environment.       (B) identify Elements of Art, including line, shape, color, texture , and form, and the Principles of Design, including pattern/repetition and balance in the environment.
  (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:       (2) Creative expression. The student communicates ideas through original artwork 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 artworks, using a variety of colors, forms, and lines;       (A) create artworks, using a variety of lines, shapes, colors, textures, and forms;
    (B) arrange forms intuitively to create artworks; and       (B) arrange components intuitively to create artworks; and
    (C) develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.       (C) use a variety of materials to develop manipulative skills while engaging in opportunities for exploration, through drawing, painting, printmaking, constructing artworks, and sculptures including modeled forms.
  (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:       (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) identify simple subjects expressed in artworks;       (A) identify simple subjects expressed in artworks;
    (B) share ideas about personal artworks and the work of others, demonstrating respect for differing opinions; and       (B) share ideas in artworks about personal experiences such as family and friends and develop awareness and sensitivity to differing experiences and opinions through art
    (C) relate art to everyday life.       (C) identify the uses of art in everyday life; and
              (D) relate visual art concepts to other disciplines
  (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to       (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) express ideas about personal artworks; and       (A) express ideas about personal artworks or portfolios; and
    (B) express ideas about original artworks, portfolios, and exhibitions by peers and artists.       (B) express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions, using original artworks created by artists or peers; and
              (C) compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self evaluations or exhibitions.
§117.5. Art, Grade 1. Adopted 1998§117.5. Art, Grade 1 Adopted 2013.
(a) Introduction       (a) Introduction    
    (1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evalutaion - provide broad, unifying structures for organizing the knowledge and skills students are exptected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surreoundings, memory, imagination, and life experiences, as a source fo creating artorks. They express their thoughts and idea creatively, while challenging their imagination, fostering reflective thinking,a nd developing disciplined effort and problem- solving skills.     (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 is essential, and the study of the fine arts nurtures and develops the whole child.  
  (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.       (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       (b) Knowledge and Skills    
  (1) Perception. The student develops and organizes ideas from the environment. The student is expected to:       (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 artwork. The student is expected to:  
    (A) identify similarities, differences, and variations among subjects, using the senses; and       (A) identify similarities, differences, and variations among subjects in the environment using the senses; and
    (B) identify color, texture, form, line, and emphasis in nature and in the human-made environment.       (B) identify the Elements of Art, including line, shape, color, texture, and form, and the Principles of Design, including emphasis, pattern/ repetition, and balance, in nature and in the human- made environment.
  (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:       (2) Creative expression. The student communicates ideas through original artwork 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) invent images that combine a variety of colors, forms, and lines;       (A) invent images that combine a variety of lines, shapes, colors, textures, and forms;
    (B) place forms in orderly arrangement to create designs; and       (B) place components in orderly arrangement to create designs; and
    (C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions       (C) increase manipulative skills necessary for using a variety of materials to produce drawings, paintings, prints, constructions, and sculptures, including modeled forms.
  (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:       (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) identify simple ideas expressed in artworks through different media;       (A) identify simple ideas expressed in artworks through different media;
    (B) select artworks that show families and groups; and       (B) demonstrate an understanding that art is created globally by all people throughout time
    (C) identify the use of art in everyday life.       (C) discuss the use of art in everyday life; and
              (D) relate visual art concepts to other disciplines.
  (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:       (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) express ideas about personal artworks; and       (A) explain ideas about personal artworks; and
    (B) identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.       (B) identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers; and
              (C) compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self evaluations or exhibitions.
§117.8. Art, Grade 2. Adopted 1998§117.8. Art, Grade 2 Adopted 2013.
(a) Introduction   (a) Introduction
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evalutaion - provide broad, unifying structures for organizing the knowledge and skills students are exptected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surreoundings, memory, imagination, and life experiences, as a source fo creating artorks. They express their thoughts and idea creatively, while challenging their imagination, fostering reflective thinking,a nd developing disciplined effort and problem- solving skills.   (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 is essential, and the study of the fine arts nurtures and develops the whole child.
(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   (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.   (b) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:   (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 artwork. The student is expected to:
(A) identify variations in objects and subjects from the environment, using the senses; and   (A) compare and contrast 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   (B) identify the Elements of Art, including line, shape, color, texture, form, and space, and the Principles of Design, including emphasis, pattern/repetition, rhythm/movement, and balance.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:   (2) Creative expression. The student communicates ideas through original artwork 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) express ideas and feelings in artworks, using a variety of colors, forms, and lines;   (A) express ideas and feelings in personal artworks, using a variety of lines, shapes, colors, textures, forms, and space;
(B) create effective compositions, using design elements and principles; and   (B) create compositions, using the Elements of Art and Pprinciples of Design; and
(C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.   (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and sculpture, including modeled forms, using a variety of materials.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:   (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) identify stories and constructions in a variety of artworks;   (A) interpret stories, content, and meanings in a variety of artworks;
(B) compare ways individuals and families are depicted in different artworks; and   (B) examine historic and contemporary artworks created by men and women making connections to various cultures;
(C) identify different kinds of jobs in art.   (C) analyze how art affects everyday life and is connected to jobs in art and design; and
  (D) relate visual art concepts to other disciplines.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:   (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) define reasons for preferences in personal artworks; and   (A) support reasons for preferences in personal artworks;
(B) identify ideas in original artworks, portfolios, and exhibitions by peers and artists.   (B) compare and contrast ideas found in collections such as real or virtual art museums, galleries, portfolios or exhibitions using original artworks created by artists or peers; and
§117.11. Art, Grade 3. Adopted 1998§117.11. Art, Grade 3 Adopted 2013.
(a) Introduction.   (a) Introduction.
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evalutaion - provide broad, unifying structures for organizing the knowledge and skills students are exptected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surreoundings, memory, imagination, and life experiences, as a source fo creating artorks. They express their thoughts and idea creatively, while challenging their imagination, fostering reflective thinking,a nd developing disciplined effort and problem- solving skills.   (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 is essential, and the study of the fine arts nurtures and develops the whole child.
(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.   (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.   (b) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:   (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 artwork. The student is expected to:
(A) identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events; and   (A) explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art; 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.   (B) use appropriate vocabulary when discussing the Elements of Art, including line, shape, color, texture, form, space, and value, and the Principles of Design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety. balance, proportion, and unity; and
  (C) discuss the Elements of Art as building blocks and the Principles of Design as organizers of works of art.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:   (2) Creative expression. The student communicates ideas through original artwork 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 artworks based on personal observations and experiences;   (A) integrate ideas drawn from life experiences to create original works of art; and
(B) develop a variety of effective compositions, using design skills; and   (B) create compositions using the Elements of Art and Principles of Design; and
(C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.   (C) produce drawings, paintings, prints, sculpture, including modeled forms, and other art forms such as ceramics, fiberart, constructions, mixed media, installation art, digital art and media, and photographic imagery, using a variety of materials.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:   (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) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions;   (A) identify simple main ideas expressed in art works from various times and places; and
(B) compare selected artworks from different cultures; and   (B) compare and contrast art works created by historical and contemporary men and women, making connections to various cultures; and
(C) relate art to different kinds of jobs in everyday life.   (C) connect art to career opportunities such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and
  (D) investigate visual art concepts' connections to other disciplines.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:   (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) identify general intent and expressive qualities in personal artworks; and   (A) evaluate the Elements of Art, Principles of Design, or expressive qualities in artworks of self, peers, and historical and contemporary artists; and
(B) apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.   (B) use methods such as oral response, or artist statements to identify main ideas found in collections of artworks created by self, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and
  (C) compile collections of personal artworks such as physical artworks, electronic images, sketchbooks, or portfolios for purposes of self assessment or exhibition.
§117.14. Art, Grade 4. Adopted 1998§117.14. Art, Grade 4 Adopted 2013.
(a). Introduction.   (a). Introduction.
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evalutaion - provide broad, unifying structures for organizing the knowledge and skills students are exptected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surreoundings, memory, imagination, and life experiences, as a source fo creating artorks. They express their thoughts and idea creatively, while challenging their imagination, fostering reflective thinking,a nd developing disciplined effort and problem- solving skills.   (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 is essential, and the study of the fine arts nurtures and develops the whole child.
(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.   (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.   (b) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:   (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 artwork. The student is expected to:
(A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and   (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
(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.   (B) use appropriate vocabulary when discussing the Elements of Art, including line, shape, color, texture, form, space, and value, and the Principles of Design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
  (C) discuss the Elements of Art as building blocks and the Principles of Design as organizers of works of art.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:   (2) Creative expression. The student communicates ideas through original artwork 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) integrate a variety of ideas about self, life events, family, and community in original artworks;   (A) integrate ideas drawn from life experiences to create original works of art;
(B) design original artworks; and   (B) create compositions using the Elements of Art and Principles of Design; and
(C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.   (C) produce drawings, paintings, prints, constructions, sculpture including modeled forms, and other art forms such as ceramics, fiber art, constructions, mixed medium installation art, digital art and media, and photographic imagery using a variety of art media and materials.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:   (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) identify simple main ideas expressed in art;   (A) compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions; and
(B) compare and contrast selected artworks from a variety of cultural settings; and   (B) compare purpose and content in artworks from created by historical and contemporary men and women, making connections to cultures;
(C) identify the roles of art in American society.   (C) connect art to career opportunities such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and
  (D) investigate visual art concepts' connections to other disciplin
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:   (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) describe intent and form conclusions about personal artworks; and   (A) evaluate the Elements of Art, Principles of Design, intent, or expressive qualities in artworks of self, peers, historical and contemporary artists;
(B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.   (B) use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and
  (C) compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.
§117.17. Art, Grade 5. Adopted 1998§117.17. Art, Grade 5 Adopted 2013.
(a) Introduction.   (a) Introduction.
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evalutaion - provide broad, unifying structures for organizing the knowledge and skills students are exptected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surreoundings, memory, imagination, and life experiences, as a source fo creating artorks. They express their thoughts and idea creatively, while challenging their imagination, fostering reflective thinking,a nd developing disciplined effort and problem- solving skills.   (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 is essential, and the study of the fine arts nurtures and develops the whole child.
(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.   (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.
(b) Knowledge and skills.   (b) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:   (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 artwork. The student is expected to:
(A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and   (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community about the global community and from the imagination as sources for original works of art; 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.   (B) use appropriate vocabulary when discussing the Elements of Art including line, shape, color, texture, form, line, space, and value; and the Principles of Design including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, balance, proportion, and unity; and
  (C) discuss the Elements of Art as building blocks and the Principles of Design as organizers of works of art.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:   (2) Creative expression. The student communicates ideas through original artwork 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) combine information from direct observation, experience, and imagination to express ideas about self, family, and community;   (A) integrate ideas drawn from life experiences to create original works of art; and
(B) compare relationships between design and everyday life; and   (B) create compositions, using the Elements of Art and Principles of Design; and
(C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.   (C) produce drawings, paintings, prints, constructions, sculpture including modeled forms, and other art forms such as ceramics, fiber art, digital art and media, and photographic imagery, using a variety of materials;
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:   (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) compare artworks from several national periods, identifying similarities and differences;   (A) compare the purpose and effectiveness in artworks from various times and places, evaluating the artist's use of media and techniques, expression of emotions, or use of symbols; and
(B) compare cultural themes honoring history and traditions in American and other artworks; and   (B) compare the purpose and effectiveness in artworks created by historic and contemporary men and women, making connections to various cultures; and
(C) identify the use of art skills in a variety of jobs.   (C) connect art to career opportunities such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and
  (D) investigate visual art concepts' connections to other disciplines.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:   (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) analyze personal artworks to interpret meaning; and   (A) evaluate the Elements of Art, Principles of Design, general intent, media and techniques, or expressive qualities in artworks of self, peers or historical and contemporary artists; and
(B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.   (B) methods such as written or oral response, or artist statements to identify themes found in collections of artworks created by self, peers, major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and
  (C) compile collections of personal artworks for purposes of self-assessment or exhibition, such as physical artworks, electronic images, sketchbooks, or portfolios.
©Copyright 2013, Texas Education Agency (TEA). All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2013; Center for Educator Development in Fine Arts all rights reserved.