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High School Art TEKS Comparison

§117.52. Art, Level I. Adopted 1998. Adopted 1998§117.52. Art, Level I (One Credit). 2015.
(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. The student may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Art I, Art Appreciation, Art & 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) illustrate ideas for artworks from direct observation, experiences, and imagination;   (A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
(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   (B) identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  (C) identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and
  (D) make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.
(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 visual solutions by elaborating on direct observation, experiences, and imagination;   (A) use visual solutions to create original artwork by problem solving through direct observation, original sources, experiences, narrations, and imagination;
(B) create designs for practical applications; and   (B) communicate a variety of applications for design solutions;
(C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.   (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) demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
(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 and contrast historical and contemporary styles, identifying general themes and trends;   (A) compare and contrast historical and contemporary styles while identifying general themes a
(B) describe general characteristics in artworks from a variety of cultures; and   (B) describe general characteristics in artwork from a variety of cultures, which might also include personal identity and heritage;
(C) compare and contrast career and avocational opportunities in art.   (C)and collaborate on community-based art projects;
  (D) compare and contrast career and avocational opportunities in art.
(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) interpret, evaluate, and justify artistic decisions in personal artworks; and   (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) 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.   (B) evaluate and analyze artwork using a verbal or written 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) construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and
  (D) select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.
§117.53. Art, Level II. Adopted 1998. Adopted 1998§117.53. Art, Level II (One Credit). 2015.
(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.   (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 & Media I, Art and Media Communications II (one credit per course). The prerequisite for each Level art course listed above is one credit of Art Level I. The College Board AP Studio Art Exam may be challenged by any art student at any level without being in an AP Studio Art 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)and interpret visual parallels between the structures of natural and human-made environments;   (A) use visual comparisons to illustrate concepts and ideas for original artworks from direct observation, original sources, experiences, narration, and imagination;
(B) compare suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.   (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. Other Elements of Art such as text and time may be evident as media evolve;
  (C) identify and apply the Principles of Design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks. Other Principles of Design such as direction, juxtaposition and sequence may be evident as media evolve; 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/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) formulate multiple solutions to expand personal themes that demonstrate intent   (A) create original artworks 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 defining choices made by consumers; and   (B) apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions
(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.   (C) use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artworks (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 & media.
(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) study a selected historical period or style of art;   (A) examine selected historical periods or styles of art and identify general themes and trends;
(B) analyze specific characteristics of artworks in various cultures; and   (B) analyze specific characteristics in artworks from a variety of cultures;
(C) and research career and avocational choices in art.   (C) collaborate on community-based art projects; and
  (D) examine and research career, entrepreneurial, and avocational opportunities in art.
(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) select and critique artworks in progress, making decisions about future directions in personal work; and   (A) interpret, evaluate, and justify artistic decisions in artworks by self, peers, and other artists such as in museums, local galleries, art exhibits, and websites;
(B) select and critique original artworks, portfolios, and exhibitions by peers or others.   (B) evaluate and analyze artworks using a method of critique such as describe the artwork, analyze the way it is organized, interpret the artist's intention, evaluate the success of the artwork;
  (C) utilize responses to artwork critiques to make decisions about future directions in personal work;
  (D) construct a portfolio such as a physical or electronic portfolio through evaluating and analyzing personal original artworks to provide evidence of learning; and
  (E) select and critique analyze original artworks, portfolios, and exhibitions by peers or others to maintain and then extend at a higher level to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.
§117.54. Art, Level III. Adopted 1998. Adopted 1998§117.54. Art, Level III (One Credit). 2015.
(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, AP General Art 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 General Art 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.   (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 III, Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II, Jewelry II, Photography II, Design II, Digital Art and Media Communications II, 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) Visual Arts I Standard Level (SL), IB Visual Arts I Higher Level (HL) (one credit per course). There are no prerequisites for AP History of Art and all IB courses. One credit in an Art Level II course is a highly recommended prerequisite for AP Drawing Portfolio, AP Two-Dimensional Design Portfolio, and AP Three- Dimensional Design Portfolio. The prerequisite for all other Art Level III art courses is one credit of Art Level II in the corresponding discipline. The College Board AP Studio Art Exam may be challenged by an art student at any level without being in an AP Studio Art 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) 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   (A) analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
(B) analyze visual qualities to express the meaning of images and symbols, using precise art vocabulary.   (B) compare and contrast the Elements of Art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks. Other Elements of Art such as text and time may be evident as media evolve;
  (C) compare and contrast the Principles of Design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks. Other Principles of Design such as direction, juxtaposition and sequence may be evident as media evolve; and
  (D) explore and select the suitability of art materials, media, and processes to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artworks.
(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) solve visual problems by planning and attempting a variety of solutions;   (A) create original artworks using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
(B) solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and   (B) solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions
(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.   (C) use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artworks 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 express intent in drawing, painting, printmaking, sculpture, ceramics, fiberart, design, digital art and media, photography, jewelry, and mixed media.
(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) study a selected period, style, or movement in art;   (A) research selected historical periods, artists, general themes, trends, and styles of art;
(B) trace influences of various cultures on contemporary artworks; and   (B) distinguish the correlation between specific characteristics and influences of various cultures and contemporary artworks;
(C) analyze a selected career opportunity in art, identifying the training, skills, and plan of action necessary for realizing such a goal.   (C) collaborate on community-based art projects; and
  (D) examine, research, and develop a plan of action for career, entrepreneurial, avocational, and relevant art opportunities within a global economy.
(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) select artworks for a personal portfolio based on evaluation of developmental progress, competency in problem-solving, and a variety of visual ideas; and   (A) interpret, evaluate, and justify artistic decisions in artworks such as in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem-solving, and a variety of visual ideas;
(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.   (B) evaluate and analyze artworks using a method of critique such as describe the artwork, analyze the way it is organized, interpret the artist's intention, evaluate the success of the artwork;
  (C) analyze personal artworks in order to create a written response reflecting intent, inspiration, the Elements of Art and Principles of Design within the artwork, and measure of uniqueness such as an artist's statement;
  (D) use responses to artwork critiques to make decisions about future directions in personal work;
  (E) construct a portfolio such as a physical or electronic portfolio through evaluating and analyzing personal original artworks to provide evidence of learning; and
  (F) select and analyze original artworks, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities of artworks such as aesthetics, formal, historical and cultural contexts, intentions, and meanings.
§117.55. Art, Level IV. Adopted 1998. Adopted 1998§117.55. Art, Level IV (One Credit). 2015.
(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, AP General Art 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 General Art 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.   (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 IV, Drawing III, Painting III, Printmaking III, Fibers III, Ceramics III, Sculpture III, Jewelry III, Photography III, Design III, Digital Art and 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) Visual Arts II Standard Level (SL), IB Visual Arts II Higher Level (HL) (one credit per course). There are no prerequisites for AP History of Art. The prerequisites for the IB courses above are the corresponding Art Level II IB courses. One credit in an Art Level II course is a highly recommended prerequisite for AP Drawing Portfolio, AP Two-Dimensional Design Portfolio, and AP Three-Dimensional Design Portfolio. The prerequisite for all other Art Level IV courses is one credit of Level III Art in the corresponding discipline. The College Board AP Studio Art Exams may be challenged by any art student at any level without being in an AP Studio Art 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) create themes for personal artworks that integrate a broad range of visual observations, experiences, and imagination; and   (A) consider concepts and themes for personal artworks that integrate an extensive range of visual observations, experiences, and imagination;
(B) make subtle discriminations in analyzing complex visual relationships and content, using precise art vocabulary.   (B) compare and contrast the Elements of Art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks. Other Elements of Art such as text and time may be evident as media evolve;
  (C) compare and contrast the Principles of Design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks. Other Principles of Design such as direction, juxtaposition and sequence may be evident as media evolve; and
  (D) discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive 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:   (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) produce an original body of artwork that integrates information from a variety of sources and demonstrates sustained, self- directed investigations into specific themes;   (A) produce an original body of artworks that integrates information from a variety of sources, including original sources, and demonstrates sustained self- directed investigations into specific themes such as a series or concentration of works;
(B) evaluate and justify design ideas and concepts for use in personal artworks; and   (B) evaluate and justify design ideas and concepts to create a body of personal artworks;
(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.   (C) use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artworks (when working from images rather than direct observation or imagination);
  (D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
  (E) to create original works of art; and
  (F) create artworks, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiberart, design, digital art and media, photography, jewelry, and mixed media.
(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 and illustrate art history as a major source of interpretation;   (A) research and report on selected historical periods, artists, general themes, trends, and styles of art;
(B) analyze and evaluate the influence of contemporary cultures on artworks; and   (B) analyze and evaluate the influence of contemporary cultures on artworks;
(C) evaluate a selected career in art, justifying the choice.   (C) collaborate on community-based art projects; and
  (D) examine, research, and develop a plan of action for career, entrepreneurial, or relevant art opportunities within a global economy, justifying the choice.
(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) 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   (A) develop evaluative criteria to justify artistic decisions in artworks such as in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;
(B) analyze a wide range of artworks to form conclusions about formal qualities, historical and cultural contexts, intents, and meanings.   (B) and analyze artworks using a method of critique such as describe the artwork, analyze the way it is organized, interpret the artist's intention, evaluate the success of the artwork;
  (C) analyze personal artworks in order to create a written response reflecting intent, inspiration, the Elements of Art and Principles of Design within the artwork, and the measure of uniqueness such as an artist's statement;
  (D) use responses to artwork critiques to make decisions about future directions in personal work;
  (E) construct a portfolio such as a physical or electronic portfolio through evaluating and analyzing personal original artworks to provide evidence of learning; and
  (F) evaluate a wide range of artworks to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.
©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 2015; Center for Educator Development in Fine Arts all rights reserved.