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Middle School Art TEKS Comparison

§117.32. Art, Middle School 1. Adopted 1998§117.32. Art, Middle School 1. 2015.
(a) General requirements. When Middle School 1 is part of a departmentalized middle school, students may select the following art course: Art 6.   (a) General requirements. Students in grades 6, 7, or 8 may select the following art course: Art, Middle School 1. When Middle School 1 is part of a self-contained school, students will take the following art course: Art, Middle School 1.
(b) Introduction.   (b) Introduction.
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evaluation - provide broad, unifying structures for organizing the knowledge and skills students are 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 themes from direct observation, personal experience, and traditional events; and   (A) identify and illustrate concepts from direct observation, original sources, personal experience, and communities such as family, school, cultural, local, regional, national, and international;
(B) analyze and form generalizations about the interdependence of the art elements such as color, texture, form, line, space, and value and principles such as emphasis, pattern, rhythm, balance, proportion, and unity, using art vocabulary appropriately.   (B) using art vocabulary appropriately, understand 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 may be evident as media evolve (such as text and time);
  (C) using art vocabulary appropriately, understand 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 may be evident as media evolve (such as direction, juxtaposition, and sequence); and
  (D) discuss the expressive properties of artworks, such as appropriation, meaning, narrative, message, and symbol, 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) express a variety of ideas based on personal experience and direct observations;   (A) create original artworks based on direct observations, original sources, personal experiences, and their community;
(B) describe in detail a variety of practical applications for design ideas; and   (B) apply the art-making process to solve problems and generate design solutions; and
(C) demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art.   (C) produce artworks using a variety of materials, including drawings, paintings, prints, sculptures,/modeled forms, ceramics, fiberart, photographic imagery, 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) identify in artworks the influence of historical and political events;   (A) identify in artworks the influence of historical and political events;
(B) compare specific artworks from a variety of cultures; and   (B) identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
(C) compare career and avocational opportunities in art.   (C) explain the relationships that exist between societies and their art and architecture; and
  (D) explore career and avocational opportunities in art such as various design, museum, and fine art fields.
(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) conduct in-progress analyses and critiques of personal artworks; and   (A) create written or oral responses to artwork using appropriate art vocabulary;
(B) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts.   (B) analyze original 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) develop a portfolio;
  (D) investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries or community art; and
  (E) understand and demonstrate proper exhibition etiquette.
§117.35. Art, Middle School 2. Adopted 1998. Adopted 1998§117.35. Art, Middle School 2. 2015
(a) General requirements. Students may select the following art course: Art 7.   (a) General requirements. Students may select the following art course: Art, Middle School 2.
(b) Introduction.   (b) Introduction
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evaluation - provide broad, unifying structures for organizing the knowledge and skills students are 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 from direct observation, imagination, personal experience, and school and community events; and   (A) identify and illustrate ideas from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international; and
(B) analyze and form generalizations about the interdependence of the art elements such as color, texture, form, line, space, and value and principles such as emphasis, pattern, rhythm, balance, proportion, and unity, using art vocabulary appropriately.   (B) vocabulary accurately, 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) using vocabulary accurately, 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) understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol, 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) express a variety of ideas based on personal experience and direct observations;   (A) create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and their community;
(B) describe in detail a variety of practical applications for design ideas; and   (B) apply the art-making process to solve problems and generate design solutions;
(C) demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art.   (C) apply technical skills effectively, using a variety of materials to produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiberart, photographic imagery, and digital art and media; and
  (D)imagination use an understanding of copyright and public domain, to appropriate imagery when working from sources rather than direct observation or
(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 in artworks the influence of historical and political events;   (A) create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression; and
(B) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts.   (B) analyze original 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) develop a portfolio that demonstrates progress;
  (D) investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art; and
  (E) demonstrate an understanding of and apply proper exhibition etiquette.
(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) conduct in-progress analyses and critiques of personal artworks; and   (A) create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression; and
(B) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts.   (B) analyze original 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) develop a portfolio that demonstrates progress;
  (D) investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art; and
  (E). demonstrate an understanding of and apply proper exhibition etiquette
§117.38. Art, Middle School 3. Adopted 1998. Adopted 1998§117.38. Art, Middle School 3. 2015
(a) General requirements. Students may select the following art course: Art 8.   (a) General requirements. Students may select the following art course: Art, Middle School 3.
(b) Introduction.   (b) Introduction.
(1) Four basic strands - perception, creative expression/performance, historical and cultural heritage, and critical evaluation - provide broad, unifying structures for organizing the knowledge and skills students are 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 from direct observation, imagination, and personal experience and from experiences at school and community events; and   (A) identify and illustrate ideas from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international; and
(B) define a variety of concepts directly related to the art elements and principles, using vocabulary accurately.   (B) using vocabulary accurately, evaluate 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; and
  (C) using vocabulary accurately, evaluate 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) compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using 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 artworks integrating themes found through direct observation, personal experiences, and imagination;   (A) create original artworks expressing themes found through direct observation, original sources, personal experiences, including memory, identity, imagination, and their community;
(B) apply design skills to communicate effectively ideas and thoughts in everyday life; and   (B) apply the art-making process to solve problems and generate design solutions;
(C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally.   (C) create artworks by selecting appropriate art materials, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiberart, photographic imagery, and digital art and media.
  (D) use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination; and
  (E) create experimental artworks using installation, performance, or collaboration.
(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) analyze ways in which electronic media/technologies have influenced art;   (A) analyze ways in which technology such as copyright and public domain issues, global, contemporary, historical, and political issues have influenced art;
(B) identify cultural ideas expressed in artworks relating to social, political, and environmental themes; and   (B) analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;
(C) survey career and avocational opportunities in art.   (C) evaluate the relationships that exist between a society's art, music, theatre, and dance; and
  (D) compare and contrast career and avocational opportunities in art such as various design, museum, and fine art fields
(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 with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques; and   (A) create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression
(B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about formal properties, historical and cultural contexts, intents, and meanings.   (B) analyze original artworks and portfolios, 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) investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries or community art; and
  (D) understand and demonstrate proper exhibition etiquette.
©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.