19 Tex. Admin. Code § 117.305 - Art, Level IV (One Credit), Adopted 2013
(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, Advanced Placement
(AP) Studio Art: Drawing Portfolio, AP Studio Art: Two-Dimensional Design
Portfolio, AP Studio Art: Three-Dimensional Design Portfolio, AP Art History,
International Baccalaureate (IB) Visual Arts II Standard Level (SL), and IB
Visual Arts II Higher Level (HL) (one credit per course). There are no
prerequisites for AP Art History. The prerequisites for the IB courses listed
in this subsection are the corresponding Art, Level II IB courses. One credit
in an Art, Level II course is a recommended prerequisite for AP Studio Art:
Drawing Portfolio, AP Studio Art: Two-Dimensional Design Portfolio, and AP
Studio Art: Three-Dimensional Design Portfolio. The prerequisite for all other
Art, Level IV courses is one credit of Art, Level III in the corresponding
discipline.
(b) Introduction.
(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, encouraged through the
study of the fine arts, is essential to nurture and develop the whole
child.
(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.
(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) consider concepts and themes for personal
artwork that integrate an extensive range of visual observations, experiences,
and imagination;
(B) compare and
contrast the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;
(C) compare and contrast the principles of
design, including emphasis, repetition/pattern, movement/rhythm,
contrast/variety, balance, proportion, and unity, in personal artwork;
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. The
student communicates ideas through original artworks 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,
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 to create a body of personal artwork;
(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) create artwork,
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, fiber art, design, digital art and media, photography, jewelry, and
mixed media.
(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) 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 artwork;
(C) collaborate on community-based art
projects; and
(D) examine,
research, and develop a plan of action for relevant career or entrepreneurial
art opportunities within a global economy, justifying the choice.
(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 to justify
artistic decisions in artwork such as that in museums, local galleries, art
exhibits, and websites based on a high level of creativity and expertise in one
or more art areas;
(B) evaluate and
analyze artwork using a 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) analyze personal artwork in order to
create a written response such as an artist's statement reflecting intent,
inspiration, the elements of art and principles of design within the artwork,
and the measure of uniqueness;
(D)
use responses to artwork critiques to make decisions about future directions in
personal work;
(E) construct a
physical or electronic portfolio by evaluating and analyzing personal original
artwork to provide evidence of learning; and
(F) evaluate a wide range of artwork to form
conclusions about formal qualities, aesthetics, historical and cultural
contexts, intents, and meanings.
Notes
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