19 Tex. Admin. Code § 127.53 - Floral Design (One Credit), Adopted 2024
(a)
Implementation. The provisions of this section shall be implemented by school
districts beginning with the 2025-2026 school year.
(b) General requirements. This course is
recommended for students in Grades 9-12. Recommended prerequisite: Principles
of Agriculture, Food, and Natural Resources. This course satisfies the fine
arts graduation requirement. Students shall be awarded one credit for
successful completion of this course.
(c) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Agriculture, Food, and Natural
Resources Career Cluster focuses on the production, processing, marketing,
distribution, financing, and development of agricultural commodities and
resources, including food, fiber, wood products, natural resources,
horticulture, and other plant and animal products/resources.
(3) Floral Design is designed to develop
students' ability to identify and demonstrate the elements and principles of
floral design as well as develop an understanding of the management of floral
enterprises. Through the analysis of artistic floral styles and historical
periods, students develop respect for the traditions of and appreciation for
the contributions of diverse cultures. Students respond to and analyze floral
designs, thus contributing to the development of lifelong skills of making
informed judgments and evaluations. To prepare for careers in floral design,
students must attain academic knowledge and skills, acquire technical knowledge
and skills related to horticultural systems, and develop knowledge and skills
regarding career opportunities, entry requirements, and industry expectations.
To prepare for success, students need opportunities to learn, reinforce, apply,
and transfer their knowledge and skills and technologies in a variety of
settings.
(4) Floral Design follows
the four basic fine arts strands of foundations: observation and perception;
creative expression; historical and cultural relevance; and critical evaluation
and response to 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 floral art. Students communicate their thoughts and ideas with
innovation and creativity. Through floral design, 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.
(5) Students are encouraged to participate in
extended learning experiences related to floral design such as career and
technical student organizations and other leadership or extracurricular
organizations.
(6) 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.
(d) Knowledge
and skills.
(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:
(A)
identify career and entrepreneurship opportunities for a chosen occupation in
the field of floral design and develop a plan for obtaining the education,
training, and certifications required;
(B) model professionalism by continuously
exhibiting appropriate work habits, solving problems, taking initiative,
communicating effectively, listening actively, and thinking
critically;
(C) model appropriate
personal and occupational safety and health practices and explain the
importance of established safety and health protocols for the
workplace;
(D) analyze and
interpret the rights and responsibilities, including ethical conduct and legal
responsibilities, of employers and employees; and
(E) describe and demonstrate characteristics
of good citizenship in the agricultural workplace, including promoting
stewardship, community leadership, civic engagement, and agricultural awareness
and literacy.
(2) The
student develops a supervised agricultural experience program. The student is
expected to:
(A) plan, propose, conduct,
document, and evaluate a supervised agricultural experience program as an
experiential learning activity; and
(B) use appropriate record-keeping skills in
a supervised agricultural experience program.
(3) The student develops leadership skills
through participation in an agricultural youth organization. The student is
expected to:
(A) participate in youth
agricultural leadership opportunities;
(B) review and participate in a local program
of activities; and
(C) create or
update documentation of relevant agricultural experience such as community
service, professional, or classroom experiences.
(4) The student identifies elements and
principles of design in floral art in both historical and current contexts. The
student is expected to:
(A) identify the
historical trends and characteristics of floral art as they relate to current
industry practices;
(B) identify
design elements in floral art, including color, texture, form, line, space,
pattern, size, and fragrance;
(C)
identify design principles in floral art, including rhythm, balance,
proportion, dominance, contrast, harmony, and unity;
(D) identify the ancillary concepts of design
principles such as emphasis, focal area, repetition, transition, opposition,
and variation; and
(E) compare the
forms and functions of flowers and foliage, including form, mass, line, and
filler.
(5) The student
demonstrates elements and principles through the creation of floral designs
using flowers and plants. The student is expected to:
(A) create and evaluate floral arrangements
using cut flowers, including arrangements using bud vases, and round,
symmetrical, and asymmetrical designs;
(B) create and evaluate floral designs using
permanent botanicals such as homecoming mums;
(C) design and create corsages and
boutonnieres;
(D) create floral
designs for specific holidays and cultural occasions such as weddings and
funerals; and
(E) create
interiorscapes using the elements and principles of floral
design.
(6) The student
makes informed judgments about personal designs and the designs of others. The
student is expected to:
(A) interpret,
evaluate, and justify artistic decisions in the design of personal
arrangements;
(B) evaluate and
appraise floral designs;
(C)
construct a physical or electronic portfolio of personal floral artwork to
provide evidence of learning; and
(D) interpret and evaluate design elements
and principles in floral arrangements of others.
(7) The student demonstrates contemporary
designs and creativity in the floral industry by developing floral design
skills. The student is expected to:
(A)
identify and classify specialty floral items for a variety of
occasions;
(B) create specialty
designs to expand artistic expression;
(C) apply proper wiring and taping techniques
to materials used in the floral industry; and
(D) demonstrate safe and proper usage of
floral design tools.
(8)
The student recognizes the current industry practices of floral enterprises.
The student is expected to:
(A) identify and
classify flowers, foliage, and plants used in floral design;
(B) use temperature, preservatives, and
cutting techniques to extend the vase life of floral materials;
(C) identify and describe how tools,
chemicals, and equipment are used in floral design and describe safe handling
practices;
(D) analyze the needs of
indoor plants such as fertilizer, light, pruning, and water based on the
condition of the plant;
(E)
identify common pests and diseases that affect the floral industry;
and
(F) identify management
techniques of pests and diseases in the floral industry, including the safe use
of pesticides.
(9) The
student recognizes current business management practices of floral enterprises.
The student is expected to:
(A) create
cost-effective floral designs;
(B)
apply pricing strategies and order-processing skills to meet various budgets
and needs; and
(C) describe
packaging, distribution, and setup logistics in the floral
industry.
(10) The
student understands botany and physiology and how they relate to floral design
and interiorscapes. The student is expected to:
(A) analyze the structure and functions of
indoor plants used in the floral industry; and
(B) identify the structure and functions of
flowers used in the floral industry.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
No prior version found.