Texas Register, Volume 38, Number 29, Pages 4555-4690, July 19, 2013 Page: 4,606
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II, Design II, Digital Art and Media II, Advanced Placement (AP) Stu-
dio 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 I Standard Level
(SL), or IB Visual Arts I Higher Level (HL) (one credit per course).
There are no prerequisites for AP Art History and all 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 De-
sign Portfolio, and AP Studio Art: Three-Dimensional Design Portfo-
lio. The prerequisite for all other Art, Level III courses is one credit of
Art, Level II in the corresponding discipline.
(b) Introduction.
(1) The fine arts incorporate the study of dance, music, the-
atre, and the visual arts to offer unique experiences and empower stu-
dents to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical think-
ing, 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 envi-
ronments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expres-
sion. Creativity, encouraged through the study of the fine arts, is essen-
tial 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 judg-
ments.
(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, prin-
ciples 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 sources to illustrate
concepts, demonstrate flexibility in solving problems, create multiple
solutions, and think imaginatively;
(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, in-
cluding emphasis, repetition/pattern, movement/rhythm, contrast/vari-
ety, balance, proportion, and unity, in personal artwork; and(D) explore the suitability of art media and processes
and select those appropriate to express specific ideas such as content,
meaning, message, and metaphor relating to visual themes to interpret
the expressive qualities of artwork.
(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 chal-
lenging the imagination, fostering reflective thinking, and developing
disciplined effort and progressive problem-solving skills. The student
is expected to:
(A) create original artwork using multiple solutions
from direct observation, original sources, experiences, and imagina-
tion in order to expand personal themes that demonstrate artistic intent;
(B) solve visual problems and develop multiple solu-
tions for designing ideas, creating practical applications, clarifying pre-
sentations, and evaluating consumer choices in order to make success-
ful design decisions;
(C) use an understanding of copyright and public do-
main to appropriate imagery constituting the main focal point of origi-
nal 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) select from a variety of art media and tools to ex-
press intent 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 demon-
strates an understanding of art history and culture by analyzing artistic
styles, historical periods, and a variety of cultures. The student devel-
ops global awareness and respect for the traditions and contributions
of diverse cultures. The student is expected to:
(A) research selected historical periods, artists, general
themes, trends, and styles of art;
(B) distinguish the correlation between specific charac-
teristics and influences of various cultures and contemporary artwork;
(C) collaborate on community-based art projects; and
(D) examine, research, and develop a plan of action
for relevant career, entrepreneurial, and avocational art opportunities
within a global economy.
(4) Critical evaluation and response. The student responds
to and analyzes the artworks of self and others, contributing to the de-
velopment of the lifelong skills of making informed judgments and rea-
soned evaluations. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in
artwork such as that in museums, local galleries, art exhibits, and web-
sites based on evaluation of developmental progress, competency in
problem solving, and a variety of visual ideas;
(B) evaluate and analyze artwork using a method of cri-
tique such as describing the artwork, analyzing the way it is organized,
interpreting the artist's intention, and evaluating the success of the art-
work;
(C) analyze personal artwork in order to create a written
response such as an artist's statement reflecting intent, inspiration, the38 TexReg 4606 July 19, 2013 Texas Register
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Texas. Secretary of State. Texas Register, Volume 38, Number 29, Pages 4555-4690, July 19, 2013, periodical, July 19, 2013; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth326803/m1/52/: accessed May 7, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.