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Rule §117.304 Art, Level Iii (One Credit), Adopted 2013

Published: 2015

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(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 II, 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 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
Design Portfolio, and AP Studio Art: Three-Dimensional Design Portfolio.
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,
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) 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,
including emphasis, repetition/pattern, movement/rhythm, contrast/variety,
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
challenging 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 imagination
in order to expand personal themes that demonstrate artistic intent;
    (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
    (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
    (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,
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 selected historical periods, artists,
general themes, trends, and styles of art;
    (B) distinguish the correlation between specific characteristics
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
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 artwork such as that 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) 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
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) select and analyze original artwork, portfolios,
and exhibitions to demonstrate innovation and provide examples of
in-depth exploration of qualities such as aesthetics; formal, historical,
and cultural contexts; intentions; and meanings.

Source Note: The provisions of this §117.304 adopted to be effective July 28, 2013, 38 TexReg 4575