Art Programs

For all Texas public school students, art learning begins in kindergarten. Elementary programs provide sequential art content and unique learning experiences at each grade level. Elementary students produce creative and imaginative pieces that:

• Develop perceptual skills

• Use a variety of media in multiple activities

• Reflect knowledge of art history

• Show art as an expression of cultural experience

• Foster skills of evaluation.

In the primary grades, art helps students become more aware of their physical environment, extend and develop the use of the senses, and utilize inventive thinking. Art programs support individual interpretation of ideas, thoughts, and feelings and provide opportunities to work in a variety of media. Teachers encouraging students to explore and express their responses to artwork.

In kindergarten through grade 2, students create two- and three-dimensional artworks, including drawings, paintings, prints, and constructions (e.g., puppets, masks). Art experiences utilize creative problem solving by encouraging children to be original and imaginative. Group projects allow students to exchange ideas and to work collaboratively. As students encounter art and produce their own art, they begin to understand that people often have different responses to similar experiences.

In grades 3-5, teachers build on students’ art knowledge and experiences, and the Art TEKS become more complex. At times, instruction must be individualized. Students who have had limited involvement with art begin with basic processes. As understanding grows, so does the ability to express ideas and respond to visual forms. Visits to museums and galleries are a good way to supplement sequenced class instruction, and they also foster interest in art and help students relate art to everyday life.

Students continue to develop visual literacy. Experiences that develop students’ awareness of line, color, texture, and form are fundamental to the grades 3-5 program. Examining the design, structure, and function of natural objects and of works of art enables students to appreciate art and make informed personal choices about art in their lives.

Third, fourth, and fifth graders continue making two- and three-dimensional art, including drawings, paintings, prints, sculptures, ceramics, fiber art, jewelry, photography, film projects, and electronic media projects. As students approach adolescence, they have an increased desire to apply art elements, design principles, and art techniques to their own creations. Their works reflect more deliberate decision making than earlier works, and they describe their thinking and artistic processes using more specific art vocabulary.

Developing sincere, informed art appreciation by interacting with contemporary and historic artwork is a key aspect of early art education. Furthermore, it can be a means for students to understand and value cultural diversity.

Scheduling

Significant learning in art is possible only when educators give careful attention to time and scheduling. Sufficient time must be available for teachers to teach and for students to learn the Art TEKS.

Districts make decisions about time allocations, meeting patterns, and class sizes. Time allotted to art includes instruction in art concepts and skills, completion of work, and distribution and cleanup of materials. Art education requires individualized instruction in a laboratory situation. Large numbers of students reduce the effectiveness of teaching and learning. A maximum of 25 students per class is suggested.

The specialist needs one duty-free planning and preparation period per day with scheduled intervals between classes. Classroom teachers may escort students to and from the classroom, providing security for the students and time for the art specialist to set up for the next class. The specialist may require additional assistance when the class contains students with special needs.

Specialists assigned to multiple campuses need an additional period for travel, record keeping, materials management, and preparation of multiple art laboratories. An additional benefit of having an art specialist as part of the faculty is flexibility in scheduling conference periods for elementary classroom teachers.

Facilities

A quality art room is visually attractive and has the necessary equipment, supplies, and materials to teach the TEKS. Art spaces are flexible enough to be used for large group, small group, or individual activities. The art specialist has a well-stocked art room while another comparable room is also available for other teachers to use when teaching art. Outdoor workspace adjoining the art rooms allows for outdoor extension activities. Adequate storage space for supplies, materials, equipment, and works-in-progress is essential. Both open and closed storage is provided.

Art in middle school broadens learners’ understanding of visual expression. Adolescents explore, organize, understand, and evaluate their abilities in art. As they observe and discuss visual environments, they extend and deepen the basis of their knowledge of art. They value curiosity and appreciate flexibility in their thinking and decision making. Middle school courses lay the foundation for work at the high school level and allow students to:

• Express ideas, thoughts, and feelings

• Explore a wide variety of media

• Collaborate on group projects

• Relate art to social, environmental, and political issues.

Art as a means of self-expression is important in middle school. Students grow more independent in the process of producing meaningful artworks. They mature in their abilities to observe, experience, and express themselves in effective and innovative ways. Teachers encourage exploration and experimentation and consciously individualize instruction to meet the needs of all students. Students engage in complex problem solving and creative thinking as they examine ideas about art.

Students use artistic tools, such as perspective, and elaborate and manipulate images and ideas for specific purposes. The investigation of two- and three-dimensional media includes drawing, painting, printmaking, sculpture, ceramics, fiber art, photography, filmmaking, and electronic media.

Students’ appreciation of art deepens in middle school. Teachers provide many opportunities for students to experience contemporary art, works from the past, and artwork from other cultures. Learners develop a deeper understanding of other cultures through their exposure to many different notions of art.

Scheduling

Districts make critical decisions about time allocations, meeting patterns, and class size. The number of classes and the number of students taught per day should be comparable to other disciplines. On campuses that use block scheduling teachers are entitled to at least 450 minutes within each two-week period for instructional preparation. A planning period may not be less than 45 minutes within the instructional day. Block scheduling offers opportunities for improved instruction in the visual arts because of:

• Sustained periods of concentrated, uninterrupted work for students

• Time gained from reduction in management and clean-up of materials and from less movement between classes

• Increased opportunities for students to take art classes.

Class size is recommended not to exceed 25 students per class. Scheduling should recognize the needs of all learners, including advanced studies students, those with identified special needs, and those who are not fluent English speakers.

Facilities

Adequate, well-planned facilities allow for a middle school art program to be more effective. Room design should accommodate demonstrations, monitoring of works in progress, new technologies, safety, and the diverse needs of students. Some guidelines are that art classrooms:

• Are located on the first or ground floor, adjacent to a service entrance, the auditorium, and parking areas

• Are located as far as possible from other classrooms so that laboratory work will not interfere with other classes

• Have as many windows as possible to provide natural lighting

• Have a minimum of 65 square feet per student (excluding storage and teacher’s work space) with additional space for special furniture and equipment, such as easels, potter wheels, and a darkroom

• Contain accessible sinks, electrical outlets, and gas outlets

• Have an instructional area with tables and chairs, bookshelves, audiovisual equipment, and storage

• Have adequate ventilation and outside exhaust

• Have one wall reserved for displaying student work.

For some students, high school marks the conclusion of formal art training. For others, it is the preparation for post-secondary art and art-related studies. High school art programs are designed for all students—from the student who will use the knowledge and skills of art to inform daily decisions to the student striving to become a professional artist.

Art teachers in grades 9-12 respect and foster their students’ goals, ideas, and inspirations. Classrooms become laboratories in which students evaluate and realize ideas through logic and inventiveness, fact and feeling, and higher order thinking.

As a foundation for all other art courses, Art I emphasizes a broad understanding of the visual arts. Students participate in a variety of learning experiences, including:

• Vocabulary development

• Two- and three-dimensional art making

• Exploration of historical and cultural contexts

• Practice in evaluation techniques.

Art I teachers introduce students to a wide range of art media and techniques and encourage them to take advanced courses in more than one medium. Because the efficacy of scaffolded instruction depends on student growth in concepts and skills, classes should be taken in sequence. Upper-level courses in different media may be taken simultaneously with the approval of the art teacher(s). For example, students may take Drawing II and Ceramics II at the same time.

Highly motivated art students should enroll in advanced art courses. Challenging curricula give students opportunities to develop their critical and creative thinking abilities. Classes accommodate individual learning styles and emphasize independent and guided research. Students gain the knowledge and skills necessary to pursue careers and interests in the arts and in other areas.

Scheduling

Districts make decisions about time allocations, meeting patterns, and class size. The number of classes and the number of students taught per day should be comparable to other disciplines. On campuses that use block scheduling, teachers are entitled to at least 450 minutes within each two-week period for instructional preparation. A planning period may not be less than 45 minutes within the instructional day. Block scheduling can improve art instruction by offering the following benefits:

• Sustained periods of concentrated, uninterrupted work

• Reduced management/clean up of materials

• Less frequent classroom changes

• Increased opportunities for students to take art.

Optimally, class size in secondary school will not exceed 25 students per class. The needs of advanced studies students, those with identified special needs, and those who are non-fluent English speakers should be considered in scheduling.

Though Level I and II courses need to be taught separately, some upper-level art courses may be combined into one class. If small numbers of students are registered for advanced classes, related subject areas, such as Drawing III and Painting IV, can be scheduled in the same room at the same time. Decisions to combine two courses should be carefully considered, and art teachers should always be consulted. In general, two-dimensional media courses may be grouped together, and three-dimensional media may be grouped together. The expertise of the teacher, maturity and work habits of the students, available facilities/equipment, and safe working conditions should be taken into account during the decision-making process. When two or more subject areas are combined, the total number of students in the classroom should be reduced to account for increased individualization of instruction.

Facilities

A strong high school art program requires adequate, well-designed classroom facilities. Administration and art education staff should work with a designer when remodeling or constructing a new high school to ensure that art classrooms:

• Are located on the first or ground floor and are adjacent to a service entrance, the auditorium, and parking areas

• Are located as far as possible from other classrooms so that laboratory work will not interfere with other classes

• Have access to an enclosed patio with sliding glass doors for auxiliary space for work and display with natural lighting

• Have a minimum of 65 square feet per student, excluding storage and teacher’s work space, with additional space for special furniture and equipment, such as easels, potter wheels, and a darkroom

• Contain easily accessible sinks, electrical outlets, and gas outlets

• Have an instructional area with tables and chairs, bookshelves, audiovisual equipment, and storage

• Have adequate ventilation and outside exhaust

• Have one wall reserved for displaying student work.