Art, Design, and Biology

Appendix on Implementing Texas Education Knowledge and Skills (TEKS)

§112.2. Science, Kindergarten, Adopted 2021. (a) Introduction. (1) In Kindergarten through Grade 5 Science, content is organized into recurring strands. The concepts within each grade level build prior knowledge, prepare students for the next grade level, and establish a foundation in science. In Kindergarten, the following concepts will be addressed in each strand.

(A) Scientific and engineering practices. Scientific inquiry is a systematic and deliberate investigation of the natural world, utilizing scientific and engineering practices. Scientific methods of investigation include descriptive, correlational, comparative, and experimental approaches. The method chosen should be suitable for the grade level and the question being asked. Student learning for different types of investigations includes descriptive investigations, which have no hypothesis that tentatively answers the research question and involve collecting data and recording observations without making comparisons; correlative and comparative investigations, which have a hypothesis that predicts a relationship and include collecting data, measuring variables relevant to the hypothesis that are manipulated, and comparing results; and experimental investigations, which include processes similar to comparative investigations but in which a hypothesis can be tested by comparing a treatment with a control.

RULE §117.102 Art, Kindergarten, Adopted 2013

(a) Introduction.

1. (1) Fine arts incorporate the study of dance, music, theatre, and 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. 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. (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. (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.

(b) Knowledge and skills.

1. (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 artworks. The student is expected to:
   1. (A) gather information from subjects in the environment using the senses; and
   2. (B) Identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment.
2. (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:
   1. (A) Create artworks using a variety of lines, shapes, colors, textures, and forms.
   2. (B) arrange components intuitively to create artwork; and
   3. (C) Use a variety of materials to develop manipulative skills while engaging in opportunities for exploration through drawing, painting, printmaking, constructing artworks, and sculpting, including modeled forms.
3. (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:
   1. (A) Identify simple subjects expressed in artworks.
   2. (B) share ideas about personal experiences, such as family and friends, and develop awareness and sensitivity to differing experiences and opinions through artwork.
   3. (C) identify the uses of art in everyday life; and
   4. (D) Relate visual art concepts to other disciplines.
4. (4) Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:
   1. (A) express ideas about personal artworks or portfolios.
   2. (B) express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers; and
   3. (C) Compile collections of artwork, such as physical artwork, electronic images, sketchbooks, or portfolios, for self-evaluations or exhibitions.